Practice
Name
Phonics/ Word Study:
Inflectional Endings
When added to the end of a verb, the inflectional endings -s,
-es, -ed, and -ing show when action happens, as in: He calls
his sister often; He called yesterday; He is calling right now.
If a word ends in a consonant and e, drop the e before adding
-ed or -ing, as in decided, deciding. If a word ends in a vowel
and consonant, such as in rip, double the final consonant
before adding -ed or -ing: ripped, ripping.
A. Underline the word or words in each sentence with the
endings -s, -es, -ed, or -ing.
1. Dad is naming
g our new dog Spike.
2. My brother dropped
pp a penny in the well.
3. I am wrapping
pp g a present for Mom.
4. My brother washes the dishes after dinner.
5. The kitten p
pushes the toy across the floor.
p in the puddle to make a splash.
6. Patty stomps
7. The school bus moves slowly through the snow.
8. Rashid decided to walk home from school.
© Macmillan/McGraw-Hill
B. Sort the underlined words above on the chart.
-s
-es
-ed
-ing
Wilbur’s Boast •
Grade 3/Unit 5
247
Practice
Phonics:
Inflectional Endings
with Spelling Changes
Name
&OEJOHTTVDIBTFEJOHBOEBCMFDIBOHFUIFNFBOJOHPG
BSPPUXPSE
FEQBTUUFOTF
JOHQSFTFOUUFOTF
BCMFBOBCJMJUZUPPSBDBQBCJMJUZUPEPTPNFUIJOH
4PNFSPPUXPSETIBWFTQFMMJOHDIBOHFTXIFOBOFOEJOHJT
BEEFE*GBXPSEFOETJOBDPOTPOBOUBOEFESPQUIFFCFGPSF
BEEJOHUIFFOEJOH*GBXPSEIBTUIF$7$QBUUFSOEPVCMFUIF
GJOBMDPOTPOBOUCFGPSFBEEJOHUIFFOEJOH
VTFVTFEVTJOHVTBCMF
SJQSJQQFESJQQJOHSJQQBCMF
$IPPTFUIFSPPUXPSEGSPNUIFCPYUIBUNBLFTUIFNPTUTFOTFJO
FBDITFOUFODF"EEUIFFOEJOHJOQBSFOUIFTFTUPUIBUSPPUXPSE
8BUDIGPSTQFMMJOHDIBOHFT5IFOXSJUFUIFXPSEXJUIUIFFOEJOH
POUIFMJOF
UBH
TPMWF
KPH
CBLF
+FSFNZFE
BSPVOEUIFQPOEZFTUFSEBZ
8FBSFJOH
CSFBEUPFBUXJUITVQQFSUPOJHIU
5IFCJDZDMFTFE
1MFBTFDIPPTFàWFBCMF
IPNFXPSLUPOJHIU
*NiJUuCFDBVTF.JBFE
248 Wilbur’s Boast •
Grade 3/Unit 5
BUUIF
UIFSFE
SFE
SFEMJHIU
MJHIU
NBUIQSPCMFNTGPSZPVS
NF
© Macmillan/McGraw-Hill
TUPQ
Practice
Phonics:
Inflectional Endings
with Spelling Changes
Name
&OEJOHTTVDIBTFEJOHBOEBCMFDIBOHFUIFNFBOJOHPG
BSPPUXPSE
FEQBTUUFOTF
JOHQSFTFOUUFOTF
BCMFBOBCJMJUZUPPSBDBQBCJMJUZUPEPTPNFUIJOH
4PNFSPPUXPSETIBWFTQFMMJOHDIBOHFTXIFOBOFOEJOHJT
BEEFE*GBXPSEFOETJOBDPOTPOBOUBOEFESPQUIFFCFGPSF
BEEJOHUIFFOEJOH*GBXPSEIBTUIF$7$QBUUFSOEPVCMFUIF
GJOBMDPOTPOBOUCFGPSFBEEJOHUIFFOEJOH
VTFVTFEVTJOHVTBCMF
SJQSJQQFESJQQJOHSJQQBCMF
"EEUIFFOEJOHTFEJOHBOEBCMFUPFBDISPPUXPSECFMPX
8BUDIGPSTQFMMJOHDIBOHFT5IFOXSJUFBTFOUFODFJODMVEJOHPOF
PGUIFGPSNTPGUIFXPSE
TJQ
NJY
MJWF
© Macmillan/McGraw-Hill
XBML
JHOPSF
Wilbur’s Boast •
Grade 3/Unit 5
249
Practice
Phonics:
Inflectional Endings
with Spelling Changes
Name
&OEJOHTTVDIBTFEJOHBOEBCMFDIBOHFUIFNFBOJOHPG
BSPPUXPSE
FEQBTUUFOTF
JOHQSFTFOUUFOTF
BCMFBOBCJMJUZUPPSBDBQBCJMJUZUPEPTPNFUIJOH
4PNFSPPUXPSETIBWFTQFMMJOHDIBOHFTXIFOBOFOEJOHJT
BEEFE*GBXPSEFOETJOBDPOTPOBOUBOEFESPQUIFFCFGPSF
BEEJOHUIFFOEJOH*GBXPSEIBTUIF$7$QBUUFSOEPVCMFUIF
GJOBMDPOTPOBOUCFGPSFBEEJOHUIFFOEJOH
VTFVTFEVTJOHVTBCMF
SJQSJQQFESJQQJOHSJQQBCMF
"$JSDMFUIFXPSETUPXIJDIUIFFOEJOHTFEJOHBOEBCMF
IBWFCFFOBEEFEDPSSFDUMZ5IFODPSSFDUUIFTQFMMJOHPGUIF
PUIFSXPSETBOEXSJUFUIFNPOUIFMJOFT
TDBSFTDBSFJOH
XBWFXBWFE
OBQOBQQJOH
KPLFKPLJOH
USBQUSBQQFE
MPWFMPWBCMF
TLJQTLJQBCMF
IVHIVHFE
#$PNQMFUFFBDITFOUFODFCZXSJUJOHUIFDPSSFDUGPSNPGUIFXPSE
POUIFMJOF
.BYTUBSUTXBH
TPNFPOFOFX
250 Wilbur’s Boast •
Grade 3/Unit 5
IJTUBJMXIFOFWFSIFNFFUT
© Macmillan/McGraw-Hill
8FHPUBOFXQVQQZZFTUFSEBZBOEXFOBNF
IJN.BY
Practice
Phonics:
Inflectional Endings
with Spelling Changes
Name
&OEJOHTTVDIBTFEJOHBOEBCMFDIBOHFUIFNFBOJOHPGB
SPPUXPSE
FEQBTUUFOTF
JOHQSFTFOUUFOTF
BCMFBOBCJMJUZUPPSBDBQBCJMJUZUPEPTPNFUIJOH
4PNFSPPUXPSETIBWFTQFMMJOHDIBOHFTXIFOBOFOEJOHJT
BEEFE*GBXPSEFOETJOBDPOTPOBOUBOEFESPQUIFFCFGPSF
BEEJOHUIFFOEJOH*GBXPSEIBTUIF$7$QBUUFSOEPVCMFUIF
GJOBMDPOTPOBOUCFGPSFBEEJOHUIFFOEJOH
VTFVTFEVTJOHVTBCMF
SJQSJQQFESJQQJOHSJQQBCMF
"8SJUFUIFSPPUXPSEPGFBDIPGUIFXPSETCFMPX
SIZNFE
TOFF[JOH
NBQQFE
MJLBCMF
TXJNNJOH
DMBQQFE
TLBUFE
ESVNNJOH
HSJOOJOH
CBLFE
#$IPPTFBXPSEGSPNUIFMJTUBCPWFUPDPSSFDUMZDPNQMFUFFBDI
TFOUFODF
"GUFSUIFQMBZXBTPWFSUIFBVEJFODF
JOUIFMBLFEVSJOHTVNNFSWBDBUJPO
*MPWF
© Macmillan/McGraw-Hill
%BEJTBMMFSHJDUPDBUT8IFOFWFSIFTBSPVOEUIFNIFDBOUTUPQ
Wilbur’s Boast •
Grade 3/Unit 5
251
Practice
Name
Phonics:
Word Study
Decoding Strategy Chart
Use the decoding strategy. It will help you make sure
that you are decoding words correctly.
Step
1
Step
2
Step
3
Step
4
Step
PPLGPSXPSEQBSUTTVGGJYFT
BUUIFFOEPGUIFXPSE
-
*OUIFCBTFXPSEMPPLGPSGBNJMJBSTQFMMJOHQBUUFSOT5IJOL
BCPVUUIFTJYTZMMBCMFTQFMMJOHQBUUFSOTZPVIBWFMFBSOFE
PVOEPVUBOECMFOEUPHFUIFSUIFXPSEQBSUT
4
4BZUIFXPSEQBSUTGBTU"EKVTUZPVSQSPOVODJBUJPOBT
OFFEFE"TLZPVSTFMGi*TUIJTBXPSE*IBWFIFBSECFGPSF u
5IFOSFBEUIFXPSEJOUIFTFOUFODFBOEBTLi%PFTJU
NBLFTFOTFJOUIJTTFOUFODF u
© Macmillan/McGraw-Hill
5
-PPLGPSXPSEQBSUTQSFGJYFT
BUUIFCFHJOOJOHPG
UIFXPSE
252
Wilbur’s Boast •
Grade 3/Unit 5
Practice
Name
Vocabulary
Fill in each blank with the vocabulary word from the box that
makes the most sense. Some words may be used more than once.
boasting
conversation
interrupted
seized
rebuild
scrambled
Whenever you read a
between two animals, you
know that you are reading a fantasy. My friend wrote a story about
about his beautiful
a peacock that would not stop
tail feathers. The peacock’s bragging was suddenly
by a noisy bluebird. The bird complained that last night’s storm had blown
his nest out of the tree. Now he had to find twigs and grasses to
the nest. The peacock
the
opportunity to spread his feathers and sway back and forth with his head
about how grand he looked. The
held high. He kept
bluebird just flew away.
by and sat in front of the
Then a squirrel
© Macmillan/McGraw-Hill
peacock. “Watch me. I bet you can’t do this,” he said, as he juggled five
acorns high in the air. The peacock said, “What a show-off you are!
Stop your
!”
Wilbur’s Boast •
Grade 3/Unit 5
253
Practice
Name
Comprehension:
Draw Conclusions
To draw conclusions, readers can use story clues to come to a new
understanding of a character in the story.
Mike Drake worked as the night custodian at Riverside School. Each
night, he went from classroom to classroom, mopping and cleaning. Mike
liked to take his late-night snack break when he got to Room 4. While he
ate his snack, he taught Artie, the Room 4 parakeet, to talk. He gave Artie
a lesson almost every night.
“Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage and
pulled it off. “It is your good buddy, Mike. How is my pretty bird?”
Mike always interrupted Artie’s sleep. Artie was never prepared for this
nightly wake-up call. He blinked and looked around.
“Artie, are you ready for your vocabulary lesson?” asked Mike.
“Okay,” said Artie. He hopped onto his swing and began to sway.
“Who is that pretty bird?” said Mike. “What is that pretty bird’s name?”
“R-T,” said Artie. The swing squeaked as it moved back and forth.
1. How does Mike feel about Artie, the parrot? How do you know?
© Macmillan/McGraw-Hill
2. Why does Mike eat his late-night snack in Room 4? How do you know?
254 Wilbur’s Boast •
Grade 3/Unit 5
Practice
Comprehension:
Draw Conclusions
Chart
Name
As you read Wilbur’s Boast, fill in the Draw Conclusions Chart.
Detail
Detail
Detail
© Macmillan/McGraw-Hill
Conclusion
How does the information you wrote in this Draw Conclusions Chart
help you understand plot development in Wilbur’s Boast?
Wilbur’s Boast •
Grade 3/Unit 5
255
Practice
Name
Fluency:
Pacing and Phrasing
As I read, I will pay attention to pacing and phrasing.
10
20
32
44
55
65
79
80
89
99
109
121
133
134
145
Mike Drake worked as the night custodian at Riverside School.
Each night, he went from classroom to classroom, mopping and
cleaning. Mike liked to take his late-night snack break when he got
to Room 4. While he ate his snack, he taught Artie, the Room 4
parakeet, to talk. He gave Artie a lesson almost every night.
“Yoo-hoo, Artie.” Mike seized the cover of the parakeet’s cage
and pulled it off. “It is your good buddy, Mike. How is my pretty
bird?”
Mike always interrupted Artie’s sleep. Artie was never prepared
for this nightly wake-up call. He blinked and looked around.
“Artie, are you ready for your vocabulary lesson?” asked Mike.
“Okay,” said Artie. He hopped onto his swing and began to sway.
“Who is that pretty bird?” said Mike. “What is that pretty bird’s
name?”
“R-T,” said Artie. The swing squeaked as it went back and
forth. 146
Comprehension Check
2. What does the word seized mean? Context Clues
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
256 Wilbur’s Boast •
Grade 3/Unit 5
Words
Correct Score
© Macmillan/McGraw-Hill
1. Why does Mike Drake like to take his snack break in Room 4? Plot
Practice
Name
Comprehension:
Theme of a Fable
A fable is a story that teaches a lesson and often has animal
characters that talk and act like people. Its theme is its central
idea or lesson about life. To figure out the theme of a fable, look
for supporting details about what the characters do and say. To
paraphrase the theme of a fable, look for the supporting details
and retell the theme in your own words.
Read the fable. Then answer the questions.
Once there was a dog who was carrying a bone. As he walked across a
bridge, the dog saw his own reflection in the river below. He thought that
he was seeing another dog with a bone in its mouth. The other dog’s bone
looked bigger and tastier. Wanting the other dog’s bone as well, the dog
began to bark at the reflection below and dropped his own bone in the water.
Then the dog realized that he had been a fool, barking at his own reflection.
Having lost his bone for good, the dog walked sadly and hungrily home. He
had learned the hard lesson that by being greedy, one risks losing what one
already
y has.
1. Circle the stated theme, or lesson about life, in the fable.
2. Underline two details from the tale that support the theme.
© Macmillan/McGraw-Hill
3. Paraphrase the theme and supporting details of the fable.
Wilbur’s Boast •
Grade 3/Unit 5
257
Practice
Literary Element:
Personification and
Moral
Name
Personification is when an animal or thing is given human
characteristics. It creates a picture or graphic visual experience
for the reader. Examples:
a talking tree
a smiling sun
a frog that swings on a trapeze
a cow that sings
Fables are stories that teach a lesson and often have animal
characters that talk and act like people.
A moral is a lesson that a fable teaches. The reader can apply
a moral to his or her own personal experiences.
Read the fable below. Then answer the questions.
One day an ant was drinking from the river. He fell in and was carried
along by the stream. A dove saw the ant and threw a twig into the water.
The ant crawled onto the twig and made it safely to the bank of the river.
“Thank you,” said the ant. “You saved my life.” Soon after, the ant spotted
a hunter who was aiming his rifle toward the dove. The ant crawled onto
the hunter’s foot and bit him hard. The hunter dropped his rifle. The dove’s
life was saved.
2. What is the moral of this story?
3. What words in the story create a picture for the reader?
258 Wilbur’s Boast •
Grade 3/Unit 5
© Macmillan/McGraw-Hill
1. How does the author use personification in the fable?
Practice
Vocabulary Strategy:
Prefixes
re-, un-, dis-, pre-
Name
The prefixes re-, un-, dis-, and pre-, are word parts that can
be added to the beginning of base words to form new words
with new meanings. The prefix re- means “to do again,” premeans “before,” and dis- and un- mean “not or opposite.”
re + appear = reappear means “to appear again”
un + even = uneven means “not even”
dis + order = disorder means “not in order”
pre + cut = precut means “to cut before”
Underline the word in each sentence that contains a prefix. Then
define the word on the line provided.
1. I need to preheat
the oven before I start baking.
p
2. It would be good for my owner to train me so I do not disobey
y him.
3. I will need to retrain my owner.
© Macmillan/McGraw-Hill
4. I know that my kind owner would never be unhappy
ppy enough to sell me.
5. I love to go with my owner when he drives to the recycling
y g center with
used cans and bottles.
6. I hope that she will uncover my dish before she puts it on the floor.
Wilbur’s Boast •
Grade 3/Unit 5
259
Practice
Name
Reading Strategy/
Reading Log
A. Reading Strategy: Summarize
Summarizing the most important ideas and details in the text will help
you understand what you read. When you summarize, keep the meaning
of the text. Keep the details or events in the correct order. Choose a text
that you are reading this week, and complete the chart.
Important Event/Idea from the Text
Important Event/Idea from the Text
Important Event/Idea from the Text
Summary
B. Independent Reading Log
Genre
Title
Author
This Text Is About
260 Wilbur’s Boast •
Grade 3/Unit 5
© Macmillan/McGraw-Hill
Choose something that you would like to read. After reading, complete
the reading log. Be sure to paraphrase, or tell the main idea or
meaning of the text. Keep the details or events in the correct order.
Use your log to talk to others about what you read.