Practice
Name
Phonics/ Word Study:
Prefixes
A prefix is a word part that can be added to the beginning of a
root word to form a new word with a different meaning.
Prefix
dispreunre-
Meaning
not or opposite
before or ahead of time
not or opposite
again
+ Root Word
dis + like
pre + school
un + lucky
re + learn
New Word
dislike
preschool
unlucky
relearn
Read each sentence. Underline a word in each sentence that
contains a prefix. Then write the meaning of the new word.
1. When you unscramble the letters, ipxref, you get the word prefix.
2. I have to rewrite all of my notes.
3. We will preview a children’s film about animals.
© Macmillan/McGraw-Hill
4. It is important to train dogs that disobey commands.
5. Learning about an animal’s behavior before touching it is a good
precaution to take.
6. Finding a wild tiger is uncommon in the United States.
Stone Soup •
Grade 3/Unit 6
275
Practice
Name
Phonics: Prefixes
"EFSJWBUJPOBMBGGJYJTBXPSEQBSUBEEFEUPBSPPUXPSEUIBU
DIBOHFTJUTNFBOJOH"QSFGJYJTBEFSJWBUJPOBMBGGJYBEEFEUP
UIFCFHJOOJOHPGBXPSE5IFQSFGJYFTEJTBOEEFNFBOiOPUuPS
iPQQPTJUFPGu5IFQSFGJYEFBMTPNFBOTiSFNPWFuPSiUBLFBXBZu
"$JSDMFUIFQSFGJYJOUIFGPMMPXJOHXPSET5IFOXSJUFUIFSPPUPS
CBTFXPSEPOUIFMJOF
EJTMJLF
EFGPSN
EFBDUJWBUF
EJTBHSFF
EJTIPOFTU
EJTDPOUJOVF
EFDPEF
EFDPNQPTF
EFGFOE
EJTBQQFBSFE
#$IPPTFBXPSEGSPNUIFMJTUBCPWFUPDPNQMFUFFBDI
TFOUFODF6TFUIFDMVFJOQBSFOUIFTFTUPIFMQZPV
XBMLJOHJOUIFSBJO
*EPOPUMJLF
5IFEFUFDUJWFTOFFEFEUPUBLFBXBZUIFDPEF
NFTTBHFCFGPSFUIFZDPVMETPMWFUIFNZTUFSZ
UIF
BQQFBSFE
*UTIBSEUPUSVTUOPUIPOFTU
BMXBZTUFMMUIFUSVUI
QFPQMFCFDBVTFUIFZEPOU
5IFIPUTVODBVTFEUIFXBYTDVMQUVSFUPNFMUBOEPQQPTJUFPGGPSN
276
Stone Soup •
Grade 3/Unit 6
© Macmillan/McGraw-Hill
5IFNBHJDJBOTUSJDLNBEFJUMPPLBTUIPVHINZXBUDIPQQPTJUFPG
Practice
Name
Phonics: Prefixes
"EFSJWBUJPOBMBGGJYJTBXPSEQBSUBEEFEUPBCBTFPSSPPUXPSE
UIBUDIBOHFTJUTNFBOJOH"QSFGJYJTBEFSJWBUJPOBMBGGJYBEEFEUP
UIFCFHJOOJOHPGBXPSE
1SFGJY
.FBOJOH
EJTVO
OPUPQQPTJUFPG
EF
PQQPTJUFPGUBLFBXBZPSSFNPWF
QSF
CFGPSFPSBIFBEPGUJNF
SF
BHBJO
"$JSDMFUIFXPSETUIBUIBWFBQSFGJYNFBOJOHiOPUuiPQQPTJUF
PGuPSiUBLFBXBZu
BXBZu
u6OEFSMJOFUIFXPSETUIBUIBWFBQSFGJY
6OEFSMJOF UIF XPSET UIBU IBWF B QSFGJY
NFBOJOHiCFGPSFuPSiBIFBEPGUJNFu
EJTBQQFBS
VO[JQ
QSFIFBU
QSFDPPL
EJTPCFZ
SFUSBDF
SFXPSL
EFGSPTU
#-PPLBUUIFXPSETBCPWFUIBUZPVEJEOPUDJSDMFPSVOEFSMJOF
8IBUQSFGJYEPUIFZIBWF © Macmillan/McGraw-Hill
8IBUEPFTJUNFBO $'SPNUIFMJTUBCPWFDIPPTFBXPSEXJUIUIFQSFGJYEFPSEJT
UPDPNQMFUFUIFTFOUFODFT
8FXBUDIFEUIFTVO
:PVNVTU
.ZEPHTTPNFUJNFT
CFIJOEBDMPVE
UIFGSP[FODIJDLFOCFGPSFJUDBOCFDPPLFE
NFBOECBSLBUQFPQMF
Stone Soup •
Grade 3/Unit 6
277
Practice
Name
Phonics: Prefixes
"EFSJWBUJPOBMBGGJYJTBXPSEQBSUBEEFEUPBCBTFPSSPPUXPSE
UIBUDIBOHFTJUTNFBOJOH"QSFGJYJTBEFSJWBUJPOBMBGGJYBEEFEUP
UIFCFHJOOJOHPGBXPSE
1SFGJY
.FBOJOH
EJTVO
OPUPQQPTJUFPG
EF
PQQPTJUFPGUBLFBXBZPSSFNPWF
QSF
CFGPSFPSBIFBEPGUJNF
SF
BHBJO
$JSDMFUIFQSFGJYJOFBDIXPSE8SJUFUIFNFBOJOHPGFBDIXPSE
SFXBTI *IBEUPSFXBTINZDMPUIFTBGUFS*GFMMJOUIFNVE
SFXBTINFBOT
QSFWJFX 8FDBOXBUDIBQSFWJFXGPS UIFOFXNPWJFCFGPSFJUDPNFTUP
UIFBUFS
QSFWJFXNFBOT
VOXSBQ .ZNPNXJMMMFUNFVOXSBQNZCJSUIEBZHJGUBUUIFQBSUZ
VOXSBQNFBOT
VOIBQQZNFBOT
278
Stone Soup •
Grade 3/Unit 6
© Macmillan/McGraw-Hill
VOIBQQZ #PCCZXBTVOIBQQZXIFOIFNJTTFEUIFCVTBOEXBTMBUFGPS
TDIPPM
Practice
Name
Phonics: Prefixes
"EFSJWBUJPOBMBGGJYJTBXPSEQBSUBEEFEUPBCBTFPSSPPUXPSE
UIBUDIBOHFTJUTNFBOJOH"QSFGJYJTBEFSJWBUJPOBMBGGJYBEEFEUP
UIFCFHJOOJOHPGBXPSE
1SFGJY
.FBOJOH
EJTVO
OPUPQQPTJUFPG
EF
PQQPTJUFPGUBLFBXBZPSSFNPWF
QSF
CFGPSFPSBIFBEPGUJNF
SF
BHBJO
"$JSDMFUIFQSFGJYJOFBDIXPSE5IFOESBXBMJOFUPUIFXPSET
NFBOJOH
EFGSPTU
BMPPLBUCFGPSFIBOE
VODPNGPSUBCMF
SFDPOOFDU
D PQQPTJUFPGPSEFS
QSFWJFX
EOPUDPNGPSUBCMF
EJTPSEFS
FUBLFBXBZGSPTUPSJDF
CDPOOFDUBHBJO
#6TFDPOUFYUDMVFTBOEXIBUZPVLOPXBCPVUUIFNFBOJOHPG
QSFGJYFTUPXSJUFUIFNFBOJOHPGFBDIVOEFSMJOFEXPSECFMPX
© Macmillan/McGraw-Hill
8FIBWFUPQSFIFBUUIFPWFOCFGPSFXFCBLFUIFDBLF
8FIBEUPEJTBTTFNCMFNZCJLFBOEUIFOQVUJUCBDLUPHFUIFSBHBJO
1MFBTFSFSFBEUIFEJSFDUJPOTJGZPVEPOUVOEFSTUBOEUIFNUIFàSTUUJNF
Stone Soup •
Grade 3/Unit 6
279
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
280
Stone Soup •
Grade 3/Unit 6
Practice
Name
Vocabulary
A. Write the vocabulary word from the box that completes
each sentence below. You will need to use some words
more than once.
gaze
agreeable
guests
banquet
curiosity
at the hotel lined up for the
1. The visitors and
breakfast
untrusting
.
2. Our server at dinner was pleasant and
3. All the wedding
cut their cake.
.
clapped after the bride and groom
in some countries, and
4. Peanut butter is an unusual
people are afraid to try it.
of soy
5. Meat eaters are sometimes suspicious and
burgers.
6. The tiger fixed its stare to
if it were about to feast at a
at the herd of cattle as
.
B. Write synonyms for the following words.
© Macmillan/McGraw-Hill
7. agreeable
8. curiosity
Stone Soup •
Grade 3/Unit 6
281
Practice
Name
Comprehension:
Make Inferences
Authors don’t give readers every detail in a story. To figure out
missing details, readers make inferences using clues in the
text. Readers make inferences about how characters treat each
other, their relationships, and how their relationships change.
Read the passage, and then answer the questions.
A Special Dinner
Mom, Dad and Annie went out for dinner every December 18. This
year was special. Dad surprised Annie by saying, “We are taking you to
a new restaurant. It serves foods from around the world.” Annie sighed.
“I’m not sure. I like my old favorites.” Mom laughed. Annie frowned. She
looked forward to this dinner and didn’t want anything to go wrong.
When they arrived at the restaurant, Annie saw the sign said, “World’s
Best Pizza, Tacos, and Egg Rolls!” She hugged Dad and Mom. “This is
great!” she said.
1. How does Annie feel about trying new things? How can you tell?
3. How do the relationships in the story change?
282 Stone Soup •
Grade 3/Unit 6
© Macmillan/McGraw-Hill
2. How do Annie and her parents get along at the beginning of the story?
How can you tell?
Practice
Name
Comprehension:
Inference Map
As you read Stone Soup, fill in the Inference Map.
Clue
Clue
© Macmillan/McGraw-Hill
Clue
Inference
How does the information you wrote in this Inference Map help you
understand plot development in Stone Soup?
Stone Soup •
Grade 3/Unit 6
283
Practice
Name
Fluency:
Phrasing
As I read, I will pay attention to phrasing.
9
14
22
31
40
49
58
69
79
80
90
96
104
110
121
“I’m feeling extremely woozy,” said the fox. He wiggled
around, trying to get comfortable.
“Maybe you ate too much,” said the bird.
The fox bubbled and burped and moaned and groaned.
HICK! The fox spit out a mouthful of seeds.
“Excuse me,” said the fox, “I have the hiccups.”
HICK! The fox spit out another mouthful of seeds.
The bird bucked and rocked with each hick. At last they
reached the mountaintop, and the bird skidded in for a
landing.
The fox climbed down from the bird’s aching back. He
felt dizzy from the bumpy trip.
“Thank -HICK! you!” said the fox, spitting seeds.
“I will -HICK! -see you soon.”
“Are you sure you will be all right?” asked the bird.
“I will be -HICK! -fine,” said the fox. 129
Comprehension Check
2. What do you think will happen to the seeds? Make Predictions
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
284 Stone Soup •
Grade 3/Unit 6
Words
Correct Score
© Macmillan/McGraw-Hill
1. What happens when the fox hiccups? Plot Development
Practice
Name
Comprehension:
Character
The characters are the people or animals in a story. Their
interactions, or how they speak or act with one another,
affect the events in the story. Pay attention to the things that
characters say, do, and feel to identify how they change
throughout the story.
Read the passage below. Then answer the questions that follow.
Evan was sitting in school. He felt lonely because his best friend had
moved away. Evan thought he would never make another good friend. It
was time for his class to choose partners for their science project. Evan
noticed that Jacob didn’t have a partner. Jacob was a quiet boy. Evan had
never really talked to him before. Evan asked Jacob to be his partner. After
school, Jacob invited Evan to his house to work on their science project.
The two boys got along well. Evan found out that Jacob was funny and fun
to work with. Evan didn’t feel lonely anymore. He had a new friend!
1. How does Evan feel at the beginning of the story? Why?
© Macmillan/McGraw-Hill
2. How do Evan and Jacob interact with each other?
3. How does Evan’s opinion of Jacob change by the end of the story?
Stone Soup •
Grade 3/Unit 6
285
Practice
Name
Text Feature:
Charts
Charts arrange information into columns and rows. The
headings of the columns form the categories. The information
in each category is arranged to help the reader compare
information in categories. Readers can locate information in charts.
Read the paragraph and look at the chart below. Then answer
the questions.
Good Food
Eating a healthy diet means eating foods from the five different food
groups: dairy, meat, fruit, breads and grains, and vegetables. You should
also keep track of how many calories you consume each day.
Nutritional Information for Selected Foods
Food
Food Group
Serving Size
Calories
cheddar cheese
dairy
1 ounce
115
hamburger
meat
2 ounces
240
watermelon
fruit
1 slice
85
bagel
bread & grains
1
200
broccoli
vegetables
1 cooked spear
50
2. What food group is hamburger in?
3. What food has 115 calories for a one ounce serving?
286 Stone Soup •
Grade 3/Unit 6
© Macmillan/McGraw-Hill
1. How many calories are in one slice of watermelon?
Practice
Name
Vocabulary Strategy:
Synonyms
Synonyms are words that have the same, or almost the same,
meaning.
The following pairs of words are synonyms:
happy/glad
afraid/scared
chair/seat
tool/instrument
Read the words in the box below. Identify and write a synonym
for each numbered word. Use both words in related sentences.
branch
1. Word: quick
banquet
problem
cool
fast
story
Synonym:
Sentence:
2. Word: twig
Synonym:
Sentence:
3. Word: chilly
Synonym:
© Macmillan/McGraw-Hill
Sentence:
4. Word: feast
Synonym:
Sentence:
Stone Soup •
Grade 3/Unit 6
287
Practice
Name
Reading Strategy/
Reading Log
A. Reading Strategy: Make Connections
Sometimes you read fiction stories or poems (literary text) and nonfiction
articles (informational text) that have similar ideas. As you read, you can
make connections between the two kinds of text. They might have similar
themes, author’s purposes, or topics. Making connections between literary
and informational texts helps you better understand both texts. Choose
a fiction and nonfiction text you are reading that have similar ideas. Use
information and details in the texts to complete the chart.
Informational Text
Literary Text
Author’s Purpose
or Theme
Ideas
Connections Between the Texts
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.
Genre
Title
This Text Is About
288 Stone Soup •
Grade 3/Unit 6
Author
© Macmillan/McGraw-Hill
B. Independent Reading Log