ELA 3rd Grade Online2.pdf - West Shore School District

West Shore School District ELA Learning Packet

Grade Level 3

Week 1 Activities Directions: ★ Must Do: Read a text of your choice for 20 minutes each day. ★ Choice Board: Complete 1 activity under each category each day your teacher assigns

ELA activities. Reading

Comprehension Word Study Writing/Grammar

Read the three paragraphs on the sheet called Main Idea. After you read each paragraph, answer the multiple choice questions to identify the main idea.

Closed syllables have 1 vowel followed by 1 or more consonants. Go on a hunt in your house. Look for 15-20 words with closed syllables in books, magazines, food containers, etc. Write the words on a piece of paper. Color the consonants blue and the short vowels red.

It is important to edit after you write to make sure your spelling and grammar are correct. Practice your editing using the Candy Shop worksheet. (Just complete the top half of the sheet.)

On the worksheet called What is Going On? read each set of sentences to figure out what is happening (drawing a conclusion). Write your conclusion under each set of sentences.

Use the Multisyllabic Words with Closed Syllables Activity Board to play Roll and Read. Roll a die (or pull papers with numbers 1-6 written on them). Read the list of words under that number. Keep playing until you can read the words fluently!

Read the passages on the Informational Writing Check up worksheet. The main idea of the passages is that Yosemite is one of the nation’s most celebrated parks. Use details from the text to respond to the prompt at the bottom of the paper.

Read the article called Keeping Food Cool in Camps. Once you have read the article, complete the questions at the bottom of the page..

Use the words on the Multisyllabic Words with Closed Syllables Activity Board. Choose 10 words. Use a piece of notebook paper to write a sentence with each of your words. Make sure your sentence shows the meaning of the word.

Do you think cell phones should be allowed in school? Use the Cell Phones In School writing paper to state your opinion. Make sure you back it up with details to support your opinion.

On the worksheet called What is My Occupation? read each paragraph to infer the occupation they are describing and complete the questions.

Complete the Closed 2 and 3 Syllable Highlighting Sheet. Use highlighters, pens, crayons, etc.

Imagine you have a caveman friend! Use An Old Friend to plan your description of your friend. Then write a story about your friend on a piece of a paper.

Read the article called Ancient Rome. Once you have read the article, complete the questions at the bottom of the page.

Use the Multisyllabic Words with Closed Syllables Activity Board. Divide the words into their two syllables. For example, “mascot” can be split into mas/cot. Read each syllable and read the word. (See the Six Syllable Types Document)

Nouns are people, places, things, and ideas. Adjectives describe nouns. Alliteration is when words have the same beginning sounds like “crazy cat.” Use Adventures with Alliterations to review nouns and adjectives in a silly way!

Due to copyright restrictions, we are not able to

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Six Syllable Types

Closed Syllable

Pattern : 1 vowel followed by 1 or more consonants Vowel Sound: short Example: cat, dog, up, is Multisyllabic example: cac /tus

Silent e Syllable

Pattern : 1 vowel followed by 1 consonant, followed by a silent e Vowel Sound: long Example: cake, ice, tube Multisyllabic example: mis/take

Open Syllable

Pattern : 1 vowel followed by nothing Vowel Sound: long Example: no, I, a, my Multisyllabic example: ba/by

Vowel Team

Pattern : 2 or more letters working together to make 1 vowel sound Vowel Sound: long (ex. ay, ee), short (ex. ea in read), or a different sound (ex. oo, aw) Example: feet, snow, coin Multisyllabic example: rea/son

Consonant -le

Pattern : 1 consonant followed by -le Vowel Sound: -le (only at the end of a multisyllabic word) Example: bub/ble, gig /gle

R-Controlled Vowel

Pattern : vowel followed by an r Vowel Sound: r-controlled sound Example: car, bird, fur, corn Multisyllabic example: for /get

Multisyllabic Words with Closed Syllables Activity Board

1 2 3 4 5 6

cactus pumpkin rabbit catnap mascot basket

rustic zigzag antic puffin inset skittish

impact splendid swiftness topnotch snippet discuss

contest transfix windswept pocket sandwich spectrum

handful contrast address unsnap expect instruct

impress distract construct disgust inflicts tandem

Name: __________________________

Directions: Pick two highlighters. Highlight two syllable words with one color and three syllable words with the other. Then list the words to the right.

magnet basketball attic

insistent pretzel conducting

absent fantastic magnetic

velvet picnic establish

Color the highlighters to

match the colors you are

using.

Two syllables

Three syllables

Two Syllables

___________________ _________________

___________________ _________________

___________________ _________________

Three Syllables

___________________ _________________

___________________ _________________

___________________ _________________

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An Old Friend

Imagine you have a caveman friend from the old times. Answer the questions below, then use the information to write a detailed narrative about your friend�

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1. What does your caveman friend look like?(details about his appearance, clothing, etc..) __________________________________

__________________________________________________________________________________

2. What is your friend’s name? ______________________________________________________________________

(think of a funny name/character)

3. List some character traits. ______________________________________________________________________

________________________________________________________________________________________________________________

4. List the name of the additional characters in your narrative. __________________________

________________________________________________________________________________________________________________

5. What will be the problem/event/conflict in your narrative?. __________________________

________________________________________________________________________________________________________________

6.� How� and� who� will� resolve� that� problem/conflict? ___________________________________

________________________________________________________________________________________________________________

7. What will be the conclusion of your narrative?

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

Now that you’re done answering all the questions, write a narrative from your friend’s point of view on a separate piece of paper. Your story must follow a sensible and logical

sequence of events.

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ELA activities. Readin

Comprehension Word Study Writin /Grammar

Visualizin as you read helps you create a picture o the story in your head. Read the para raph on the worksheet called Draw the Character: The Mon in the Room. As you read, try and visualize what the character looks like, draw a picture o the character in the box.

Silent e syllables have 1 vowel, ollowed by 1 consonant, ollowed by a silent e. Go on a

hunt in your house. Look or 15-20 words with silent e syllables in books, ma azines, ood containers, etc. Write the

words on a piece o paper. Color the consonants blue and the vowels red. Can you see the pattern?

It is important to edit a ter you write to make sure your spellin and rammar are correct. Practice your editin usin the worksheet Fish Tank. (Just complete the top hal o the paper.)

Read the article about sa ety on buses called Sa e Ride?. Complete the cause and e ect questions that ollow the article.

Use the Multisyllabic Words with Silent e Syllables Activity Board to play Roll and Read. Roll a die (or pull papers with numbers 1-6 written on them). Read the list o words under that number. Keep playin until you can read the words luently!

Nouns name people, places, thin s, and ideas. Verbs o ten show action. Practice usin nouns and verbs with the Parts o Speech-Nouns vs. Verbs worksheet.

When we read stories, we can picture what the characters look like by the way the author describes them. Usin the worksheet called Write a Character Description, create a para raph describin the character - a lyin horse.

Use the words on the Multisyllabic Words with Silent e Syllables Activity Board. Choose 10 words. Use a piece o notebook paper to write a sentence with each o your words. Make sure your sentence shows the meanin o the word.

Realistic Fiction Part 1: Realistic iction could happen, even

thou h it didn’t. Plan a realistic iction story usin the Realistic

Writin raphic or anizer. Be sure to ill it out with details!

As we read, we make connections to the text. They could be text to text, text to sel , or text to world connections. Choose any three books or articles to read and complete the raphic or anizer called Makin Connections.

Use the Multisyllabic Words with Silent e Syllables Activity Board. Divide the words into their two syllables. For example, “pancake” can be split into pan/cake. Read each syllable and read the word. (See the Six Syllable Types Document at the be innin o the packet.)

Realistic Fiction Part 2: Use the raphic or anizer (see above

box) to write a detailed realistic iction story. Make sure your

story has each o the story elements and is sequenced so a reader can understand it.

Usin the worksheet called Cause and E ect Match, read the sentences and match each cause on the le t with the appropriate e ect on the ri ht.

Pre ixes and su ixes chan e the meanin o a word. Focus on the Pre ixes dis- and un- worksheet. Complete the worksheet. Can you think o any other words with dis- or un- as a pre ix? Use them in a sentence.

You’ve been in your house a lot lately! Ima ine you can move to a di erent home. Would you rather live in a castle, on a arm, or in a houseboat? Use the worksheet to respond. Make sure you de end your opinion!


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Safe Ride?

Safe Ride?

photos.com

School buses are still the safest way for kids to ride to school.

As the wheels on the bus go round and round, many kids are being bounced around. A study showed that about 17,000 accidents occur on school buses each year. Injuries range from cuts to broken bones.

Researchers report that crashes aren't causing all of those injuries. Kids are sometimes thrown around when buses stop and turn. Some people say those injuries could be prevented if school buses had seat belts.

Traffic safety experts say seat belts would not reduce, or lower, injuries. Not all injuries occur when kids are in their seats. Nearly one-quarter of injuries occur when kids are getting on and off the buses.

School buses are still the safest way for kids to ride to school, says the National School Transportation Association. The number of kids injured is only a small fraction of the nearly 24 million kids who travel on school buses each year.

ReadWorks.orgCopyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation.

Safe Ride? - Cause & Effect Questions

Name: ___________________________________ Date: _______________

1. Injuries on school buses are caused by

A. crashes.B. kids being thrown around when the bus stops.C. accidents while kids get on and off the bus.D. all of the above.

2. Some think that seat belts should be on school buses, because

A. they would prevent crashes.B. they would teach children to be safe.C. they would remind bus drivers to drive slowly.D. they would keep children in their seats.

3. There are about ___________ accidents on school buses each year.

A. 24 millionB. 17 thousandC. 24 thousandD. 17 million

4. The National School Transportation Association recommends school buses because

A. school buses are the fastest way to get to school.B. school buses are the least expensive way to get to school.C. school buses are the safest way to get to school.D. all of the above.

5. Do you think there should be seat belts on school buses? Support your opinion.

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.


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Name _______________________________

Copyright © 2012 Wendy Nesmith

Making Connections Complete each section below.

When I read… It made me think of… This is a…

Text-to-Self Connection

Text-to-Text Connection

Text-to-World Connection








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Multisyllabic Words with Silent e Syllables Activity Board

1 2 3 4 5 6

sunrise inside advice midsize inhale pancake

topside despite confuse escape encased consume

dispute landscape implode extreme enshrine displace

enraged inflame phosphate disgrace handmade landslide

athlete ignore invite careless disclose contrite

timeless engrave unsafe subscribe cascade entwine


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Sequence is the order in which somethin is done. Usin the worksheet called A Series o Events: The Water Cycle, read the passa e and complete the chart with details rom the text in the correct order.

Open syllables have 1 vowel ollowed by nothin ! Go on a

hunt in your house. Look or 15-20 words with open syllables in books, ma azines, ood containers, etc. Write the words on a piece o paper. Color the consonants blue and the short vowels red.

It is important to edit a ter you write to make sure your spellin and rammar are correct. Practice your editin usin the Spa hetti Dinner worksheet. (Just complete the top hal .)

Use the pa es called Creature Features to compare and contrast the two creatures pictured. Once you have completed the Venn dia ram, write an essay comparin and contrastin the creatures.

Use the Multisyllabic Words with Open Syllables Activity Board to play Roll and Read. Roll a die (or pull papers with numbers 1-6 written on them). Read the list o words under that number. Keep playin until you can read the words luently!

It’s important to use transitional words when you are writin a story in sequence. Practice writin a personal narrative usin A Day at the Park. Make sure you use your transitional words!

Text eatures help a reader understand the text. Read the passa e on the worksheet called Non- iction Text Features: Wild, Wild Weather. Once you have read the passa e, complete the questions and raphic or anizers.

There are a couple ways to se ment words with open syllables. Use the Syllables worksheet with the zebra on it to practice se mentin and readin .

Use the What’s Happenin worksheet to develop a story with at least three events about what is occurrin in the picture.

Read the article called Dolphins and Porpoises. Once you have read the passa e, complete the questions, Venn dia ram, and word scramble.

Complete the Open and Closed Syllable Sort to sort multisyllabic words. Some words contain both open and closed syllables, so sort by the second syllable.

Do you want to learn about somethin new? Research a topic o your choice usin My Research Notes. Take it a step orward by puttin your acts

into a report about the topic.

Read the passa e called One Hump or Two? A ter you have read the passa e, complete the

raphic or anizer called Readin Strate ies: Determinin Importance.

Practice addin pre ixes to words usin the Pre ixes worksheet. Remember, pre ixes add meanin to a word.

Go on a hunt around your home to ind nouns, verbs, adjectives, and adverbs. See i you can ind at least 5 o each part o speech and record them in the Parts o Speech Sort.


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Multisyllabic Words with Open Syllables Activity Board

1 2 3 4 5 6

bison migrate begin depend icon became

bypass locate remind recent rely bonus

titan female even beyond humid nomad

python cacti digest human potent depend

lethal program resist phylum phobic rodent

protect iris hydrant hybrid trophy aphid


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�� Day at the Park

Use transitional words from the bank to write a story about D day you spent at the park.�Tell us what you did there, who accompanied you, etc.. Use at least 5-6 transitionBM words

in your story.

Word BankWord BankWord Bank

next finally after that during second

later first then now lastly

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___________________________________________________________________________________________

___________________________________________________________________________________________

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___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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___________________________________________________________________________________________

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Nouns Verbs

Adjectives Adverbs

Name:___________________Parts of Speech Word Sort




Read the poem called “What to Feed a Dra on.” A ter you read the poem, answer the questions, complete the word scramble, and write your own poem about a dra on.

Vowel team syllables have 2 or more letters workin to ether to make 1 vowel sound. Go on a hunt in your house. Look or 15-20 words with vowel team syllables in books, ma azines, ood containers, etc. Write the

words on a piece o paper. Put a box around the vowel team in each word with your avorite color.

It is important to edit a ter you write to make sure your spellin and rammar are correct. Practice your editin usin the Anthony Visits Nick worksheet. (Just complete the top hal o the pa e.)

Read the passa e on the worksheet called Makin Predictions: The Lion and the Mouse. A ter you read the passa e, complete the questions at the bottom predictin what you think will happen next in the story.

Use the Multisyllabic Words with Vowel Team Syllables Activity Board to play Roll and Read. Roll a die (or pull papers with numbers 1-6 written on them). Read the list o words under that number. Keep playin until you can read the words luently!

Use the Writin an Opinion worksheet to write an opinion para raph about somethin you think should be chan ed in your class or school. This can be somethin you would like chan ed now or i you were still in your school buildin .

Fictional stories contain story elements, such as, characters, settin , problem, and solution. Read the passa es on the worksheet called Sort the Story Elements. A ter you read the passa es, complete the raphic or anizer and question.

Use the Multisyllabic Words with Vowel Team Syllables Activity Board. Divide the words into their two syllables. For example, “beachball” can be split into beach/ball. Read each syllable and read the word. (See the Six Syllable Types Document)

Write a sequential narrative usin the prompt on The Mystery Ba . Make sure you use transitional words and have story elements like characters, settin , a problem, and the solution.

On the worksheet called Follow the Clues, read the story. Then, write clues rom the story that you can use to make a prediction. At the bottom o the worksheet, explain your thinkin and make a prediction about what will happen next.

Make a Cootie Catcher or Syllables usin the directions on the worksheet. Can you i ure out how many syllables

are in each word on the Cootie Catcher?

Sometimes the characters we read about and see on TV almost seem like riends! Write about what you would do with one o your avorite characters i you spent the day to ether on the Creative Writin sheet.

Read the stories Surprise Party and The Closet Creature. A ter you read the stories, complete the raphic or anizer called Story Elements: Compare and Contrast.

Su ixes are added to words to chan e the meanin . Complete the Su ixes worksheet. Look in books, ma azines or other passa es. Can you ind more words with su ixes? How many can you ind?

Do you see the sheet with the man makin pizza? Sort the words by the parts o speech. Then use some o the words to write 3 sentences about pizza. YUM! YUM!


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Name Date

Directions: Read the two fictional passages. Then, sort the underlined words and phrases into the correct column of the chart.

Think About It!How were the characters the same in both stories?

The characters were the same because

.

Sort the Story ElementsStory elements in a fictional story include:

t��DIBSBDUFST� The people or creatures in a story, movie, or play. t��TFUUJOH� The time and place in which something happens. t��QSPCMFN� A question or situation that is difficult to deal with. t��TPMVUJPO� The way to fix a problem.

$IBSBDUFST 4FUUJOH Problem Solution

Alicia was the fastest bike rider in town. No one could beat her in a race. She won every trophy. But one day, Alicia was riding at the park. She was speeding on the trail, and she put her head back to feel the wind on her face. Just then, her front tire hit a rock and her bike began to wobble. Alicia fell off her bike and landed on the sidewalk. Her knees were scraped and her elbow was hurt. Her friend helped her back on the bike, and they rode slowly and safely out of the park.

5IF�'BTUFTU�3JEFS�JO�5PXO Caden knew how to spell big words, and he knew what the words meant. When he took the vocabulary test in class last week, he was the first kid in the class to finish. He turned it in quickly and didn’t check his work. When the teacher told him his grade, Caden’s face turned bright red. He had failed. She told him that he could retake it. Caden took his time and checked his work. When the teacher gave him his grade, it was a perfect score, just like he wanted.

5IF�%JDUJPOBSZ�,JE

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Multisyllabic Words with Vowel Team Syllables Activity Board

1 2 3 4 5 6

beehive maintain greedy deploy contain convoy

between rejoin remains royal obtain succeed

awful exhaust prevail assault autumn withdraw

twilight complaint prevail freedom frighten crawfish

oatmeal conceal fountain instead country outdoor

elbow beneath peanuts daydream belief reindeer

Name: Suffixes

• A suffix is a letter or group of letters that can be added in the end of base words.• When a suffix is added to the base/root word it forms a new word with a new meaning.

Suffix Meaning

-ed past-tense

-ful full of, tending to

-less without, not having

-est most

-er more

-ly in a certain way or manner, like

-ing present participle

-able having the quality of, able to

Root

comfortplayfastsleepswiftstronghopewant

Suffix

edableestlyfulingerless

Combine each root word with the correct suffix. Write the words on the lines below.Use each suffix only once.

1. __________________________________________

2. __________________________________________

3. __________________________________________

4. __________________________________________

5. __________________________________________

6. __________________________________________

7.__________________________________________

8.__________________________________________© Copyright. BigLearners.com 2014. All rights reserved.


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The Mystery Bag

When writing a narrative, it's crucial to maintain the sequence of events clear. Using temporal and sequence words like first, then, next, after that, finally, etc... makes it

easier for readers to follow a story.

You’re riding a bike to school. Suddenly something JH[JOLZ your attention. There PZ a brown bag sitting in the middle of the road that PZ moving and wiggling mysteriously. Write a short story about what you NJHIU�find inside that bag or what happened when you opened the bag etc...

Use time and sequenUJBM words from�the word bank to show the sequence of the events in your story.

Word BankWord Bank

next finally after that in the beginning second lastly

later before then now soon first

________________, _________________________________________________________________________

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________________, _________________________________________________________________________

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________________, _________________________________________________________________________

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________________, _________________________________________________________________________

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________________, _________________________________________________________________________

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Sort the words according to parts of speech.After you sort the words, use them to write

at least three sentences.

Noun Verb

Adjective Adverb

Pronoun

Pitner’s Potpourri http://pitnerm.blogspot.com Fonts by http://www.kevinandamanda.com Graphics by KPMDoodles http://www.kpmdoodles.com

Frame by Creative Clips http://www.teacherspayteachers.com/Store/Krista-Wallden

http://pitnerm.blogspot.com


http://KevinandAmanda.com


http://www.kpmdoodles.com


http://www.teacherspayteachers.com/Store/Krista-Wallden


Sort the words according to parts of speech.Glue them under the correct heading

After you sort the words, use them to write at least three sentences.

pizza

chef

bake

oven

create

recipe

Pitner’s Potpourri http://pitnerm.blogspot.com Fonts by http://www.kevinandamanda.com Graphics by KPMDoodles http://www.kpmdoodles.com

Frame by Creative Clips http://www.teacherspayteachers.com/Store/Krista-Wallden

plate

crust

gobble

steamy

eat

tasty

creative

talented

very

tomorrow

accidentally

himself

her

it

almost

busily

eagerly

crisp

greasy

make

chop

he

herself

them












Readers draw conclusions based on hints rom the author in a story. Read the passa es on the worksheet called Readin Comprehension Drawin Conclusions. A ter you read the passa e, answer the question to the ri ht o the passa e.

Use the Multisyllabic Words with Vowel R Syllables Activity Board to play Roll and Read. Roll a die (or pull papers with numbers 1-6 written on them). Read the list o words under that number. Keep playin until you can read the words luently!

It is important to edit a ter you write to make sure your spellin and rammar are correct. Practice your editin usin the The Beach worksheet. (Just complete the top hal o the pa e.)

Read the passa e called Junk Food Ad Attack. A ter readin the passa e, answer the act and opinion questions that ollow.

Use the Multisyllabic Words with Vowel R Syllables Activity Board. Divide the words into their two syllables. For example, “carpet” can be split into car/pet. Read each syllable and read the word. (See the Six Syllable Types Document.)

Do you have a avorite ood or dinner? Use the raphic or anizer on the My Favorite Food pa es to plan your ideas. Then write at least 1 para raph explainin your avorite ood and why you think it’s the best!

Readers make in erences when the author does not tell everythin about the story. Read the passa es on the worksheet called Makin In erences: Where Are They? A ter you read each passa e, answer the in erence questions to the ri ht.

Use the Multisyllabic Words with Consonant -le Syllables Activity Board to play Roll and Read. Roll a die (or pull papers with numbers 1-6 written on them). Read the list o words under that number. Keep playin until you can read the words luently!

A reat introduction sentence helps catch a reader’s attention! Use a reat introduction as you write a creative narrative story usin the Attic Invasion sheet. Remember to include story elements and sequence the events.

Usin the directions and template on the worksheet called Cootie Catcher Fact or Opinion, create a cootie catcher and play the act or opinion ame.

Use the Multisyllabic Words with Consonant -le Syllables. Divide the words into their two syllables. For example, “apple” can be split into ap/ple. Read each syllable and read the word. (See the Six Syllable Types Document)

Have you ever one on a reat vacation OR do you dream o a

reat vacation? Use the Vacation Planner sheet to or anize your ideas and then write about it!

Usin the worksheet called Animal Facts and Opinions, read each sentence and decide i it is a act or an opinion. Write “ act” or “opinion” on the line in ront o each sentence.

Use the words on either o the Multisyllabic Words with Syllables Activity Boards. Choose 10 words. Use a piece o notebook paper to write a sentence with each o your words. Make sure your sentence shows the meanin o the word. Do any o your words have a pre ix or a su ix? Circle them.

Look back at a writin you have completed over the past 5 weeks. First, edit or capitalization, punctuation and

rammar. Then, choose 2 sentences. Count how many nouns, verbs, adjectives, and adverbs you used. Revise your sentences to include more vivid vocabulary.


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Junk Food Ad Attack!

Junk Food Ad Attack!You turn on the TV and see your favorite cartoon character. But wait a minute-that's not a show; it is a commercial for junk food!

photos.com

Cartoon characters are being used to sell junk foods on TV. How does that affect you?

That's wrong, says the Institute of Medicine, which advises the nation on health issues. The group says that kid-friendly characters should promote only foods that are good for you.

The group recently reported that food ads on TV have a strong influence on what kids under the age of 12 eat. "Our eating habits and preferences form early in our lives," the group's spokesperson, Christine Stencel, told Weekly Reader. "Advertising influences these preferences."

Fighting ObesityAdvertisers know kids have spending power. "American kids spend about $200 billion each year. Foods high in sugar and fat are among the top 10 items," says Stencel. "Kids also influence what their parents buy."

Junk foods such as candy bars, sugared cereals, and potato chips are high in calories and ReadWorks.org

Copyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation.

Junk Food Ad Attack!

low in nutrition.

A calorie is a measure of the amount of energy a food can provide. The body needs food as fuel. However, people gain weight when they take in more calories than they use up through activity.

Millions of people in the United States are obese, or severely overweight. Being overweight can lead to serious health problems.

"The committee thinks it is time people should take steps to reduce the problem of obesity," says Stencel. "That includes making changes in what foods are marketed to kids and how they are promoted."

Chew On This!Foods that are high in nutrition help people stay healthy. Good choices:

· foods with whole grains, such as whole-wheat breads and pastas

· a variety of fruits and vegetables in a rainbow of colors

· calcium-rich, nonfat or low-fat foods, such as milk, cheese, and yogurt

ReadWorks.orgCopyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation.

Junk Food Ad Attack! - Fact & Opinion Questions

Name: ___________________________________ Date: _______________

1. The following is an opinion:

A. many children watch television.B. some people think that cartoon characters should not be used to advertise junk food.C. cartoon characters are being used to advertise junk food.D. kid-friendly characters should only be used to advertise healthy foods.

2. The following is a fact:

A. American kids influence their parents too much.B. American kids spend $200 billion a year.C. American kids spend too much money on junk food.D. American kids are easily convinced to do things.

3. The author uses a box at the end of the passage to

A. list types of healthy foods.B. share a healthy recipe.C. show an ideal grocery list.D. all of the above.

4. The following statement is true:

A. calories are bad for the body.B. cheese is not a recommended food because of its fat content.C. some cereals are junk food.D. children should not eat bread because it has too many carbohydrates.


Junk Food Ad Attack! - Fact & Opinion Questions

5. The author writes, "millions of people in the United States are obese, or severely overweight. Being overweight can lead to serious health problems." Is this a fact or opinion? How do you know?



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Multisyllabic Words with Vowel -R Syllables Activity Board

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after center splatter farmer manners staggers

perhaps burlap harmless ponder gurgles discard

brother manor elder forgot turmoil matter

story wizard parchment armor mermen sailor

occur horrid confirm refer torso proper

mermaid support survive every offer foster

Multisyllabic Words with Consonant -le Syllables Activity Board

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cattle apple bugle dazzle jiggle goggle

idle paddle topple muddle maple bubble

fiddle baffle kettle table haggle duffle

saddle juggle hassle babble noble amble

scramble ogle gentle knuckle simple crackle

beetle swindle noodle bundle ramble gobble


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Attic Invasion

Pretend you’re sleeping in your room and got startled by a thud. You are now fully awake in the middle of the night and wondering what that sound was. Suddenly you hear�C crying noise�coming from the attic. You IQ up there and discover a little baby dinosaur. Describe what happens next. Be sure to write a catchy introduction.

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© Copyright 2014: http://www.biglearners.com. All rights reserved. /CCSS W.3.3.A - Writing

Vacation planner

Answer the questions below about your upcoming vacation. Be logical with your answers and write them in complete sentence form.

Where and who would \RX�like to go with?Why did you choRse to go to that place?

What’s so special about that place?

How will you travel to that place and whaW would you like to do when you reach there?

Now use the information from above and write a narrative about your vacation.

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© Copyright 2014: http://www.biglearners.com. All rights reserved. /CCSS W.3.3.B - Writing

ELA 3rd Grade Online2.pdf - West Shore School District

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Transcript of ELA 3rd Grade Online2.pdf - West Shore School District