Friends
Name
Make a friend. Introduce yourself. Say, “Hello.”
We play games with our friends. We share with
our friends. We help our friends.
Build Background
and Vocabulary
What games do you play with your friends?
1.
2.
Concept Vocabulary
friends
introduce
together
trust
support
secrets
Write two words that tell about each picture.
Ask students to describe each picture. Discuss
what students do with their friends. Assist
them in writing what games they play with
friends. Help them use words from the word
box to describe each picture.
5
Friends Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E01_ELL_005.indd 5
1/23/07 10:23:49 AM
Friends
Name
We have friends at home. We have friends
at school.
two neighborhood friends
Scaffolded
Language
Development
two school friends
Use the word bank to complete the sentences.
friends
together
1. I have
support
at school.
2. We play games
3. We tell
.
to each other.
4. When we help our friends, we
Ask students to describe each picture. Talk
with students about how we have friends in
different places. Assist students in writing the
names of two friends from home and two
friends from school. Read the words in the
word box together. Ask students to tell what
the words mean. Assist students in filling in the
sentences with words from the word box.
secrets
them.
6
Friends Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E01_ELL_006.indd 6
1/16/07 9:43:05 AM
Friends
Name
Writing
Use a word to fill in each blank in the paragraph.
friends
together
introduced
support
secrets
trust
pleasant
Miko and her
go to the same school.
They like to do many things
.
The girls share
with one another. They
one another not to tell what they share. Miko
Sarah to her friends. They all had a
time together. Miko told Sarah, “My friends
me when I need help. I do my best to help
them, too.”
On Your Own
Write three sentences that tell what you can do to make a new friend.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Discuss with students how
to make friends and keep friends. Assist them
in completing the sentences.
7
Friends Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E01_ELL_007.indd 7
12/8/06 12:22:18 PM
Nathan and His
Favorite Author
Name
Build Background
and Vocabulary
Reading is fun. Writing a book is fun, too.
What would you like to write a book about?
Concept Vocabulary
books
idea
write
advice
inspired
author
Use the word bank to complete each sentence.
A person who writes
is an
.
Every story starts with an
.
When authors are
they
books.
Some books give
Read the sentence and discuss the picture at
the top of the page. Ask students if they have
ever written a story, poem, or book. Ask them
what they would like to write about. Read
through Concept Vocabulary with students.
Assist them in matching the words to the
sentences. It may be necessary to review
the concept of advice before students can
complete the last sentence correctly.
5
.
Nathan and His Favorite Author
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E02_ELL_005.indd 5
1/16/07 9:43:39 AM
Nathan and His
Favorite Author
Name
Underline the verb in the first sentence. Write
the past tense form of the verb in the second
sentence.
Scaffolded
Language
Development
1. He sings in music class. Yesterday he
at the party.
2. I walk to school every day. Yesterday I
to the
grocery store.
3. He plays second base on the team. Yesterday he
first base.
4. We work in our yard every day. Yesterday we
in
the basement.
Complete this chart.
Past
Present
wrote
asked
laughed
cried
Discuss the present and past form of verbs.
Model for students how the past tense is
formed. Assist students with completing the
sentences by writing the past tense form of
the verb.
6
Nathan and His Favorite Author
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E02_ELL_006.indd 6
1/16/07 9:44:14 AM
Nathan and His
Favorite Author
Name
Use a word to fill in each blank in the paragraph.
books
author
write
writer
idea
reply
inspired
advice
It is fun to
Writing
stories. You can get an
from things around you. Kim wants to be a sports
because she likes soccer and hockey. Sam loves to
read
. He wants to be a famous
someday. Both children asked a teacher for
. His
was to work hard and stay focused on their goals.
This
Kim and Sam to join the school newspaper.
On Your Own
Fold two pieces of paper in half and make a little book about what
you enjoy. Be sure to include pictures and a sentence on every page.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
Nathan and His Favorite Author
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E02_ELL_007.indd 7
12/8/06 12:22:51 PM
A New School
for Chris
Name
Going to a new school can be scary. We meet new
people in our classes.
Build Background
and Vocabulary
Do you think it would be hard to go to a new school?
Concept Vocabulary
classroom
lunch
recess
teacher
desk
class
Match a word from the word bank to the picture.
Read the sentences and discuss the picture
at the top of the page. Ask students if they
have ever gone to a new school. Ask them
what they feel like when they are new to a
group. Ask them how they have acted towards
new students. Read Concept Vocabulary
words aloud with students. Assist students in
matching the words to the pictures.
5
A New School for Chris
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E03_ELL_005.indd 5
1/16/07 9:44:47 AM
A New School
for Chris
Name
Scaffolded
Language
Development
Match the adjective to the picture.
playful
soft
three
big
purple
sweet
loud
spotted
Use an adjective from the word box to complete each sentence.
1. Julia used
apples in the pie.
2. “Your music is too
3. Jim rode the
,” Mom said.
pony.
4. The queen wore a light
Discuss adjectives with students. Remind
students that adjectives are describing words.
Read the words in the word box and invite
students to repeat after you. Assist students
with completing the sentences.
robe.
6
A New School for Chris
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E03_ELL_006.indd 6
1/16/07 9:45:28 AM
A New School
for Chris
Name
Use a word to fill in each blank in the paragraph.
principal
classroom
lunch
teacher
recess
class
Writing
desk
Sally is in the third grade. She likes the other students in her
. Miss Clark is her favorite
. Each student has a
for work. The children eat
They play at
together.
. Then they go back to their
. Often they have a visit from the school
. She tells them what good work they are doing.
On Your Own
Write a sentence about your school that would help a new student.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
A New School for Chris Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E03_ELL_007.indd 7
12/8/06 12:23:57 PM
Astronauts
Name
It is very exciting to be an astronaut. Astronauts
fly in space shuttles.
Build Background
and Vocabulary
Which would be more fun: take-off or landing?
Concept Vocabulary
astronaut
equipment
crew
space
Match the word to the picture.
Discuss the picture at the top of the page.
Which would be more fun: take-off or landing?
Ask students to explain their responses. Assist
students in writing the word that describes
each picture.
5
Astronauts Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E04_ELL_005.indd 5
1/22/07 8:27:56 AM
Astronauts
Name
In space, what would help most? Circle the best
answer.
Scaffolded
Language
Development
to wash
to eat
to sleep
to have fun
Discuss how astronauts live in space. Ask
students to look at the pictures. Discuss what
each picture represents. Assist students in
choosing which picture would be the best to
use in space. Encourage students to explain
their choice. Students should circle the correct
picture.
6
Astronauts Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E04_ELL_006.indd 6
1/16/07 9:46:52 AM
Astronauts
Name
Use a word to fill in each blank in the paragraph.
astronauts
train
equipment
Javier wants to be an
He thinks it would be exciting to travel in
knows he will have to
learn how to use special
will have to work together with the ground
the teams he travels with in space.
space
Writing
crews
when he grows up.
. He
very hard. He will have to
. Most importantly, he
and
On Your Own
Write a sentence that tells what you want to be when you grow up.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Discuss with students
what it would be like to go into space. Assist
students in completing the sentences.
7
Astronauts Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E04_ELL_007.indd 7
12/8/06 12:24:43 PM
Today’s News
Name
We learn many things from the news. We learn
about what has happened. We learn about what
might happen.
Build Background
and Vocabulary
When do you watch the news?
Concept Vocabulary
reporter
weather
news
arts
studio
sports
Match the word to the picture.
Discuss the picture at the top of the page.
Which type of reporting job would students
like best? Ask students to explain their
responses. Assist them in writing the word
that describes each picture.
5
Today’s News Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E05_ELL_005.indd 5
1/16/07 9:47:46 AM
Today’s News
Name
Complete each sentence with the correct
punctuation mark.
Scaffolded
Language
Development
1. Is the weather cold or hot
2. What a great game
3. We went apple picking today
4. Did your dog have puppies
5. She read a book about a wolf
Discuss the ways we end sentences. Look at
each picture and name the punctuation mark.
Give an example of the type of sentence
that would have that mark at the end. Assist
students in giving their own examples. Read
each sentence. Discuss which type of mark
should be used. Assist students in placing the
correct punctuation mark at the end of each
sentence.
6
Today’s News Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E05_ELL_006.indd 6
1/16/07 9:49:09 AM
Today’s News
Name
Use a word to fill in each blank in the paragraph.
report
reporter
weather
arts
news
Writing
studio
sports
Gail Adams is a
on TV. She works in a special
. She gives all the
First Gail gives the traffic
of the day.
. Then she tells what the
will be like for the rest of the week. Next, Gail talks
about the city’s
teams. She ends the show with a
story about the
, such as a new concert or play.
On Your Own
Write a news story about an event at school and report it to
the class.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Ask students if they
would like to be reporters. Discuss different
aspects of a career in reporting. Assist students
in completing the sentences.
7
Today’s News Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E05_ELL_007.indd 7
12/8/06 12:25:15 PM
Let’s Play
Name
Sports are fun to play. Sports are good for you,
too.
Build Background
and Vocabulary
What is your favorite sport? Write the name.
Concept Vocabulary
sports
goal
score
kick
team
Write a word for each picture.
Read the sentences at the top of the page with
students. Point to each picture and discuss the
name of the game and the type of ball used.
Assist students in writing the names of their
favorite sports. Their favorite sports do not
have to be the sports pictured. Discuss each
picture and assist students in finding a word
that matches.
5
Let’s Play Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E06_ELL_005.indd 5
1/22/07 8:28:14 AM
Let’s Play
Name
The words in the box are all names of sports. Use
them to label the pictures.
baseball
basketball
Scaffolded
Language
Development
football
soccer
Discuss each word in the word bank to make
sure students understand the word. Ask
students if they have ever seen or played any
of the sports listed in the box. Model how they
should look at the picture and find the clues
that let them know what sport is depicted.
Assist students with writing the word in the
appropriate space.
6
Let’s Play Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E06_ELL_006.indd 6
1/22/07 8:28:26 AM
Let’s Play!
Name
Use a word to fill in each blank in the paragraph.
sports
score
goal
Writing
kick
team
Boys and girls like to play
. It is fun to
play with others on a
. You can hit the ball
with a bat or
the ball with your foot. You
can put the ball in a
or a basket. You can
with points or runs to win.
On Your Own
What is your favorite sport? Write a sentence that describes the sport.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Assist students in writing
sentences to describe their favorite sports.
7
Let’s Play! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E06_ELL_007.indd 7
12/15/06 2:50:47 PM
Helping Out
Name
Helping others can be fun. Helping others can
make you feel good. Helping is great!
Build Background
and Vocabulary
Have you helped anyone? Write how you helped.
Circle the helpers.
Discuss the picture at the top of the page.
Assist students in writing how they have
helped someone. Have students look at the
large picture and discuss what a helper is. Ask
students to find examples of people helping.
5
Helping Out Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E07_ELL_005.indd 5
1/16/07 9:50:41 AM
Helping Out
Name
There are many ways to help at school. Draw a
poster to show how you can help. Use words
from the story in your poster.
Discuss the many ways students can help at
school. Assist students in thinking of how they
can help the teacher, the environment, and
other students. Give students an opportunity
to share their pictures with the class.
Encourage them to explain their pictures when
they show them to the class.
6
Scaffolded
Language
Development
Helping Out Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E07_ELL_006.indd 6
1/16/07 9:51:12 AM
Helping Out
Name
Use a word to fill in each blank in the paragraph.
donate
important
projects
community
helped
Think about a time when you
is
Writing
someone. It
to do things for others. There are many things
people can do. Some people
money or food.
Some work on
to help others. It is good for the
when people do things for others.
On Your Own
Tell what you do to help at home.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss different ways
students can help out at home and in their
communities. Model how to select words to
use in each blank. Assist students in describing
one way they help at home.
7
Helping Out Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E07_ELL_007.indd 7
12/8/06 12:26:27 PM
Animals All
Around Us
Name
Animals are everywhere. Animals are an
important part of the world. Some animals can
be our pets.
Build Background
and Vocabulary
List some animals that can be pets.
Concept Vocabulary
Arctic
pets
desert
friendly
animals
wild
Match a word from the word bank to the picture.
Read the sentences aloud and discuss the
pictures. Ask students if they can name the
animals in the picture, and where the animals
usually live. Ask if students have any pets. Ask
them how they care for their pets. Instruct
students to read through Concept Vocabulary
and listen for proper pronunciation. Assist
students in matching the words to the pictures.
5
Animals All Around Us
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E08_ELL_005.indd 5
1/16/07 9:51:59 AM
Animals All
Around Us
Name
Scaffolded
Language
Development
List the words that belong in each group.
Use the word box to help you.
stove
desk
barn
sink
clown
map
cows
elephant
chickens
pan
books
tent
Circus
Kitchen
Farm
Classroom
Use the words from one group to write a sentence.
Discuss concept words with students. Read
each word with students. Assist them in
grouping the words correctly, and in forming
a complete sentence with the words from one
group.
6
Animals All Around Us
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E08_ELL_006.indd 6
1/16/07 9:52:41 AM
Animals All
Around Us
Name
Use a word to fill in each blank in the paragraph.
Arctic
pets
desert
friendly
animals
wild
The zoo is a place to see many
make good
Writing
. They do not
. They are not
dogs or cats. They are
like the
like
. Some come from cold places
. Some come from a hot, dry place like a
. Which is your favorite?
On Your Own
Write a sentence that describes your favorite wild animal.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss other types of
animals that can be seen at the zoo. Model
how to select words to use in each blank.
7
Animals All Around Us
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E08_ELL_007.indd 7
12/8/06 12:26:59 PM
Alex Bakes a Cake
Name
When you bake a cake, it is important to follow
the recipe.
Build Background
and Vocabulary
Have you ever baked a cake?
Concept Vocabulary
recipe
measure
ingredients
batter
Label the picture.
Baking a Cake
Read the sentence at the top of the page and
have students repeat or read along with you.
Discuss the pictures. Ask students if they have
ever baked a cake. Ask them what ingredients
are in a cake. Ask students if they like cake,
and if so, what kind? Read Concept Vocabulary
words aloud and have students repeat after
you. Assist students in labeling the picture.
5
Alex Bakes a Cake Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E09_ELL_005.indd 5
1/16/07 9:53:13 AM
Alex Bakes a Cake
Name
Scaffolded
Language
Development
Choose the correct word.
The ponies
the hay from the field.
eat
eats
Jose
to the top of the rope.
climb
climbs
Jess
on the swings.
play
plays
Maria and Chris
pictures.
draw
I
draws
outside.
run
Discuss with students the importance of
subject-verb agreement. Remind them that the
subject and the verb must agree in number.
Assist students in writing the correct verb on
each line.
runs
6
Alex Bakes a Cake Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E09_ELL_006.indd 6
1/16/07 9:53:54 AM
Alex Bakes a Cake
Name
Use a word to fill in each blank in the paragraph.
ingredients
temperature
instructions
recipe
Writing
measure
batter
The baker will make a cake. He will use his favorite
. The baker will follow all the
. First, he will make sure he
has all of the
. Next, he will
them very carefully. He will mix them to
make a fine
.Then he will bake it at just
the right
.
On Your Own
Write a sentence describing what ingredients you would use to
make your favorite recipe.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Ask students to talk about
different types of cakes that they like. Discuss
the importance of following a recipe carefully.
Model how to select words to use in each blank.
7
Alex Bakes a Cake Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E09_ELL_007.indd 7
12/8/06 12:27:46 PM
The Most Important
Meal of the Day
Name
It is important to eat breakfast. Breakfast gives
you energy. Breakfast is the most important meal
of the day.
Build Background
and Vocabulary
What do you like to eat for breakfast?
Circle the foods that are healthy for breakfast.
Discuss the picture at the top of the page.
Name foods that are healthy for breakfast
and tell why they are healthy. Assist students
in writing what they like for breakfast. Have
students look at the large picture and discuss
which foods are healthy breakfast foods. Ask
students to think of other healthy breakfast
foods.
5
The Most Important Meal of the Day
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E10_ELL_005.indd 5
1/16/07 9:54:29 AM
The Most Important
Meal of the Day
Name
Plan a breakfast that is healthy. Label the foods in
the meal.
Discuss the foods that make up a healthy
breakfast. Write the names of healthy foods
on the board. Ask students to draw a healthy
breakfast. Give students an opportunity to
share their pictures with the class. Have them
name their pictures when they show them to
the class.
6
Scaffolded
Language
Development
The Most Important Meal of the Day
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E10_ELL_006.indd 6
1/16/07 9:55:02 AM
The Most Important
Meal of the Day
Name
Writing
Use a word to fill in each blank in the paragraph.
energy
protein
muscles
fiber
delicious
What we eat for breakfast is important. Foods like eggs give
our bodies
. Foods like fruit and cereal give
our bodies
. Healthy foods build strong
. They also give us
work and play. Healthy foods are
to
.
On Your Own
What kinds of fruit do you like?
What kinds of vegetables do you like?
What kinds of grains do you like?
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Ask students to think
about a fruit, a vegetable, and a grain that
they like. Assist students in writing two of each
on the line.
7
The Most Important Meal of the Day
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E10_ELL_007.indd 7
12/15/06 2:51:15 PM
Baby Brother
Name
Build Background
and Vocabulary
Everything changes when a new baby arrives.
Brothers and sisters need to help.
Do you have a brother or sister?
Is your brother or sister younger or older?
Concept Vocabulary
hospital
brother
teach
sister
favorite
babies
Match a word from the word bank to the picture.
Read the sentences and discuss the picture. Ask
the students if they have any younger brothers
or sisters. Ask if they can remember when their
younger siblings were babies. Ask them how
they help care for their younger siblings. Read
through Concept Vocabulary together with
students and check for pronunciation. Assist the
students in matching the words to the pictures.
5
Baby Brother Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E11_ELL_005.indd 5
10/13/06 4:53:47 PM
Baby Brother
Name
Scaffolded
Language
Development
Pronouns take the place of nouns. Write the
correct pronoun on the line.
Peter likes his toy cars.
are made of metal.
It
They
Beth and Paul have a baby sister.
is three years old.
She
He
Jane has to clean her room.
looks very messy.
It
She
The children have two new kittens.
are both black and white.
He
Tell students that pronouns take the place of
nouns. Point out the pronouns that are used in
the first person. Assist students in writing the
pronouns on the lines.
They
6
Baby Brother Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E11_ELL_006.indd 6
10/13/06 4:54:18 PM
Baby Brother
Name
Use a word to fill in each blank in the paragraph.
babies
favorite
hospital
brother
teach
sister
I went to the
to visit Mom. She was
holding two tiny
a
Writing
. Mom said that now I have
and a
older I can
When they are
them things. That will be my
thing to do.
On Your Own
Write a sentence telling how you could help with a new baby.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss with students
various ways children can help with younger
brothers and sisters. Model how to select
words to use in each blank. Assist students in
writing their sentences on the lines.
7
Baby Brother Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E11_ELL_007.indd 7
12/8/06 12:28:56 PM
The Country
of Chile
Name
Chile is a country. Chile is in South America.
Each part of Chile is different.
There are mountains and deserts in Chile.
Build Background
and Vocabulary
What country do you live in?
Where is your country?
Concept Vocabulary
mountains
rainforest
ice
tourist
agriculture
world
Match a word from the word bank to the picture.
Read the sentences and discuss the pictures.
Ask the students if they have heard of the
country of Chile. If a map of South America
is available, see if students can locate Chile
on the map. Tell the students about the
different climates found in Chile. Read Concept
Vocabulary aloud and have students repeat
each word. Assist the students in matching the
words to the pictures.
5
The Country of Chile Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E12_ELL_005.indd 5
10/13/06 4:56:06 PM
The Country
of Chile
Name
Scaffolded
Language
Development
Choose the correct words to label the pictures.
through
in
to
from
the door
the window
the basket
the basket
Choose the correct word to complete each sentence.
1. She went
the door and out to the yard.
2. We went
the zoo to see the pandas.
3. We went camping and slept
a tent.
4. The airplane left
Discuss prepositions with students. Remind
them that a preposition links a noun to
another part of a sentence. Assist students
with writing the word in the appropriate
space to describe each picture. Assist them in
completing each sentence with the words from
the word box.
New York.
6
The Country of Chile Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E12_ELL_006.indd 6
10/13/06 5:05:16 PM
The Country
of Chile
Name
Writing
Use a word to fill in each blank in the paragraph.
desert
rainforest
mountains
tourists
agriculture
sites
There are many interesting places in the world. A very hot,
dry place is called a
. A very wet place
is a
. There are high places called
. There are flat places where crops are
grown. Growing crops is called
. People who
visit these different places are called
.They
might come to look at nature. Or they might come to see statues and
other
.
On Your Own
Pretend that you are a tourist. Write a letter to a friend that tells
where you are.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss interesting places
that students have visited or might like to visit.
Model how to select words to use in each blank.
7
The Country of Chile Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E12_ELL_007.indd 7
12/8/06 12:29:34 PM
Our Backyard
Name
Build Background
and Vocabulary
Animals live in our backyard. Insects live in our
backyard. It is fun to discover the animals and
insects that live in our backyard.
Circle the animals that live in your backyard.
Concept Vocabulary
twig
grass
leaves
bird
garden
rabbit
Match a word from the word bank to the picture.
Read the sentences aloud and discuss the
pictures. Ask the students what animals and
insects they have seen near their current
homes and at previous homes where they may
have lived. Read through Concept Vocabulary
with students. Assist the students in matching
the words to the pictures.
5
Our Backyard Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E13_ELL_005.indd 5
10/7/06 11:51:13 AM
Our Backyard
Name
Scaffolded
Language
Development
Add -ing to the words from the word box to
complete each sentence.
chirp
+ ing
eat
crawl
help
1. A frog is
an insect.
2. The baby is
on the floor.
3. I heard the birds
4. I like
when I woke up.
Dad in the garden.
Double the consonant + ing
sit
run
wrap
5. Grandpa is
6. Mom is
on the porch.
a birthday gift.
7. I saw a deer
Discuss the present participle form of verbs.
Model how to form the present participle,
either by adding -ing or by doubling the
consonant and adding -ing. Assist students
with completing the sentences with the correct
present participle.
through the forest.
6
Our Backyard Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E13_ELL_006.indd 6
10/7/06 11:57:38 AM
Our Backyard
Name
Writing
Use a word to fill in each blank in the paragraph.
twig
leaves
grass
stems
bird
garden
rabbit
Mom was working in her
on the
. My brother and I sat
and watched animals. We saw a
in a tree. It was almost hidden by the
. It had a
in its beak. We also saw a brown
eating the
. It was
of a plant.
On Your Own
Write about the animals that you can see near your house.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Invite students to talk
about birds and other animals they have seen
from their houses or backyards. Model how to
select words to use in each blank.
7
Our Backyard Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E13_ELL_007.indd 7
12/8/06 12:30:01 PM
The Parts of a Tree
Name
Each part of a tree does something to help
the tree live.
Build Background
and Vocabulary
Concept Vocabulary
roots
trunk
bark
branches
leaves
Label the picture.
Parts of a Tree
Read the sentence and discuss the pictures at
the top of the page. Ask students about each
part of the tree and how it helps the tree
grow. Read through Concept Vocabulary with
students to ensure proper pronunciation.
Assist the students in labeling the picture.
5
The Parts of a Tree Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E14_ELL_005.indd 5
10/27/06 11:09:09 AM
The Parts of a Tree
Name
Which preposition matches the picture? Use the
word box to find a word and write it on the line.
under
above
on
Discuss with students that a preposition shows
the relationships between a noun or pronoun
and another word in the sentence. Assist
students in writing the pronouns on the lines.
Scaffolded
Language
Development
beside
The kitten is
the chair.
The kitten is
the chair.
The kitten is
the chair.
The kitten is
the chair.
6
The Parts of a Tree Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E14_ELL_006.indd 6
10/18/06 12:25:29 PM
Parts of a Tree
Name
Use a word to fill in each blank in the paragraph.
roots
bark
absorb
trunk
Writing
minerals
branches
We have a tree in our yard with a very tall, thick
. Its outside is covered with
The tree has many
.
that reach high into the sky.
It also has
which go deep into the ground. These
food in the soil. Trees need
for food.
On Your Own
What can you do to take care of the trees near your home
and school?
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss with students
various ways trees help the earth. Model how
to select words to use in each blank.
7
Parts of a Tree Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E14_ELL_007.indd 7
12/8/06 12:30:42 PM
Answer This!
Name
Friends help each other. It is fun to help others.
We help our friends and others by giving advice.
Build Background
and Vocabulary
Have you ever helped a friend with a problem?
Concept Vocabulary
letters
questions
answers
practice
prepared
Finish each sentence using a word from the word bank.
When people need
about a
problem, they write
.
The opposite of
are
.
To have everything you need to complete a
job is to be
.
To be good at something, you
must
.
Read the sentence and discuss the picture at
the top of the page. Discuss with the students
the concepts of giving and receiving advice.
Ask if any students know what an advice
column is. Ask them if they have ever asked
anyone for advice. Read aloud each Concept
Vocabulary word and have students repeat
after you. Listen for correct pronunciation.
Assist the students in matching the words to
the sentences.
5
Answer This! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E15_ELL_005.indd 5
10/7/06 11:52:21 AM
Answer This!
Name
Scaffolded
Language
Development
Complete each sentence with the correct
punctuation mark.
1. Do you have a cat
2. I feed my fish every night
3. What a big dog you have
4. My rabbit likes to sleep
Discuss the ways we end sentences. Look at
each picture and ask how the animal is feeling.
Ask students for examples of things they
might say when they feel that way. Read each
sentence. Discuss which type of mark should
be used. Assist students in placing the correct
punctuation mark at the end of each sentence.
6
Answer This! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E15_ELL_006.indd 6
10/7/06 11:53:23 AM
Answer This!
Name
Use a word to fill in each blank in the paragraph.
advice
letters
practice
questions
responsible
Writing
answers
prepared
My friends think I am a
person. That
is why they ask me for
. I don’t mind
when they ask
. In fact, I think it is good
for me. I write for the school newspaper.
People write
to me asking for help. I write
my
in the paper. Thanks to my friends, I
am
for this job.
On Your Own
What advice would you give a classmate who has trouble with
a bully?
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
Answer This! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E15_ELL_007.indd 7
12/8/06 12:31:12 PM
The Three Little Pigs
Name
It is best to do something right the first time.
Build Background
and Vocabulary
Have you ever heard the story of the three pigs?
Concept Vocabulary
wolf
fire
pig
straw
chimney
brick
Match a word from the word bank to the picture.
Read the sentences and discuss the pictures.
Ask students if they have ever heard the story
about the three pigs. Ask students why it is
important to do something right the first time.
Listen as students read Concept Vocabulary
aloud. Check for correct pronunciation. Assist
students in matching the words to the pictures.
5
The Three Little Pigs Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E16_ELL_005.indd 5
1/16/07 9:55:52 AM
The Three Little Pigs
Name
Choose a word to complete each sentence.
finally
first
Scaffolded
Language
Development
then
meanwhile
many days later
1. “I will visit Grandmother.
I
will make her some cookies,” said Cindy.
2. “
I will put the cookies in a basket
to keep them fresh,” she said.
3. Cindy left to visit Grandmother.
,
a wolf was hiding nearby. Some farmers frightened the wolf away.
4.
, the farmers caught the wolf.
5.
the woods were safe for people.
Review transition words with students. Remind
them that transition words connect parts of
the sentence to one another. Assist students in
completing the sentences with the transition
words from the word box.
6
The Three Little Pigs Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E16_ELL_006.indd 6
1/16/07 9:56:19 AM
Three Little Pigs
Name
Use a word to fill in each blank in the paragraph.
wolf
straw
pig
brick
lazy
chimney
wise
fire
There was an old gray
a little
Writing
that built houses. One day
came by. “I would like you to build a house
using bundles of
,” she said.
“That would not be
,” he said. “It could catch on
. It would be better to use
your house. You could even have a
to build
on the roof.”
“Ah, that was a test, and you passed,” she said. “I want you to build
my house because you are not
. I can trust you.” And
so the two were friends.
On Your Own
Write a sentence that tells what kind of house you would build
for yourself.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Ask students what their
houses are made out of. Model how to select
words to use in each blank.
7
Three Little Pigs Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E16_ELL_007.indd 7
12/8/06 12:31:51 PM
Bears Everywhere
Name
Bears are big and strong. Bears have claws and
fur. There are many types of bears.
Build Background
and Vocabulary
Circle your favorite type of bear.
Concept Vocabulary
bears
bear cub
claws
honey
climb
den
Match the word to the picture.
Discuss the types of bears in the picture. Ask
students to name their favorite kind of bear.
Assist students in matching the words to the
pictures.
5
Bears Everywhere Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E17_ELL_005.indd 5
1/16/07 9:57:12 AM
Bears Everywhere
Name
What do bears do? Write the verb on the line.
Bears
.
Bears
.
Bears
.
Scaffolded
Language
Development
What can I do? Write the verb on the line.
Discuss with students that verbs are action
words. Point out the things that the bear
can do. Ask students to look at the pictures
showing things that children can do. Assist
students in writing the verbs on the lines.
6
Bears Everywhere Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E17_ELL_006.indd 6
1/16/07 9:58:14 AM
Bears Everywhere
Name
Use a word to fill in each blank in the paragraph.
bears
claws
honey
bear cub
caves
Writing
berries
dens
Our class learned about
at the zoo. We saw a
mother and her
. They had big
on their paws. Our teacher said that they eat wild
from bushes. They also like to eat
, which they
scoop out of hives. In the wild, bears live in
homes are called
. Their
.
On Your Own
Write a sentence that describes your favorite type of bear.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select
words to use in each blank. Assist students in
completing the sentences.
7
Bears Everywhere Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E17_ELL_007.indd 7
12/8/06 12:32:33 PM
Mark’s Memories
Name
You can put your memories together in a collage.
Build Background
and Vocabulary
What would you put in a collage?
Concept Vocabulary
scraps
photographs
scissors
poster board
glue
Label the things you use to make a collage.
Discuss the picture at the top of the page. Ask
students to think of the ways they can save
their memories. Assist students in labeling the
pictures. Discuss what makes a pleasing design.
Ask students if they have ever made a collage.
5
Mark’s Memories Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E18_ELL_005.indd 5
1/16/07 9:58:42 AM
Mark’s Memories
Name
Help Mark describe these things by:
Scaffolded
Language
Development
Size
Mark used
scissors.
Number
Mark glued
photographs
on the page.
Color
Mark used
Discuss how adjectives are used to describe
things by color, size, and number. Assist
students in finding an adjective to describe
each picture. Give students an opportunity to
tell their favorite colors.
6
paper.
Mark’s Memories Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E18_ELL_006.indd 6
1/16/07 9:59:16 AM
Mark’s Memories
Name
Use a word to fill in each blank in the paragraph.
collage
design
scissors
photographs
poster board
Writing
scraps
glue
Miss Kay’s art class was going to make a
. Her students had to bring
, poems, cards or other memories. Miss
Kay gave each student a large sheet of
.
She also gave them
of colored paper.
Miss Kay showed the students how to arrange these things in
a pleasing
. The students used
to cut the pictures. They pasted the
pictures with
.
On Your Own
List five items you would use to make a collage about your family.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select
words to use in each blank. Assist students in
completing the sentences.
7
Mark’s Memories Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E18_ELL_007.indd 7
12/8/06 12:33:20 PM
The Deer and
the Quail
Name
There are more important things in life than being
pretty.
Build Background
and Vocabulary
Have you ever seen any of these animals?
Concept Vocabulary
gracefully
spots
camouflage
predator
fawn
Match a word from the word bank to the picture.
Find a word in the word bank to describe:
how a deer moves
Read the sentence and discuss the pictures.
Ask if students have ever seen a deer or a
quail. Discuss some things that might be more
important than looks. Ask students if they have
ever had to help someone who wasn’t nice
to them. Talk about why it is important to be
kind to others. Assist students in matching the
words to the pictures.
how a quail hides
5
The Deer and the Quail
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E19_ELL_005.indd 5
1/22/07 8:28:39 AM
The Deer and
the Quail
Name
Scaffolded
Language
Development
Choose a word from the box to complete each
sentence.
her
we
she
they
him
1. Jack and Ellie went to the circus.
2. Ellie said that
it
he
had a lot of fun.
liked the lions the best.
3. Jack said that the clowns made
laugh.
4. “
want to go to the circus again!” the children said.
5. “
was so much fun!”
6. Mom told the children to go with their little sister. “Take
to the circus, too,” she said.
7. Jack will take his sisters to the circus.
Discuss pronouns with students. Remind
them that pronouns take the place of nouns.
Help students choose the correct pronoun to
complete each sentence.
6
is a good brother.
The Deer and the Quail
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E19_ELL_006.indd 6
1/16/07 10:00:25 AM
The Deer and
the Quail
Name
Writing
Use a word to fill in each blank in the paragraph.
gracefully
predators
lovely
camouflage
spots
blended
The forest has some
barely
fawn
animals.
One of them is the
. It has small
white
on its back. These help
its body. It can
be seen. It can hide from
that hunt it. If
it has
in with the trees, it can run away
.
On Your Own
Write a sentence about an animal that uses camouflage.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss different types of
animal camouflage. Model how to select words
to use in each blank.
7
The Deer and the Quail
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E19_ELL_007.indd 7
12/8/06 12:34:06 PM
Let’s Put on a Play
Name
It takes a lot of hard work to put on a play.
Build Background
and Vocabulary
Have you ever been in a play?
Concept Vocabulary
curtain
actors
director
costumes
backstage
Label the picture.
Read the sentence and discuss the pictures
at the top of the page. Ask students if they
have ever gone to a play or if they have even
been in one. Talk about all of the people it
takes to put on a show. Read through Concept
Vocabulary words with students. Assist as
needed with labeling the picture.
The Theater
5
Let’s Put on a Play Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E20_ELL_005.indd 5
1/22/07 8:28:51 AM
Let’s Put on a Play
Name
Scaffolded
Language
Development
Choose the correct word.
1. The students
a talent show.
watch
watches
2. Sally
country songs.
sing
sings
3. Jake and Joe
jokes and funny stories.
tell
tells
4. Carol, Jason, and Ann
to swing music.
dance
5. Tom
dances
a poem from a book.
read
reads
6. Miss Clark
the parents to come.
ask
asks
Discuss with students the importance of
subject-verb agreement. Remind them that the
subject and the verb must agree in number.
Help students write the correct verb in each
sentence.
6
Let’s Put on a Play Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E20_ELL_006.indd 6
1/22/07 8:29:02 AM
Let’s Put on a Play
Name
Writing
Use a word to fill in each blank in the paragraph.
theater
director
curtain
costume
actors
backstage
The students went to the
to see a play.
They were excited as the
opened. The
in the play said their lines. Each one wore
a beautiful
. When the play was over, the
spoke to the students. He asked them to come
to meet the crew.
On Your Own
Write a sentence that tells if you would rather watch a play or
act in a play.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Ask students if they have
ever been to the theater and discuss their
experiences. Model how to select words to use
in each blank.
7
Let’s Put on a Play Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E20_ELL_007.indd 7
12/8/06 12:34:33 PM
Water, Ice, and
Snow
Name
Build Background
and Vocabulary
Water is found in many forms.
Do you know the three forms of water?
Concept Vocabulary
water
liquid
ice
gas
frozen
solid
Match a word from the word bank to the picture.
Match the word: solid, liquid, or gas, to the pictures.
Read the sentence and discuss the pictures.
Ask students about the three forms of
water. Encourage students to give additional
examples of each form. Listen as students read
Concept Vocabulary words aloud, and check
for correct pronunciation. Assist students in
matching the words to the pictures.
5
Water, Ice, and Snow Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E21_ELL_005.indd 5
1/16/07 10:02:22 AM
Water, Ice, and
Snow
Name
Write solid, liquid, or gas next to each word.
ice cube
pond
rain
icicle
steam
hail
snow
air
breath
ocean
Ask students to look at each word. Discuss with
them whether the word describes a solid, a
liquid, or a gas. Help students write the correct
word on the line.
6
Scaffolded
Language
Development
Water, Ice, and Snow Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E21_ELL_006.indd 6
1/16/07 10:18:47 AM
Water, Ice,
and Snow
Name
Use a word to fill in each blank in the paragraph.
water
frozen
ice
liquid
snow
gas
Writing
freezes
solid
is all around us in different forms. You can drink
it when it is
. Heat can turn it into a
called steam. When it
, it is in
form. When it is
, you can do many things with it. You
might add a cube of
to a drink. Or you might make a
man out of
.
On Your Own
Write a sentence that tells how you change liquid water into steam.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
Water, Ice, and Snow Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E21_ELL_007.indd 7
12/8/06 12:35:18 PM
Animals at Night
Name
Many animals are nocturnal. While we sleep, they
are awake. This is when they eat.
Build Background
and Vocabulary
Have you seen any of these nocturnal animals?
Circle the ones you have seen.
Concept Vocabulary
nocturnal
catfish
hunt
mammals
insects
food
Label the poster.
Animals
Discuss the pictures at the top of the page.
Ask students to circle the animals they have
seen. Discuss the poster with students. Assist
students in labeling the pictures. Have them
look at the large picture and discuss the habits
of nocturnal animals.
5
Animals at Night Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E22_ELL_005.indd 5
1/16/07 10:20:24 AM
Animals at Night
Name
Nocturnal animals are hiding in this picture. Find
the animals and tell where they are hiding.
Scaffolded
Language
Development
Where are they hiding?
The bat is
the sky.
The owl is
a branch.
The raccoon is
The frog is
a log.
a rock.
The fireflies are
Ask students to look carefully at each picture.
Ask them to find the animals. Assist them in
writing the preposition that shows where each
animal is located in the picture.
the water.
6
Animals at Night Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E22_ELL_006.indd 6
1/16/07 10:20:58 AM
Animals at Night
Name
Use a word to fill in each blank in the paragraph.
nocturnal
mammals
night
Writing
hunt
food
Some animals come out of their homes at
These are
.
animals. Animals with hair or fur
are
. Different animals eat different types
of
. Some animals eat plants. Other animals
for food.
On Your Own
What kinds of animals might you see at night?
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Ask students to think
about nocturnal animals they have seen.
7
Animals at Night Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E22_ELL_007.indd 7
12/8/06 12:36:14 PM
How a City Works
Name
A city has many people. Many people work in the
city. A city needs many people to maintain it.
Build Background
and Vocabulary
Do you live in a city?
Concept Vocabulary
city council
mayor
government
vote
citizens
Finish each sentence using a word from the word bank.
The
of the United States makes the
laws for the
The
to follow.
makes laws for cities.
A city is led by the
.
The citizens must
to choose the city leader.
Read the sentence and discuss the picture at
the top of the page. Discuss with students all
of the people who help run a city. Be sure that
students understand what it means to “run”
a city. Discuss the services a city provides its
citizens. Read Concept Vocabulary aloud and
have students repeat each word. Assist them in
matching the words to the sentences.
5
How a City Works Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E23_ELL_005.indd 5
1/16/07 10:21:18 AM
How a City Works
Name
Scaffolded
Language
Development
Write who does each city job.
police officer
mayor
voter
city council
fire fighter
bus driver
volunteer
trash collector
1. I am the head of the city.
2. I keep the city clean.
3. I take you where you need to go.
4. I put out fires.
5. I keep the city safe.
6. I help others, but I am not paid.
7. We decide what to do with the city’s money.
8. I choose who will run the city.
Read aloud each word from the word bank.
Invite students to repeat after you. Discuss
with them how a city works. Help students
write the correct word on each line.
6
How a City Works Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E23_ELL_006.indd 6
1/16/07 10:21:55 AM
How a City Works
Name
Use a word to fill in each blank in the paragraph.
city
city council
services
mayor
vote
Writing
government
citizens
My family lives in the
. Mr.
Johnson is the
. He leads our city’s
. He works with the members of
the
. Together they make sure that
like the fire and police departments work
well. They want the
of the city to be
happy. If they do a good job, people will
for them to stay in office.
On Your Own
Write a sentence that asks your mayor about a service that you
would like to see in your city.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss with students
what they know about elections and city
government. Model how to select words to
use in each blank.
7
How a City Works Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E23_ELL_007.indd 7
12/8/06 12:36:42 PM
School Rules!
Name
It is important to get along with others at school.
Build Background
and Vocabulary
What is the most important rule at school?
Concept Vocabulary
class
lunchtime
learn
school
listen
bell
Match a word from the word bank to the picture.
Read the sentence aloud with students and
discuss the pictures. Ask students to name
some school rules, and which they think is the
most important rule to follow. Ask them what
they can do to let the teacher know that they
have something to say. Discuss different ways
to get along with teachers and other students.
Assist students in matching the words to the
pictures.
5
School Rules! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E24_ELL_005.indd 5
1/16/07 10:22:28 AM
School Rules!
Name
Write the correct word on the line to form
each phrase.
get
do
make
1.
a plan
2.
a bath
3.
your job
4.
ahead
5.
a test
6.
the bed
7.
help
8.
the dishes
Discuss with students how some words go
together and form phrases that are used by
people every day. Review how to form phrases
using the words in the box. Help students
choose the correct word to complete each
phrase.
Scaffolded
Language
Development
take
6
School Rules! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E24_ELL_006.indd 6
1/16/07 10:22:48 AM
School Rules!
Name
Use a word to fill in each blank in the paragraph.
class
learn
listen
interrupt
lunchtime
school
bell
Jake walks to
Writing
. He hears the
ring. He is ready for his first
. He will
carefully to what
his teacher says. He would never
her when she
speaks. Jake knows he is there to
. He can talk
with his friends at
.
On Your Own
Make a list of your favorite activities at school.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
School Rules! Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E24_ELL_007.indd 7
12/8/06 12:37:21 PM
Rory the Robot
Name
Working together as a team is important.
Build Background
and Vocabulary
What would you like a robot to do for you?
Concept Vocabulary
robot
club
points
president
battery
Write the word that describes each picture on the line.
Read the sentence and discuss the picture at
the top of the page. Engage students in a
discussion about teamwork. Discuss robots
and what things students would like a robot
to do for them. Review Concept Vocabulary by
reading aloud and having students repeat each
word. Assist students in matching the pictures
and writing the words on the lines.
5
Rory the Robot Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E25_ELL_005.indd 5
1/16/07 10:23:19 AM
Rory the Robot
Name
Copy each sentence, replacing the underlined
words with a phrase from the word box.
put our heads together
ran out
Scaffolded
Language
Development
make sure
get in the way
The time was over before the boy could finish the test.
In science class, we worked with partners on the experiment.
Will you check again that we have our house key?
The dogs stand in our path when we try to leave the house.
Discuss the idioms in the word box above.
Ask students to read each sentence, paying
particular attention to the underlined words.
Assist students with finding the correct phrase
that has the same meaning as the underlined
words.
6
Rory the Robot Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E25_ELL_006.indd 6
1/16/07 10:24:05 AM
Rory the Robot
Name
Use a word to fill in each blank in the paragraph.
robot
points
club
battery
Writing
president
program
We like science so much that we meet after school in a science
. Our
runs the meetings.
She plans the
for each meeting. Today we will
talk about our
for the science fair. It uses a
. It is very smart! We think we will score enough
to win at the fair.
On Your Own
Robots do work for us. If you made a robot, what would your robot
do for you?
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Discuss different types of
clubs. Ask students what types of clubs they
might like to join. Model how to select words
to use in each blank.
7
Rory the Robot Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E25_ELL_007.indd 7
12/8/06 12:37:36 PM
Pigs in Our World
Name
There are many kinds of pigs. Pigs are smart and
friendly.
Build Background
and Vocabulary
Have you ever seen a real pig?
Concept Vocabulary
pigs
piglets
farm
hooves
farmer
snout
Match a word from the word bank to the picture
Read the sentence and discuss the pictures.
Talk with students to see what they know
about pigs. Compare information from
students who have seen real pigs to opinions
of students who have never seen a real pig.
Review Concept Vocabulary together. Assist
students in matching the words to the pictures.
5
Pigs in Our World Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E26_ELL_005.indd 5
1/16/07 10:25:09 AM
Pigs in Our World
Name
Find two adjectives that go with each animal.
Draw a picture to go with your sentence.
fluffy
black
1. The
gray
shiny
big
Scaffolded
Language
Development
soft
,
elephant walked into the
2. The
,
bunny nibbled on the lettuce.
3. The
,
seal splashed in the ocean.
circus tent.
Remind students that adjectives are describing
words. Ask students to choose two adjectives
from the word box that fit each sentence.
Assist them with drawing the animals they
have described in their sentences.
6
Pigs in Our World Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E26_ELL_006.indd 6
1/16/07 10:25:50 AM
Pigs in Our World
Name
Writing
Use a word to fill in each blank in the paragraph.
pigs
litter
smart
piglets
snouts
scraps
friendly
hooves
My grandpa raises
. He told me that these
animals are
and
I helped my grandpa feed them
. I loved to
watch their
four
.
wiggle as they ate. They used their
to dig in the dirt. One of the females
just had a
of babies. There were eight little
in the pen.
On Your Own
Write a sentence that tells if you would like to have a pig for a pet.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Ask students to describe
any experiences they may have had around
pigs or pig farms. Model how to select words
to use in each blank.
7
Pigs in Our World Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E26_ELL_007.indd 7
12/8/06 12:38:04 PM
Patterns in Our
World
Name
Patterns are everywhere in nature. Patterns can
be found on animals. Patterns can be found in
the landscape.
Build Background
and Vocabulary
Circle the picture that has the pattern you like the best.
Concept Vocabulary
pattern
shapes
stripes
colors
web
Match a word from the word bank to the picture.
Read the sentence aloud with students
and discuss the pictures. Discuss the colors,
patterns, and shapes that are seen in nature.
Ask for specific examples. Listen as students
read Concept Vocabulary aloud, and check
their pronunciation. Assist students in
matching the words to the pictures.
5
Patterns in Our World
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E27_ELL_005.indd 5
1/16/07 10:26:30 AM
Patterns in Our
World
Name
Scaffolded
Language
Development
Choose the correct word.
Two birds
the seeds
outside.
eat
eats
Mother
to the birds sing.
listen
listens
Their song
beautiful.
is
are
The birds
to a fence.
fly
flies
The cat
at them through
the window.
look
Discuss with students the importance of
subject-verb agreement. Remind them that
the subject and the verb must agree in
number. Help students write the correct
verb on each line.
6
looks
Patterns in Our World
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E27_ELL_006.indd 6
1/16/07 10:27:02 AM
Patterns in
Our World
Name
Use a word to fill in each blank in the paragraph.
pattern
shapes
colors
Writing
stripes
web
Mrs. Brown likes to sew. She uses a
dress. She likes bright
to make a
like red and yellow. She uses
cloth with
that go up and down. She also uses all
kinds of
like circles, squares, and stars. The lace on her
dress looks like a spider
.
On Your Own
Look for patterns in leaves, clothes, animals, and insects. Write a
sentence that describes a pattern that you see.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
Patterns in Our World Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E27_ELL_007.indd 7
12/8/06 12:38:33 PM
How Scientists
Work
Name
Build Background
and Vocabulary
Scientists make discoveries. They work in
laboratories. Scientists collect information.
Another word for information is
.
Concept Vocabulary
laboratory
test tubes
telescope
ruler
scale
thermometer
microscope
data
Label the things scientists need.
Number of Aquatic Organisms over Time
Number of Organisms
800
700
600
1
500
2
3
4
5
6
7
8
9
10
11
12
400
300
200
100
0
600
550 500
450 400
350 300
250 200
150 100
0
Millions of Years Ago
Discuss the picture at the top of the page. Ask
students to think of a small word that means
the same thing as information. Assist them in
labeling the pictures. Discuss the use of each
instrument with the class.
5
How Scientists Work Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E28_ELL_005.indd 5
1/16/07 10:27:31 AM
How Scientists
Work
Name
Scaffolded
Language
Development
What tool would you use?
Discuss the instruments scientists use. Assist
students in determining which instrument
would be the best to use in each picture.
6
How Scientists Work Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E28_ELL_006.indd 6
1/23/07 10:28:22 AM
How Scientists
Work
Name
Use a word to fill in each blank in the paragraph.
scientists
test tubes
ruler
laboratory
microscope
thermometer
Writing
telescope
scale
People who work on experiments are called
. They might work in a
. They mix liquids in
. They use a
to
measure how long something is. They use a
to see how heavy something is. A
helps
them see things that are very small. A
helps
them see things that are far away. A
tells
how hot or cold something is.
On Your Own
What science tools might you use at home?
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank. Assist students in writing
the words on the lines.
7
How Scientists Work Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E28_ELL_007.indd 7
12/15/06 2:51:39 PM
Our Planet Earth
Name
Planet Earth is filled with many special things.
Build Background
and Vocabulary
What planet do you know the most about?
Concept Vocabulary
planet
axis
space
solar system
orbit
poles
Match a word from the word bank to the picture.
Read the sentence and discuss the pictures.
Ask students which planet they know the most
about. The answer should be Earth because it
is the planet on which they live. Ask students
to give examples of some of the “special
things” that can be found on Earth. Let
students tell facts that they know about space
and the solar system. Listen as the students
read through the Concept Vocabulary words
and check for pronunciation. Assist students in
matching the words to the pictures.
5
Our Planet Earth Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E29_ELL_005.indd 5
1/16/07 10:28:37 AM
Our Planet Earth
Name
Help the farmer find his animals. Choose the
correct word to complete each sentence.
across
on
over
in
under
1. The rooster is
the fence.
2. The pigs are
the pen.
3. The cows are
the road.
4. The bird flies
the field.
5. The horse is
the tree.
Ask students to look carefully at the picture.
Discuss how prepositions show the relationship
between nouns. Help students choose the
preposition showing where each animal is
located in the picture.
6
Scaffolded
Language
Development
Our Planet Earth Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E29_ELL_006.indd 6
1/16/07 10:29:08 AM
Our Planet Earth
Name
Writing
Use a word to fill in each blank in the paragraph.
planet
axis
solar system
crust
space
poles
Our
orbit
surface
, Earth, is one of the most
interesting in our
. It looks very
beautiful from
. It turns on an
. This is an imaginary stick that runs
between the North and South
. Earth
travels around the sun in a path called its
The top layer of Earth, or its
the
.
, is called
.
On Your Own
Write a sentence that tells why Earth is a special planet.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
Our Planet Earth Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E29_ELL_007.indd 7
12/8/06 12:39:43 PM
Star Light,
Star Bright
Name
The night sky is filled with many objects. We can
see these objects with a telescope. Telescopes help
us learn more about the night sky.
Build Background
and Vocabulary
List some objects that you can see in the night sky.
Concept Vocabulary
telescope
stars
lenses
reflect
planets
Match a word from the word bank to the picture.
Read the sentence and discuss the pictures.
Discuss the solar system and space with
students. Give students opportunities to
give facts that they have learned about
space. Ask students to describe what it is
like to look through a telescope. Review
Concept Vocabulary together and check for
pronunciation. Assist students in matching the
words to the pictures.
5
Star Light, Star Bright
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E30_ELL_005.indd 5
1/16/07 10:29:54 AM
Star Light,
Star Bright
Name
Choose a word to complete each sentence.
Draw a picture to go with your sentence.
however
for example
Scaffolded
Language
Development
at first
1. My dog Sparky can do many tricks.
, he
can jump through a hoop.
2. The actor in the play got sick.
, the play
went on.
3. When puppies are born, they cannot walk.
, they scoot.
Review transition words with the students.
Remind students that transition words connect
parts of the sentence to one another. Assist
students in completing the sentences with the
correct transition words from the box.
6
Star Light, Star Bright
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E30_ELL_006.indd 6
1/22/07 8:29:13 AM
Star Light,
Star Bright
Name
Use a word to fill in each blank in the paragraph.
telescope
orbit
lenses
stars
Writing
reflect
planets
An astronomer uses a
to see things that are
far away. It has glass pieces called
that help him
see things in space. He studies the sun and other
He studies how the moon can
.
the light of the
sun. An astronomer also studies the
paths around the sun. This path is called an
and their
.
On Your Own
Write a sentence describing the moon and the stars in the night sky.
Review the vocabulary words in the word
bank with students. Then read the paragraph,
pausing at the blanks. Make sure students
understand the content of the paragraph
before they begin. Model how to select words
to use in each blank.
7
Star Light, Star Bright
Teacher Guide
© Harcourt • Grade 3 • ELL
RXENL08AAY3E30_ELL_007.indd 7
12/8/06 12:40:08 PM