47 / 76
Apply ing
WRITING STRATEGIES
Student Book page 125: Read the directions aloud with the class. Remind students
that words that start with
dis-
usually mean
the opposite of
what they would mean
when you take the
dis-
away. Use the words
disagree
and
agree
as an example.
Have students consider times they disagreed with someone and how they tried to
make that person agree with them. Ask students to write in complete sentences,
using as many words as possible from the Focusing activity in their writing. Have
students share their writing with the class.
Vocabular y Review
VOCABULARY DEVELOPMENT
Divide the class into two groups. Have one group brainstorm words that start
with
re-
and have the other group brainstrom words that start with
un-
. After ten
minutes, have each group count the number of words they created. Then, ask
each group to create sentences for five of their words. Have each group share their
work with the class.
Practice Tactics
Have students open their Practice Book to page 48. Read the directions aloud
and have students read along with you. Explain the directions and model the activity.
Then, have students complete the page as independent class work or homework.
My Community
Unit 4
125a
If I Were …
Tell students that they are about to use
their imagination in their writing. Ask
If
you were a character in a book or movie,
who would you be and what would you
do?
Have students respond by writing three
paragraphs using descriptive words and their
imagination.
Multiple Intelligences
Intrapersonal
Practice Book (page 48)
Name:
)-
Date:
Santillana Spotlighton English3© SantillanaUSA
Jc^i )
Hedia^\]i dc AVc\jV\Z
Fill in each blank with the correct vocabulary word. Then, Þnd those words in the
puzzle below.
refixes
are a set of letters (often two or three) attached to the beginning of a
d. A prefix creates a new word whose meaning is different from the original word.
Examples:
new –
re
new probable –
im
probable
lock –
un
lock pleasant –
un
pleasant
&#
An adjective that means
higVc\Z
or
cdi Xdbbdc
is
.
'#
Something that cannot be done is
.
(#
When your opinion is different from someone elseÕs, you
.
)#
A verb that means
WZ\^c V\V^c
is
.
*#
A verb you use when you will consider something again is
.
+#
Someone who cannot do something is
.
,#
A person or thing that cannot be seen is
.
-#
A verb that means
\d^c\ dkZg hdbZi]^c\ V\V^c
is
.
.#
An adjective that means the same as
hVY
is
.
< = J
6 9 A
K >
6
B H @
H K @ H 6 @ B
P
wor
unusual
impossible
disagree
restart
rethink
unable
invisible
review
unhappy
6
B 6 8
?
A @ 6
@ D : 8
G
B
H A
D
@
G
K
:
A
6 O 6 F N 8 M ; H
@ :
H
G
B K G H D
K D A 6 G
B
E
D
H
H
>
7
A
:
:
I
=
>
C
J
C
J
J C =
J C 6 7 A :
I 6
: G
>
7
C
K
>
>
H
K
B
@
D
H
8 L
: H A D @ 6
A
:
?
>
G
6
<
G
:
:
N
@
: : ?
K ?
K
H A
6
?
6 E E
G I
A
:
Standards
For a more complete and detailed description of
these and other national and state standards as
they relate to this unit of
Spotlight on English
,
please visit our Web site at
www.santillanausa.com.
$
Spotlight on Language
*> #47)8
You’re right. I’munhappy.
Davidand Ihadaplan togo to
theColonialTheater thisafternoon.
Now,hedoesn’twant togo.
What’swrong?
Youdon’t lookhappy.
$
.89*3 94 9-* (43;*78&9.43
38<*7 9-* 6:*89.438 .3 (4251*9* 8*39*3(*8
#-&9 2&0*8 >4: -&55> &3) <-&9 2&0*8
>4: :3-&55>
4< )4 >4: 89&79 & (425:9*7 4< .8 9-&9
).++*7*39 +742 -4< 94 7*89&79 & (425:9*7
).8&,7**
.25488.'1*
7*89&79
7*9-.30
:3&'1*
:3-&55>
:3:8:&1
$
%#
-448* 9-* (477*(9 <47) 94 (4251*9* 9-* 8*39*3(*8
&;.) )4*83
’
9 <&39 94 ,4 94 9-* 4143.&1 -*&9*7
* &3) 43.&
&,7** ).8&,7**
43.&
’
8 249-*7 )4*83
’
9 9-.30 9-&9 9-* 4143.&1 -*&9*7 .8 1.0* 49-*7
9-*&9*78 47 -*7 9-* 9-*&9*7 .8
:8:&1 :3:8:&1
43.& )4*83
’
9 9-.30 9-&9 8-* (&3 )4 *;*7>9-.3, -* A3)8 4:9 9-&9
842* 9-.3,8 &7*
+47 -*7 5488.'1* .25488.'1*
43.& .8
'*(&:8* -*7 (4:8.3 &;.) )4*8 349 <&39 94 ,4 94
9-* 9-*&9*7 &8 51&33*) -&55> :3-&55>
43.& 97.*8 94
9-* (425:9*7 ':9 8-* (&3349 89&79 7*89&79
43.&
’
8 249-*7 9-.308 .9
’
8 '*89 +47 43.& &3) &;.) 94
9-*.7
<**0*3) 51&38 9-.30 7*9-.30
38<*7 9-* 6:*89.438 .3 (4251*9* 8*39*3(*8
4< )4*8 9-* 2*&3.3, 4+ & <47) (-&3,* <-*3 >4: &99&(-
re-
94 9-* '*,.33.3, 4+ .9
4< )4*8 9-* 2*&3.3, 4+ & <47) (-&3,* <-*3 >4: &99&(-
un-
94 9-* '*,.33.3, 4+ .9
d ag
my
I & is
ree &with &
&mom &when &she &wants
e
g
d
y.
&m &to & o &to &be
&earl
I &want &her &to &rethink
y
d me
&m &be ti
.
!! (
#7.9* &'4:9 ).8&,7**.3,
*8(7.'* & 8.9:&9.43 9-&9 2&0*8
>4: ).8&,7** <.9- 842*43*
#-*3 >4: ).8&,7** <.9- 842*43*
)*8(7.'* -4< >4: 97> 94 2&0* 9-&9
5*7843 &,7** <.9- >4:
Common Core State Standards
Reading: Foundational Skills
RF.3.3.
Know
and apply grade-level phonics and word analysis
skills in decoding words.
RF.3.3.d.
Read grade-
appropriate irregularly spelled words.
Speaking & Listening
SL.3.3.
Ask and answer
questions about information from a speaker,
offering appropriate elaboration and detail.
Language
L.3.4.
Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grade 3 reading
and content, choosing flexibility from a range of
strategies.
45