Unit 5 Skills Workbook — Grade 3

Core Knowledge Language Arts® • Skills Strand

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About This Workbook

This Skills Workbook contains worksheets that go along with the lessons in the Unit 5 Teacher Guide. Each worksheet is labeled with the number of the lesson it belongs to, plus a decimal number showing its order. For example, if a lesson has two worksheets, the first will be numbered 8.1 and the second 8.2. Every student should have their own copy of this Skills Workbook.

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Worksheet 1.1, Part 1

What is it?	How do we get it?	What is the source?	How fast does it travel?	How does it travel?

Worksheet 1.1, Part 2

What kind of object?	What happens when it hits...?	What kinds are there?

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Worksheet 1.2 — Take-Home Letter

Name: _____________________

Dear Family Member,

Please help your child do well in spelling by spending a few minutes each evening reviewing this week's words together. Here are some ways your child can practice: saying the words out loud, writing sentences that use the words, or simply copying the words by hand.

Spelling Words

This week, we are reviewing all eight spelling patterns that make the /ee/ sound — patterns we have already studied in class. Your child will be tested on these words on Friday.

We have also given students two Challenge Words: almost and really. Challenge Words are common words that show up often in reading and writing. The word almost doesn't actually follow the usual /ee/ spelling pattern, but really does — both the "ea" and the "y" in really make the /ee/ sound.

This week's Content Word is electricity. This word connects directly to what we are reading in Adventures in Light and Sound. The Content Word is optional — if your child tries to spell it but gets it wrong, it won't count against them on the test. Still, we encourage every student to give it a try and stretch their skills a little.

Here is the full list of spelling words, including the Challenge Words and the Content Word:

1. succeeded
2. money
3. enemy
4. centipede
5. experience
6. believe
7. secret
8. increase
9. chimney
10. tedious
11. fancy
12. stadium
13. chariot
14. degree
15. athlete
16. chief
17. grease
18. scenic
19. Challenge Word: almost
20. Challenge Word: really

Content Word: electricity

Student Reader

This week, your child will read chapters from Adventures in Light and Sound that explain what light is, how shadows form, and how mirrors create reflections. Please ask your child each evening what they learned that day.

Throughout this unit, students will bring home printed copies of the chapters from the Reader. Reading a text that connects directly to what they're studying in class helps reinforce both content and vocabulary. Your child will also bring home a glossary — a list of word definitions — to use while reading these texts with family members. The words in bold on the take-home pages are the same words defined in the glossary.

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Worksheet 2.1 — What Is Light?

Name: _____________________

1. How fast does light travel?
A. 106,000 miles per second in a vacuum (empty space with no matter in it)
B. 156,000 miles per second in a vacuum
C. 186,000 miles per second in a vacuum
D. 126,000 miles per second in a vacuum

Page _____

2. How does all light travel?
A. All light travels in the form of sources.
B. All light travels in the form of waves.
C. All light travels in the form of groups.
D. All light travels in the form of gases.

Page _____

3. What determines whether you can see a light wave or not?
A. the speed of the source
B. the length of the source
C. the speed of the wave
D. the length of the wave

Page _____

**4. What does the word reflect mean in this sentence from the reading?**

"The moon does, however, reflect light from the sun."

A. send back
B. make
C. absorb
D. create

5. Describe white light.

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Page _____

6. List three sources of light.

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Page _____

7. What is the main idea of this chapter?

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Worksheet 2.2 — Making Adverbs With the Suffix -ly

Name: _____________________

Directions:

• Draw a wavy line under the verb.
• Change the adjective given in parentheses into an adverb by adding -ly, then write it in the blank to complete the sentence. (An adverb is a word that describes a verb — it often tells how something is done.)
• Draw a triangle around the adverb, and draw an arrow connecting the adverb to the verb it describes. Then answer the question that follows.

1. We waited __________ (patient) for our turn to look through the telescope.

How did we wait? _______________________

1. People were riding in the car __________ (illegal) because they weren't wearing their seatbelts.

How were the people riding? _______________________

1. Our teacher drew lines __________ (vertical) on the paper so we would know where to write each part.

How did our teacher draw the lines? _______________________

1. I __________ (neat) arranged my books on the shelves when I cleaned my room.

How did I arrange my books? _______________________

1. A woman at a table near us in the restaurant __________ (polite) asked the waiter for more water.

How did the woman ask? _______________________

1. The new medicine the doctor gave me went down __________ (smooth) when I swallowed it, compared to what I took last year when I was sick.

How did the medicine go down? _______________________

Now write your own sentence using each adverb below. Remember, the adverb should describe the verb.