Imagine It!

Third Grade Vocabulary

Unit 5

Imagine It!

Third Grade Vocabulary

Unit 5

For Granite School District Use Only

Special thanks to San Juan School District for their contribution to these vocabulary PowerPoints.

Sample Vocabulary Schedule

• Day 1: Introduce vocabulary words (PowerPoint: each word has a slide with sentence from story, student friendly definition, pictures and words used in context)- 15 min.

• Day 2: Vocabulary Warm-up (Word Learning Strategies)-15 min.

• Day 3: Part 1 Deepening Activities (PowerPoint) 5 min.• Day 4: Part 2 Deepening Activities (PowerPoint) 5 min.• Day 5: Review 5 min.

*Vocabulary can be reinforced throughout the week, using Imagine It Skills Practice Book, Vocabulary graphic organizers, Vocabulary notebooks, Word Wall, etc…

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Deepening Activities• Juxtaposition: (Two objects or texts that oppose one another) I’m going to ask a question. If it

could happen, give me a thumbs up. If not, then give me a thumbs down.• True or False: Read the sentence, when I give you the signal tell me if the statement is true or

false.• Discussion Prompts: Use the prompts to start a discussion at your table or with a small group.

Use the vocabulary words and their meanings in your discussion.• Missing Word: We will read a sentence together. A word is missing. Think about all of the

vocabulary words for this story. After the sentence is read, I will give you think time to decide which is the best word to finish the sentence. When I give you the signal, say the word

• Finish the Idea: I have a sentence that needs an ending. I’ll give you an example, and then you can make it your own.

• Word Association: I’m going to ask a question. I want you to think about which of our words it reminds you of. When I give the signal, you tell me the word.

• Have You Ever? Think about the meaning of the vocabulary word. Turn to your neighbor and tell them if you have ever….

• Example or Non-example: Think about our vocabulary words. Is the statement an example or non-example of the word? When I give you the signal say the “vocabulary word” if it is an example if it is a non-example say “not _____ (vocab. word)”

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THE HOUSE ON MAPLE STREETUnit 5 Lesson 1

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transformv. to change the form or condition of something

Both human and natural activities can transform an environment.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

• I transformed my milk into chocolate milk.

• Transformers transform from cars to robots.

• Think about something you have seen transform. Tell your table buddies about it. Start with, “Something I have seen transformis…”

• Say the word: transform

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adj. strong and wild; ragingfierce

One day a fierce storm roared across the forest.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

• The wind was fiercely blowing today.

• My cat was fierce when it scratched me today.

• Think about something that is fierce. Tell your partner.

• Say the word: fierce

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adj. strong or hardy

The next spring a few sturdy flowers poked through the ashes, and by the year after that the land was covered with grass.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

sturdy

• My kitchen table is very sturdy.

• When I am nervous my legs are not very sturdy.

• Look around the classroom. What things do you see that are sturdy. Share with your neighbor.

• Say the word: sturdy

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n. part of a tree left over after cutting away at the trunk

Some rabbits made their home in the stump of a burned tree, and a fox made a den in some rocks.Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

stump

• There is a big stump in my front yard.

• When I was little I tripped over a big stump and skinned my knee.

• Think about a place you have seen a stump. Tell your partner where it was.

• Say the word: stump

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settlersn. people who make a new home in a new

land or country

The settlers stopped beside the stream for a night.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

• The settlers of Salt Lake had to work hard to build their city.

• My great grandfather was one of the first settlers of Salt Lake County.

• Think about where you would settle if you were a settler. Tell your partner. Start with, “I would settle….”

• Say the word: settler

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burrowsn. holes in the ground where some

animals live

The fox family moved into the woods, but the rabbits stayed snug in their burrows until the people had gone.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

• The gopher lives in a burrow in my garden.

• My blankets are a nice warm burrow on a cold winter night.

• Think about a type of animal burrow you have seen. Where was it and what animal dug it? Share with your partner.

• Say the word: burrowsFor Granite School District Use Only

tricklen. a small amount

For a while there was a trickle of water in the spring when the snow melted, but weeds and dirt filled in the bed, until hardly anyone remembered a stream had ever been there.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

• I saw a trickle of water going down the waterfall.

• There was a trickle of milk that spilled out of my cup.

• Teacher: show a trickle of water

• Say the word: trickle

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crumblingv. falling to pieces

The house was crumbling and old, and one day some men tore it down.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

• The cake crumbled in my hands.

• The cliff is crumbling because of erosion.

• When I say go, show me what it would look, like if you were to crumble.

• Say the word: crumbling

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treasuresn. special things; keepsakes

Someday perhaps their children will play with the tiny treasures and wonder about them, too.

Grade 3 Unit 5 Lesson 1 For Granite School District Use Only

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• Pirates look for buried treasure.

• My family members are a valuable treasure.

• Think about some of your treasures and share one with your partner. Start your sentence with, “One of my treasures is…”

• Say the word: treasures

transform fierce sturdy stump settler

• I saw the robot_____ into a car.• The lion was very ______.• My wobbly kitchen table was not very

_______.• When I cut the tree down there was a

______ left in the ground.• The _________ were very tired after their

long journey.

Day 1: Deepening Activities- Missing Word

Talk to your partner about what you would choose.

• Would you rather transform into a butterfly or a mosquito?

• Would you rather be a sturdy student or a weak student?

• Would you rather run into a fierce dog or a fierce frog?

• Would you rather sit on a stump or trip over a stump?

Day 1: Deepening Activity- Choices

Thumbs up: could happenThumbs down: couldn’t happen

• Could a butterfly transform into a fierce lion?

• Would a settler build a sturdy cabin?

Day 1: Deepening Activities- Juxtapositions

• T or F: You can find a burrow under a tree.

• T or F: Niagara Falls is a trickle of water.

• T or F: Our school is crumbling to the ground.

• T or F: Old coins are a treasure.

Day 2: Deepening Activities- True or False

Share with your partner if you have ever….

• Have you ever tripped in a burrow?• Have you ever felt water trickle down

your face?• Have you ever found a treasure?• Have you ever crumbled under

pressure?

Day 2: Deepening Activities- Have you Ever?

burrows trickle crumbling treasures

• Which word goes with home?

• Which word goes with collapse?

• Which word goes with a diamond necklace?

• Which word goes with a small creek?

Day 2: Deepening Activities- Word Associations:

DAYS OF DIGGINGUnit 5 Lesson 2

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relicn. something that survives from an

earlier time or place

Your school probably has relics from students and teachers who were there before you.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• The old treasure chest was a relic.

• I found many relics up in the attic at my grandmother’s house.

• I want to keep my pickup long enough for it to become a relic.

• Think about something that you have seen that is old enough to be a relic. Tell your partner.

• Say the word: relic For Granite School District Use Only

beatsv. to come down strong and

continuously

The summer sun beats down.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

Click here for the sound of a beating drum.

• The wind beats on the side of my house during a strong storm.

• We beat the same basketball team over and over

• He beat the dust out of the rug with a stick.

• Think about a time that the sun has beat down on you. Tell your partner.

• Say the word: beat

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chartedv. to map; to show information as

a picture

Every inch of the dig is charted or mapped on paper.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• We chart our blending words everyday.

• Our writing chart helps us organize our information.

• The students made a chart showing their favorite foods.

• Think about what information could be put on a chart. Tell your partner.

• Say the word: chartedFor Granite School District Use Only

laboratoryn. a room for science experiments

and tests

The artifacts are then examined inside a tent –your makeshift laboratory.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• The scientist works in the laboratory 5 days a week.

• We built our laboratory outside by the ancient Aztec Ruin.

• The mice had made a home in the laboratory.

• Think about when you have seen or have been in a laboratory. Tell your partner.

• Say the word: laboratoryFor Granite School District Use Only

challengev. to give the best of

Archeologists get to challenge themselves with many thrilling possibilities of the past.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• I like to challenge myself when I play basketball.

• The spelling list this week has a lot of challenging words to spell.

• It was a challenge to climb the cliff.

• Think about a time where you have been challenged. Tell your partner.

• Say the word: challengeFor Granite School District Use Only

customsn. practices that have become accepted

by many people; a tradition

Each group that is studied has its own values, customs, and beliefs.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• My family has some very strange dinner time customs.

• I learned about many different types of customs in Brazil.

• We need to learn about the customs of others around us.

• Think about a custom in your family and share it with your table.

• Say the word: customsFor Granite School District Use Only

ruinn. destruction, damage, or collapse

They may try to solve mysteries about a culture’s ruin or disappearance.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• If you are not careful you are going to ruin my art project.

• I hate it when my brother ruins my bedroom.

• Don’t ruin your appetite by eating all that candy.

• Think about one of your personal belongings that has been ruined. Share it with your partner.

• Say the word: ruin For Granite School District Use Only

originsn. the causes or source of something; what

something begins as or comes from

They may try to find out why a culture changed dramatically from its origins.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

cotton plant

• The origin of potatoes is in the Americas.

• My family origins are from South America.

• Your coat originates from the wool of a sheep.

• Think about the word origin. Tell the person next to you what you know about the word origin.

• Say the word: originFor Granite School District Use Only

developedv. to grow or change

He or she also tries to find out when and how the culture developed.

Grade 3 Unit 5 Lesson 2 For Granite School District Use Only

• By weight lifting I have developed large muscles.

• The car was developed to help speed up transportation.

• You have developed into a very good speller.

• Think about developing a large vocabulary. Tell your partner how you could do that.

• Say the word: developed For Granite School District Use Only

• Which word goes best with “graph” and why?

• Which word goes best with “test” and why?

• Which word goes best with “science” and why?

• Which word goes best with “to pound” and why?

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Part 1: Deepening Activities: Word Associations

beats chart laboratory challenge

Share with your partner if you have ever…..

• Have you ever been beaten in a game of soccer?

• Have you ever made a chart for a writing assignment?

• Have you ever worked in a scientific laboratory?

• Have you ever taken on a challenge to get better at something?

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Part 1: Deepening Activities: Have You Ever

• The rain beats down on the house during a storm.

• We used the chart to clean our car after our vacation to the mountains.

• We like to sit around in our laboratory and eat popcorn and watch movies.

• He would like to challenge Kobe Bryant in a one-on-one basketball game.

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Part 1: Deepening Activities: Examples or Non-examples

Example of the word: thumbs upNon-example of the word: thumbs down

• Would you rather follow customs of your country or another country.

• If you had your own car would you take care of it or ruin it?

• Would you like to learn your family’s origin or the origin of someone else?

• Would you choose to develop a money tree or a machine to do your homework?

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Part 2: Deepening Activities- Choices

Talk to your partners about what you would choose.

• One of the ____ of the Japanese is to watch Sumo Wrestling.

• I need to ______ a better way to clean my room.

• When I dropped the cake, it ____ the whole thing.

• The ____ of the tomato plant is South America.

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Part 2: Deepening Activities- Missing Word

customs ruined origin develop

• T or F: A custom is a tradition that your family or country have followed for a long time.

• T or F: When your bedroom is nice, clean and orderly it is ruined.

• T or F: The origin of the mountain stream is in the desert.

• T or F: When you develop your vocabulary you are learning new words and making your vocabulary better.

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Part 2: Deepening Activities- True or False

EARTHQUAKE! THE 1906 SAN FRANCISCO NIGHTMARE

Unit 5 Lesson 3

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communityn. a group of people who live in the

same area or have a shared interest

People in a community often help each other.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

• Our elementary school is a community of learners

• The entire community went to the football game.

• What are some benefits of being part of a community? Share with your table.

• Say the word: community

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clerkn. a person who sells goods or services to

customers

Thomas Jefferson Chase was a ticket clerk on a ferryboat.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

• A clerk at the shoe store can help you find the shoes that fit.

• If you are a clerk at Wal Mart, you ring people up at the cash register.

• A clerk will tell you how much the items you bought cost.

• Discuss with a shoulder partner times when you have needed a clerk in a store.

• Say the word: clerk For Granite School District Use Only

rumblen. a heavy, deep rolling sound

Suddenly, without warning, a loud roar and rumble filled the air.Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

Click to the left to hear the rumble of a subway.

Click above to hear the rumble of thunder.

• A large rock can rumble down a mountain after an earthquake.

• Buildings can rumble when an earthquake hits.

• I like to hear the rumble of thunder during rainstorms.

• Think about a time when the rumble of thunder was loud and close by. Share with your partner.

• Say the word: rumble

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shatteredadj. destroyed completely

Cover your eyes to protect them from shattered glass.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

To hear the glass shatter, click here.

• The light bulb shattered when the broom handle hit it.

• A car window shattered when the rock hit it.

• Your lives would be shattered if Sponge Bob was cancelled.

• Think about a time when something in your house shattered. Share with your partner.

• Say the word: shatteredFor Granite School District Use Only

exactlyadv. without any mistakes

The scale uses numbers and parts of numbers to measure power exactly.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

Follow the recipe exactly to make chocolate chip cookies.

Exactly in the target.

• 12 is exactly the right answer to 3 X 4.

• Follow the instructions exactly.

• The siren rings at exactly 8 o’clock.

• Think about a time when you followed instructions exactly. What was the result? Share with your partner.

• Say the word: exactly For Granite School District Use Only

damagedv. to make something less valuable

or useful

They found that buildings on soft ground were damaged more than buildings on solid ground.Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

• His hearing was damaged from listening to music too loudly.

• The car was damaged when it ran into a tree.

• The earthquake damaged most of the houses in the town.

• Discuss with your partner a time when you saw something damaged in your home.

• Say the word: damagedFor Granite School District Use Only

toughadj. hard to deal with or do;

demanding

The rules were very tough for buildings on soft ground.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

Learning to ride a bike can be tough.Doing homework each

night can be tough.

Winning a race can be tough.

• Shoveling snow is tough work.

• Have you seen show on TV about the world’s tough jobs?

• It is tough to work hard at school everyday.

• Think about a time in life when you have had a tough job to do. Tell your partner about that tough job.

• Say the word: toughFor Granite School District Use Only

framesn. the skeleton of a building

Most new buildings had to have steel frames.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

• You have to build the frames of building first, before the roof goes on.

• Earthquakes often damage the frames of houses.

• You can see the frame of the Eiffel Tower in Paris, France.

• Discuss why buildings have frames with your table group.

• Say the word: frames For Granite School District Use Only

sectionn. part of something

A section of freeway in Oakland fell, too.Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

Reading different sections of the paper.

Have a section of this fruit.

The produce section.

• I ate several sections of the cake.

• Cheerleaders threw basketballs into the student section of the gym.

• The trumpet section of the band is the loudest.

• Think about what section of the room you would like to read in and why? Share with your partner.

• Say the word: sectionsFor Granite School District Use Only

• T or F: A clerk is the person who takes your money and puts your stuff in a bag at a store.

• T or F: A huge dump truck rumbled down the road to the gravel pit.

• T or F: A window would be easily shattered if a fly hit it.

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Part 1: Deepening Activities- True or False

• The watch was _____ when he hit it with a hammer.

• Please do _____ as I say, _____ when I say it.

• The great big running back ____ down the field to score a touchdown.

• If you have questions about were things are in a store, you can ask a ______.

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Part 1: Deepening Activities- Finish the Ideas

clerk rumbled shattered exactly

• Would you rather be a clerk or a secretary?

• If a priceless necklace shattered, would you buy a new one or put it back together.

• Would you rather be exactly right some of the time, or mostly right all of the time?

• Which scares you the most, the rumbleof thunder, or the crack of lightning?

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Part 1: Deepening Activities- Choices

Example: say the “vocabulary word”Non-example: say “not” vocabulary word”

• Is this an example of damaged?– Dropping a big rock on your big toe.

• Is this an example of tough?– Making your bed every morning.

• Is this an example of frames?– Carpet and furniture in a new house.

• Is this an example of section?– One piece of pie.

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Part 2: Deepening Activities- Examples or Non-examples

• Have you ever damaged a pencil with your teeth?

• Have you ever made up a excuse to get out of a tough job?

• Have you ever walked in a house that had only the frames up?

• Have you ever watched only a section of a movie?

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Part 2: Deepening Activities- Have You Ever?

Share with your partner if you have ever….

• Which word goes best with broken, and why?

• Which word goes best with strong, and why?

• Which word goes best with a piece of something, and why?

• Which word goes best with skeleton, and why?

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Part 2: Deepening Activities- Word Associations

damaged tough frames section

THE DISAPPEARING ISLAND Unit 5 Lesson 4

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voyagev. to journey by water or through

space

To celebrate your birthday we will voyage out to the disappearing island where I found this sand dollar when I was just your age.

Grade 3 Unit 5 Lesson 4 For Granite School District Use Only

• My family took a voyage all around the cities in Mexico.

• I would like to voyage to Alaska on a cruise ship.

• Tell your partner about a time when you voyaged somewhere.

• Say the word: voyage

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tiden. the rise and fall of the sea

When the tide is high in Wellfleet Harbor, the water is way over my head.

For Granite School District Use OnlyGrade 3 Unit 5 Lesson 4

• When the tide goes out, you can see crabs and other sea creatures on the shore.

• The tide is controlled by the moon.

• When have you seen a high or low tide? Share with a partner.

• Say the word: tide

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shelteredadj. protected from danger

When we rode out beyond the sheltered part of Wellfleet Harbor, the waves got higher and I went to sit in the back of the boat with Grandma.

Grade 3 Unit 5 Lesson 4 For Granite School District Use Only

• During the thunderstorm, I was sheltered in my house.

• During a tornado, you should be sheltered in a windowless room.

• What is a time when you have been sheltered? Share with a partner.

• Say the word: sheltered

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ripplesn. designs created by waves

The sand was all in long ripples made by the waves as the tide had gone out.

Grade 3 Unit 5 Lesson 4 For Granite School District Use Only

• When you throw a stone in the water, you can see the ripples spread.

• When I frost a cake, I try to make ripples on it.

• Turn to a partner and describe a time you have seen ripples.

• Say the word: ripples

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erodingv. wearing or washing away slowly

When the sea started eroding the island, people moved off and took their houses with them.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

• Arches are formed by the sandstone eroding.

• Wind and rain are eroding the mountain, so someday it will be shorter than it is today.

• Think about some other things that erode. Share with a partner.

• Say the word: erode

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acresn. a measurement equal to 43,560 square

feet

Mussels, tiny as ants, covered the stones in the acre of tidal pools.

Grade 3 Unit 5 Lesson 3 For Granite School District Use Only

• My friend owns 5 acres of land.

• Ranchers own a lot of acres for their cattle.

• Turn to your partner and tell them what you know about the word acre.

• Say the word: acre

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claimv. to take as one’s own

Sure. The sea would claim it soon enough.

Grade 3 Unit 5 Lesson 4 For Granite School District Use Only

baggage claimInsurance claim

• The boy claimed the last piece of pizza.

• If my children are being naughty, I don’t like to claim them.

• Think about the word claim. What have you claimed in your life? Share with a partner.

• Say the word: claim

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toppledv. to fall or make fall forward

The first one toppled into the sea.

Grade 3 Unit 5 Lesson 4 For Granite School District Use Only

• My son’s friend toppled on the ice in our backyard.

• The jar toppled off the table and made a huge mess.

• What have you seen topple? Share with a shoulder buddy.

• Say the word: toppled

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• What word goes with the designs made by waves?

• What word means 43,560 square feet?

• What word means to fall?

• What word means going on a trip?For Granite School District Use Only

Part 1: Deepening Activities: Word Association

voyage acre toppled ripples

• Can a voyage erode?

• Can an acre be sheltered?

• Can a claim be toppled?

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Part 1: Deepening Activities: Juxtapositions

Thumbs up: could happenThumbs down: couldn’t happen

• T or F: It is honest to claim a pencil that is not yours.

• T or F: No animals can live on an acreof land.

• T or F: Pebbles are formed when larger rocks erode.

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Part 1: Deepening Activities: True or False

• Would you rather visit the beach at high tide or low tide?

• Would you prefer to see ripples on the sand or on your blanket?

• Would you rather topple onto a mattress or onto a dirt road?

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Part 1: Deepening Activities: Choices

Tell your partner which one you would choose and wh y?

• What word goes with the rise and fall of the sea?

• What word goes with being protected from danger?

• What word goes with saying something is yours?

• What word goes with wearing or washing away slowly?

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Part 2: Deepening Activities- Word Association

sheltered tide eroding claim

• Which is an example of tide?– 1) The paper boat drifted down the stream.– 2) I fell asleep on the beach, and when I woke up I

was laying in the water.

• Which is an example of toppled?– 1) When the ground eroded under the house, it fell

into the ocean.– 2) He carefully placed his glass of milk on the table.

• Which of these is an example of sheltered?– 1) The herd of deer ran into the trees when it started

hailing.– 2) The girl stood in line to ride the rollercoaster.

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Part 2: Deepening Activities: Example/ Non-example

Show a 1 or 2 fingers for the example of the vocabu lary word.

• I would like a voyage to …..because…..

– Ex. I would like to voyage to Jamaica because it is warm and sunny there.

• I like ripples on ……because……

• I always claim…… because……

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Part 2: Deepening Activities- Finish the Idea

WHAT EVER HAPPENED TO THE BAXTER PLACE?

Unit 5 Lesson 5

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developmentn. growth or change

The development of land is when it is changed by adding new buildings.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

• When students read at home the development of their reading skills improve.

• The new development in town included many businesses.

• What kind of development do you see around where you live? Tell your partner.

• Say the word: developmentFor Granite School District Use Only

seasonaladj. ripe at a certain time

With those 25 acres, Jess could not only have his market, he could also grow much of his own seasonal products instead of always depending on other farmers.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

• My dad has a seasonal job, he works with the tour company and works only during the summer.

• All the seasonal fruits were stacked neatly on the table.

• The family grew most of their own seasonalproduce during the summer.

• Think about a fruit or vegetable that is seasonaland share with your partner.

• Say the word: seasonalFor Granite School District Use Only

producen. farm products, such as fresh fruits

and vegetables

Jess Hammil owned the farmer’s market where Sara took her eggs and produce to be sold.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

• You can find a produce aisle in the super market.

• An apple is an example of fresh produce.

• Seasonal produce is arranged in neat stacks.

• Think about your last visit to the grocery store. What type of produce did you buy? Share with your partner.

• Say the word: produceFor Granite School District Use Only

particularadj. special

It was true that particular piece of land was what you might call extra.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

A particular camping spot.A particular parking spot.

• Some shoppers roam the store for a particular item.

• The mom was very particular with her basket because she bought it from another country.

• He is very particular when choosing what he wants on his pizza.

• Think about the particular item or items you like on your pizza and tell your partner.

• Say the word: particular For Granite School District Use Only

necessitiesn. something that is needed

Sara figured they could barely pay for the farm’s necessities that year.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

food & water

love & shelter

toys

• Every month she had to buy her necessities first before spending all her money.

• Not all of the items for sale are necessities.

• What necessities do you need at home that you use everyday? Tell your partner.

• Say the word: necessitiesFor Granite School District Use Only

installedv. to put in place for use or

service

Still, it got harder and harder to compete with the milk production of neighboring farmers who had installed milking parlors to handle larger herds in less time than it took the Baxters.

Grade 3 Unit 4 Lesson 5 For Granite School District Use Only

• There was a Smartboard installed in our classroom.

• Tables and booths were installed for the carnival tonight.

• I needed a T.V. installed in my living room above the counter.

• Say the word: installed

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featuringadj. having as the main attraction

Jess’s country market and his land were bulldozed to make Main Shopping Mall, featuring a giant supermarket, a discount drugstore, a dress boutique, a chain department store, and countless other small shops.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

This movie theater is featuring the newest movies.

Capital Theater is featuring Nutcracker.

• Sellers try to entice buyers by featuring the sweet treats on the tables.

• The movie theater was featuring the big giant poster of the up coming Harry Potter movie in the foyer.

• The Christmas play will be featuring all the 3rd graders from Ms. Jacob’s classroom.

• Think about which characters this story is featuringand tell your partner.

• Say the word: scraped

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discountadj. with lowered prices

Jess’s country market and his land were bulldozed to make a Main Shopping Mall, featuring a giant supermarket, a discount drugstore, a dress boutique, a chain department store, and countless other small shops.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

For Granite School District Use Only

• The mall had a lot of discounts during the Christmas Holiday.

• The store manager gave us a good discount on the toys.

• The discount prices were marked on the store windows.

• Think about what item you would like to purchase if it was on discount and tell your partner.

• Say the word: discount

expirev. to come to an end

The man who’d rented the pond made an offer to buy now that the lease was about to expire.

Grade 3 Unit 5 Lesson 5 For Granite School District Use Only

For Granite School District Use Only

• My drivers’ license will expire on my birthday.

• The discount sale will expire on Saturday.

• The date on the jug of milk will expire before we finish it.

• Think about something that you have that will expire. Share it with your partner.

• Say the word: expire

development produce seasonal particular

• All the students did very well with the ______ writing in the third grade class.

• The _____ truck came to deliver the items at the store.

• Pumpkin is a ________ vegetable that grows only during the summer.

• Salt Lake is a city that is growing bigger and bigger with lots of _______ every year.

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Part 1: Deepening Activities- Finish the Ideas

• T or F: Putting up buildings are good development for wildlife.

• T or F: Corn is a seasonal vegetable that we get during summer.

• T or F: Your mother buys produce at the car wash.

• T or F: Some girls can be very particularwith their clothes.

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Part 1: Deepening Activities- True or False

Talk to your partners about what you would choose.

• Would you rather eat fresh produce or an old tire?

• Would you like to see the development of your growth or see a black page?

• Which is your favorite item, a red juicy seasonal strawberry or a chair?

• Which particular item would you take on a trip to the desert, a jug of water or a mirror?

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Part 1: Deepening Activities- Choices

Example: say the “vocabulary word”Non-example: say “not” vocabulary word”

• Which is an example of development?– 1) My sister is growing every year, now she is

4 feet tall.– 2) My dog ran away yesterday.

• Which is an example of seasonal?– 1) Football is only played during the fall.– 2) I like to put salt and pepper on my food.

For Granite School District Use Only

Part 2: Deepening Activities- Examples or Non-examples

Example: say the “vocabulary word”Non-example: say “not” vocabulary word”

• Which is an example of produce?– 1) I like to shop for clothes.– 2) I like to have apples and oranges everyday.

• Which is an example of particular?– 1) I don’t like sardines on my pizza!– 2) I like everything on my pizza!

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Part 2: Deepening Activities- Examples or Non-examples

• Could you produce seasonal fruits in your neighborhood?

• Would your school come up with a particular development that is needed in your community?

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Part 2: Deepening Activities- Juxtapositions

Thumbs up: could happenThumbs down: couldn’t happen