Module Lessons / Grade 3: Module 2: Unit 2: Lesson 7

Regular and Irregular Verb Practice

(Answers, for Teacher Reference)

Past
Already happened / Present
Happening now / Future
Will happen in the future
I hopped / I hop / I will hop
I talked / I talk / I will talk
I thanked / I thank / I will thank
I slapped / I slap / I will slap
I skated / I skate / I will skate
I skipped / I skip / I will skip
I scared / I scare / I will scare
I danced / I dance / I will dance
I carried / I carry / I will carry
I opened / I open / I will open
I washed / I wash / I will wash
I waved / I wave / I will wave
I smacked / I smack / I will smack
  1. I ______goodbye when she left.
  2. wave
  3. waved
  4. will wave

Past Present Future

  1. I ______him when I have finished eating my dinner.
  2. helped
  3. will help
  4. help

Past Present Future

  1. I always ______when I hear music.
  2. will dance
  3. danced
  4. dance

Past Present Future

  1. Before I went on the trip, I ______what to do.
  2. planned
  3. will plan
  4. plan

Past Present Future

  1. I don’tlike candy.

(like; present)

  1. I tripped over a rock on the way to school today.

(trip; past)

  1. Tomorrow, I will wash the dishes.

(wash; future)

  1. I scared him when I jumped out from behind the trash can.

(scare; past)

  1. Every day after school, I play soccer.

(play; present)

  1. I will talk to my friends at recess tomorrow.

(talk; future)

  1. Last night, I ______tired.
  2. am
  3. was
  4. are

Past Present Future

  1. I ______hungry, but dinner isn’t ready yet.
  2. am
  3. was
  4. are

Past Present Future

  1. I ______a new baby brother in six months.
  2. have
  3. will have
  4. had

Past Present Future

  1. Yesterday, I ______a bath before I went to bed.
  2. have
  3. will have
  4. had

Past Present Future

Tracking Progress: Reading, Understanding, and Explaining New Text

Name: ______ Date: ______

Learning Target: I can independently read, understand, and explain the meaning of a new text.

Standards I’m Tracking: RL/RI.3.1, 3.4, 3.10, L.3.4

Text Type (circle): Informative Story Poem Play/Readers Theater

  1. How am I doing?
  • For each criterion, self-assess by putting a check mark in the appropriate column.
  • Write the number of each standard on a sticky note or flag. Then on your assessment materials, place each sticky note in an area that shows evidence you have met the criteria. This might be next to a selected response question or a short piece of writing. Make sure you have evidence for each criterion.
  • Strive to be honest with yourself. Remember, your ability grows with your effort, so it’s fine if you aren’t there yet!

You will receive feedback on different colored sticky notes/flags and in a different colored pen on the checklist.

Standard / Criteria for reading, understanding and explaining a new text / 4
Advanced / 3
Proficient / 2
Developing / 1
Beginning
RL.3.1/
RI.3.1 / I can refer to the text to ask and answer questions.
RL.3.4/
RI.3.4
L.3.4 / I can determine the meaning of unknown words and phrases using at least one of the following strategies:
  • context
  • affixes and roots
  • reference materials

RL.3.10/
RI.3.10 / I can read and understand Grade 3 level texts independently
  1. How have I improved since I last worked on this skill?

Teacher Response

  1. How can I improve next time?

Teacher Response

Anchor Standards:
R.1
By the end of Grade 12 I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.4
By the end of Grade 12 I will be able to: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R.10
By the end of Grade 12 I will be able to: Read and comprehend complex literary and informational texts independently and proficiently.
L.4
By the end of Grade 12 I will be able to: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
/ | Language Arts Curriculum / 1