Quick Start Guide

Language Arts Instructor's Guide for Grade 3 Readers

 Get to Know Your Instructor's Guide  Organize Your Activity Sheets

Your Instructor's Guide (IG) gives you the structure Activity Sheets help your children interact with
and flexibility to teach your children with confidence. Your the concepts they're learning. Find them (along with a
Language Arts IG features a complete year's instruction in complete answer key) behind your Schedule pages. Some
phonics, spelling, writing mechanics and creative writing. parents choose to place the Activity Sheets in a separate
The only component you need to add separately is the binder so children may work on them independently
Handwriting program of your choice. when assigned. If you think you Student Activity Sheet 7

Before you dive into your new Sonlight materials, famil- might reuse your Language Arts Copywork
I Can Read It, Book 1, p. 58

iarize yourself with your IG. Remember that you are in IG in a few years with a younger Foxes and pigs are not pals. Bud and Jud plan to

nab the pigs as a snack.

control of your homeschool; the wealth of information in child, we recommend you Plural and Singular
1. Add either – s or – es to make these words plural.

your IG is here to help you. Only you can decide the right purchase an extra set of Activity cat _____

rat _____
dog _____

fix _____
fox _____

dad _____

pace for your family. Your IG is a tool to make your life Sheets when you buy the IG. That tax _____ pal _____ kiss _____

toss _____ mat _____ jam _____

easier as you shape your children’s education. way, you'll still have matching razz _____

Activity Sheets even after we

2. Write a sentence that uses one of the words from the list above in
the plural form.

 Plan Your Schedule update the IG you're using.

____________________________________________________________

____________________________________________________________

The weekly schedules help you

Language Arts 1 ♦ Student Activity Sheet 7

 Start Your Language

plan. You can follow them closely,
reorganize them, or merely use Arts Journey
them as a springboard for your Ready? Set? Go! Your Language Arts IG lets you to
own plans. Please know you DO teach well from the very first day. As you progress, adapt
NOT have to do everything sched- the curriculum to meet your needs. Need to go faster
uled in your IG. Find a rhythm that or slower? Need to use more/less than what we offer?
works for Sonlight puts you in control of your homeschool journey
you. and enables you to customize your children’s educational
Find helpful notes and activity experience. Our goal is to make your job easier, help you
ideas directly behind your Schedule overcome obstacles, and protect your family's interests.
pages. Use the Creative Expression Please contact us if we can help. Visit us at www.sonlight
ideas to develop your children's .com/help or call (303) 730-6292.
skills and spark their creativity.

Subjects for Language Arts Grade 3 Readers

Sonlight's engaging Language Arts program uses a natural language approach to develop your children's written and verbal
communication skills. In Grade 3 Readers, Sonlight children will focus on several primary fields of study:

• Reading: Phonics and gripping Readers let your children gradually and confidently master the skill of reading fluently.
• Spelling: Children discover patterns in spelling through phonics and logically-sequenced sets of spelling words.
• Handwriting: Choose the handwriting program of your choice to help your children learn to write with ease and legibility.
• Vocabulary Development: Children learn new vocabulary in connection with the Read-Alouds in their Core program.
• Creative Expression: Copywork one day a week helps children practice the mechanics of writing. Every other day, children
will dictate as you serve as their scribe. From letters and stories to poems and play, they'll discover the joy of creative writing!
 Language Arts for Grade 3 Readers—Schedule for Topics and Skills
Weeks Apply Activity Sheet/Creative Expression Activity (Optional)
1 Onomatopoeia Writing with Diamond Notes (Writing Process) Observe Organization
(Organization)

2 Capitalization Writing with Diamond Notes (Writing Process) Find What Belongs
(Organization)

3 Simile Writing with Diamond Notes (Writing Process) Using Detail (Description)

4 Vivid Vocabulary, Writing with Diamond Notes (Writing Process) Pony Paragraphs
Word Choice (Writing Process)

5 Vivid Vocabulary, Writing with Diamond Notes (Writing Process) Word Puzzle (Analysis)
Adding Detail

6 A/An Discuss Directions (Expository) Test Your Writing

Writing Directions (Expository) (Writing Process)

7 Prepositions Developing Detail (Description) I Spy (Description)

Detailed Descriptions (Description)
©2011 by Sonlight Curriculum, Ltd. All rights reserved.

8 Vivid Vocabulary, Prewriting: History (Imagination) Art and Writing (Imagination)

Changing the Imagining History (Imagination)
Meaning
9 Personification Prewriting: Multiple Intelligence (Artistic) Decorate Acrostics (Artistic)
Acrostic Poems (Poetry)

10 Exclamations and Prewriting: Detectives (Brainstorm) Word Puzzle (Analysis)

Questions Journal Time (Brainstorm)

11 Quotations Pick a Title (Imagination) Word Puzzle (Analysis)

Title Prompt (Imagination)

12 Possessives Prewrite: Who’s Who? (Description) Found Play (Artistic)

The Chalk Box Character (Description)

13 Pronouns Summary (Comprehension) Movie Review (Comprehension)

Book Report (Comprehension)

14 Coordinating Prewrite: Homophones (Comprehension) Little Journal (Description)

Conjunctions Write Right (Comprehension)

15 Alliteration Prewriting: Point of View (Analysis) Share Your Fairy Tale

Point of View Exercise (Analysis) (Public Speaking)

16 Time Order Words Prewriting: Story-Starter (Imagination) Presentation (Public Speaking)

A New Tale (Imagination)

17 Quotes with Prewriting: Persuasion (Analysis) Mail Letter (Communication)

Changing Speakers Persuasive Letter (Analysis)

18 “Be” Verbs Prewriting: Think Outside the Box (Imagination) Research Currency (Research)
Write about a Coin (Imagination)

Language Arts for Grade 3 Readers ♦ Section One ♦ 5

 Language Arts for Grade 3 Readers—Schedule for Topics and Skills (cont.)
Weeks Apply Activity Sheet/Creative Expression Activity (Optional)
19 Vivid Vocabulary, Prewriting: Description (Description) Illustrate (Artistic)
Tired Words A Favorite Place (Description)

20 Reinforce Similes Quatrain (Poetry) Story-Starter (Imagination)

21 Verb Tense Prewriting: How Stories Change (Analysis) Word Poem (Poetry)
Retell a Story (Narrative)

22 Easily Overlooked Prewriting: Character Traits (Description) Word Code (Analysis)

Words Introduce a Favorite Character (Description)

23 Indicating Thought Prewriting: Research (Research) Art Collage (Artistic)

Write about an Artist (Research)

24 Combining Sentences Prewriting: A Character’s Decision (Analysis) Sensory Poem (Poetry)

Give a Character Advice (Analysis)

25 Adverbs Prewriting: Imagine the Future (Imagination) Presentation (Public Speaking)

Describe Yourself as an Adult (Description)

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

26 Attribute Placement Prewriting: Courageous Kids (Analysis) Create a Play (Imagination)
You’re in the Story (Analysis)

27 Slant Rhyme Prewriting: Story-Starter (Imagination) Illustrate a Scene (Artistic)

Who’s the Main Character (Description)

28 Connotation Prewriting: Explorers (Imagination) Word Search (Analysis)

Be an Explorer (Imagination)

29 Double Meanings Prewriting: Animal Migration (Scientific) Explain Something You have
Write about Animals (Scientific) Learned (Analysis)

30 Hyperbole Prewriting: Double Stories (Imagination) Color Poem (Poetry)

Choose the Best Version (Critical Thinking)

31 Synonyms Prewriting: Attention to Detail (Description) Scrambled Antonyms (Analysis)

Be a Detective (Imagination)

32 Reinforce Figurative Prewriting: Flyers (Brainstorm) Letter to an Author

Speech Publicize an Event (Artistic) (Communication)

33 Varying Sentence Prewriting: Research (Research) Word Puzzle (Analysis)

Length Write a Biography (Description)

34 Reinforce Figurative Prewriting: Compare and Contrast (Description) Portfolio (Review)

Speech A Tale of Two Books (Description)

35 Homophones Prewriting: Ask for a Poem (Brainstorm) More About Poems (Poetry)
The Question Poem (Poetry)

36 Long or Short Prewriting: Favorite Book (Summary) Draw a Scene (Artistic)

Favorite Book Report (Summary)

6 ♦ Section One ♦ Language Arts for Grade 3 Readers

 LA for Grade 3 Readers Week 1 Schedule
Date: Day 1 1 Day 2 2 Day 3 3 Day 4 4 Day 5 5

Spelling/Phonics
Words N1 Rule and Write q Pre-test q Check q Post-test q Optional: Write a
Sentence q

Optional: N1 p. 5 p. 6 p. 7 p. 8 pp. 9–10

MCP Phonics C

Handwriting
Handwriting N1

Readers
Clara and the Bookwagon pp. 4–19 pp. 20–37 pp. 38–63

The Long Way to a New chaps. 1–2 chap. 3

Land

Vocabulary Development
©2011 by Sonlight Curriculum, Ltd. All rights reserved.

Instruction N1

Optional: True or False 1

Wordly Wise B pp. 2–4

Creative Expression
Assignment N1 Writing with Writing with Optional:
Diamond Notes Diamond Notes Observe
Organization
Activity Sheets N1 Activity Sheet 1: Activity Sheet 1:
Copywork q Onomatopoeia q

Other Notes

1.  The N symbol means there is a note for this topic in the notes section immediately following the schedule pages.

Language Arts for Grade 3 Readers ♦ Section Two ♦ Week 1 ♦ Schedule

 Week 1—Notes
Spelling/Phonics Day 4:
We have found the following method extremely helpful Do a post-test for all the words of the week. If your
in teaching our kids how to spell. If your children are quick children have any misspellings, carry them over to the
memorizers, don’t follow our form. This just happens to be following week.
a method we have found helpful when certain words pose These daily exercises should take about 15 minutes
difficulties. If you have a better way, use it! or so.
In dictation exercises, please notice words your children
Day 1: misspell that you can use to reinforce or review a rule they
Read the rule; talk it through; look at the list of words. have already learned.
Have your children write the words on a large white- or
Day 5: Optional
chalkboard. (Somehow, especially in the early grades, chil-
dren seem to respond well to being able to print using big Have your children write any misspelled words in
strokes. Perhaps it is the freedom they feel when they are a sentence.
able to use their large rather than fine motor skills. Many
Phonics (Optional)
parents have mentioned that their children also enjoy the
semi-“public” nature of being able to print on a board.) We schedule MCP Phonics Level C workbook as an
optional activity.
Day 2:

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

Take a pre-test. You, Mom or Dad, read the words out Handwriting
loud, slowly and distinctly, permitting your children Choose the handwriting program you prefer, and use
enough time to write each word accurately. Have them this line in your weekly schedule to record your progress.
spell the written word back to you. If they misspell one, If you would like help scheduling A Reason for Handwrit-
have them immediately rewrite the correct spelling. At ing or Getty-Dubay, please go online to www.sonlight
the end of the test, make sure they rewrite any misspelled .com/la-handwriting.html and download and print the
words correctly five times. appropriate file. A schedule for Handwriting Without Tears
If your children need to copy the misspelled word(s), is provided in Teacher’s Guide and is listed as “Teaching
then permit them to do that. We are after mastery. Guidelines.”
If they misspell a word, talk it through: is there a rule
they ignored? Is there some other way they can better Vocabulary Development
remember to spell the word correctly in the future?
With our kids, when they miss words, we’ll do “pop” Instruction
quizzes later in the day or throughout the day. Vocabulary Development is obviously an appropri-
Day 3: ate part of language arts instruction, but our vocabulary
development program is based on and ties in with our
If there were any misspelled words yesterday, then Core programs’ Read-Alouds. You will find all the words for
make up a sentence (or sentences) in which that word Vocabulary Development in your Core Instructor’s Guide.
(or those words) appear and have your children write the We expect you to have your children read the words in
sentence(s). Again, check for accurate spelling. If the spell- context within the sentences where they are found. Then
ing words were misspelled, then have them rewrite them ask your children to explain what they think they mean
again, accurately, five times each. If they had a perfect (based on the context and/or any other information they
spelling pre-test yesterday, then see if you can come up may have). If they obviously understand the concepts, you
with “silly sentences” that include as many of the week’s may want, simply, to move on at that point. If not, or if you
words as possible, and have them write these sentences. would like to stress dictionary skills, have your children
look the words up.
Use the blank “Vocabulary Development” lines on your
Language Arts schedule pages to record the books from

2 ♦ Week 1 ♦ Section Two ♦ Language Arts for Grade 3 Readers

 which you are taking your vocabulary studies, then simply Day 1
check off each day of the week as you do your vocabulary.
This part of your schedule sheet is designed more for Spelling
legal record-keeping than for your personal scheduling Rule: Consonants can appear at the beginning, middle,
requirements. or end of words.

Creative Expression Words: fish, bird, zebra, deer, tiger, camel, glove,
dragon, jar, ruler.
General Copywork Instructions
Activity Sheet 1: Copywork
Each week your children will complete a copywork
passage from one of their readers. Ask them to copy each Copywork forms a cornerstone of the natural approach
week’s passage on paper with lines that correspond to the to learning language. Brilliant writers like Jack London
handwriting program you have chosen. Why is copywork and Ben Franklin used the natural approach to hone their
necessary? In our experience, workbooks don’t do a very considerable skills. Have your children look at the copy-
good job of teaching children how to write effectively. work passage and try to duplicate it. Have them correct
Instead, children learn to write well by listening to good any errors you find.
writing, looking at good writing, copying good writing, On each copywork assignment, have your children
and then finally writing on their own. Sonlight’s language review their handwriting. Circle well-constructed letters
arts programs seek to touch all of those areas. and underline letters to improve upon. Use this time to
Copywork builds the foundation for dictation, which focus on handwriting daily.
your children will begin in Language Arts D. Copywork If your children are more advanced, try reading the
©2011 by Sonlight Curriculum, Ltd. All rights reserved.

provides valuable handwriting practice for your children, passage aloud instead of letting them see it. By doing this,
as well as wonderful opportunities to explore writing children will learn how others construct a correct, clear,
mechanics, such as capitalization, punctuation, and other and effective sentence. In time, they will learn to do the
basic grammar skills. You will be amazed at how quickly same in their own writing.
your children will develop basic technical skills, includ- On most days, the discussion following the copywork
ing correct sentence structure and spelling. They will also will center on language or mechanics. At this point, have
begin to learn cadence and style. your children do the copywork on Activity Sheet 1.
As your children write each passage, discuss it with Clara and the Bookwagon, p. 24
them. Examine their handwriting and show them where
Clop, clop, clop. The horse plodded along. The sun was
they have done well and where they can improve. Also
warm. The spring air smelled good.
point out any interesting things you see in the passage.
Use the time to reinforce lessons learned previously. Extra Copywork Passages
We hope that you will encourage your children to prac-
Clara and the Bookwagon
tice writing each day. We understand, though, that there
are some days when your children will feel … well, let’s p. 10
just say “uninspired.” On these days, just assign one of the Sometimes she liked to make up her own stories. Some
extra copywork passages found following the Copywork were about animals. Some were about families.
passages in the Notes.
Your children will gain additional writing practice
p. 42
without the additional challenge of a regular assignment. She waved and stopped. Clara stared at the wagon. It
Show them love and support and help them regroup in was filled with books.
preparation to hit the ground running again tomorrow.

Activity Sheets
Day 2
You will find copywork passages and other exercises on
Activity Sheet 1: Onomatopoeia
the numbered Activity Sheets following these notes. Each In yesterday’s copywork, the words “Clop. Clop. Clop.”
Activity Sheet is assigned on the schedule pages. If you are examples of onomatopoeia. While it isn’t important for
prefer, feel free to put all the Activity Sheets in a separate your children to know that word, they should understand
binder for your children to use. what it is. Onomatopoeia describes words that imitate

Language Arts for Grade 3 Readers ♦ Section Two ♦ Week 1 ♦ 3

sounds, like smack, pop, hiss, bang, achoo, buzz or twang.
Help your children brainstorm onomatopoeia examples
and write them on Activity Sheet 1. (Answers will vary, but
some are: click, ring, swish, meow, and woof.)

Day 3
Creative Expression: Writing with Diamond Notes
Read the Diamond Notes Introduction and Unit 1,
Lesson 1 to your children. Using the directions provided
there, have them do Lesson 1.

Day 4
Creative Expression: Writing with Diamond Notes
Read Unit 1, Lesson 2 to your children and have them do
the lesson.

Day 5
Optional: Observe Organization

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

Choose various items and activities and discuss the
order of items you see in them with your children. Help
them find what items are most important based on what
comes first. For example, looking through a newspaper
will show them that news is more important than cou-
pons. Looking at a book will show that the author and
illustrator credits are more important than the publisher’s
name or date of publication. Another clue to importance
is text size. The more important something is, the larger its
text size will be. n

4 ♦ Week 1 ♦ Section Two ♦ Language Arts for Grade 3 Readers

 Student Activity Sheet 1
Copywork
Clara and the Bookwagon, p. 24

Clop, clop, clop. The horse plodded along. The sun was
warm. The spring air smelled good.
Onomatopoeia
Have you ever tried to spell the sound of a squeaking door? When we spell a sound, we call
it an onomatopoeia. That’s a really hard word to learn, but it’s a fun idea to work with. Write two
sentences, each with a different onomatopoeia.

1. _________________________________________________________________________________

_________________________________________________________________________________
©2011 by Sonlight Curriculum, Ltd. All rights reserved.

2. _________________________________________________________________________________

_________________________________________________________________________________

Language Arts for Grade 3 Readers ♦ Student Activity Sheet 1

 LA for Grade 3 Readers Week 2 Schedule
Date: Day 1 6 Day 2 7 Day 3 8 Day 4 9 Day 5 10

Spelling/Phonics
Words N Rule and Write q Pre-test q Check q Post-test q Optional: Write a
Sentence q

Optional: p. 11 p. 12 p. 13 p. 14 pp. 15–16

MCP Phonics C

Handwriting
Handwriting

Readers
The Long Way to a  chaps. 4–5
New Land

The Long Way Westward chap. 1 chap. 2 chaps. 3–4

Prairie School chaps. 1–3

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

Vocabulary Development

Optional: Hidden Mess. 1

Wordly Wise B p. 5

Creative Expression
Assignment N Writing with Writing with Optional:
Diamond Notes Diamond Notes Find What Belongs

Activity Sheets N Activity Sheet 2: Activity Sheet 2:

Copywork q Capitalization q

Other Notes

Language Arts for Grade 3 Readers ♦ Section Two ♦ Week 2 ♦ Schedule

 Week 2—Notes
Day 1 Activity Sheet 2 Answer Key
1. Mary and John live next door.
Spelling
2. Do you think we will get snow, Sarah?
Rule: When the letter c or g is followed by the vowels
a, o, or u, it has a hard sound. Hard c has a k sound. When 3. The United States’ closest neighbors are Canada
and Mexico.
the letter c or g is followed by e, i, or y, it usually has a soft
sound. Soft c has an s sound. Soft g has the j sound. 4. The capital of England is London.

Words: came, palace, cover, decide, cymbal, page, gate, Write a Sentence: Answers will vary.
leg, huge, magic
Day 3
Activity Sheet 2: Copywork
Creative Expression: Writing with Diamond Notes
The Long Way to a New Land, pp. 28–29
Read Diamond Notes Unit 2, Lesson 1 to your children.
They waited with the other emigrants until the mail-
Using the directions, have them do Lesson 1.
bags, lumber and cattle were loaded. Then they went
aboard.
“Good-bye Sweden!” said Mamma.
Day 4
Creative Expression: Writing with Diamond Notes
Extra Copywork Passages

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

Read Unit 2, Lesson 2 to your children and have them do
The Long Way to a New Land
the lesson.
p. 57
A doctor looked into their eyes and down their throats. Day 5
He thumped on their chests. The lines moved slowly. Optional: Find What Belongs
The Long Way Westward
Gather various items from around the house. Place the
pp. 26–27 items into groups on the kitchen table. Each group should
have a common theme, except one item should not fit.
A rooster crowed. Jonas woke up and looked around.
For example, a group could have mouthwash, toothpaste,
The sun was up over a field of corn.
floss, and a pepper shaker, or another could have a fork,
Day 2 knife, spoon, and bar of soap. Have your children not only
find the item that does not belong, but explain to you why
Activity Sheet 2: Capitalization the rest of the items belong together. n
Use this week’s copywork to discuss capitalization with
your children. There are many capitalization rules, but
they don’t need to know them all at this point. Focus on
the basic ones and the others will come in time.
For today, show them that the first letter of every
sentence starts with a capital letter. That’s an easy rule to
learn. We also capitalize people’s names and the names of
countries, cities, and states.
Help them with the capitalization sentences on Activity
Sheet 2. Talk about why certain letters must be capitalized.
As you do other subjects today, point out examples of
these capitalization rules to them to reinforce the lesson.

2 ♦ Week 2 ♦ Section Two ♦ Language Arts for Grade 3 Readers

 Student Activity Sheet 2
Copywork
The Long Way to a New Land, pp. 28–29

They waited with the other emigrants until the mailbags,

lumber and cattle were loaded. Then they went aboard.
“Good-bye Sweden!” said Mamma.
Capitalization
Circle the capital letters in yesterday’s copywork. Look at these sentences and circle the letters
you think should be capitalized:

1. mary and john live next door.

2. do you think we will get snow, sarah?

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

3. the united states’ closest neighbors are canada and mexico.

4. the capital of england is london.

Now, write a sentence of your own that uses at least one of the new capitalization rules you learned.

1. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Language Arts for Grade 3 Readers ♦ Student Activity Sheet 2

 LA for Grade 3 Readers Week 3 Schedule
Date: Day 1 11 Day 2 12 Day 3 13 Day 4 14 Day 5 15

Spelling/Phonics
Words N Rule and Write q Pre-test q Check q Post-test q Optional: Write a
Sentence q

Optional: pp. 17–18 p. 19 p. 20 pp. 21–23 p. 24

MCP Phonics C

Handwriting
Handwriting

Readers
Prairie School chaps. 4–5 chaps. 6–8

Keep the Lights Burning, pp. 7–22 pp. 23–end

Abbie

Riding the Pony Express chap. 1

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

Vocabulary Development

Optional: Crossword 1
Wordly Wise B pp. 6–7

Creative Expression
Assignment N Writing with Writing with Optional:
Diamond Notes Diamond Notes Using Detail

Activity Sheets N Activity Sheet 3: Activity Sheet 3:

Copywork q Simile q

Other Notes

Language Arts for Grade 3 Readers ♦ Section Two ♦ Week 3 ♦ Schedule

 Week 3—Notes
Day 1 Similes can make an image stronger and add interest
to writing. Readers can relate to a comparison; that’s why
Spelling authors use them. Here are some common similes:
Rule: Review the rule from last week. as hard as nails
Words: game, price, gym, guess, cake, slice, candle, as dry as a bone
cement, cab, giraffe
gone like the wind
Activity Sheet 3: Copywork Help your children brainstorm some similes using the
Prairie School, p. 17 prompts on Activity Sheet 3. There are far too many pos-
sibilities to list, so just make sure they compare two things
“Noah,” Aunt Dora said, “you are as stubborn as a
and use the words like or as. Follow the directions on
downhill mule on an uphill road.”
Activity Sheet 3. (Answers will vary.)
Extra Copywork Passages
Keep the Lights Burning, Abbie Day 3
p. 10 Creative Expression: Writing with Diamond Notes
Mama is too sick to do it. Your sisters are too little. You Read Diamond Notes Unit 3, Lesson 1 to your children.
Using the directions, have them do Lesson 1.

©2011 by Sonlight Curriculum, Ltd. All rights reserved.

must keep the lights burning, Abbie.
Prairie School
Day 4
p. 22
Creative Expression: Writing with Diamond Notes
It is the only lily in this area. It grows from a bulb. The
Indians boil the bulb and eat it for food. Read Unit 3, Lesson 2 to your children and have them do
the lesson.
Riding the Pony Express
p. 10 Day 5
The wind carried it away. Dick was glad to see it go. He Optional: Using Detail
had not wanted to wear it in the first place.
Have your children tell you a story that they have read
Day 2 in the Bible, a history book, or a reading book. Your job is
to ask questions about any area where they do not give
Activity Sheet 3: Simile enough detail, such as hazy character background or skips
in action. It isn’t necessary for you to correct them or point
Similes are comparisons between two things using the
out that this information should be included. If you ask
words like or as. In yesterday’s copywork, Aunt Dora com-
questions and they answer them, in time they will learn to
pared Noah to a mule. Ask your children, “How stubborn is
give these details without guidance. 
Noah? He’s as stubborn as a mule. And not just any mule,
but one that’s used to walking downhill but is on an uphill
road! That’s pretty stubborn, isn’t it?”
“Now, imagine that the author just wrote, Noah, you are
stubborn. Would that be as interesting to read? Would you
really get the idea of just how incredibly stubborn Aunt
Dora thinks Noah is?”

2 ♦ Week 3 ♦ Section Two ♦ Language Arts for Grade 3 Readers

 Student Activity Sheet 3
Copywork
Prairie School, p. 17

“Noah,” Aunt Dora said, “you are as stubborn as a downhill

mule on an uphill road.”
Simile
After discussing similes with your parents, write similes of your own below.
1. My dad is tall. He is as tall as ________________________________________________________.

2. Abbie in Keep the Lights Burning, Abbie is brave. Abbie is as brave as ________________________

________________________________________________________________________________.
©2011 by Sonlight Curriculum, Ltd. All rights reserved.

3. My friend has an interesting laugh. My friend laughs like _________________________________

________________________________________________________________________________.

4. There is a bad storm outside. The wind is blowing like ___________________________________

________________________________________________________________________________.

5. Now, write a sentence that compares your favorite character to something.

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________.

Language Arts for Grade 3 Readers ♦ Student Activity Sheet 3

 Language Arts for
Grade 3 Readers

3LG
Instructor’s Guide and Notes
by Robert Velarde and Sarita Holzmann

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The way you wish you’d been taught. 3LG Language Arts for Grade 3 Readers (2011)