Level D
Grammar and Writing
This
book belongs to
Grammar and Writing Level D
Written and Edited by: Miriam Shulamis Eisemann, Yehudis Leitner, Fraydel Sharf
Layout and Design: Vladan Dojcinovic, Mirko Zunic
Lighthouse Grammar and Writing Level D ISBN 978-1-955773-55-3
Lighthouse Curriculum 718.285.7100 • info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com
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Welcome to the Lighthouse Grammar and Writing Workbook!
Dear Educators,
We are excited to introduce the Lighthouse Grammar and Writing Workbook, crafted to enhance your teaching with an innovative approach to mastering English. This workbook combines structured grammar lessons with practical writing exercises, providing a comprehensive and engaging resource for you and your students.
Each grammar section features clear explanations and easy-to-follow instructions, followed by writing activities that let students apply their new knowledge. This approach bridges the gap between understanding grammar rules and using them effectively, helping to develop their writing skills step by step for clearer and more creative communication.
Every lesson encourages the exploration of different writing styles while reinforcing essential grammar concepts. Our goal is to make teaching both enjoyable and impactful, equipping you with the tools to cultivate confident and proficient communicators in your classroom.
Thank you for choosing the Lighthouse Curriculum. We look forward to supporting you and your students on this journey to language mastery!
Sincerely,
The Lighthouse Curriculum Team
UNIT 7 Punctuation
TABLE OF CONTENTS
UNIT 12 Vocabulary Building
Lesson 74 Synonyms
Lesson 75 Antonyms
Lesson 76 Homographs
Lesson 77 Homophones
Lesson 78 Homophones with Pronoun Contractions
Lesson 79 Synonym and Antonym Review
UNIT 13 Dictionary Skills
Lesson 80 Alphabetical Order
Lesson 81 Dictionary: Alphabetical Order
Lesson 82 Dictionary: Guide Words
Lesson 83 Alphabetical Order and Dictionary
UNIT 14 Types of Sentences
Lesson 84 Common Helping Verbs, Have, Has, Had
Lesson 85 Saw-Seen, Did-Done
Lesson 86 Broke-Broken, Spoke-Spoken
Lesson 87 Gave-Given, Went-Gone
Lesson 88 Blew-Blown, Grew-Grown, Threw-Thrown
Lesson 89 Ate-Eaten, Wrote-Written, Took-Taken
Lesson 90 Verb Usage Review
Nouns
A noun is a word that names a person, place, animal, or thing.
Examples: Person: teacher, student
Place: park, city
Animal: dog, cat
Thing: book, apple
Circle all the nouns in each sentence.
1. The dog chased the ball.
2. My sister loves animals.
3. The teacher wrote on the chalkboard.
4. We went to the park.
5. The cat slept on the couch.
6. John visited the zoo.
7. The flowers are blooming.
8. Our family went to the park.
9. The students finished their homework.
10. We drove the car to the store.
11. My friend brought cookies.
12. The dog found a stick.
13. The sun shines brightly.
14. The boat sailed across the lake.
Writing Exercise
Creating a Character and Using Nouns to Describe it
Directions:
1. Draw a picture of a character in the box below.
2. Write a few sentences about your character. Include their name, age, and favorite things. Make sure to underline all the nouns in your sentences.
Draw Your Character Here:
About my character:
Name: Age:
Favorite things:
Singular and Plural Nouns
A singular noun names one person, place, animal, or thing. Examples: teacher, park, cat, book
A plural noun names more than one person, place, animal, or thing. Examples: teachers, parks, cats, books
In each sentence, underline the singular nouns and circle the plural nouns.
1. The dogs are playing in the parks.
2. My friend has new books.
3. The boy has two brothers.
4. The child is reading a story.
5. The leaves are falling from the tree.
6. Our house is blue.
7. Three cats are sleeping on the couch.
8. The boxes are on the table.
9. There are five babies in the room.
10. The runner hurt his feet while running.
11. The cars are parked outside.
12. My teacher ate apples for lunch.
13. The trees have green leaves.
14. Beautiful flowers grew in the garden.
15. The glasses are full of water.
Writing Lesson Comparing and Contrasting with a Venn Diagram
A Venn diagram is a picture with two circles that overlap in the middle. It helps you compare how two things are similar and different. In the middle where the circles overlap, write what is the same about both things (compare). In the parts of the circles that don't overlap, write what is different about each thing (contrast).
Choose two things you want to compare and contrast. Use the Venn diagram below to write down what is the same and what is different.
Examples: Apples and Oranges, Cats and Dogs , Summer and Winter
[different/contrast] [different/contrast] [same/compare]
Action Verbs
An action verb is a word that tells what someone or something is doing. It tells us about an action.
Examples: The dog runs fast. She jumps high. They play ball.
Circle all the action verbs in the paragraph.
Hippos live in rivers and lakes. They sit in the water most of the time to keep cool. Hippos eat grass and plants. Hippos can open their mouths as wide as five feet! At night, hippos walk on land to find food. Sometimes, they run quickly to the water when they feel scared. Baby hippos swim with their mothers. They play together in the water.
Writing Lesson Using Action Verbs for Predictions
A prediction is when you guess what might happen in the future. You can use action verbs to describe what you think will happen.
Examples: She will travel around the world. They will build a big house.
Read the passage below. Write a few sentences predicting what will happen next. Circle the action verbs you use in your prediction.
Story: Eli was drawing with his markers at the dining table. He forgot to put the caps back on. His little brother, Ben, came over and picked up a marker.
What do you predict will happen next?
Adjectives
An adjective is a word that describes a noun. It tells us more about a person, place, animal, or thing.
Examples: The apple is sweet. She has a blue dress. The big dog barked loudly.
Underline all the adjectives in each sentence.
1. The tall tree in our backyard gives a lot of shade during the summer.
2. He has a new bike that he rides to school every day.
3. The small kitten with the soft fur is very cute.
4. She wore a beautiful hat decorated with colorful ribbons.
5. The old book on the shelf was covered in dust.
6. The fast car zoomed down the busy road.
7. We saw a funny play that made everyone laugh out loud.
8. The happy children played outside in the warm sunshine.
9. She loves to wear her shiny shoes to school.
10. The bright stars twinkled in the dark night sky.
Writing Lesson Using Adjectives for Descriptive Writing
Descriptive writing uses a lot of adjectives to tell more about a noun. It helps you imagine what something looks, feels, sounds, smells, or tastes like.
Write a short paragraph describing your favorite place. Use adjectives to make your description clear and interesting. Underline the adjectives you use.
Example: My favorite place is the beautiful park near my house. The green grass is always soft. It is perfect for lying down and looking at the blue sky. There are tall trees that give cool shade on sunny days. I love the colorful flowers in the spring. It’s a quiet and relaxing place that I enjoy.
My favorite place is:
An adverb is a word that tells more about a verb. It tells how, when, or where something happens. Many adverbs end in "-ly," but not all of them.
Examples: The dog barked loudly. (How)
She will arrive soon. (When)
They played outside. (Where)
Underline the verbs and circle the adverbs in each sentence.
1. The cat slept peacefully on the couch.
2. He ran quickly to catch the bus.
3. They will visit us tomorrow.
4. He sang loudly at the school play.
5. The baby laughed happily.
6. We will leave soon.
7. He plays the guitar well.
8. The children waited patiently for their turn.
9. She spoke softly to the baby.
10. The dog barked loudly at the stranger. verb verb verb
Writing Lesson
Describing a Picture
Look at the picture below. Write a few sentences describing what you see in the picture. Use adjectives to make your description clear and interesting. Underline the adjectives you use.
Basics of Grammar Review
Noun - a word that names a person, place, or thing
Singular Noun - names one person, place, or thing
Plural Noun - names more than one person, place, or thing
Action Verb - a word that shows what someone or something is doing
Adjective - a word that describes a noun
Adverb- a word that describes a verb
Nouns: Circle the nouns in each sentence.
1. The dog ran across the yard.
2. Jane read her favorite book.
3. The car stopped at the red light.
4. The boy played ball in the park.
5. The teacher gave us homework.
Circle all the plural nouns you find in the paragraph.
Yesterday, I went to the park with my friends. We brought our pets along and played games on the grass. There were many boys playing with their toys. We saw ducks swimming in the pond and birds flying in the sky. After a while we ate the yummy sandwiches and apples that a few fathers prepared for us. I lost my glasses, but Tim found them for me. It was a fun day.
Basics of Grammar Review
Action Verbs: Circle the action verbs in each sentence.
1. The dog barked loudly.
2. He walks every morning.
3. They will visit their grandparents.
4. We baked cookies yesterday.
5. He writes in his journal every night.
Adjectives: Pick an adjective from the word bank to complete the sentences. Try to use a different adjective each time!
6. The bird sang in the tree.
7. The ice cream melted in the sun.
8. The soldier protected the city.
9. We carried the boxes to the car.
10. The skyscraper touched the clouds.
Adverbs: Complete each sentence with an adverb.
11. He walked to the bus stop. (How?)
12. The teacher spoke to the class. (How?)
13. We will meet . (When?)
14. The bird flew . (Where?)
15. She calls her grandmother . (How often?) tall cold colorful heavy brave
Plural Form -s,-es
Plural forms are used when we talk about more than one person, place, animal, or thing. We usually add -s or -es to the end of a singular noun to make it plural.
Add -s to most nouns to make them plural.
Example: cat → cats
Add -es to nouns that end in s, sh, ch, x, or z.
Example: box → boxes
Change the following singular nouns to their correct plural forms by adding -s or -es.
1. dog →
5. fox →
8.
9.
10.
2. brush →
3. apple →
4. class →
6. book →
7. dish →
watch →
bus →
cup →
Writing Lesson
Descriptive Writing using Plural Forms (-s,-es)
Think about your favorite season. Picture a simple scene from that season, like a park in spring, a forest in fall, or a snowy yard in winter. Write a short paragraph describing what you might see. Use at least five plural nouns (words ending in -s or -es) in your description.
Example:
Favorite Season: Summer
In the summer, I love going to the water. The waves crash against the shore, and the seagulls fly above. Children ride bikes with their friends on the boardwalk. Ice cream trucks drive by, giving sweet treats to everyone.
Your turn! What season are you thinking about?
Favorite Season:
Plural Forms (y to ies)
Plural forms are used when we talk about more than one person, place, animal, or thing.
For nouns ending in a consonant followed by -y, change the -y to -ies. Example: baby → babies
Fill in each blank with the correct plural form of the noun shown in ( )
The (family) had busy weekends. They visited two different (city) and enjoyed spending time together. On Sunday, they went to a few (bakery) to try different cakes. Then, they went to the park where the children loved playing with the (puppy). They bought fresh (berry) from the market. Later, they went to two (party) and shared funny (story) with their friends. The children enjoyed seeing (bunny) at the petting zoo. Finally, they went shopping for some (grocery) before heading home after a long and fun day.
Writing Lesson Using Sensory Descriptions (Sight and Sound)
Sensory descriptions use our senses to explain things. When we describe using sight and sound, we tell what we see and hear to make our writing more exciting.
Think about a place you know well, like a park, a playground, or a classroom. Write a short paragraph describing what you see and hear in that place. Use sensory details of sight and sound to make your description come alive.
Example:
Place: Playground
Description: At the playground, I see children running and playing on the colorful slides and swings. The sun shines brightly and makes everyone look happy. I hear children laughing and the swings creaking. Birds chirp in the trees, and the wind rustles the leaves. It's a fun and happy place.
Your turn! What place will you take us to?
Place:
Description: At the , I see .
I hear
Plural Forms (f to ves)
Plural forms are used when we talk about more than one person, place, animal, or thing.
If a word ends in -f or -fe, we usually change the -f to-v and then add -es to make it plural.
Examples: leaf → leaves knife → knives
Fill in each blank with the correct plural form of the noun shown in ( ).
1. The (leaf) fell from the tree.
2. The (loaf) of bread were warm and fresh.
3. The (wolf) howled at the moon.
4. She put the (knife) on the table.
5. The (shelf) were full of books.
6. The (calf) played together on the farm.
7. The (thief) stole a bag of gold during the night.
8. I have many cozy and pretty (scarf) for the winter.
9. We divided the cookie into two (half) to share.
10. Firefighters save many (life) every day.
Writing Lesson
Describing a Picture with a Focus on Nouns
Look at the picture below. Make a list of at least eight nouns (person, place, or thing). Write a short paragraph describing the picture you see using the nouns you listed.
Paragraph:
Noun List:
Irregular Plural Forms
Irregular plural forms are nouns that do not follow the regular rules for making nouns plural. Instead of adding -s or -es, these nouns change in different ways to become plural.
Examples:
child mouse foot person children mice feet people
man tooth goose fish men teeth geese fish
Match each singular noun with its correct irregular plural form. Fill in the correct number on each line.
1. child
2. man
3. woman
4. mouse
5. tooth
6. foot
7. goose
8. person
9. ox
10. fish
geese people fish feet teeth
women
men
mice oxen
children
Writing Lesson Structured Writing
Structured writing helps make your ideas clear and organized. It includes three main parts:
Write a short paragraph. Make sure to include an introduction, body, and conclusion.
Introduction: Introduces the topic
Example: “My favorite animal is a dolphin.”
Body: Describes the main points
Example: "Dolphins are gray and have smooth skin. They live in the ocean and love to swim and jump. Dolphins are very smart and can learn tricks."
Conclusion: Wraps up the writing
Example: "I like dolphins because they are friendly and fun to watch."
Your turn! Write about your favorite game.
Introduction: Start by introducing your favorite game.
Body: Describe the main points about your favorite game. What does it look like? How do you play it? How many people can play?
Conclusion: End by sharing why you like this game.
Plural Forms Review
Plural forms are used when we talk about more than one person, place, animal, or thing. There are different rules for making singular nouns plural:
Add -s to most nouns.
Example: cat → cats
Add -es to nouns that end in s, sh, ch, x, or z.
Example: box → boxes
Change -y to -ies if the noun ends in a consonant + y.
Example: baby → babies
Change -f or -fe to -ves for some nouns.
Example: leaf → leaves
Write the plural form of each noun.
Write the singular form of each noun.
1. cat →
2. dish →
3. city →
4. leaf →
5. fish →
6. fox → 7. baby → 8. shelf → 9. bus → 10. loaf → 11. cars →
boxes
berries
wolves
chairs
brushes
knives
glasses
geese
Fill in each blank with the correct plural form of the word shown in ( ).
Once upon a time, in a colorful toy box, lived a family of toys. Inside were toy (car), (ball), and (block). They enjoyed playing together every day. But one afternoon, a big wind blew open the toy box and blew many of their favorite (toy) out the window!
The other toys were very upset. They decided to go on an adventure to find their lost friends. They climbed over (bush), jumped across (bench), and searched behind (box). As they searched, they saw some friendly (fox) who wanted to help. They also noticed (leaf) blowing around, but they kept looking. They walked through a park and saw many (baby) playing. They also spotted some (puppy) chasing each other. Just then, they found their lost (doll) stuck behind a tree.
On their way back, they crossed a field where they saw some (wolf) running. They carefully made their way home.
Finally, after a long day, they found their lost (knife) from their toy kitchen. Everyone was safe and back in the toy box!
Forming Complete Sentences
A complete sentence has a subject and a predicate. The subject tells who or what the sentence is about, and the predicate tells what the subject does or describes the subject
Example: Complete Sentence: The cat is sleeping.
Use the word lists to create complete sentences. Make sure each sentence has a subject and a predicate. subject predicate
Subjects:
• The dog
• My friend
• The teacher
• A bird
• The sun
• The car
Complete Sentences:
Predicates:
• is flying in the sky.
• is barking loudly.
• is shining brightly.
• is parked outside.
• is teaching the class.
• is reading a book.
Writing Lesson Collaborative Story Writing
Collaborative story writing is when a group of people work together to create a story. Each person takes turns writing sentences to build the story.
1. Form Groups: Divide into small groups of three to four students.
2. Choose a Topic: Each group chooses a topic for their story. Some ideas are:
• A day at the zoo
• A mysterious adventure
• A fun school trip
3. Take Turns Writing Sentences: Each group member takes a turn writing one complete sentence to add to the story. Keep passing the paper around until the story is complete.
4. Read the Story Aloud: Once the story is finished, each group reads their story aloud to the class.
Your turn! Together with your friends, what will you write?
Identifying Subject and Predicate
A complete sentence has a subject and a predicate. The subject tells who or what the sentence is about, and the predicate tells what the subject does or describes the subject.
Example: The rainstorm caused a lot of flooding.
subject predicate
Circle the subject and underline the predicate in each sentence.
1. The cat is sleeping on the couch.
2. My friend is reading a book.
3. The teacher is teaching the class.
4. A bird is flying in the sky.
5. The car is parked outside.
6. The girl is playing ball.
7. Our team won the game.
8. The sun is shining brightly.
9. The baby is sleeping peacefully.
10. The flowers are blooming.
11. The dog is barking loudly.
12. The boy is riding his bike.
13. Leaves fall.
14. Lions roar.
15. Waves crash.
16. Stars twinkle.
Writing Lesson Writing a Simple Dialogue
A dialogue is a conversation between two or more characters. Writing dialogues helps us see how characters talk and act with each other.
Write a simple dialogue between two favorite characters from books or two people from history.
Example:
• George Washington
• Abraham Lincoln
George Washington: I wanted to ask, how do you handle leading a nation?
Abraham Lincoln: It is not easy, but I believe in staying honest and working hard for the people.
George Washington: That is wise advice. I agree that honesty is very important.
Abraham Lincoln: Indeed. It was nice speaking with you, General.
Your turn! Choose two favorite characters or historical figures:
(Character 1 or Historical Figure 1)
(Character 2 or Historical Figure 2)
Character 1:
Character 2:
Character 1:
Character 2:
Fixing Sentence Fragments
A sentence fragment is an incomplete sentence. It is missing a subject, a predicate, or both.
Examples: Fragment: Running through the park.
Complete: She was running through the park.
Fragment: The cat on the mat.
Complete: The cat is sitting on the mat.
Rewrite each sentence fragment below to make it a complete sentence. Make sure each sentence has a subject and a predicate.
1. Jumping over the fence.
2. The dog in the yard.
3. Under the big tree.
4. After school ended.
5. The book on the table.
6. Eating a delicious apple.
7. When it rains a lot.
8. The boy with the red hat.
Writing Lesson Peer Review for Positive Feedback
A peer is someone who is your equal, like a classmate or a friend who is about the same age as you.
Step 1: Write Your Paragraph
Write a short paragraph about something you like. You can write about a favorite activity, a fun day, or a fun place that you visited.
Example: I love going to the park on sunny days. The bright sun makes everything look cheerful. I enjoy playing on the swings and having picnics with my friends. We always have a great time together.
Step 2: Exchange with a Peer
When you finish your paragraph, trade papers with a classmate.
Step 3: Give a Positive Comment
Read your classmate's paragraph carefully. Write one nice comment about their writing. Say something you liked, like a good idea, a nice sentence, or an interesting detail.
Example: "You made the park sound so exciting."
Positive Comment:
Sentence Structure Review
A complete sentence has two parts: the subject and the predicate.
The subject tells who or what the sentence is about
The predicate tells what the subject is doing or gives more information about the subject.
Complete the sentences by adding either a subject or a predicate. Use the words given in the box.
The fox
The duck
The squirrel
The cow The rabbit The horse roared. runs very quickly. jumped into the pond. is laying eggs. sing every morning. is chasing the ball.
1. is swimming in the pond.
2. The lion .
3. The birds
4. ate the grass in the field.
5. climbed up the tree.
6. The dog
7. is very sly.
8. The frog 9. galloped across the field.
10. The deer
11. hopped out of its hole.
12. The hen
Sentence Structure Review
A sentence fragment is a group of words that is missing either a subject, a predicate, or both.
Rewrite each fragment as a complete sentence.
Check for the subject: Who is the sentence about?
Check for the predicate: What is the subject is doing?
1. Running down the street.
2. Are bouncing the ball.
3. The rain fell.
4. Is parked in the driveway.
5. While waiting for the bus.
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6. The excited children.
7. Playing with the new rattle.
Plain Form of a Verb
The plain form of a verb is an action word showing something happening now, used with a plural (talking about more than one) noun or pronoun. It is the simplest form of the verb, without endings like -s, -ed, or -ing.
Example: They run every morning.
Choose a plain verb from the box to finish each sentence.
1. Elephants in large herds.
2. They plants and fruits.
3. Elephants their trunks to drink water.
4. They many miles each day.
5. Baby elephants close to their mothers.
6. Elephants to each other with low sounds.
7. They well and enjoy water.
8. Elephants places and faces.
9. They each other in the herd.
10. Elephants with sticks and branches.
11. They sometimes standing up.
12. Elephants from older elephants.
Writing Lesson Writing a Mystery Story
A mystery story is a story where characters try to solve a problem or find out a secret. It has a problem, clues, and a solution. Write a short mystery story that includes a simple problem and solution. Use the outline below to help you.
1. Introduction: Introduce the main character and where the story takes place (setting).
Example: Emma was visiting her grandmother's house for the week.
2. Problem: Describe the mystery or problem that needs to be solved.
Example: One morning, her grandmother's favorite necklace was missing.
3. Clues: A hint or piece of information that helps solve the mystery. Give some clues that the main character finds.
Example: Emma noticed the window was open and found muddy footprints leading to the garden.
4. Solution: The answer to the problem or mystery. Explain how the main character solves the mystery.
Example: In the garden, Emma saw a squirrel with the necklace and went to get it.
S-Form Verbs
S-form verbs are action words that show something happening now that have an -s or -es ending. We use s-form verbs with singular nouns and pronouns like he, she, and it.
Example: Anna watches her baby brother.
Fill in each blank with the correct s-form of the verb shown in ( ).
Mike (wake) up early in the morning. He (eat) breakfast quickly and (get) ready for school. His father (drive) him to school. In class, Mike (listen) to the teacher and ( take) notes. During recess, he (play) ball with his friends. After lunch, he (read) a book in the school library. At the end of the day, Mike (pack) his bag and (wait) for his father to pick him up. He (feel) happy about his day at school.
Writing Lesson Writing Acrostic Poems
An acrostic [uh-KRAW-stik] poem is a type of poem where the first letter of each line spells out a word or name. Each line of the poem relates to the word or name. It does not need to rhyme.
Example: Sunny days at the park
Up in the sky, so bright
Nice and warm, a happy sight
Create Your Own Acrostic Poem
1. Choose a word or your name:
2. Write the word or name vertically on your paper.
3. Write a word or phrase that starts with each letter and relates to word or name.
4. Write a short sentence beginning with each word or phrase.
Step 2
Step 3
Step 4
S-Form Verbs: -es and -y to -ies
If the plain form of a verb ends in o, x, s, sh, or ch, we add -es to make the s-form.
Examples: go → goes, watch → watches, fix → fixes, wash → washes
If the plain form of a verb ends in a consonant followed by -y, change the -y to -ies to make the s-form.
Examples: fly → flies, cry → cries, try → tries Fill in each blank with the correct s-form of the verb shown in ( ).
1. He ( go) to the store every Sunday.
2. The baby (cry) when he is hungry.
3. He (watch) his baby brother after school.
4. The bird ( fly) high in the sky.
5. My brother (do) the laundry on Sunday.
6. The cat (try) to catch the mouse.
7. He ( fix) the broken toy.
8. The teacher (teach) math to the class.
9. He (brush) his teeth every night.
10. The baby (try) to walk.
11. He (mix) the ingredients for the cake.
12. He (carry) the heavy box upstairs.
Writing Lesson Creating a Comic Strip
A comic strip is a series of pictures that tell a story.
1. Think of a short story: It can be about anything you like, such as a funny event at school, a day at the park, or an adventure with friends.
2. Draw your story: Use the four panels panels below, or use a separate piece of paper to draw your story. Make sure each panel shows a different part of the story.
3. Add speech bubbles: Write what your characters are saying in speech bubbles.
Example: Story Idea: A day at the park
Let's play on the swings! This is fun!
Your turn! My story idea:
Yum, ice cream! What a great day!
Plain Form and S-Form Verbs
Plain form verbs are action words showing something happening now, used with plural nouns. They do not have endings like -s, -ed, or -ing.
Example: The dogs run fast.
S-form verbs are action words showing something happening now, used with singular nouns. They have an -s or -es ending.
Example: The dog runs fast.
Circle the correct verb form to complete each sentence.
1. The cat the tree.
2. The children in the park.
3. He the sunset every day on vacation.
4. The birds in the morning.
5. She cookies on the weekends.
6. The students books in the library.
7. The dog loudly at strangers.
8. They in the pool during the summer.
9. The teacher the lesson clearly.
10. The flowers in the spring.
11. My mom the dishes after dinner.
12. The boys to catch the bus.
13. The car at the red light.
climb climbs play plays watch watches sing sings bake bakes read reads bark barks swim swims explain explains bloom blooms wash washes run runs stop stops eat eats
14. The goats the cheese.
Writing Lesson Writing an Opinion Essay
An opinion essay is a piece of writing where you share your thoughts and feelings about a topic. You explain why you feel that way and give reasons to support your opinion.
1. Choose a topic: Think about something you feel strongly about. It could be a favorite activity, a book you love, or why you think school is important.
Example: My Favorite Animal
2. Write your opinion: Write a sentence explaining your opinion about the topic.
Example: I think dogs are the best pets.
3. Give reasons: Include at least two reasons why you feel this way.
a. They are very loyal and always happy to see you.
b. They can be trained to do fun tricks.
Let's hear your opinion.
1. My Topic:
2. My Opinion:
3. Reason 1:
4. Reason 2:
Past Forms with -ed
Past forms with -ed are action words that show that something happened in the past. We add -ed to the end of regular verbs to make them past tense.
Examples: walk → Past: walked jump → Past: jumped
Read each sentence in the present tense. Then, rewrite the sentence using the past form with -ed.
1. She jumps over the puddle.
2. They walk to school.
3. He plays ball every day.
4. We watch the tow truck back up.
5. The cats chase the mouse.
6. I talk to my friend on the phone.
7. He dances at the wedding.
Writing Lesson Writing a How-To Guide
A how-to guide is a set of instructions that explains how to do something step by step. It helps someone learn how to do a task or activity.
Think of something you enjoy doing and know how to do it well. Write down all the materials or tools needed to complete the task. Then, explain how to do it by writing clear and simple instructions, in the order it needs to be done.
Example: How to make Lemonade
Materials needed: lemon, water, sugar, cup
Step by step instructions:
Step 1. Cut the lemon in half and squeeze the juice into a cup.
Step 2. Pour water into the cup until it is almost full.
Step 3. Add a spoonful of sugar and stir well.
Your turn! Some ideas - plant a seed, make a sandwich, make a bookmark.
How to
Materials needed:
Step by Step Instructions:
Past
Forms with -d and -y to -ied
Past forms with -d are action words that show that something happened in the past.
For regular verbs that end in 'e, we add -d .
Example: Present: move → Past: moved
For verbs that end in a consonant plus -y, we change the y to i and add -ed to make them past tense.
Example: Present: tr y → Past: tried
Fill in each blank with the correct past form of the verb shown in ( ).
1. She (study) all night and (hope) to do well on the test.
2. The dog (chase) the cat and (hurry) back home.
3. He (copy) the notes and (use) them to study.
4. They (fry) some fish and (worry) about the taste.
5. He (carry) the groceries and (bake) a pie.
6. We (dry) the laundry and (prepare) to fold it.
7. I (try) a new recipe and (love) the result.
Writing Lesson Writing an Informative Essay
An informative essay is a piece of writing that gives facts and information about a topic. It helps the reader learn something new.
Write a short paragraph about your favorite animal or a place you have visited. Include some interesting facts or details about the topic.
Example:
Topic: My Favorite Animal - The Elephant Paragraph: The elephant is my favorite animal. Elephants are the largest land animals in the world. They have big ears and long trunks, which they use to pick up food and drink water. Elephants live in groups called herds and are very social animals. They can live up to 70 years and are known for their memory.
Your turn! What animal or place will you write about?
Topic: Paragraph:
Irregular Past Forms
Irregular past forms are verbs that do not follow the regular pattern of adding -ed to form the past tense. These verbs change in different ways.
Examples:
eat → ate see → saw write → wrote take → took run → ran
Some verbs do not change at all in the past tense. put → put cut → cut hit → hit
make → made buy → bought swim → swam give → gave come → came shut → shut hurt → hurt cost → cost
catch → caught drink → drank sing → sang know → knew speak → spoke
let → let fit → fit
Fill in each blank with the correct irregular past form of the verb shown in ( ).
1. She (eat) an apple for lunch.
2. They (see) a store sale last night.
3. He (write) a letter to his friend.
4. We (take) a trip to the park.
5. The dog (run) across the yard.
6. I (make) a sandwich for my brother.
7. She (buy) a new book at the store.
8. They (swim) in the lake during the summer.
Writing
Lesson
Writing a Paragraph
Write a paragraph about something that you know about. Make sure to include a topic sentence, supporting sentences, and a concluding sentence.
A paragraph is a group of sentences that talk about one main idea.
Example:
Topic: My Favorite Hobby
Topic Sentence Supporting sentences
Paragraph: My favorite hobby is reading books. I like to read because it lets me see new places and learn new things. For example, I read a book about space and learned a lot about the planets. Reading also helps me relax after a long day. In conclusion, reading is a fun and smart hobby that I will always enjoy.
Concluding sentence
Your turn! Need an idea? Here are some ideas to help you out. My new friend, a place I want to visit, my favorite activity.
Topic:
Topic Sentence: (What is the paragraph about?)
Supporting Sentences: (2 sentences giving more information about your main idea)
Concluding Sentence: (Wrap up the main idea)
Plain Form: The plain form of a verb is the basic form without any endings. It's used when talking about more than one person or thing.
s-Form Verbs: The s-form is used when talking about one person or thing. The verb usually ends with -s or -es.
s-Form with -es, y to -ies Endings: If a verb ends in -ch, -sh, -x, -s, or -o, we add -es. If a verb ends with a consonant followed by y, we change the y to i and add -es.
Plain Form vs. s-Form: Use the plain form for plural subjects and the s-form for singular subjects. Circle the correct verb form.
1. She (play/plays) the violin beautifully.
2. The teacher (teach/teaches) science in the afternoon.
3. He (carry/carries) his backpack to school every day.
4. We (run/runs) in the park every morning.
5. The dog (bark/barks) at strangers.
6. They (fly/flies) their kites on windy days.
7. She (mix/mixes) the cake batter in a large bowl.
8. He (study/studies) for his math test every night.
9. The baby (cry/cries) when she is sleepy.
10. We (enjoy/enjoys) swimming in the pool.
Past Form Verb Review
Past Forms with -ed: walk → walked, jump → jumped
Past Forms with -d: move → moved, bake → baked
Past Forms with -y to -ied: try → tried, carry → carried
Fill in each blank with the correct past verb form of the verb shown in ( ).
1. She (walk) to the store yesterday.
2. They (paint) the house a bright pink.
3. He (move) the chair to the other room.
4. We (study) for the test all night.
5. The cat ( jump) on the table.
6. I (carry) the groceries inside.
7. He (clean) his room before dinner.
8. The baby (cry) because he was hungry.
9. He (bake) a cake for the party.
10. They (listen) to music all afternoon.
11. We (hurry) to catch the bus.
12. The teacher (explain) the lesson clearly.
Statements and Questions
Statements and questions are different types of sentences.
A statement tells something. It ends with a period (.). Example: The sky is blue.
A question asks something. It ends with a question mark (?). Example: What is your name?
Read each sentence below. Write "S" if it is a statement and "Q" if it is a question.
1. What time is it?
2. The dog is barking.
3. Where do you live?
4. She likes to play with dolls.
5. Can I have some water?
6. The sun is shining brightly.
7. Do you want to go to the park?
8. He is reading a book.
9. How old are you?
10. They are eating lunch.
An advertisement is a message that tries to get people interested in something. It can tell about a product or an event.
Write a simple advertisement for a toy or game you enjoy. Make sure to include the name of the toy or game, why it is fun, and what makes it special. Include statements and questions.
Example: Name: Super Fun Board Game
Advertisement:
Do
you love playing games with your friends?
Try the Super Fun Board Game! It’s full of exciting challenges and fun surprises.
GET YOUR SUPER FUN BOARD GAME TODAY AND START THE ADVENTURE!
Your turn! What would you like to advertise?
Name: Advertisement:
In English, sentences usually follow a specific word order: subject first, then verb, and finally the rest of the sentence. This helps make the sentence clear and easy to understand.
Example: Incorrect: Sleeping on the bed is the cat.
Correct: The cat (subject) is sleeping (verb) on the bed (rest of the sentence).
Rewrite each sentence below in the correct word order
1. Likes to play ball my friend.
2. Quickly runs the dog.
3. Is reading a book Sarah.
4. At the park we had a picnic.
5. On the table is the book.
6. A cake she baked for the party.
7. On the desk are the pencils.
8. Playing in the yard are the children.
Writing Lesson Writing an Opinion Essay
An opinion essay is a piece of writing where you share your thoughts and feelings about a topic. You explain why you feel that way and give reasons to support your opinion.
Write a few sentences about a topic you feel strongly about. Explain your opinion and give at least two reasons why you feel that way.
Example: Topic: Should school start later?
I think school should start later in the morning. First, students would get more sleep and be less tired. Second, they would be more focused and ready to learn. Starting later would help students do better in school.
Your turn! What do you feel strongly about? Is there something you want to change?
Topic:
Questions usually start with a question word, then the subject, and then the main verb. The order of words is different for a statement and a question. This makes the question easy to understand.
Example: Statement: The dog is barking.
Question: Is the dog barking?
Read each statement below. Rewrite the statement as a question. Be sure to put a question mark at the end of each question.
1. You are coming on the trip.
2. She is your friend.
3. You are going to the store.
4. We are having a party.
5. They are late.
6. The cat is sleeping.
7. It is time to go.
8. He is eating lunch.
9. The sun is shining.
Writing Lesson Using Parentheses for Actions and Expressions in Dialogue
Parentheses ( ) are used in dialogue, a conversation, to show what the characters are doing or how they are feeling. This makes the conversation more interesting and helps the reader understand the characters better.
Examples:
Without parentheses: Max: Hello, Tom. How are you today?
Tom: I'm fine, thank you. How about you?
With parentheses: Max: (smiling) Hello, Tom. How are you today?
Tom: (nodding) I'm fine, thank you. How about you?
Read each dialogue below. Choose words from the word bank below or use your own words to fill in the parentheses with descriptions of actions and expressions.
smiling excitedly sighing nodding holding a book grinning eagerly shyly proudly holding a ball laughing curiously nervously quickly nervously
1. Alex: ( ) Are you ready for school?
2. Sam: ( ) Yes, I can't wait!
3. Emma: ( ) Did you finish your homework?
4. Sara: ( ) Yes, it was very difficult.
5. Jim: ( ) What are you doing this weekend?
6. Noah: ( ) I'm going to visit my grandparents.
7. Lily: ( ) Do you want to play outside?
8. Mary: ( ) Sure, let's go!
9. Eli: ( ) I love this book!
10. Samuel: ( ) Me too, it's really good.
Using Question Words
Question words are words we use to ask questions. They help us get more information about something. The most common question words are:
who what where when why how
Read each sentence below and fill in the blank with a question word.
1. is your teacher's name?
2. are you going after school?
3. did you bring for lunch today?
4. is class starting?
5. did you like the book?
6. is helping you with your homework?
7. did you make this craft?
8. is your favorite animal?
9. is coming to the party?
10. do you feel about the trip?
Writing Lesson Writing Exercise: Persuasive Writing with Question Words
Persuasive writing is when you try to convince someone to agree with your opinion or do something. When writing a persuasive letter, it’s important to be polite and respectful.
Write a persuasive letter. Start with a polite greeting. Use two questions in your letter to help explain your reasons. Be sure to answer the questions clearly and respectfully. End your letter with a polite closing and your name.
Example: Dear Mom, I hope you are having a great day. I wanted to ask if I could have an extra snack each day. Why is having an extra snack important? It helps me stay energized and focused, when doing my homework. How can an extra snack help me? It will give me more energy and make me happy. Thank you for thinking about my request. Love, Amy
Your turn! Can you convince your teacher to allow extra recess?
Dear ,
[polite greeting]
[question 1]
[question 2]
[polite closing]
Using Exclamations
Exclamations are sentences that show strong feelings like surprise, excitement, happiness, or anger. We use an exclamation point (!) at the end of these sentences to show that strong feeling.
Examples: Wow, that was amazing! This is the best day ever!
Write a sentence for each of the following situations using an exclamation point to show strong feelings or emotions.
Example: You just found out you’re going to your favorite amusement park.
I can't wait to go to the amusement park!
1. Your friend surprised you with a birthday present.
2. You dropped your ice cream on the ground.
3. Your team won color war.
4. You see a big, colorful rainbow in the sky.
5. You did really well on your math test.
6. Your pet dog learned a new trick.
7. You’re late for school and need to hurry.
Writing Lesson Writing Exercise: Write
an Exciting Story
Write a short story, with at least three sentences, about something exciting that happened to you. Make sure to use at least two exclamation points in your story to show your excitement or surprise.
Example: Title: My new friend. One day, I found a lost puppy in my yard! He was so cute and fluffy! I took him inside, and we became best friends!
Your turn! What an exciting day! What exciting, surprising, or fun thing happened to you? Remember to use exclamation points to show how you felt during the exciting moments. Make your story fun to read.
Title:
Commands are sentences that tell someone to do something. They give directions or orders. Commands don’t have a subject because the subject is usually "you" understood. Commands end with a period (.) or, if they're urgent, with an exclamation point (!).
Examples: Close the door! Please pass the salt.
Write a command for each of the following situations. Make sure to use the correct punctuation at the end of each command.
Example: You want your friend to help you with your homework.
Please help me with my homework.
1. You see someone about to step on something sharp.
2. You are asking your friend to hand you the book.
3. You need to remind your classmate to be quiet in the library.
4. You are telling someone to turn off the lights.
5. You need your friend to hurry up because you’re late.
6. You are asking your brother to clean his room.
Writing Lesson Writing Fun Commands
Imagine you are planning a treasure hunt for your friends. Write a list of five fun commands that will guide them to find the hidden treasure. Make sure to use the correct punctuation for each command. Draw a picture of your treasure.
Example:
1. Start by finding the big oak tree.
2. Turn left and take five giant steps!
3. Look under the old bench for the clue.
4. Run to the playground and climb to the top of the slide.
5. Dig in the sandbox to uncover the treasure!
Your turn! What are we hunting for? And where will we find it?
Draw a picture of the treasure.
Review: Kinds of Sentences and End Punctuation
Statements: Tell something. They end with a period (.)
Questions: Ask something. They end with a question mark (?).
Commands: Tell someone to do something. They usually end with a period (.) or an exclamation point (!) if urgent.
Exclamations: Show strong feelings or emotions. They end with an exclamation point (!).
Read each sentence below. Identify what type of sentence it is. Write the first letter of the sentence type (S=statement, Q=Question, C=Command, E=Exclamation). Add the correct punctuation at the end.
1. Where are you going
2. I had pizza for dinner last night
3. Move away from fire
4. Please pass me the salt
5. How do you make a paper airplane
6. This is the best day ever
7. She reads a book before bed
8. Sit down and listen carefully
9. Can you help me with my homework
10. I love going to the park
11. The cat is sleeping on the couch
12. Don’t touch that Q ?
Kinds of Sentences and End Punctuation
Read each sentence below. Identify what type of sentence it is, write the first letter of the sentence type (S=statement, Q=Question, C=Command, E=Exclamation). Add the correct punctuation at the end.
1. What is your favorite color
2. We won the game
3. Open your books to page five
4. It's raining outside
5. Can you come to my party
6. Clean your room before dinner
7. Look at that huge spider
8. Why did you call me yesterday
Write your own example for each type of sentence below: 1. Statement: 2. Question:
3. Command: 4. Exclamation:
Capitalization in Sentences
Capitalization mean using a capital letter. The first letter in every sentence is a capital letter. This helps make the sentence clear and easy to read.
Example: Some planets have moons, while others do not.
Find the word that needs capitalization. Then, rewrite it correctly on the line provided.
Example: Let's let's take a trip to a planet.
1. our rocket went zoom!
2. it left a trail of fire as it blasted off.
3. earth became a tiny blue ball in the big black sky.
4. inside the spaceship, we floated like happy balloons.
5. we peeked out the window.
6. stars twinkled like millions of tiny diamonds.
7. mars, the red planet, was getting closer and closer.
8. we put on our cool spacesuits to explore.
9. finally, we stepped onto the red ground of Mars.
10. we bounced a little – it felt funny!
Writing Lesson Writing a Journal
A journal is like a secret friend you tell everything to. It's a special notebook where you write down what happens in your life each day.
Think about something fun or interesting that happened to you today. Write a short journal entry of at least three sentences, describing what happened. Remember to capitalize the first letter of each sentence.
Example: Today, I went to the zoo with my class. We saw all sorts of amazing animals, like lions, tigers, and even a giant panda! My favorite part was watching the monkeys swing through the trees. After we left the zoo, we had a picnic lunch in the park. It was a super fun day!
Your turn! Here are some ideas to get you started:
• Did you play a fun game with your friends or family?
• Did you see something interesting on your way to or from school?
Today's date
Capitalization of Names
Capitalization means using a capital letter. The first letter of a person's or pet's name begins with a capital letter.
Examples: Fido the dog Sarah Smith.
Circle the words that need to be capitalized. Look out for names of people and pets. Don’t forget the first letter of each sentence.
Example: our horse thunder has a colt named dolly.
1. ben and alex jones lived on a farm.
2. they have two cows named buttercup and daisy.
3. buttercup mooed to the jones brothers.
4. ben was collecting hay for daisy.
5. "Ready for milking?" ben called out.
6. alex nodded and sat on the stool beside buttercup.
7. warm milk filled the pail as alex hummed.
8. back at the house, mom scrambled eggs.
9. we get fresh eggs from our chicken, rosie.
10. rosie was outside with her new baby chick, polly.
Writing Lesson More on Writing a Journal
Continue writing your journal. Use your journal to write down your thoughts, feelings, and experiences.
Think about something that made you happy. Write a short journal entry describing your feelings. Remember to capitalize the first letter of each sentence and the names of any people or pets!
Example: Today, after school, my friend Beth helped me plant some flowers in our garden. We planted roses, lilies, and even some bright sunflowers! My dog, Sparky, kept trying to dig in the dirt. It will make me happy to see the flowers bloom.
Your turn! Here are some ideas to get you started:
• Did something happen that made you smile?
• Did someone help you do something that was hard to do alone?
Today's date
Initials are the first letters of a person's name. We use capital letters for initials, and each initial is followed by a period.
Examples: John Michael Smith, Initials: J.M.S., Emma Brown, Initials: E.B.
Underline the names that can be changed to an initial. Write the initial on the line.
1. Maya Lee aced her surprise math quiz!
2. Sarah Jones needs help with history.
3. Rose Lisa Nelson is happy to lend a hand.
4. David Lee practices his speech in the mirror.
5. Follow the obstacle course with Eddie Alpine.
6. Emily Brown announces the color war theme.
7. Tony Jay Mills wins the spelling bee.
8. Bookworm William King reads another chapter.
9. Mike Chen researches for his science project.
10. Twins Alex and Ben Parker brighten everyone's day.
Writing Lesson Writing a Book Review
A book review is a short writing about a book you've read. You write about the story, the characters, and what you liked or didn't like. A book review helps others decide if they might want to read the book, too.
Write a short book review about a book you recently read. Include in your writing the book title, author, and something about the book. Did you enjoy it? Why should your friend read it? Remember to use initials correctly when you mention the author's name!
Example: The Moon Rocks Mystery by A.R. Carter is about a group of children who become astronauts and travel to the moon. It was exciting to read how they spent their time searching for the missing rocks. Read the book to see if they found them.
Your turn! What book is interesting to read?
Book Title: By Author: This book is about
My favorite part of the book is You should read the book because
Capitalization and Abbreviation of Titles Before Names
We capitalize the first letter of names and any respectful title before the name.
Examples: Professor Smith, Captain H. Adams
Titles can get long, so we use shortcuts called abbreviations. They are a few letters starting with a capital and ending with a period.
Examples: Dr. = Doctor, Mr. = Mister, Mrs. = Misses, Pres. = President, Prof. = Professor
Circle each letter in a name, initial, or title that should be a capital. Rewrite the underlined words as abbreviations. Add a period after each initial or abbreviation.
1. misses green took our class on a trip.
2. miss r smith came along, too.
3. Bus driver, mister white, drove us.
4. The Airport Museum is run by captain jack.
5. doctor lee, a scientist, showed us around.
6. We met mr. s adams at the space exhibit.
7. professor brown gave a speech about planes.
8. principal clark asked us about our trip.
9. teacher green had us write an essay about the trip.
10. Thank you to museum director president james.
Writing Lesson Writing a Biography
A biography is a short story about someone’s life. It tells us important things about the person, like when they were born and what they did. When we write a biography, we might use initials, which are short letters for names.
Write a short story about someone important or famous. Use initials for their name. Capital letters should be used for their title.
Example: Martin L. King Jr. was a leader who worked hard for equal rights. He gave many speeches and made important changes. People remember Dr. King for helping everyone be treated fairly.
Your turn! Who are you going to write about?
Capitalization of Days, Months, and Holidays
We start each name of a day, month, and holiday with a capital letter.
Examples: Monday, February, Presidents’ Day
Circle the lowercase letters that should be a capital letter.
1. In may, we had a family picnic on memorial day.
2. In june, we celebrated my birthday.
3. independence day was amazing this year.
4. We watched fireworks on july 4th.
5. In august, we went on a vacation.
6. The holiday of labor day means the summer is over.
7. On that monday in september, we bought school supplies.
8. The first day of school is next tuesday.
9. We will be making a play in december.
10. Play practice is on sunday and wednesday.
11. In january we plan our school trip.
12. The school trip is on thursday, march 16.
Writing Lesson Writing a Diary of a Historical Figure
A diary is often used to write about things that happened in your day. You can write about fun things, happy or sad things, or even just thoughts. It's a special place to keep track of your own adventures.
Choose a famous historical figure such as a president, inventor, or another well-known person from history. Imagine what a day in their life might have been like and write a simple diary entry from their perspective.
Example:
October 12, 1492
Dear Diary,
Exciting news! After sailing for a long, long time, we finally saw land! The sailors were so happy, they shouted and cheered. Is this the new place I have been looking for? We'll find out tomorrow!
Regards, Christopher Columbus
Your turn! Who are you going to be today?
Date:
Dear Diary,
Regards,
Abbreviation of Days
Abbreviating days means shortening the name. The abbreviated name of the day begins with a capital letter and ends with a period.
Days of the week abbreviated:
Write the correct abbreviation near each sentence.
1. Swimming lessons are on Tuesday and Thursday. ( & )
2. My birthday is this Wednesday. ( )
3. The science fair is next Monday. ( )
4. The office is closed on Sunday. ( )
5. I have music lessons every Wednesday. ( )
6. We have a family meal every Friday evening. ( )
Write each day of the week as an abbreviation. Remember to add a period.
7. Sunday 8. Monday 9. Tuesday
10. Wednesday
11. Thursday
12. Friday
Writing Lesson Writing a Friendly Letter
A friendly letter is a letter you write to someone you know, like a friend or family member. It tells them about things you have done or want to share.
Write a letter to a friend about things you did this week. Use the correct abbreviations when writing the day of the week.
Example:
Dear Emily,
This week has been so much fun! On Mon., I went to the park and played ball. Tues. was a busy day because I had piano lessons. On Wed., I visited my grandparents, and we baked cookies together. Thurs. was relaxing; I just read my favorite book.
Sincerely, Anna
Your turn! Who will you write to, and about what?
Dear ,
Your friend,
Abbreviations of Months
Abbreviating months means shortening the name. The abbreviated name of the month begins with a capital letter and ends with a period.
Months of the year abbreviated:
Jan. Feb. Mar. Apr. Aug. Sept. Oct. Nov. Dec.
The months May, June, and July do not get abbreviated.
Write the correct abbreviation for each month.
If there is no abbreviation, write an X.
Winter months
December January February
Spring months
March April May
Summer months
June July August
Fall months
September October November
Writing Lesson Writing Compliments
Writing compliments is a way to tell someone you really like something they did or who they are. Be honest and kind: the best compliments come from the heart.
Write down the names of all the students sitting in the same row as you in your classroom. In abbreviated form, write down the month they were born in. Then, write one nice thing about each person. Use nice words to make them feel good.
Example: Ben Green, Jan.
Ben is a kind boy who always shares his snacks with me.
Your turn! After completing, take the time to share you compliments.
Name: Birth Month
Compliment:
Name: Birth Month
Compliment:
Name: Birth Month
Compliment:
Name: Birth Month
Compliment:
Capitalization of Cities, Towns, and Countries
Just like people have names, places have names too! Capitalizing the first letter of a place name shows it's a special and important name.
Example: Incorrect: I live in new york.
Correct: I live in New York.
Circle the letters in each city, town, or country that should be capitalized.
Let’s go on a trip. Start in the busy city of new york, in the country of the united states. From there, you could fly to the beautiful country of france and visit the famous city of paris. Next, you might travel to the ancient city of rome in italy.
Feeling adventurous? You could go on a safari in the hot plains of south africa! Let's not forget the Great Wall of china! You can find this amazing landmark in the vast country of china.
Fun Fact: Can you guess which country has the most capital cities in the world?
Bonus: Write the names of two cities you would like to visit someday.
City 1:
City 2:
Writing Lesson
Writing a Descriptive Paragraph
Descriptive writing uses a lot of adjectives to tell more about a noun. It helps you imagine what something looks like, feels like, sounds like, smells like, or tastes like.
Write a descriptive paragraph about a place you would like to visit. Make sure to capitalize all the names of places.
Example: I really want to go to Switzerland someday! It's a place in Europe with super tall, snowy mountains. I'd love to visit a town called Lucerne. It has pretty houses with bright colors. I hope I can take a boat ride on a big lake called Lake Geneva. It's really big and goes all the way to France!
Your turn! Where would you like to travel to?
My dream vacation would be to visit in
Abbreviations of Places in Addresses and Locations
Abbreviations in addresses and locations are like shortcuts! Instead of writing out the whole word, we use some letters of the word. We always start with a capital and put a period at the end.
Example: Street = St.
Match up the name of the type of street or the type of apartment to the abbreviation.
Hint: Look for letters in the name and find them in the abbreviation.
1. Street Rd.
2. Avenue Dr.
3. Road Ave.
4. Drive St.
5. Apartment Rm.
6. Building Fl.
7. Floor Apt.
8. Room Bldg.
Writing Lesson Writing a Thank You Letter
A thank you letter is a way to show someone you appreciate their kindness. It's like sending a smile through the mail!
Write a thank you letter to show your appreciation for a gift, a visit, a kindness, or any other thank you that you want to tell someone.
Example:
Dear Ben,
Thank you so much for helping me with my science project on volcanoes! You explained everything so clearly, and now I feel confident about my presentation.
You're the best friend ever!
Liam
P.S. Can’t wait to do more projects with you!
Your turn! Who will you thank? For what?
Dear ,
Thank you for
Thanks again! See you soon,
P.S.
[Optional: Add your extra message here]
Abbreviations of States
State abbreviations are the short way to write the name of a state. They are often used by the post office to help when sending letters.
Here are the 50 states and their two letter abbreviations.
Alabama AL Hawaii HI Massachusetts MA New Mexico NM South Dakota SD
Alaska AK Idaho ID Michigan MI New York NY Tennessee TN
Arizona AZ Illinois IL Minnesota MN North Carolina NC Texas TX
Arkansas AR Indiana IN Mississippi MS North Dakota ND Utah UT
California CA Iowa IA Missouri MO Ohio OH Vermont VT
Colorado CO Kansas KS Montana MT Oklahoma OK Virginia VA
Connecticut CT Kentucky KY Nebraska NE Oregon OR Washington WA
Delaware DE Louisiana LA Nevada NV Pennsylvania PA West Virginia WV
Florida FL Maine ME New Hampshire NH Rhode Island RI Wisconsin WI
Georgia GA Maryland MD New Jersey NI South Carolina SC Wyoming WY
Fill in the abbreviations for each state. Periods are not used.
Addressing an envelope means to write the name and addresses of the sender (from) and receiver (to). This helps the mail carrier deliver your letter to the right place. An envelope address includes the name, street address, city, state, and ZIP code. It may also include an apartment number if needed.
Example:
Alice White [My Name]
1278 Main St. [My Address] Anytown, NY 10010 [City, State, Zip]
Principal Smith [Recipient Name] 123 Spring Blvd. Rm. 200 [Address with details] Linden, NJ 07036 [City, State, Zip]
Your turn! Address a letter to the student sitting behind you. (The last student should address it to the student in the first seat.)
Capitalization of Titles of Books
Capitalizing titles of books means using a capital letter at the beginning of important words in the title. Unless they are the first or last word in the title, these words do not need to be capitalized: a, an, and, as, at, but, by, for, in, nor, of, on, or, the, and up.
Example: The Very Hungry Caterpillar
Write the letters that have to be capitalized on these book titles on the lines. Then, copy circled letters into the blanks by the hint sentence below.
1. guinness world records
2. caps for sale
3. the giving tree
4. goodnight moon
5. where the sidewalk ends
6. the very hungry caterpillar
7. the best joke book
8. charlotte's web
9. the cat in the hat
10. are you my mother
11. the boy who cried wolf
12. the little engine that could
Writing Lesson Writing a Book Review
A book review tells others what you think about a book. It helps people decide if they might like to read the book.
Think of a book you really liked. Write a book review about it. Write the name of the book and what it’s about. What do you like about the story? Why do you think other readers would like to read it?
Example: The book I read is called "Super Pup." It's about a dog named Max who dreams of flying and saving people. I liked how funny Max was, and I loved the part where he tried to stop a cat from stealing all the birds! I think other children would like this book because it's full of laughs and adventures.
Your Turn! Remember to write the book title using capital letters.
Review of Capitalizations and Abbreviations
Review capitalization of:
1. First letter in sentences
2. Names of people and pets
3. Titles before names
4. Days, months, holidays
5. Place names
6. States
7. Titles of books
Circle each letter that should be capitalized. Hint: Use the numbers above as a clue to what has to be capitalized.
Example: I also traveled to buffalo. (5) 5=place name, circle the b
1. last summer, my family went on a trip. (1)
2. we visited new york city. (1,5)
3. Our rabbit, henry, came along with us. (2)
4. my brother, james, was very excited. (1,2)
5. our dad, mr. smith, planned the whole trip. (1,2,3)
6. on monday, we went to central park. (1,4,5)
7. my brother, sam, brought his favorite book, charlotte’s web. (1,2,7)
8. we saw the statue of liberty. (1,5)
9. on wednesday, we visited the american museum of natural history. (1,4,5)
10. We have many pictures that uncle barry took. (2,3)
11. james’s favorite part was the empire state building. (2,5)
12. after a week, we returned home to texas. (1,6)
Review of Capitalizations and Abbreviations
Review abbreviations of:
ABBREVIATION
Name Abbreviation
Initials Tom Smith T. Smith
Titles before names Doctor Dr.
Days
Monday Mon.
Months January Jan.
Place names Street St.
States New York N.Y.
Underline each word that can be abbreviated. Write the abbreviated word on the line.
1. My family planned a big trip for September.
2. We visited New York, New York, for a week.
3. On Wednesday, we went to the Empire State Bldg.
4. The Empire State Building is on West 34th St.
5. Doctor Williams gave us a special tour of the building.
6. My brother, John Ted Brown, loved the view from the top.
7. On Friday, we visited Central Park.
8. Our guide, Professor James, told us many interesting facts.
9. Mister Clark took lots of pictures of the landmarks.
10. On Monday, we went to the Metropolitan Museum of Art.
11. My friend, Joe Lou Brown, was excited to see the exhibits.
12. After our trip, we flew back home to 456 Maple Avenue, L.A.
Comma after Yes, No, and Well
A comma is a small punctuation mark (,) that helps separate parts of a sentence. We use a comma after the words "yes," "no," and "well" when they come at the beginning of a sentence. This helps to add a pause before continuing the sentence.
Example: Yes, I finished my homework.
Add a comma right after the words "yes," "no," or "well."
1. Yes this is a lesson about commas.
2. No it's not difficult to remember the rule.
3. Well let's practice now.
4. Yes I understand the assignment.
5. No I don't need help with this part.
6. Well I'm finished with my work early.
7. Well I think I knew all the answers.
8. No I didn't stay up too late.
9. Well I'm ready for bed now.
10. Yes I had a great day.
11. No I don't have any more homework.
12. Well good night!
Writing Lesson Writing an Opinion
An opinion is what you think or feel about something. It is not a fact but your own thoughts and feelings.
Write a paragraph sharing your opinion on a topic of your choice. Use sentences that start with "yes," "no," or "well." Remember to use a comma after these words.
Example: Topic: Do you think students should have homework every day? I think students should not have homework every day. Yes, homework can help students learn more, but too much homework can be stressful. No, students do not need to spend all their free time doing schoolwork. Well, some homework is okay, but students also need time to relax and play. In my opinion, homework should be balanced with other activities.
Your turn! Topic ideas: longer recess, breakfast in school, recycling. Share lots of details about your opinion.
Topic: I think
A comma is a small punctuation mark (,) that helps separate items in a list. When we list three or more items in a sentence, we use commas to separate them.
Example: I like to eat apples, bananas, and grapes.
Underline the three list items in each sentence. Then, add a comma after the first two items.
1. We brought a ball a frisbee and a kite to the park.
2. I saw ducks geese and swans in the pond.
3. The playground had swings slides and a climbing wall.
4. We packed sandwiches fruit and juice for our picnic.
5. My friends played tag hide-and-seek and ball.
6. We saw squirrels rabbits and birds in the trees.
7. We picked up sticks leaves and rocks as we walked.
8. The park has a sandbox a merry-go-round and a seesaw.
9. I heard children laughing shouting and singing.
10. We brought a blanket a basket and a book to read.
11. The park ranger showed us bugs plants and flowers.
12. We took pictures of the lake the bridge and the fountain.
13. After playing, we were tired hungry and happy.
Writing Lesson Informative Writing
Informative writing gives facts and information about a topic.
Write a paragraph that gives information about a topic of your choice. Use sentences that include lists of three or more items, and remember to use commas to separate the items.
Example: Topic: What do you need for a camping trip?
When you go camping, there are several things you need to bring. You should pack a tent, sleeping bags, and pillows for sleeping. For cooking, bring a stove, pots, and utensils. Don’t forget to pack food, water, and snacks. Additionally, you will need a flashlight, matches, and a first aid kit. With these items, you will be ready for a fun and safe camping trip.
Your turn! Topic suggestions: a trip, baking, a project, a day in school, or any idea of your own.
Topic:
Commas With Dates
We use commas to separate the day from the year in a date. If the date is just the month and year, no comma is needed.
Example: My birthday is on April 5, 2010. I was born in April 2010.
Add a comma to separate the day from the year. Circle the dates that don’t need commas.
1. The American Revolution began on April 19 1775.
2. The signing of the Declaration of Independence happened on July 4 1776.
3. The Battle of Gettysburg took place from July 1 to July 3 1863.
4. The Wright brothers made their first successful flight on December 17 1903.
5. The Titanic sank on April 15 1912.
6. The Great Depression began in October 1929.
7. The D-Day landings took place on June 6 1944.
8. World War II ended on May 8 1945.
9. The Berlin Wall was constructed in August 1961.
10. The Apollo 11 mission landed on the moon on July 20 1969.
11. The Challenger space shuttle disaster happened on January 28 1986.
12. The Berlin Wall fell on November 9 1989.
13. The September 11 attacks took place on September 11 2001.
Bonus: Write your date of birth
Writing Lesson Personal Narrative
A personal narrative is a story about something that happened to you. It includes details about your experiences, feelings, and thoughts.
Write a personal narrative about a memorable day in your life. Include specific dates in your story. Remember to use commas to separate the day and the year.
Example: Topic: A Memorable Day
One of my most memorable days was June 15, 2019. That day, my family threw a surprise for me. We went to my favorite park, and I had so much fun playing games with my friends. On that day, I received the best gift ever, a bicycle that I had wanted for a long time. June 15, 2019, is a day I will never forget.
Your turn! What memorable day did you have?
Topic:
Commas Between Names of Cities and States
A comma is a small punctuation mark (,) that helps separate the name of a city from the name of a state.
Example: Los Angeles, California - Los Angeles, CA
Add a comma between names of cities and states.
United States
1. The Statue of Liberty stands tall in New York NY.
2. Chicago Illinois, has a big, windy lake.
3. The Rocky Mountains are in Denver Colorado.
4. Phoenix Arizona, is a hot and sunny place.
5. The Liberty Bell is a historic treasure in Philadelphia PA.
6. San Antonio Texas, has a riverwalk with boats.
7. You might see a polar bear in Anchorage Alaska.
8. The Space Needle soars high above Seattle Washington.
9. Pearl Harbor is sadly remembered in Honolulu Hawaii.
10. Dallas Texas, is a big city in the middle of the state.
International Cities
11. London England
12. Paris France
13. Rome Italy
14. Tokyo Japan
15. Sydney Australia
Bonus: What city and state do you live in?
Self-reflection is thinking about your own experiences, thoughts, and feelings. It helps you understand yourself better.
Think about a fun place you visited. Maybe it was a park, a zoo, or even a friend’s house. Write a paragraph about how you felt there. Use the name of the city and state in your writing. Remember to put a comma between the city and state.
Example: I had a great time visiting my cousin in Newark, New Jersey. We went to Branch Brook Park, which is a beautiful place. I loved watching the ducks in the pond. The park was so big that we couldn't explore it all in one day. I can’t wait to return to Newark, New Jersey, again soon.
Your turn! Which place did you visit and where is it located?
A comma is a small punctuation mark (,) that helps separate text. In this lesson, we will review four different ways we use commas.
Commas after yes, no, and well
Commas in a series
Commas with dates
Commas between names of cities and states
Use a colored pencil to add commas where they belong in each sentence.
1. On July 4 1776, the Declaration of Independence was signed.
2. It was signed in Philadelphia Pennsylvania.
3. Thomas Jefferson John Adams and Benjamin Franklin were among the key figures who drafted the Declaration.
4. No it was not a unanimous decision.
5. The final document included the rights of life liberty and happiness.
6. Well the signing took place at Independence Hall.
7. On August 2 1776, most delegates signed the official parchment copy.
8. Today, the original document is displayed at the National Archives in Washington D.C.
9. Yes the Declaration outlined the principles of freedom and equality.
Add commas where they belong in the story.
The Great Cupcake Caper
Once upon a time, in the small town of Maple Creek Ohio, there lived a little girl named Lily. Lily loved cupcakes more than anything! Yes she really did. She loved chocolate cupcakes vanilla cupcakes and even red velvet cupcakes.
One sunny day, which was June 12 2020, Lily decided to bake a batch of cupcakes for her friends. She gathered all her ingredients: flour sugar eggs and milk. As she mixed the batter, she was so excited that she almost forgot to put in the chocolate chips! Well she remembered just in time. After baking the cupcakes, she let them cool. Then came the fun part - frosting! She used pink blue and green frosting to decorate her cupcakes.
When her friends, Betsy Jane and Sally, arrived, their eyes lit up. They ate all the cupcakes and said they were the best cupcakes they had ever tasted. Yes they really meant it! Lily was so happy. She knew she wanted to be a baker when she grew up.
Quotes (“ ”) are used to show the exact words someone has said or written. A quotation mark comes before the first words being said and after the last word.
Examples: “We will have a test on Friday,” the teacher announced. Sarah smiled and said, “We should go on an adventure.”
In each sentence, add quotes to the words that are being said.
1. Alex said excitedly, I have a great idea.
2. Ben suggested, Explore the old mine.
3. No way, that's too risky, Chris replied.
4. We could find treasure! Alex exclaimed.
5. Or camp in the woods, Ben offered.
6. I'm in, but bring food, Chris agreed.
7. Alex reminded them, Flashlight and first aid.
8. Don't forget bug spray, Ben added.
9. Chris said, We should tell someone where we're going.
10. Fine, but let's keep it a secret from the other boys, Alex agreed.
Writing Lesson Writing a Story Using Quotations
Writing a story using quotations means putting the exact words people say inside quotation marks. It's like having someone tell their part of the story directly to you.
Example: Instead of: Sally told the girl that she liked her hat. Write a quote: Sally said, “I like your hat.”
Following the quotation rules learned today, continue the story below.
“Tim, did you hear?” Barry asked. “Jacob is baking cookies.” Tim wants to hear more about the cookies. “Barry,” she said, “
Punctuation in Direct Quotations
How to use punctuation in direct quotations-
Rule 1: Capitalize the first word of a direct quote.
Example: He said, “Let's plant sunflowers.”
Rule 2: Place periods (.) and commas (,) inside the quotation marks.
Example: “Okay,” Mom agreed, “we can do that.”
Rule 3: Place question marks (?) and exclamation points (!) inside the quotation marks if they are part of the quote.
Example: “Are those tomato seeds?” she asked.
Circle the letter in the quote that should be capitalized. Add in the correct punctuation: the commas (,), question marks (?), and exclamation points (!).
1. “let's plant a garden ” Mom suggested.
2. “great idea ” I exclaimed.
3. “we can plant tomatoes, peppers, and cucumbers ” she said.
4. “I want to plant sunflowers ” I replied.
5. “okay " Mom agreed, “we can do that ”
6. “where should we plant the seeds ” I asked.
7. “let's start with the backyard ” Mom answered.
8. “can we use those old flower pots ” I asked.
9. “ sure ” Mom said, “we can reuse them ”
10. “I can't wait to see the plants grow ” I said excitedly.
11. “me neither ” Mom replied.
12. “this is going to be fun ” I said.
Writing Lesson Rewrite a Story Using Correct Punctuation in Quotations
Rewrite the sentences in the correct order. Add in the missing punctations and quotation marks.
Example: This garden is going to look amazing I exclaimed. Bob asked, Can we plant the tomatoes today I can’t wait to eat the tomatoes, Bob said. Sure, Dad replied, but first we need to prepare the soil
Bob asked, “Can we plant the tomatoes today?”
“Sure,” Dad replied, “but first we need to prepare the soil.”
“This garden is going to look amazing!” I exclaimed.
“I can’t wait to eat the tomatoes,” Bob said.
Your turn! Write the gardening story in the correct order, then enjoy reading it.
Soon, it will start to grow he added. Let's plant some corn Bob said. Next, plant the corn seed in the soil he instructed. I can't wait to eat it he shouted.
We must water the plant every day Jack reminded. First, we need to dig up the earth said Jack.
Quotation marks are used to show exactly what someone says or writes. They go around the speaker's words to show they are direct quotes.
Always start the first word of a direct quote with a capital letter.
Put periods and commas inside the quotation marks.
If a question mark or exclamation point is part of the quote, put them inside the quotation marks.
Example: “I love reading books,” said Mike.
Add the quotation marks in the correct places.
1. We will go to the park tomorrow, said Dad.
2. The teacher said, We will have a trip on Monday.
3. Let’s start baking cookies, said Paul.
4. Can I help you with the project? asked Sam.
5. I can’t wait to visit the museum, said Tom.
Add the punctuation in the correct places.
1. “What are we having for dinner ” asked Alex.
2. “I finished reading my book ” said David.
3. “Wow, that story was amazing ” exclaimed Jack.
4. “Do we have art class today ” asked Michael.
5. “That was the best dessert I ever had ” said Robert.
Match the quotes with who said them, then, rewrite each quote with the quotation marks in the correct place.
Example: “Have a seat,” said the secretary.
asked the doctor. asked the teacher said the cashier. said the mailman. said the store owner. said the delivery man.
1. Here’s your package,
2. I’ll need to add up your order,
3. We’re closing in ten minutes,
4. Did you do your homework?
5. I’m delivering your mail,.
6. Does the baby have fever?
Subject Pronouns
A pronoun is a word that takes the place of a name or a thing in a sentence.
A subject pronoun takes the place of the subject in a sentence. It tells us who or what is doing the action.
There are seven subject pronouns: I you he she it we they
Example: Lisa and I can’t wait for the trip. → We can’t wait for the trip.
Underline the subject pronoun in each sentence.
1. We are going on a class picnic.
2. I am so excited for the trip.
3. She is packing lunch for the picnic.
4. They are organizing games.
5. It will be at the park.
6. You should bring along snacks.
7. We are all so excited.
Write a subject pronoun to replace the underlined subject in each sentence.
8. Mr. Brown is driving the bus.
9. Jessica is bringing her camera.
10. Your friends will play ball.
11. The weather looks sunny.
12. The picnic organizers have set up tents.
13. The principal Mrs. Davis will give a speech.
14. Our class will have a great time.
Writing Lesson Role-Playing Dialogues
Dialogue is when two or more people talk to each other. Role-playing dialogue is like pretending to be someone else and having a conversation. You can be a person, an animal, or even a toy. You say what your character would say, just like in a real conversation.
Choose two characters and write a short conversation between them. Think about where your characters are and what they might be talking about.
Example: A teddy bear and a rubber duck
1. Teddy Bear: I wish I could go swimming like you, Rubber Duck!
2. Rubber Duck: You can't swim, Teddy. You're too big and fluffy!
1. Teddy Bear: I know, but it looks like so much fun!
2. Rubber Duck: Maybe you can learn to float. We can practice together.
Your turn! Who will be having a conversation with whom?
Object Pronouns
Object pronouns are words that take the place of nouns when they are receiving the action.
me you him her it us them
Example: I threw the ball. 'The ball' is the object. I threw it. 'It' is the object pronoun that take the place of the noun.
Read each sentence. Write each object pronoun on the line.
1. Mr. Smith invited (the students) to the class party.
2. Peter helped (John) set up the decorations.
3. The teacher gave (the boys) permission to play games.
4. Sam showed (myself) where to sit.
5. Eric gave (Bill and I) some cookies.
6. We thanked (Mr. Smith) for organizing the party.
7. Mike received (a prize) for winning a game.
8. The principal congratulated (the students) on their behavior.
9. Eric gave (some cookies) to his friends.
10. The teacher praised (the class) for their teamwork.
11. James showed (his prize) to the class.
12. Paul thanked (the teacher) for the fun activities.
13. The teacher praised (our class) for our teamwork.
14. We told (Mr. Smith) how much we enjoyed the party.
Writing Lesson Role-Playing Dialogue using Pronouns
Using pronouns in a dialogue will help understand who will be playing each role.
Write a simple dialogue between two characters using both subject and object pronouns. This will help you practice replacing nouns with pronouns and using them correctly in conversations.
Example: Characters: Bill and Jake pronouns used
Setting: In the playroom, working on a puzzle
Bill: Hi Jake, can you help me with this puzzle? you, me
Jake: Sure, we can also ask Mike and Peter. we
Bill: Great! They can help us out. they, us
Jake: I’ll call them now. them
Bill: They can help us sort the pieces. they, us
Jake: We will start by looking for the edges. we
Your turn! Which two characters will role-play?
Choose two characters: 1. 2. Where are your characters?
Subject Pronoun I you he she it we they Object Pronoun me you him her it us them us
Example: Mr. Brown showed (us/we) how to make a paper airplane.
Read each sentence. Fill in the blanks with the correct pronoun.
1. First, (he/him) gave each of (we/us) a piece of paper.
2. He told (I/me) to fold the paper in half.
3. Then, (we/us) made the wings by folding the corners down.
4. Mr. Brown helped (him/he) with the tricky part.
5. "Look at (it/its)," he said, showing us his finished airplane.
6. (They/Them) looked really cool!
7. Mr. Brown gave (him/he) markers to decorate the airplane.
8. (We/Us) drew designs on our airplanes.
9. "Show me your airplane," (me/I) said to my friend.
10. He showed (me/I) his colorful airplane.
11. We had fun decorating (they/them).
12. Mr. Brown told (we/us) to test our airplanes.
13. (We/Us) flew our airplanes across the room.
14. (They/Them) soared beautifully!
Subject pronouns take the place of the subject in a sentence. It tells us who or what is doing the action.
Example: "He is pushing a box."
Object pronouns are words that take the place of nouns when they are receiving the action.
Example: "Bill is pushing it."
Match each subject pronoun with its object pronoun.
1. I - a. him
2. you - b. it
3. he - c. me
4. she - d. them
5. it - e. you
6. we - f. us
7. they - g. her
Write your own sentences using the pronouns below.
8. he 9. us
10. them 11. it 12. you
Singular Possessive Forms
A singular possessive form shows that something belongs to one person or thing. We usually make a singular noun possessive by adding an apostrophe and an "s" ('s) to the end of the noun.
Example: The pencil belongs to the student. The student's pencil Student is the noun; by adding the ‘s, it shows that the pencil belongs to him.
Rewrite each sentence in its possessive form.
1. The desk belongs to the teacher.
2. The broom belongs to the janitor.
3. The office belongs to the principal.
4. The books belong to the librarian.
5. The paintbrush belongs to the artist.
6. The whistle belongs to the coach.
7. The bandages belong to the nurse.
8. The recipe belongs to the chef.
BONUS: Rewrite each sentence in the singular form.
9. The guard's uniform
10. The student's backpack
11. The musician's instrument
Writing Lesson Peer Review of Singular Possessive Forms
Peer review is like sharing your work with a friend and getting their help to make it better.
Write a short paragraph using singular possessive forms. When you finish, trade your paper with a classmate. Help each other find all the singular possessive forms. Can you find any mistakes? Give each other feedback on how to make your paragraphs even better!
Remember, a good writer is also a good reader!
Example: At the park, we saw a dog’s toy lying on the grass. Next to it was a child’s hat that had fallen off. The park’s playground was filled with laughter from the children.
Your turn!
Peer feedback:
Plural Possessive Forms
A plural possessive form shows that something belongs to more than one person or thing.
To make a plural noun possessive, add an apostrophe after the "s" (s’) at the end of the plural noun.
Example: teacher → teachers → teachers’
The teachers' scarves were colorful.
If the plural noun does not end in "s," add an apostrophe and an "s" ('s).
Example: child → children → children’s
The children's sleds were lined up by the door.
Write the correct possessive form of each noun using ‘s or s’.
1. (Birds) cheerful songs filled the morning air.
2. The (farmers) fields were turning a vibrant green.
3. (Children) laughter echoed through the park.
4. The (bees) busy buzz filled the garden.
5. (Rabbits) soft white fur was perfect for spring.
6. (People) spirits soared with the warmer weather.
7. (Gardeners) hands were busy planting seeds.
8. The (trees) leaves were shiny in the sunlight.
9. (Butterflies) colorful wings danced in the breeze.
10. (Frogs) loud croaks were a familiar springtime sound.
Writing Lesson
Self-Reflection on Plural Possessive Forms
Self-reflection in writing is when you think about and write about your own experiences, feelings, and opinions. It helps you understand yourself better and express your thoughts clearly.
Reflect on something that happened in your class or to your friends. It could be a special project, a fun event, a problem that was solved, or anything else memorable. Use at least three plural possessive forms.
Examples: During art class, we displayed our drawings in the students' gallery. The visitors' compliments made us all feel proud. Our mothers' smiles showed that they were impressed. I learned that sharing our work can be very rewarding. This experience inspired me to keep improving my art.
Your turn! Your writing may include: How did I feel during this experience? What did I learn about myself? What would I do differently next time?
Singular possessive forms: Something belongs to one person or thing. Example: The doll's dress (The dress that belongs to the doll)
Plural possessive forms: Something belongs to more than one person or thing. Example: The dolls' dresses (The dresses that belong to the dolls)
Circle the correct possessive form.
1. The toy's price is on the tag. singular / plural
2. The toys' prices are on the tags. singular / plural
3. The child's toy is on the shelf. singular / plural
4. The children's toys are on the shelves. singular / plural
5. The manager's office is in the back. singular / plural
6. The managers' offices are in the back. singular / plural
Change to the singular possessive form.
Example: The bike of the boy → The boy’s bike
7. The doll of the girl .
8. The game of the child .
9. The book of the customer
Change to the plural possessive form.
Example: The games of the kids → The kids’ games
10. The shelves of the stores .
11. The balls of the players .
12. The toys of the children .
Fill in the blanks.
Example: The (customer) feedback is positive.
1. The (child) toy is on the shelf. (singular)
2. The (manager) office is in the back. (singular)
3. The (employee) uniforms are neat. (plural)
4. The (stores) shelves are very full. (plural)
Correct the mistakes.
Example: The dolls' dress is pink.
customer's doll's
5. The mens' pants are upstairs. (plural)
6. The boys' desk is new. (singular)
7. The childrens' games were on sale. (plural)
8. The managers offices are closed. (plural)
Match the phrase on the left with its correct possessive form on the right.
9. The price of the toy a. The gifts' packing
10. The games of the children b. The children's games
11. The hats of the managers c. The managers' hats
12. The packing of the gifts d. The toy's price
13. The lights of the store e. The store's lights
Present Forms of ‘Be’: Is, Are, Am
The present forms of the verb "be": "is", "are" and "am" help us talk about things that are happening now.
Use "is" to talk about one person or thing (I, he, she, it).
Example: The rain is falling.
Use "are" to talk about more than one person or thing or you. (we, you, they).
Example: The clouds are dark.
Use "am" to talk about yourself (one person). (I)
Example: I am happy.
Fill in the blanks with the correct form of "be" (is, are, or am).
1. The clouds dark and heavy.
2. I excited to play in the rain.
3. The children wearing raincoats.
4. The wind blowing strongly.
5. We happy to see the rain.
6. He carrying an umbrella.
Read the sentences and circle the correct form of "be."
7. The rain (is / are / am) falling gently.
8. The puddles (is / are / am) forming on the ground.
9. I (is / are / am) listening to the sound of raindrops.
10. The umbrellas (is / are / am) colorful.
11. You (is / are / am) staying dry under the umbrella.
Writing Lesson
Descriptive
Writing
Practice using "is," "are," and "am" while describing people, places, or things. Picture a scene in your mind. Then, write five sentences to describe it.
Example: Picture in your mind a busy city street.
• The buildings are tall and shiny.
• The cars are moving quickly.
• I am excited to be here.
• The sky is blue and sunny.
Your turn! Picture in your mind your dream bedroom.
Draw a picture!
Past Forms of ‘To Be’: Was, Were
The past forms of the verb "be": "was" and "were" help us talk about things that happened in the past.
Use "was" to talk about one person or thing (I, he, she, it).
Example: I was at the park.
Use "were" to talk about more than one person or thing (we, you, they).
Example: We were happy.
Fill in the blanks with the correct form of "be" (was or were).
1. The clouds dark yesterday.
2. I happy to play in the rain.
3. The children wearing raincoats last week.
4. The wind blowing strongly last night.
5. We excited to see the rain.
6. He carrying an umbrella in the morning.
7. The flowers blooming after the rain last spring.
8. The streets flooded after the storm.
Read the sentences and circle the correct form of "be."
9. The rain (was / were) gentle yesterday.
10. The puddles (was / were) forming on the ground.
11. I (was / were) listening to the sound of raindrops.
12. The umbrellas (was / were) colorful.
13. You (was / were) staying dry under the umbrella.
Writing Lesson
Descriptive Paragraph Writing
Write a paragraph using four to five sentences to describe the weather last week. Use the words "was" and "were" to describe the weather, your feelings, and what you did.
Example: The sky was dark and cloudy. My friends and I were excited to play in the rain. We were jumping in puddles and having fun. I was wearing my raincoat and boots
Your turn! Think about one day last week and describe it.
Draw a picture!
Forms of Be: Being, Been
Another two forms of the verb "be" are "being" and "been." These words help us talk about actions or states in different times.
Use "being" to talk about something happening right now. Example: Today is being sunny and warm.
Use "been" to talk about something that happened before. Example: It has been sunny all week.
Fill in the blanks with the correct form of "be" (being or been).
1. It has sunny all morning.
2. It is a warm day today.
3. The children are careful not to get sunburned.
4. She has outside enjoying the sun.
5. We have lucky to have such nice weather.
6. The sky is blue with no clouds.
7. They have playing in the sunshine.
Read the sentences and circle the correct form of "be."
8. The weather is (being / been) perfect for a picnic.
9. The sun has (being / been) shining brightly all day.
10. I have (being / been) enjoying the sunny days.
11. They are (being / been) outside all day.
12. You have (being / been) careful in the sun.
Writing Lesson Completing a Sentence
Using the sentence starters, complete three sentences about something happening now using ‘being’. Then, complete three sentences about something that happened before using ‘been.’
Example: Being with friends is fun.
I remember being scared in the spooky house. I have been to the park many times. It has been a long day.
Your turn! What have you been up to?
I enjoy being It’s fun being
Imagine being
I have been to
I have never been to
I wish I had been
Using ‘There’ with Forms of Be
We use the word "there" with forms of the verb "be." This helps us talk about things that exist or are present both now and in the past.
Use "there is" to talk about one thing now. Example: There is a butterfly in the garden.
Use "there are" to talk about more than one thing now. Example: There are butterflies in the garden.
Use "there was" to talk about one thing in the past. Example: There was a tree in the garden.
Use "there were" to talk about more than one thing in the past. Example: There were trees in the garden.
Fill in the blanks using each term only one time: "there is," "there are," "there was," or "there were."
1. a beautiful rose in the garden.
2. many vegetables growing in the garden.
3. a gardener working in the garden yesterday.
4. colorful flowers all around the garden last spring.
Read the sentences and circle the correct form.
5. There (is / are) a bee buzzing around the flowers.
6. There (is / are) many different kinds of plants in the garden.
7. There (was / were) children playing in the garden yesterday.
8. There (was / were) a butterfly in the garden.
Writing Lesson Rhyming Sentences
A rhyme is when two words have the same sound.
Example: sit and pit, or true and blew.
Complete each line with a word that rhymes with the last word in the line below it.
Examples: There are playful kittens, you see, Climbing up the apple tree.
Your turn! Think of a rhyming word, then write your sentence.
There That bounces high against the wall.
There
Floating gently in the sky so bright
There Sleeping soundly without a care.
Now create two rhymes of your own.
There is
There are
The ing-Form
Adding ‘ing’ shows actions that are happening right now. You make the ingform by adding "-ing" to a verb.
Example: The verb "paint" becomes "painting." The students are painting pictures.
Fill in the blanks with the correct ing-form of the verb in parentheses.
1. She is (explain) the project.
2. We are (count) the papers.
3. I am (hold) the scissors carefully.
4. They are (build) birdhouses.
5. She is (draw) a beautiful design.
6. The teacher is (help) the children with their crafts.
7. The children are (color) the paper.
8. She is (sew) a shirt.
9. They are (fold) paper airplanes.
10. She is (mix) the paint colors.
11. The teacher is (look) at our project.
12. We are (keep) our model birdhouse.
Writing Lesson Action Paragraph
Describe something happening now. Using as many words as you can from the word box below, write a paragraph about ‘a crowded playground at recess.’ Change the words in the word box to ‘ing’ words.
Example: Children were running and laughing as they chased each other around the playground. Some were climbing the tall jungle gym, while others were swinging back and forth, their talking to their friends.
Your turn! Write about your playground. Bonus: Underline any ‘ing’ words not found in the word box that you use in your paragraph.
Words used from the word box
Bonus: Words used not in the word box jump climb feel swing laugh watch shout play wait sing scream talk jumping
Review Forms of ‘Be’ and ‘ing’
Use To talk about is one person or thing he, she, it are more than one person or thing we, you, they am yourself (one person) I was one person or thing I, he, she, it were more than one person or thing we, you, they being something happening right now. been something that happened before.
Fill in the blanks with the correct form of the verb "be" (is, are, am).
1. I happy that we came to the zoo today.
2. The lion sleeping under the tree.
3. The elephants splashing in the water.
4. I excited to see the giraffes.
5. The giraffe reaching for leaves from a tall tree.
6. The children amazed by the colorful birds.
Circle the correct form of the verb "be" (was, were, being, been).
7. The zoo has (being/been) open since early this morning.
8. The monkeys (was/were) climbing the trees when we arrived.
9. The tiger (was/were) pacing before the food arrived.
10. The lions are (being/been) very playful today.
11. The seals (was/were) performing tricks during the show.
12. The animals have (being/been) well cared for at this zoo.
Use
Review Forms of ‘Be’ and ‘ing’
To talk about
There is one thing now
There are more than one thing now
There was one thing in the past
There were more than one thing in the past
Adding ‘ing’ shows actions that are happening right now.
Read the sentences and circle the correct form of be.
1. There (is / are) many cows in the field today.
2. There (is / are) a big red barn on the farm.
3. There (was / were) a horse standing near the fence yesterday.
4. There (is / are) goats playing by the barn now.
5. There (was / were) a few chickens in the coop last time I visited.
6. There (is / are) the tractor full of hay.
Fill in the blanks with the correct ing-form of the verb in parentheses.
7. The cook is (boil) water for rice.
8. They are (cook) soup in the pot.
9. She is (help) her mom in the kitchen.
10. I am (wash) the dishes after cooking.
11. They are (cut) the bread for sandwiches.
12. I am (clean) the table after lunch.
Contractions with Pronouns
Contractions are two words that we combine into one word. When we make a contraction, we usually use an apostrophe (') to show where we’ve left out some letters. she will ↔ she'll we have ↔ we've I would ↔ I'd
am/are is will have would I I'm I'll I've I'd he he's he'll he'd she she's she'll she'd we we're we'll we've we'd you you're you'll you've it it's it'll they they're they'll they've they'd
Write a contraction for each pair of words.
1. I am
2. he is
3. she will 4. we have 5. you would
6. you are
7. it is
8. we will
9. I have
10. he would
11. they would
12. she will
Write the two words for each contraction shown.
13. I'll
14. they'd 15. we're 16. she's 17. you'll
18. they've
19. I'd 20. they're
21. he'll 22. you've 23. it'll
24. we'd
Writing Lesson Writing a Paragraph
Write a short paragraph (four to five sentences) using at least five different contractions from the list you learned in the previous exercise. Make sure your paragraph makes sense and uses contractions correctly.
Example: I'm excited for the weekend because we'll be going to the park. It'll be fun to play games and have a picnic. She's bringing her new kite, and I cannot wait to see it fly. I know we'll have a great time!
Your turn! Be creative about what you will write. Need some help? Here are some ideas for you: an unexpected surprise, a special hobby, a family trip.
Contractions with Not
When we want to make a negative statement, we often use the word "not." In the contraction, we use an apostrophe (') to replace the "o" in "not." is not ↔ isn't are not ↔ aren't was not ↔ wasn't were not ↔ weren't has not ↔ hasn't
have not ↔ haven't do not ↔ don't does not ↔ doesn't did not ↔ didn't
cannot ↔ can't could not ↔ couldn't would not ↔ wouldn't should not ↔ shouldn't
Rewrite the two words that can create a contraction using “not.”
1. It was not raining at all.
2. The day could not be more perfect.
3. They were not worried about getting sunburned.
4. She does not want to leave the park.
5. He would not believe how beautiful it is.
6. I cannot remember a day as nice as this.
7. They should not waste this amazing weather indoors. Rewrite each contraction as two words.
8. It isn't too hot outside.
9. The weather couldn't be better.
10. We aren't planning to go inside anytime soon.
11. They don't want to leave the park.
12. He hasn't complained about the heat at all.
13. We haven't seen such a beautiful day in a long time.
14. He didn't expect the weather to be this nice.
Writing Lesson Clue Writing
Describe something using clues, but don’t tell the reader exactly what it is. Your clues should include sentences using contractions with "not" (like isn’t, weren’t, can’t, didn’t, etc.). After writing your description, see if your classmates can guess what you’re describing!
Example: It isn’t something that flies, but it’s always up in the sky. It doesn’t change shape, but it can look different at different times of the day. It isn’t something you can touch, but it gives us light and warmth. You can’t see it at night, but it’s there every morning. What is it?
Your turn!
Pick an object: Think of something you want to describe. It could be an animal, a place, a toy, or even a food item.
Describe your object. Make sure to use contractions with "not" to give hints about what it is not like. Be careful not to give away too much!
What is it?
"Doesn't" is used with singular subjects "he," "she," "it" to mean "does not."
Example: He doesn’t have any weeds in his garden.
"Don't" is used with plural subjects "they" and "we" and with "I" and "you" to mean "do not."
Example: We don’t plant vegetables in the winter.
Fill in the blanks with "doesn't" or "don't."
1. She like to water the plants every day.
2. The gardener come in the winter.
3. I forget to pull out the weeds.
4. They know how to grow tomatoes.
5. He need help with planting flowers.
6. You have to water the garden every day.
7. The soil need to be too dry.
8. I like to use pesticides in my garden.
9. She think the roses will bloom.
10. We see any bugs on the plants.
11. He want to grow sunflowers this year.
12. You have to worry about the frost.
13. The tree have any fruit on it now.
Writing Lesson Opinion Essay
Sharing an opinion is about expressing what you believe, and sometimes, explaining why you feel that way. For example, if you say, "I think chocolate ice cream is the best flavor," you're sharing your opinion about ice cream. Everyone might not agree with you, and that’s okay!
Write a paragraph expressing your opinion. At least one time, make sure to use each of the words, don’t and doesn’t.
Example: I believe that everyone should help take care of the garden. It doesn’t take much time, and it helps the plants grow strong and healthy. We need to water the plants and pull out the weeds. If we don’t take care of the garden, the plants won’t grow, and we won’t have any vegetables to eat.
Your turn! Choose something you feel strongly about. (Some ideas: homework, playing games, or helping out at home.)
Contractions are two words combined into one, with an apostrophe taking the place of the missing letters.
I he she we you it they am/are I’m we’re you’re they’re is he’s she’s it’s will I’ll he’ll she’ll we’ll you’ll it’ll they’ll have I've we’ve you’ve they’ve would I’d he’d she’d they’d
Underline the two words that can be combined into a contraction. Write the contraction on the line.
1. She is reading a book in the library.
2. They are practicing for the school play.
3. I would like a part in the play.
4. He is drawing a picture in art class.
5. It will be hung on the wall when it is done.
6. I am ready to answer the question.
7. You are late for class again.
8. She has finished her homework already.
9. They have not reviewed the homework.
10. It is time for recess now.
11. We will go play outside.
12. We are not allowed to eat in the classroom.
13. They would like us to eat only in the lunchroom.
14. He will finish his test before lunch.
To make a sentence negative, you can use "not." You combine "not" with another word and use an apostrophe in place of the ‘o’. This creates a contraction. isn't aren't wasn't weren't hasn't haven't can't don't doesn't didn't wouldn't couldn't shouldn't
Rewrite the words that can create a contraction using “not.”
1. The weather is not very sunny today.
2. We are not bringing sandwiches to the picnic.
3. I cannot find my picnic blanket.
4. The birds were not at the pond this morning.
5. She has not packed the drinks yet.
6. You do not need to bring extra chairs.
7. He was not excited about the picnic last year.
8. We have not decided on a location yet.
9. The children did not help set up the picnic.
Fill in the blanks with "doesn't" or "don't."
10. We see any tigers at the zoo.
11. He like to see the snakes.
12. I want to leave the zoo early.
13. The birds make much noise in the afternoon.
14. The zookeeper allow touching the animals.
We use “a” before words that start with a consonant sound. Example: a zoo
We use “an” before words that start with a vowel sound. Example: an elephant
Write 'a' or 'an' to complete each sentence.
1. We saw amazing lion.
2. The lion roared at old lady.
3. She was wearing unusual hat.
4. There was hungry tiger, too.
5. It was pacing in empty cage.
6. We watched interesting animal show.
7. There was acrobatic monkey!
8. One monkey ate banana.
9. A keeper gave ostrich big bug.
10. The ostrich ran really fast, like airplane.
11. We saw enormous giraffe.
12. It had long neck.
13. There was baby elephant, too.
14. It drank from big water trough.
15. The zoo was fun place to visit!
Writing Lesson Short Story
A short story is a piece of writing that tells a quick, simple tale.
Begin by introducing the characters and telling where the story takes place. The middle will tell about the main action that happens. It might be an adventure, a problem to solve, or something exciting that the characters do. End by telling what happens in the end, for example, complete the adventure, solve the problem.
Example: (Beginning) Lenny couldn’t find his favorite hat. He searched his room, but it wasn’t there. (Middle) He remembered he had worn it to the park. He rushed back and found it sitting on a bench. (End) Lenny was happy to have his hat back and promised to be more careful next time.
Your turn! Use your imagination or one of these ideas: a class party, a visit to a friend, a family trip.
Beginning:
Middle:
End:
Those and Them
Those is used when you're talking about things that are far away. When talking about something across the room, you would say, "Look at those toys!"
Them is used when you're talking about things or people that were already mentioned. It replaces the word so you don’t have to say it again. When talking about your friends, you would say, "I like to play with them."
Example: Can you see the animals behind those trees? Let’s go feed them.
Circle the correct word to complete each sentence.
1. Look at (those / them) monkeys swinging from the trees.
2. The zookeeper fed (those / them) some bananas.
3. Can you see (those / them) giraffes near the pond?
4. We took pictures of (those / them) for our album.
5. The lions were roaring loudly. Did you hear (those / them)?
6. We watched (those / them) for a long time.
7. (Those / Them) zebras over there have stripes.
8. The guide told us about (those / them).
9. Look at (those / them) elephants playing with water.
10. The kids enjoyed watching (those / them).
11. (Those / Them) animals need a lot of care.
12. We had a great time seeing (those / them).
Writing Lesson Self-Reflection on Something You Did
Reflecting means thinking about what you did, how you felt, and what you learned from your experience.
Write a paragraph about something that may have happened to you. Practice using "those" and "them" while reflecting on what you did.
Example: Today, I had a lot of fun at recess. I played ball with those new kids in my class, and I really enjoyed getting to know them. We had a great time running around and laughing together. I’m glad I took the chance to talk to them because now I have new friends.
Your turn! Take a moment to think about what you did. Did you play with friends, learn something new at school, or have a special experience? Reflect on what you learned or what you enjoyed the most.
I or Me, Naming Yourself Last
When you are talking about yourself and another person, it is polite to mention the other person first, then put yourself as “I” or “me.”
Use "I" when you are the subject of the sentence, the one doing the action. Example: My friend and I went to the park.
Use "me" when you are the object of the sentence, the one receiving the action.
Example: She gave the book to my friend and me.
Circle the correct term to use.
1. (My friends and I / I and my friends) decided to go to the park.
2. At the park, (I and my sister / my sister and I) saw a big playground.
3. Mom gave (me and Alice / Alice and me) some money for ice cream.
4. Mom told (Becky and me / me and Becky) to be careful on the swings.
5. (Lucy and I / I and Lucy) played on the slide.
6. A nice lady gave my (Becky and me / me and Becky) a balloon.
7. (Patty and I / I and Patty) saw a squirrel climbing a tree.
8. (I and Ruth / Ruth and I) found a cool rock near the pond.
9. Some kids invited (my friends and me / me and my friends) to play ball.
10. (I and my friends / My friends and I) ate our lunch under a big tree.
11. (My friends and I / I and my friends ) took a picture together.
12. Before leaving, Mom took (Alice and me / me and Alice) to see the ducks.
Writing Lesson
Self-Reflection on a Kindness
Think about a time when you helped someone or worked together with a friend or family member. Reflecting on these experiences helps you think about the importance of teamwork and kindness.
Example: My friend and I decided to clean up the park near our house. We picked up trash and made sure everything looked nice. After we finished, a lady thanked Bella and me for our hard work. It felt great to do something helpful, and I was glad we worked together.
Your turn! Reflect on how helping someone or working together made you feel.
Teach and Learn
Teach: When you "teach," you give information. You, tell or show, someone else how to do something.
Example: Mrs. Smith will teach us math today.
Learn: When you "learn," you get information. Someone else, tells or shows you something new.
Example: I will learn how to solve math problems today.
In each sentence, decide if someone is giving information (teach) or getting information (learn). Fill in the correct answer.
1. Mrs. Green will us about plants today.
2. We will about different types of flowers in class.
3. Our science teacher loves to us interesting facts.
4. I want to how to grow a sunflower.
5. My friend and I will how to water the plants properly.
6. Mrs. Lee will us the best way to take care of our garden.
7. The students will how to identify different leaves.
8. The book will us about various insects.
9. We will the names of different trees in the park.
10. Mrs. Smith plans to us how to make compost.
11. Our class will the benefits of recycling.
12. Mrs. Brown will us how to make a bird feeder.
13. We will what kinds of food birds like to eat.
14. I want to how to draw a tree.
15. Our teacher will us about the parts of a plant.
Writing Lesson
Informative Writing - Teach or Learn Something New
Informative means to give information or explain something. It's like telling someone how to do something or sharing what you know about a topic. This will help the reader understand or learn something new.
Choose something you know a lot about or something you’ve recently learned. Write a short informative paragraph to teach someone else about it or explain what you learned.
Example: I want to teach you how to make a paper airplane. First, fold your paper in half the long way. Then, unfold it and fold the top corners to the middle crease. Next, fold the sides toward the center again to create wings. Finally, fold the plane in half along the center crease, and your paper airplane is ready to fly!
Your turn! Will you teach? Or did you learn something? Use a blank paper to draw pictures to help explain what you are teaching or what you learned.
Can or May
“Can” is like asking if you are able to do something. Example: Are you able to swim? Can you swim?
“May” is like asking for permission to do something. Example: Am I allowed to go swimming? May I go swimming?
Fill in the blanks using the words “can” or “may.”
1. Are we able to go on a trip? we go on a trip?
2. The car is able to fit all our luggage. The car fit all our luggage.
3. Will I be allowed to sit by the window? I sit by the window?
4. We will be able to read books in the car. We read books in the car.
5. Will I be allowed to use your camera? I use your camera?
6. You are able to take pictures. You take pictures.
7. Am I allowed to buy a souvenir? I buy a souvenir?
8. You are able to buy one item. You buy one item.
9. Are we allowed to nap in the car? we nap in the car?
10. Yes, you are allowed to.
Writing Lesson Writing a Permission Letter
A permission letter is a letter you write to ask someone, like a parent or teacher, if you are allowed to do something. It's a polite way to ask for approval before you do something, like going somewhere or using something.
Write a letter to ask for permission to do something. You will practice using the word "may" to ask for permission politely.
Example:
Dear Dad,
May I go to the park after school today? I can finish my homework quickly, and I really want to play ball with my friends before it gets dark. I can be home in time for dinner.
Thanks, Jacob
Your turn! What would you like to get permission for?
Dear ,
Thanks,
No Words - Removing a Double Negative Word
Two negative words should not be used in one sentence. You can correct the sentence by removing one negative word or replacing it with a positive word.
Example: They can't go nowhere without a pass. They can't go anywhere without a pass.
Double Negative Word and Common Replacements
no → any didn't → did not → (often removed) nobody → anybody can't → can nothing → anything won't → will nowhere → anywhere never → ever doesn't → does
Circle the second negative word and write the positive word on the line.
1. I don't have no pencils for class.
2. She didn't do nothing wrong in the assignment.
3. There's nobody in the office who can't help you.
4. The teacher doesn't need no more supplies.
5. They can't find nowhere to sit in the lunchroom.
6. The classroom doesn't have no windows.
7. There wasn't nobody at the school gate.
8. I can't do nothing without my notebook.
9. Nobody won't leave school early today.
10. We don't never want extra homework.
Writing Lesson Expressive Writing
Expressive writing is when you write down your thoughts and feelingsgood ones and even the not good ones. You can write about things you like or things you don't like or even things that never happened.
Write a short paragraph about something you don’t like that uses negative words correctly. The challenge is to make sure your sentences do not have any double negatives.
Example: Topic: Waking up early I don’t like waking up early on weekends. I can’t eat breakfast if it’s too early in the morning. There’s nothing fun about getting up before the sun is out. I won’t get up until I absolutely have to.
Your turn! What topic are you writing about?
Topic:
Common Word Usage Review
Circle the correct term to use.
1. (Bob and I / I and Bob) want (a / an) new book.
2. Can (I and Jim / Jim and I) borrow (a / an) umbrella from you?
3. (Those / Them) students need to (teach / learn) new skills.
4. I (can / may) help (those / them) with their homework
5. She will (teach / learn) the lesson to (those / them).
6. May I have (a / an) moment of your time?
7. They want to (teach / learn) for (a / an) extra 15 minutes.
8. (Those / Them) are the books for (me and Peter / Peter and me).
9. (Can / May) we allow (Jack and me / me and Jack) try to solve this?
10. He (can / may) (teach / learn) me how to play the piano.
Double Negative Word Review
Double negatives happen when you use two negative words in the same sentence. This can make the sentence confusing. Instead, use one negative word and replace the other with a positive word.
Example: I can't find nowhere to sit. I can’t find anywhere to sit.
Write the positive word for each negative word.
1. didn’t
2. nothing
3. won’t
4. can’t
5. nowhere
Circle the second negative word and write the positive word on the line.
6. I don't need no help with my homework.
7. He never talks to nobody at school.
8. He doesn't never complain about homework.
Write two sentences with double negatives. Then, give it to another student to correct.
9. 10.
Synonyms
Synonyms are words that mean the same thing or almost the same thing as another word.
Examples: happy and glad silent and quiet great and excellent
Read the story. Many synonyms are written in bold. Change the word to its synonym that can be found in the box.
happy smart help quick start unhappy bright quiet large tiny pretty finish
In a small village, there lived a joyful girl named Lily. She loved to play in the silent woods near her home. Every day, she would begin her adventures at sunrise and wouldn't end them until sunset.
Lily was a bright girl who enjoyed nature. One day, she discovered a big tree that she had never noticed before. It was fast- growing, and its leaves were a vibrant green.
Lily felt sad when she saw some trees that were dying. She decided to assist by planting new trees. Her friends joined her, and together, they created a beautiful garden.
Writing Lesson Synonym Sentences
Write a simple sentence. Then, rewrite the same sentence replacing at least one word with a synonym.
Example: The boy was sad because it was raining The boy was miserable because it was pouring.
Your turn! How many synonyms can you use?
Use synonyms from the suggestions below, or write your own list of synonyms on the lines given.
3. dirty strong easy clean messy sturdy simple neat
Now use these synonyms in your sentences. 1.
Antonyms are words that mean the opposite of another word.
Examples: short and tall big and small fast and slow
Fill in the blanks with the correct antonym from the word bank.
light dark short empty cold slow easy
1. To build is hard, but to break is .
2. My cup is full, but his cup is .
3. Jack is tall, but Dan is
4. The deer is fast, but the turtle is .
5. The box is heavy, but the feather is .
6. The day is light, but the night is .
7. The water is hot, but the ice is .
Write the antonym for each word.
8. happy -
9. big -
10. hot -
11. old -
12. loud -
13. clean -
14. soft -
Writing Lesson Antonym Dialogue
Write a conversation between two characters who use antonyms to argue or disagree.
Example: Alex - I want to go outside! It's sunny and warm! Paul - No, let's stay inside! It's cloudy and cold!
Your turn! Here are some antonym ideas to get you started.
day→night near→far cheap→expensive real→fake missing→found wrong→right buy→sell start→finish clean→dirty
Homographs are words that are spelled the same but have different meanings. Sometimes they sound the same, and sometimes they sound different.
Example: Word: Fall
Meaning 1: fall→a season
The leaves turn many colors in the fall. Meaning 2: fall→drop to the ground
Be careful not to fall down the steps.
Match each bold word to the correct definition.
1. Duck so the ball does not hit you. A. bend down
2. The duck was swimming in the pond. B. a bird in water
3. He saw a tear in the page of his book. C. drop of liquid from the eye
4. A tear rolled down his cheek. D. rip
5. There are a row of houses on the street. E. to move a boat with oars
6. They will row the boat across the lake. F. a line of people or things
7. He left his watch on the table. G. a device for telling time
8. He used a telescope to watch the stars. H. to look at something
9. We had only one kind of cake. I. gentle and caring
10. The boy was kind to his baby brother. J. a type or category
Writing Lesson Peer Review - Homograph Story
Write a short story using at least two homographs. Each homograph should be used to show each of the two meanings.
Example: “Let me watch the time," Sarah said. "I’ll meet you there in an hour." She put on her watch and hurried home to get ready. As she walked into the house, she heard the phone ring. She answered the call and heard that she had just won a new gold ring.
Your turn! Write a story using the homographs you just learned, or choose your own. Give your story to a friend and have them circle the homographs you used.
Homophones
Homophones are words that sound the same but have different meanings and sometimes different spellings.
Words: To, Two, Too New, Knew Ate, Eight
To: toward → I am going to the store.
Two: number 2 → I have two apples.
Too: also → I want to come, too.
New: fresh, recent → He has a new bike.
Knew: understood → He knew the answer.
Ate: past tense of eat → She ate breakfast this morning.
Eight: the number 8 → There are eight crayons in the box.
Read each sentence. Circle the correct homophone to use.
1. Tom and his family moved (to/two/too) a (new/knew) house.
2. He was excited because he (new/knew) he would make (new/knew) friends.
3. On the first day, he met (to/two/too) boys from his neighborhood.
4. They invited him (to/two/too) play ball.
5. Tom asked, "Can my brother come, (to/two/too)?"
6. The (to/two/too) brothers went (to/two/too) join the game.
7. After the game, they (ate/eight) pieces of fruit.
8. Tom was full from the (ate/eight) pieces he had eaten.
9. His brother was full, (to/two/too).
10. Later, they walked back (to/two/too) their (new/knew) house.
Writing Lesson Peer Writing Using Homophones
Peer writing is a team activity, so you will work together with your friend.
Together with your friends, create the best pair of sentences using homophones.
Example: Me: I threw the ball. You: It rolled through the tunnel.
Your turn! Choose four homophones and write one sentence with each. Then, give the page to a peer (friend) to complete each pair (set) of sentences! Shh! Don’t tell your friend which homophone you used! Me:
Homophones with Pronoun Contractions
Homophones are words that sound the same but have different meanings and sometimes different spellings. Some homophones are also contractions, which are short forms of words.
Its: belonging to it → The dog wagged its tail.
It’s: it is → It’s going to be a fun day.
Their: belonging to them → Their car is on the way to the zoo.
They’re: they are → They’re excited for the trip.
Your: belonging to you → Your trip bag is ready. You’re: you are → You’re coming with us today.
Circle the correct homophone to use.
1. (Its / It's) going to be a fun day at the zoo.
2. The zoo is known for (its / it's) variety of animals.
3. (Your / You're) hair is the same color as the lion’s mane.
4. (Your / You're) so excited to see the penguins!
5. The zookeepers are feeding the animals; (they're / their) very hungry.
6. The elephants are eating (they're / their) food.
7. The giraffes are tall, and (they're / their) necks are very long.
8. I think (its / it's) time for the dolphin show to start.
9. The zoo has (its / it's) own dolphin trainers.
10. Have you brought (your / you're) camera to take pictures?
11. The monkeys are playing with (they're / their) toys.
12. (Its / It's) hard to choose a favorite animal.
13. The children are enjoying (they're / their) visit to the zoo.
14. (They're / Their) hoping to come back another day.
Writing Lesson Paragraph Writing
Write a paragraph about something you would like to do or something that happened. Use each of the six homophones we learned.
Its: belonging to it
It’s: it is Their: belonging to them
They’re: they are Your: belonging to you
You’re: you are
Example: Their dog chased its ball into the street. It’s a good thing you’re careful when walking your pet. They’re lucky the ball didn’t cause an accident.
Your turn! Will you write something you like to do? Or something that happened to you? Or some other exciting topic?
Synonym and Antonym Review
Synonym is the same meaning. Antonym is the opposite meaning. happy or glad happy or sad
Use the words in the word bank to fill in the correct synonym and antonym for each word. great
happy
fast
hot
sleep
angry
big
clean
tall
quiet
good
Synonym Antonym
Homograph and Homophone Review
Homographs are words that are spelled the same but have two different meanings
Homophones are words that sound alike but have different meanings and sometimes different spellings
Write two definitions for each homograph.
Letter Fall Ring
Circle the correct homophones to complete each sentence.
1. (Their/They're) bringing (their/they're) friends over to play.
2. (Their/They're) going to the park at (eight/ate) o'clock.
3. (Your/You're) bringing (to/two/too) cakes to the picnic.
4. I (new/knew) she would get a (new/knew) camera.
5. Did you say (its/it's) (your/you're) turn to play?
6. They (ate/eight) dinner at (eight/ate).
7. He wants (to/two/too) play, but he's (two/to/too) tired.
8. The bird (eight/ate) (its/it's) worm.
Alphabetical Order
Alphabetical order is a way to organize words based on the order of the letters in the alphabet. When we put words in alphabetical order, we look at the first letter of each word and compare it to the other words. If the first letters are the same, we then look at the second letter, and so on, until we can decide the order.
Example:
Apple comes before Banana because A comes before B in the alphabet. Cat comes after Car because T comes after R in the alphabet.
Rewrite the words in each box in alphabetical order.
Writing Lesson Alphabetical Adventure Story
Write a short adventure story where each sentence starts with the next letter of the alphabet. Use any four letters in the correct order. For example, begin with a sentence starting with "A," then "B," then “C,” and then “D.” Try to make the story fun even though you have to follow the alphabetical order!
Example:
A A lion was wandering through the jungle.
B Before long, it came across a strange sound.
C Carefully, the lion moved closer to check it out.
D Danger was near, but the lion was brave.
Your turn! Which four letters will you choose? Remember to use any four letters that follow each other in the alphabet. (like LMNO or RSTU)
Dictionary: Alphabetical Order
A dictionary is a book of words written in alphabetical order. The dictionary will also show you the meaning of the words. When looking for a word that begins with letters A, B, or C, you will look in the dictionary pages with the letters A-C.
Example: Letter group A-C will have the words apple and bread, but not doll
Find five words that belong in each letter group and write them in any order.
ape apple kite rain house sand dog fall snake hat monkey horse man ten pencil zebra
Now, rewrite the words in alphabetical order in the chart below.
Writing Lesson
Alphabetical Word Bank Story
Imagine a world where everything is organized alphabetically.
Write a paragraph describing what you imagine it is like in this alphabetical world. Choose one letter group A-F, G-L, M-R, or S-Z and use at least 8 words from your own list of words. Underline the words that belong in your section.
Example: Letter group A-F
In the Alphabetical World, the streets were lined with apple trees. The bakeries always had fresh bread. Cats chased dogs through the park. Deer grazed in the fields. Everyone loved to eat fish. Houses were always clean. Children enjoyed playing with their favorite toys.
Your turn! Choose your letter group, then make sure to underline all the words you use that fit into your letter group.
Letter group:
Dictionary: Guide Words
Guide words are the words at the top of each dictionary page. They tell you the first and last words on that page. This helps you know if the word you are looking for is on that page.
Example: Guide Words: "apple" - "axe"
axe arm ant apply after
Read the guide words for each page. Circle the words that can be found on that page.
1.
2.
3.
4.
table tangle cat
Writing Lesson Using the Alphabet to Write a Story
Write a story about a place you visited, such as a park, a museum, a friends house. How many letters of the alphabet can you use in the words of your story?
Example: I woke up early today, ate breakfast, and rushed out the door to catch the bus. In class, we learned about animals and played a fun game. After school, I did my homework and played outside. It was a great day!
Letters used: A(ate) B(breakfast) C(catch) D(did) E(early) F(fun)
G(great) H(homework) I(in) J K L(learned) M(my) N O(out) P(played) Q
R(rushed) S(school) T(today) U(up) V W(was) X Y Z
Your turn! What place did you visit? How many letters can you use in your story? Write down only one word for each letter you use.
Alphabetical Order and Dictionary Review
Alphabetical order is putting words in order of the abc. You look at the first letter of each word to put them in order. If the first letters are the same, you look at the second letter, and so on.
A dictionary is a book that lists words from A to Z and tells you what they mean, how to say them, and how to use them.
Guide words are words at the top of dictionary pages. They show the first and last words on a page to help you find words faster.
Rewrite each list of words in alphabetical order.
1. 2. 3. 4. apple watermelon banana cherry date elephant giraffe dolphin camel bear yellow red blue orange green pencil eraser notebook folder marker
Alphabetical Order and Dictionary Review
Circle the words that belong in each group of letters.
1. Letters A-D bat egg duck cat dog fan apple goat hat elephant
2. Letters M-P test paper pen book class math study grade pencil board quiz map
3. Letters R-U timer sugar sheet roll flour bake heat mix cake sift oven recipe
Circle the words that can be found using the guide words.
4.
5. fish goat kite lick fist frog tag gold flag green gift hat gas hand last key king kitten knife list moon later must letter
Common Helping Verbs, Have, Has, Had
Helping verbs like "have", "has", "had" help the main verb. They tell us if something is happening now, if something happened in the past, or if someone owns something.
Have: Use with "I," "you," "we," "they," and plural nouns to talk about something that happened now or recently.
Example: Bob and Rick have cupcakes. → They have cupcakes.
Has: Use with "he," "she," "it," and single nouns to talk about something that happened now or recently.
Example: The boy has a danish. → He has a danish.
Had: Use with all subjects to talk about something that happened before. Example: They had a sale on muffins.
Read each sentence and fill in the missing words: have, has, or had.
1. The baker started working at sunrise.
2. He baked lots of fresh bread before we woke up.
3. I come to watch now.
4. The bowl dough waiting to be mixed.
5. I a camera and am taking pictures..
6. He a good recipe for the cakes.
7. They to keep on working.
8. We rags to clean the counters.
9. The bakery a big sale last week.
Writing Lesson Suspenseful Story
Suspense is when a story makes you feel excited or nervous because you don't know what will happen next. Good suspense makes you want to keep reading because you're curious to see what will happen.
Write a short story using different descriptions to make the story exciting and suspenseful. Make sure to include a sentence that will make the reader wonder what will happen next.
Example: Her grandma told her to stay away from the room down the hall, but today, the door was unlocked. She opened the door slowly. When she saw what was inside, she was very surprised and scared.
Your turn! Write a short story titled ‘The Creepy Attic.’ You’ve always been told to stay out of the attic, but one day you hear something moving up there. You decide to check it out.
Saw-Seen, Did-Done
See tells about now. Saw and seen tell about the past. Saw is used alone. Seen is used with helping verbs like have, has, or had. Examples: I saw a red bird. I have seen a red bird.
Do tells about now. Did and done tell about the past. Did is used alone. Done is used with helping verbs like have, has, or had. Examples: I did my homework yesterday. He has done all his homework.
Complete each sentence using the words saw, seen, did, or done.
1. We many different animals.
2. Have you the monkeys swinging?
3. I not feed the animals.
4. She has her research on zoos.
5. They a beautiful elephant.
6. Have you the tigers sleeping?
7. I my best to stay quiet.
8. She has her part to help the animals.
9. We a funny meerkat.
10. Have you the zebras running?
Writing Lesson Informative Writing
Informative writing is like telling a friend something interesting or helpful. It's about sharing facts and information in a clear and easy-to-understand way.
Choose something you know a lot about and want to explain to others. It could be your favorite game, a book you like, or how to do something. See if you can use the words saw, see, did, and done.
Example: Giraffes are the tallest animals in the world! I did some research and learned that giraffes can run very fast. I saw a giraffe at the zoo last week. It was much bigger than I expected. I have seen pictures of them before, but seeing one in person was amazing.
Your turn! Write a topic sentence. Then, add a few sentences to share information you have about the topic you chose. End with a sentence that sums up your writing.
Broke-Broken, Spoke-Spoken
Break tells about now. Broke and broken tell about the past. Broke is used alone. Broken is used with helping verbs like have, has, or had. Examples: I broke my crayon. My crayon has broken.
Speak tells about now. Spoke and spoken tell about the past. Spoke is used alone. Spoken is used with helping verbs like have, has, or had. Examples: I spoke to the teacher.
I have spoken to my teacher.
Complete each sentence using the words broke, broken, spoke, or spoken.
1. I pressed too hard and my pencil.
2. He the window with the ball.
3. The window has when the ball hit it.
4. We have to the principal.
5. The teacher has to us.
6. They the window by mistake.
7. I to the new student today.
8. He to his friend earlier.
9. He has to many boys today.
10. He also to the teacher in the morning.
Writing Lesson Detective Writing
Imagine you're writing a detective story. Use the words "broke," "broken," "spoke," and "spoken" to tell the story of a mysterious happening.
Example: A Broken Window
Who broke it? When was it broken? Who saw? How was it fixed? The principal had spoken to the students about a window that broke. He asked if anyone had seen who did it. A student spoke up and said he had seen some kids playing near the window. They admitted they had broken it by accident. The school paid to fix it.
Your turn! What mystery will you give us to solve? Some ideas to help you: ‘The Missing Homework,’ ‘The Broken Door,’ The Case of the Spilled Paint.’
Gave-Given, Went-Gone
Give tells about now. Gave and given tell about the past. Gave is used alone. Given is used with helping verbs like have, has, or had. Examples: He gave me a gift. I have given him a thank you note.
Go tells about now. went and gone tell about the past. Went is used alone. Gone is used with helping verbs like have, has, or had. Examples: We went to the park this afternoon. My friends have gone this morning.
Complete each sentence using the words gave, given, went, or gone.
1. The boss the tools to the workers.
2. He has the plans to the team.
3. They to the building site.
4. The worker the hammer to his friend.
5. They to get more nails.
6. The boss has clear instructions.
7. The plumber to check the pipes.
8. The truck has back to the store.
9. The carpenter has to get wood.
10. He had the order to start.
Writing Lesson Creating a Plan
Creating a plan means thinking about everything you need to do before an event or activity happens. It helps you organize your ideas so you know what to do, when to do it, and how to do it.
Write out a plan. What will you do? When will you be doing it? How will it be done?
Example: What: The principal has given us permission to make a carnival. When: We will make it next Tuesday. How: Our teacher gave us some booth ideas. Two boys had gone to buy tickets. Some boys went to buy prizes. We will divide the class and each group will prepare a booth.
Your turn! Can you plan a class party? a family picnic? a school contest? or something else?
What: When: How:
Blew-Blown, Grew-Grown, Threw-Thrown
Blow tells about now. Blew and blown tell about the past. Grow tells about now. Grew and grown tell about the past. Throw tells about now. Threw and thrown tell about the past.
Blew, grew, and threw are used alone.
Blown, grown, and thrown are used with helping verbs like have, has, or had. Examples: The wind blew the leaves off the trees. They grew back in the spring. I have thrown the plant into the bushes, but I see it has grown.
Complete each sentence using the words blew, blown, grew, grown, threw, or thrown.
1. The wind the leaves off the trees.
2. The flowers have taller since last spring.
3. He the seeds into the garden.
4. The seeds have into beautiful plants.
5. The wind has the branches across the yard.
6. He the ball into the river.
7. The tree strong roots over time.
8. The storm the fence down last night.
9. The petals have around.
10. The vines have up the wall.
11. The boy has the stone across the pond.
12. The grass back green and thick.
Writing Lesson
Descriptive Paragraph
Write a descriptive paragraph about a windy day. Try using some of the words we learned earlier: blew, blown, threw, and thrown. Describe how the wind moves objects around and how things change during a storm.
Example: During the storm, the wind blew so hard that it threw branches and leaves across the yard. By morning, everything had been blown out of place, and the garden was a mess. The force of the wind had thrown the lawn chairs onto the path. I had to spend the whole day cleaning up.
Your turn! Some other ideas you might want to write about are a windy day on the ocean, a stormy night, a treehouse in the wind, or a kite-flying adventure.
Ate-Eaten, Wrote-Written, Took-Taken
Eat tells about now. Ate and eaten tell about the past. Write tells about now. Wrote and written tell about the past. Take tells about now. Took and taken tell about the past.
Ate, wrote, and took are used alone.
Eaten, written, and taken are used with helping verbs like have, has, or had. Examples: He had taken out his notebook and wrote down his homework. He had eaten his lunch before he took the test.
Complete each sentence using the words ate, eaten, wrote, written, took, or taken.
1. I breakfast before school and have all my snacks, too.
2. He a letter to his cousin and has letters to his friends.
3. He enjoyed writing, so he many letters.
4. He the test today, but the class had it yesterday.
5. The students have down the homework assignment.
6. He’s not hungry because he has all of his snack.
7. The boys a walk around the playground.
8. I a list of the snacks I want to bring tomorrow.
9. I had out the pit before I my peach.
10. After I had the pit and threw it out.
Lighthouse
Writing Lesson Group Story, What Happened Next?
In groups of two to four students, work together to write a story. Use the starting sentence, and then, each student adds a sentence to the previous one written. Use additional paper if your story gets long! Then, have one student read the story out loud to the class.
Your turn! Take turns writing one sentence at a time. Make sure everyone has at least two chances to add a sentence to your group story.
It was nearing the end of the school year.
Verb Usage Review
Have: Use with I, you, we, and they to talk about the present
Has: Use with he, she, it, and singular nouns to talk about the present
Had: Use with all subjects to talk about the past
Example: We have grown so much over the year. (grow)
Use the present tense verb given to help you fill in the correct past tense verb.
1. The tree has taller since last fall. (grow)
2. The wind has the papers away. (blow)
3. The students have all their work. (do)
4. We have the last page of the book. (see)
5. We have our last exam. (take)
6. He had his pencil during the test. (break)
7. The teacher has us our final grades. (give)
8. I have to the lunchroom already. (go)
9. We had our lunch quickly. (eat)
10. The principal has to us about summer vacation. (speak)
11. The class has a big party. (throw)
12. The teacher had a note to us. (write)
13. The principal had a speech before we left. (give)
14. The students have their names in the yearbooks. (write)
15. I have my books home. (take)
Verb Usage Review
Read the story and circle the correct past tense words.
The students were excited for their trip. They had (saw / seen) the bus pull up while the teacher had (spoke / spoken) to them about the safety rules, and had (gave / given) some points about the trip.
They (took / taken) all the supplies they needed, like snacks and maps. After everything was ready, they (went / gone) onto the bus. On the way, they (spoke / spoken) about what they were most excited to do.
When they arrived, they (threw / thrown) their bags on the ground and started exploring. One student (broke / broken) a branch when climbing over a tree on the ground.
As they hiked, they (saw / seen) a beautiful waterfall and (took / taken) pictures to remember the day. They (ate / eaten) their lunch by the water and (spoke / spoken) about how much fun they were having.
After they had (ate / eaten) and (threw / thrown) out their wrappers, they prepared to continue their hike. Suddenly, the wind (blew / blown) hard, and some of their hats (went / gone) flying! They laughed while they ran to try catching them before they were (blew / blown) too far away.
At the end of the day, the teacher (gave / given) each student a small gift to remember the trip. Everyone had (did / done) their best to make this day special, and they had (grew / grown) closer as friends.
On the bus ride back, they (wrote / written) about their adventure in their journals. This was a trip they would remember forever.
Action Words
run walk jump sit
throw catch kick hit
swim drive ride fly
read write draw paint
wake eat drink play
shout whisper look watch believe wish hope cry sing clap lift drop dig sleep talk listen stand dance push pull crawl slide build climb
rest work smell taste
laugh smile skip hop
feel think frown yell
cheer
Word Bank
Descriptive Words
Emotion Words
happy sad angry excited
bored surprised confused lonely
annoyed grateful hopeful curious
guilty ashamed embarrassed kind
rude thoughtful careless polite
surprised amazed grumpy grateful
joyful content peaceful angry
proud jealous shy calm
selfish friendly confident afraid
nervous scared worried brave
frustrated relaxed mean generous
impatient patient loving trustful
mad hurt disappointed cheerful
worried hopeful proud excited
Word Bank
Opinion Words
think believe feel agree like love hate enjoy consider decide doubt wonder suppose guess argue claim question approve reject favor plan wish propose recommend justify explain reason convince suggest hope oppose trust deny defend desire intend disagree prefer admire support realize assume insist admit choose wish criticize praise suggest express imagine expect discuss reflect remark point out state comment
Transition Words
first next then after while meanwhile yesterday today but therefore for since where until unless if on the other hand for example such as in fact especially particularly for instance moreover since as soon as similarly likewise soon later so however besides in addition in summary in conclusion finally before tomorrow because yet still as also thus even though instead though afterward last although when otherwise once second
Weather Words
Glossary
abbreviation a shorter way to write a word usually followed with a period
acrostic poem a poem where the first letter of each line spells out a word
action verb tells what someone or something is doing.
adjective describes a noun.
adverb tells more about a verb.
advertisement a picture or message to tell you about something to buy or do
alphabetical in order of the alphabet
antonym a word that means the opposite of another word
biography story about someones life
book review a short writing about a book you have read
capitalization using a capital letter
clue a hint or piece of information
collaborative working together with other people
comic strip a series of pictures that tell a story.
comma a small punctuation mark (,) that helps separate parts of a sentence commands give directions or orders
compliment a positive comment about someone or something
Glossary
contractions
two words combined into one word with an apostrophe (')
descriptive paragraph a writing that used many adjectives to tell you about something
descriptive writing uses a lot of adjectives to tell more about a noun
detective a person who searches for clues and evidence
dialogue a conversation between two or more characters
dictionary a book that lists in alphabetical order words and their meanings
end punctuation marks used at the end of a sentence to show it is complete
exclamation used to show strong feelings like surprise, excitement and more
feedback a way for someone to tell us their thoughts or opinions about something we've done forms of be words that help show the state of someone or something
fragment missing something
guide words
helping verbs
homograph
homophone
how-to guide
words on the top of each dictionary page
words that go before a main verb to help show its tense
words that are spelled the same but have diffeent meanings
words that sound the same but have different meanings and spellings
a set of instructions that explains how to do something step by step.
informative give facts or information about a topic
Glossary
informative essay a piece of writing that gives facts and information about a topic.
initials the abbreviated form of a name using the fist letters
irregular does not follow the regular rules
irregular past forms verbs that do not follow the regular pattern of past tense
journal a place where you write down things that happen in your daily life mystery something we need to solve
noun a person, place, animal, or thing.
object pronoun a word that takes place of a noun when receiving the action opinion what you think or feel about something, not a fact
opinion essay a writing where you share your personal thought about a topic
paragraph a few sentences about the same topic
past happened before now past forms with -d and -y to -ied
words that show that something happened in the past past forms with -ed action words that show that something happened in the past
peer someone who is your equal
personal narrative a story about something that happened to you
plain form verb
action words showing something happening now, used with plural nouns
Glossary
plural more than one
plural noun more than one person, place, animal, or thing.
plural possessive form belongs to more than one person or thing
poem words that rhyme or have a special rhythm
positive feedback say something nice about something someone has done possessive who or what something belongs to predicate the action or state of being of the subject
prediction when you guess what might happen in the future
present now
pronoun a word that takes the place of a name or a thing in a sentence questions asks something and ends with a question mark
quotations quotes (" ") used to show exact words someone has said or written rhyme words that sound the same at the end
role-playing pretending to be someone else
s-form verb verbs that end in "s" to show that they are happening now self-reflection thinking about your own thoughts, feelings, and actions
sensory description use your senses to describe things
Glossary
sentence a string of words that tell a complete thought
sentence fragment an incomplete sentence, missing a subject or predicate single one
singular noun one person, place, animal, or thing.
singular possesive form belongs to one person or thing statements tells something and ends with a period story writing telling a story using written words
structured writing makes your ideas clear and organized
subject the person, place, or thing that the sentence is about
subject pronoun a word that takes the place of a subject in a sentence
suspenseful makes you feel excited or nervous because you don't know what will happen next synonym a word that means the same or almost the same thing as another word
Venn diagram a picture with two circles that overlap in the middle
verb an action word showing something happening now
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