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Nouns: Notes for Teachers (cont.)
A noun is a word which names something: a person, place, thing, or idea.
• person: mailman, mother, actress, boy
• place: treehouse, kitchen, backyard, Alaska
• thing: bug, comb, dresser, piano
• idea: freedom, joy, grief, honesty
There are proper, common, concrete, abstract, and collective nouns.
• A proper noun is the name of a specific person, place, thing, or idea.
proper nouns: Mickey Mouse, Little Women, Thursday, Mr. Steele, Florida
• A common noun is a name that is not specific.
common nouns: mouse, book, day, teacher, state
• A concrete noun names something that can be touched and seen.
concrete nouns: Corvette, book, rollercoaster, Mrs. Ramirez
• An abstract noun is the name of something that can be talked about but cannot be seen or
touched.
abstract nouns: happiness, courage, democracy, illness, Judaism
• A collective noun is the name of a collection of persons, places, things, or ideas.
collective nouns: class, team, litter, United Nations, bunch
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Nouns: Common but Silly Sentences
Hand out at least five index cards per student. Have each student write one common noun per index
card. Collect the cards and look through them yourself (prior to beginning this exercise) to weed out
any that are inappropriate. Add a few more nouns if necessary. Shuffle the cards and place them
facedown.
Read aloud the sentences below (you may wish to add more), inserting each noun card (in the order it
is stacked) into the sentence blanks. Do not be concerned if the name of a place appears where the
name of a person should be or vice versa. Some of the sentences will be sillier than others. While
reading, add articles and prepositions (a, an, the, my, her, in, on, at, etc.) as needed to make the
sentences complete.
We found _____________________________ in the tree.
________________________________ is under my bed.
My brother went to _____________________________ yesterday.
That _____________________________ is so noisy!
I fell off the slide and broke my _____________________________.
Don’t you just love _____________________________?
Watch out, _____________________________ is about to fall on your head!
My _____________________________ gave me a lollipop.
When I grow up, I want to be _____________________________.
I had to pick up _____________________________ this morning.
My sister keeps _____________________________ in a shoebox.
Don’t spill any water on that _____________________________.
_____________________________ is asleep in the closet.
I will give you _____________________________ for your birthday!
_____________________________ came to my house last night.
I would love to live in _____________________________.
I have _____________________________ in my pocket.
My dog ate _____________________________.
Jeffrey’s magic trick made _____________________________ disappear!
_____________________________ fell into the spaghetti!
The best you could get would be _____________________________.
It was so embarrassing when I tripped over _____________________________.
He has in his hand a great big juicy _____________________________.
We each have ten _____________________________. (Make plural.)
Watch out for the scary, hairy _____________________________!
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Nouns: Mural of Nouns
For this activity, the students will label nouns on a student-created mural.
Materials
• large butcher paper
• markers, crayons, and/or paints
• index cards or adhesive labels
Preparation
1. Choose an upcoming thematic unit of study.
2. Instruct the students to work as a class to create a mural depicting the theme.
3. Brainstorm for ideas and nouns that fit the theme.
Directions:
1. Have students create the art for the mural according to the brainstormed list. (Each student should
contribute.)
2. When the mural is dry and ready, display it on a wall.
3. Prepare labels by writing the nouns on them.
4. As a class, discuss the nouns and adhere the labels in the appropriate places.
5. Display the mural throughout the unit of study to inspire the students.
sky
sun
cloud
volcano
brontosaurus
tree
tyrannosaurus
dirt
stream
ground
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Nouns: Noun Detective
Can you identify and locate nouns like a detective? In this story, there are many nouns. Your job is to
locate and circle 20 or more of them and write them in the detective’s notebook on the next page. (Be
careful! Some nouns are used as adjectives here.)
The sun was setting when Jake got to his house. He slammed on his brakes to
avoid hitting a car in the driveway. The car surprised Jake. He’d never seen this
car with out-of-state plates. He rode down the sidewalk. When he was safely out
of sight, he stopped and looked back.
Jake had so many questions in his mind. Maybe they hadn’t expected him so soon
since he was getting home early from soccer. Maybe his family had moved away
and this was a new family just moving in! Maybe strange people had kidnapped
his family! Maybe his dad really worked for the FBI and all this time Jake had
thought he was running a computer store!
Jake hid his bike in the bushes and walked quietly to the back of the house. He
looked into a window and then ducked down quickly. His heart was pounding.
He had looked directly into the face of a stranger, a girl with glasses and braces.
She was getting a glass of water from his kitchen sink! He needed to do
something. His family might be in trouble! He crawled along the ground, heading
toward the back door.
Suddenly, he saw something! Three pairs of shoes, all lined up. One pair
belonged to his dad, the other two . . . . Jake looked up and saw legs in the shoes,
and above that, there were bodies and three sets of eyes staring down at him. Jake
smiled.
“Jake,” his dad said, “This is your Aunt Matilda and your cousin from Nebraska.”
“Pleased to meet you. My name is Veronica,” the girl said as she reached down to
shake Jake’s hand.
“Your Uncle Harry and three other cousins are inside,” Jake’s dad said as he
helped Jake get up. “They are visiting for three weeks. What a surprise!”
His heart was still pounding. “Yeah,” Jake said, “What a surprise.”
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Nouns: Noun Detective (cont.)
Detective Notebook
I, _______________________________, the master detective, have spied
these nouns:
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
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Verbs: Notes for Teachers (cont.)
A verb is a word which expresses doing or being. A verb tells what someone or something does or
what someone or something has or is.
There are action verbs and non-action verbs.
• Action verbs are all about action. Here are some examples.
action verbs: jump, run, swim, cry, laugh, join, host, climb, scream, talk,
push, stand, sniff, find, grow, fall, see, dry, eat, worry, shake, breathe, sleep
When a verb tells what the subject of a sentence does, it is called an action
verb. For example, read this sentence: Cecilia screams at snakes. What does
Cecilia do? She screams; therefore, the action verb is screams.
• Non-action verbs express being rather than doing. Here are some examples.
non-action verbs: has, have, had, is, are, was, were, am, been
When a verb joins the subject of a sentence with another word or phrase by
telling what the subject has or is, it is called a non-action verb. For example,
read this sentence: Lorenzo has a laughing dog. What is the relationship
between Lorenzo and the laughing dog? Does he call it, laugh at it, or give it
a haircut? No, he has a laughing dog. It belongs to him; therefore, the nonaction verb is has.
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Verbs: The Dynamic Duo
Verbs have important jobs. Action verbs show action. Non-action verbs show being or
having.
Fold along the dotted line below so you cannot see the Answer Key. Circle the verbs in the
sentences. Then, on each line, write an A if you circled an action verb or an N if you circled a
non-action verb. Use the Answer Key to check your answers. How many did you get right?
_______ 1. Lindsay has a huge dog.
_______ 2. I washed the dishes.
_______ 3. You stepped on my foot!
_______ 4. She sat on my hat.
_______ 5. Yoshi has the flu.
_______ 6. I am tired.
_______ 7. Derek ate all the cookies!
_______ 8. Kiera is really funny.
_______ 9. Leticia sneezed in class.
_______ 10. Kip sweeps the floor.
_______ 11. My room is a mess!
_______ 12. Hold this for me.
_______ 13. Kyle giggles at his dad.
_______ 14. Please sit here.
Answer Key
1.
2.
3.
4.
5.
6.
7.
10
has, N
washed, A
stepped, A
sat, A
has, N
am, N
ate, A
8.
9.
10.
11.
12.
13.
14.
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is, N
sneezed, A
sweeps, A
is, N
hold, A
giggles, A
sit, A
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Verbs: Pick a Verb
In the sentences below, the verbs are italicized. The problem is that the verbs may not make
sense in the sentences. In the space below each sentence, write as many verbs as you can
think of that might make a better sentence. The first one has been completed for you as an
example.
1. My mama ate the car.
washed,
drove, parked, bought, sold, vacuumed, painted
_______________________________________________________________________
2. We washed the pizza.
_______________________________________________________________________
3. Jorge tickled his shoes.
_______________________________________________________________________
4. A large brown dog rolled down the street.
_______________________________________________________________________
5. The children painted the tree.
_______________________________________________________________________
6. Sammy and I sneezed to the store.
_______________________________________________________________________
7. The giraffe read by the tree.
_______________________________________________________________________
8. The baby drove all the way home.
_______________________________________________________________________
9. Suki jumped on her computer.
_______________________________________________________________________
10. A bug snored in my spaghetti.
_______________________________________________________________________
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Verbs: Endless Verbs
Verbs may seem to be endless once you start thinking of them. Below you will find four
sentences. Each sentence has a blank where the verb should go. Each sentence also has a
box. Fill each box with as many verbs as you can think of that will fill in the blank.
Remember that some of the sentences will need an action verb and some will need a nonaction verb (or they might take either kind). Read your sentences aloud or whisper them to
yourself to be sure they make sense.
The kitten ______________ under the chair.
The bug ___________________ on the rock.
Loretta ________________ the chicken pox.
A bird ____________________ in the house.
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Verbs: We Can Help
Some non-action verbs help action verbs to do their work. They work together in a sentence
like a team. These non-action verbs are called helping verbs.
Example: Children can play many games at the park.
The non-action helping verb is can. The action verb is play.
The complete verb is can play.
Find the helping and action verbs in the sentences below. Use the following list of verbs to
help you. Then fill in the blanks at the bottom of the page by writing the helping and action
verbs from the sentences in the correct spaces. (See page 58 for answers.)
Helping Verbs: am, is, has, are, were, has, have, had, can, will
Action Verbs: drink, ridden, pushed, driven, move, pulled, going, ride, seen, go
1. Lupita will ride her bicycle.
6. Sled dogs have pulled the visitors
across the snow.
2. An elephant is ridden in India.
3. The scooters were pushed by the
parents.
7. We have seen a bear.
4. An airplane can move quickly.
9. Christopher will eat all the ice cream.
8. You will go to school now.
5. Alex has driven a truck.
Helping Verbs
10. We will drink all the root beer.
Action Verbs
1. _________________________
1.
_________________________
2. _________________________
2.
_________________________
3. _________________________
3.
_________________________
4. _________________________
4.
_________________________
5. _________________________
5.
_________________________
6. _________________________
6.
_________________________
7. _________________________
7.
_________________________
8. _________________________
8.
_________________________
9. _________________________
9.
_________________________
10. _________________________
10.
_________________________
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Adjectives and Adverbs:
Notes for Teachers (cont.)
Adjectives are words used to describe nouns and pronouns. There are different types of adjectives,
including articles, common, proper, demonstrative, indefinite, and possessive.
Articles describe nouns and pronouns in an indefinite way. There are just three articles.
articles: a, an, the
in sentences: I have a cat. We went to the store.
Common adjectives describe the subject in a general way. They answer the question, “What kind of?”
or “How many?”
examples: soft, warm, six, blue, sunny, tired, tall
in sentences: My uncle is tall. The bunny is soft.
Proper adjectives are made from proper nouns and are always capitalized. They answer the question,
“What kind?”
examples: Irish, Swedish, Native American, Elizabethan
in sentences: I love Swiss cheese. There are many Japanese cars.
Demonstrative adjectives point out things. They answer the question, “Which one(s)?”
examples: this, that, these, those
in sentences: I like this game. Those crackers look funny.
Indefinite adjectives give an approximate amount or number.
examples: some, many, more, less, fewer
in sentences: Some children climbed the tree. We have more cookies than they have.
Possessive adjectives show belonging.
examples: my, his, her, their
in sentences: My brother drove his car. Their house is large.
Adverbs describe verbs, adjectives, and other adverbs. Adverbs tell when, where, why, how, how often,
how long, and how much/little. Adverbs often end with the letters ly, but not always. Very, never,
quite, and always are also adverbs, but they do not end with ly. Also, some words ending with ly, such
as lovely and fly, are not adverbs.
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Adjectives and Adverbs: Adjective Hunt
In the sentences below, circle all the adjectives you can find. Then try thinking of new
adjectives to use instead of the ones on this page. Write your new sentences on the lines
below. Remember to be creative!
1. My tiny, round sister drooled on her purple dress.
2. I wish I had a black dog.
3. Your new shoes are so cool!
4. A spotted lizard just ran across my bare foot.
5. I would really like a nice tall glass of cold water.
6. My brother is tall and skinny, and he has wild hair.
7. Have you seen my plaid shirt?
8. I’m looking for an adventurous and scary book.
9. Last night there were lots of buzzing mosquitoes, and now I’m spotty!
10. My old jeans are faded and torn.
New Sentences:
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. _______________________________________________________________________
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Adjectives and Adverbs:
Animal Adjectives
Think of as many ways as you can to describe the following animals. Write your adjectives in
the boxes. Remember to be creative! Then share your ideas with the class.
elephant
hamster
butterfly
monkey
cat
turtle
seagull
wolf
snail
Extension: Draw your favorite animal and then write adjectives to describe it all around the
drawing. Put your drawing and writing together with your classmates’ work to create a book
full of animal adjectives.
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Adjectives and Adverbs:
This Is More Interesting!
The sentences below are uninteresting. Your job is to add adjectives or adverbs to make
them more interesting. Rewrite the sentences on the lines that follow each sentence. Then
share your new sentences with the class.
Add interesting adjectives to these sentences.
1. The boy yelled as he ran down the street.
_______________________________________________________________________
2. Jenny said she saw a monster.
_______________________________________________________________________
3. I want the shoes.
_______________________________________________________________________
4. The pig rolled in the mud to cool itself.
_______________________________________________________________________
5. We are going to order a pizza.
_______________________________________________________________________
Add interesting adverbs to these sentences.
1. The old man got up.
_______________________________________________________________________
2. I saw her walking toward me.
_______________________________________________________________________
3. The man snored.
_______________________________________________________________________
4. I was awakened by a chirping bird.
_______________________________________________________________________
5. Todd walked by us.
_______________________________________________________________________
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Adjectives and Adverbs: Create a Story
The story below is missing its adjectives and adverbs. Think of words you can add to create
a scary, funny, or silly story. After adding adjectives and adverbs, finish the story.
The _______________ boy walked _______________ through the forest. He heard
a(n) ________________ sound that made him stop. He looked across a(n)
____________ meadow and saw a(n) _____________ man walking _______________
toward him. The boy turned _______________ and walked _______________. He
came to a(n) _____________ house. Around the house there was a(n)
_____________ fence. In the front yard there was a(n) _______________ woman and
a(n) _______________ girl. The girl called _______________ to the boy. The boy
walked ______________ to the ______________ fence. “I saw a(n) ______________
man in the _______________ forest,” he said. The _______________ girl laughed
_______________. The boy ran _______________. “Come back,” the girl called
_______________. The _______________ boy turned and saw that the
_______________ woman was smiling _______________. He wanted to know who
the _______________ man was and why the _______________ woman was smiling
_______________ and why the girl was laughing. So, the _______________ boy
walked back _______________. “Why are you laughing _______________?” the boy
asked, “And why is the _______________ woman smiling _______________?” This is
what the _______________ girl told him:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Plurals and Possessives:
Notes for Teachers (cont.)
Plurals show more than one.
• The most common way to make a word plural is to add an s to the end.
plurals adding s: nickels, shoes, roses, cars, tambourines
• Words that end in s, z, x, sh, or ch are usually made plural by adding es.
plurals adding es: wishes, foxes, churches, passes, lunches
• There are exceptions to these rules. Some are exceptions because they end in y. Some are
exceptions because they end with a vowel preceded by a consonant. Some plurals are formed by
changing many of the letters. These exceptions you will just need to memorize. Some of them
are listed here.
exceptions: potatoes, mysteries, knives, children, men, people, heroes
Possessives show belonging.
• The most common way to indicate possession is to add an apostrophe and an s.
possession with apostrophe s: girl’s cat, Vickie’s book, Carl’s sandwich
• To indicate possession for a plural noun that ends in s, just add an apostrophe to the end.
possession with an apostrophe only: the Smiths’ house, boys’ room, teachers’ meeting
• To indicate possession for a plural noun not ending in s, add an apostrophe and an s.
possession for plurals not ending in s: children’s department, men’s room, oxen’s harness
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Plurals and Possessives: Plural Makeover
Here is a story start that is lacking plurals. Circle the mistakes and on the back of this paper,
write the rest of the story.
Once upon a time there was a very silly little girl, Sillirella, who had
three rambunctious stepsister. Sillirella went everywhere her three sister
went. They went to mall to buy jean, shirt, and shoe, they went to beach to
tan their body, they went to gym to lift weight, and they went to theater to
watch movie.
“But I am so tired,” Sillirella said as great big teardrop fell from her eye.
“And I’m hungry, too.” Everywhere they went, the three sister ate hot dog,
hamburger, pizza, and egg roll, and never once did they share with Sillirella.
The three sister just laughed at her as she followed them to a skating rink.
There they put on skate and took off, leaving Sillirella standing by the step.
“Oh, dear,” Sillirella said. Then she said it three more time. Suddenly,
poof! there were colorful twinkling light, and a fairy godmother appeared just
above the rack of shoe. “What can I do for you, silly girl?” she asked as
she waved her wand and landed with a plop at Sillirella’s foot. When
Sillerella explained her tale of woe, the fairy godmother smiled and looked
at the skating rink as all the skater glided by.
“Did you think,” the fairy godmother asked Sillirella, “that you had to go
everywhere with your three rambunctious stepsister?”
Sillirella had to stop to think about that. Sillirella felt silly. “Yes, I do! I
have to!”
“Why?” the fairy godmother asked as she examined her nail.
“Because . . . ,” Sillirella said as she began her story.
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Plurals and Possessives: Is This Yours?
When a word shows that something belongs to it, we say that it shows ownership.
Possession is another word for ownership. An apostrophe is used to show possession.
Example: Ramon’s jacket (To whom does the jacket belong? The jacket belongs to
Ramon.)
Fold the answer key under and then rewrite each phrase below to show possession. Do not
forget the apostrophes! The first phrase has been completed for you. Check your answers
when you finish.
1. toys belonging to the baby
the baby’s toys
___________________________________
2. a car owned by Michael
___________________________________
3. a house owned by Mrs. Gumdrop
___________________________________
4. a skateboard belonging to Manuel
___________________________________
5. a book owned by the teacher
___________________________________
6. a loud voice belonging to my brother
___________________________________
7. a mess belonging to Hannah
___________________________________
8. a chocolate cake belonging to Victor
___________________________________
9. curly hair belonging to Suzanne
___________________________________
10. an iguana that is owned by Kevin
___________________________________
Answer Key
1.
2.
3.
4.
5.
the baby’s toys
Michael’s car
Mrs. Gumdrop’s house
Manuel’s skateboard
the teacher’s book
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6.
7.
8.
9.
10.
my brother’s loud voice
Hannah’s mess
Victor’s chocolate cake
Suzanne’s curly hair
Kevin’s iguana
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Plurals and Possessives: Possessive Power
Fold the answer key under so you cannot see the answers until you finish. In the sentences,
circle all the noun possessives you can find. Singular possessives show ownership by one
person or thing. Plural possessives show ownership by more than one person or thing.
When you find them, write them on the correct list below. The first one has been done as an
example. When you finish, compare your answers to the answer key.
1. Is this Kathy’s sweater?
2. My mom is the children’s librarian.
3. The girls’ room is being painted.
4. The monster’s breath is as hot as fire.
5. My dad’s toe turned purple!
6. The dads’ game is about to start.
7. The dog’s leash is wrapped around my ankle!
8. I got lost in the men’s department.
9. Babies’ rattles can make good musical struments.
10. My brother’s feet stink!
Singular Noun Possessives
Plural Noun Possessives
Kathy’s sweater
1. _______________________________
1. _______________________________
2. _______________________________
2. _______________________________
3. _______________________________
3. _______________________________
4. _______________________________
4. _______________________________
5. _______________________________
5. _______________________________
Answer Key
Singular Possessives
1.
2.
3.
4.
5.
24
Plural Possessives
Kathy’s sweater
monster’s breath
dad’s toe
dog’s leash
brother’s feet
1.
2.
3.
4.
5.
©Teacher Created Materials
children’s librarian
girls’ room
dads’ game
men’s department
babies’ rattles
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Capitalization: Notes for Teachers (cont.)
To capitalize, you begin a word with a capital (uppercase) letter. Here is a list of the kinds of words
you should always capitalize.
❏ the word I
❏
❏
❏
❏
❏
❏
❏
❏
26
❏ the main words in titles of books, movies,
At the fair I bought a snow cone.
the first word in a sentence
My cat doesn’t like the water.
the names of people and places (proper nouns)
Rachel
Boston
Ireland
Prince Edward Island
words derived from proper nouns (proper
adjectives)
Texan
French
Australian
New Yorker
titles with people’s names (titles of position, rank,
etc.)
Governor Davis
Mr. Lopez
Dr. Nyguen
Captain Henderson
title of a person (when used in place of that
person’s name)
Thank you, Doctor.
I went to see Grandma.
That’s Dad.
days of the week and months
Monday
Thursday
January
March
the first letter of each word in a friendly letter
greeting
Dear Izzy,
Dear Granny Jan,
the first letter of each word in a business letter
greeting
To Whom It May Concern:
Dear Sirs:
©Teacher Created Materials
newspapers, television shows, plays, operas,
musicals, or magazines
The Lion, the Witch, and the Wardrobe
The New York Times
Phantom of the Opera
❏ school subjects if they are languages or actual
class titles listed in a catalog
Italian
Renaissance Art
Geometry II
❏ geographic locations when they name specific
areas
She lived in the West most of her life.
He wrote about the South.
❏ holidays
Labor Day
Memorial Day
Mother’s Day
Strawberry Days
Here are some situations when you
should not capitalize.
❏ persons’ titles when not used with a name or in
place of a name
I will write to the president.
I need to call the doctor.
❏ the four seasons
winter
spring
❏ regular school subjects
social studies
language arts
❏ geographical directions
Go west until you come to the highway.
We’ll head south now.
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Capitalization: That’s Capital
The following sentences need capitalizitation. Cross out each letter that should be changed
to a capital and write the capital letter above the crossed out letter.
1. when i went to the store, i saw my teacher, mrs. roe.
2. my family will go to disneyland in july.
3. i am reading old yeller this week.
4. my sister, sarah, says her favorite subject is spanish.
5. on wednesday, we will celebrate groundhog day.
6. my brother said that mom was a cheerleader at eastside high school.
7. in august, we’re going to visit aunt mary in san francisco, california.
8. benjie had a birthday, and we sang “happy birthday to you.”
9. my friend rosa speaks spanish, and i speak english.
10. my neighbor julia is going to paris, france, next june.
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Capitalization: Naming Names
Did you know that your name is a proper noun? It is, and because it is a proper noun, you
should always capitalize your first and last names and middle name, too, if you have one.
Your pet snake’s name should also be capitalized whether it is Sally Slither or Fido. Even
your caterpillar, Old MacDonald, has a proper name that should be capitalized, with the M of
Mac (or Mc) and the D of Donald in capital letters. Get the picture?
Rewrite the following names so that they are properly capitalized.
amelia bedelia ____________________________________________________________
malcolm mcgillicutty _______________________________________________________
cameron cuthroat crabapple _________________________________________________
alfred e. newman__________________________________________________________
Do you have any pets at home? If you do, write the names of your pets (or any other pets or
even stuffed animals you know) here.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Here are some pets without names. Think of a name for each pet. The names can be fancy
or simple, long or short, but they should all be capitalized.
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Capitalization: I Spy
When you write about yourself, you use the word I. The word I is always capitalized no
matter where it is found in the sentence, no matter what. Here is why:
The word I is a proper pronoun that takes the place of your name. It is a very handy word,
and it would be difficult to write anything personal without it. For example, here is how Carlos
would write about himself if he did not have the capital I:
My name is Carlos, and Carlos lives on West Street. Carlos likes to play
baseball with my friends until my mom calls me in to dinner. After dinner, Carlos
takes a walk with my family, and then Carlos does my homework for as long as
Carlos can stand it!
That does not sound quite right, does it? The capital I is very important. In the sentences
below, use the proofreader’s mark (
) to show where the word I needs to be capitalized.
The first one has been done for you.
1. i slept in a lot longer than i thought i would.
2. It was late when i finally got up.
3. i was surprised to find that nobody was home.
4. i wondered where everyone went.
5. The dog was barking, so i went to see what she was doing.
6. She was looking up, and then i heard strange noises on the roof.
7. i was scared, so i ran to hide under my bed.
8. i heard the noises getting louder, so i hid better.
9. Then i heard my dad yell for my brother to throw him something.
10. My family was fixing the roof, and i was missing all the fun!
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Capitalization: What, There’s More?
Yes, there are still more things that need to be capitalized. For example, what is your favorite
subject in school? If you said “English” and you capitalized it, you followed the rule correctly.
If you said “math” and you did not capitalize it, you are right again!
Languages are always capitalized. School subjects are sometimes capitalized and
sometimes not. General subjects such as math, history, science, and art are not capitalized.
However, if it is a specific course with a specific title, it is capitalized. For example, Spanish
Musicians, American Short Story Writers, and Skateboarding Art are the names of specific
courses.
The names of organizations and companies are also capitalized, as in The Disney Company
or The Make-a-Wish Foundation. On the line after each of these uncapitalized subjects,
companies, and organizations, write them with the correct capitalization. (Note: Some may
not need to be changed.)
1. hasbro, inc. _____________________________________________________________
2. spanish ________________________________________________________________
3. multiplication ____________________________________________________________
4. reading ________________________________________________________________
5. oak grove elementary school _______________________________________________
6. social studies ____________________________________________________________
7. klutz press ______________________________________________________________
8. campfire boys and girls ____________________________________________________
9. american youth soccer organization __________________________________________
10. italian __________________________________________________________________
Here are a few more things that are always capitalized. They are the names of groups of
people, nationalities, and religions.
Groups of People:
Aborigine
Arab
Asian
Hispanic
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Nationalities:
Danish
Samoan
Australian
Puerto Rican
©Teacher Created Materials
Religions:
Judaism
Islam
Buddhism
Christianity
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Capitalization: First and Foremost
The easiest capitalization rule is this: Always capitalize the first word of every sentence. It
doesn’t matter if the first word is I, you, me, Clara Belle, or Mexico. The first word is always
capitalized, even if it is a word that would not be capitalized otherwise. The story below has
some words that need to be capitalized. Look to see if the first letter of the first word of each
sentence is capitalized. Also, look for other words that need capitals. Use a colored pencil or
pen to write the capital letter above the letter that is there.
one day, mike and chris were riding their skateboards at murdy park. when they
stopped to rest, they noticed something in the bushes. “what is that?” chris asked.
mike looked more closely. “it’s furry!” mike said. both boys stood and stared, and
then they saw it move just a little bit.
“ohhhh, that scared me!” chris said.
“it’s a little bunny!” mike exclaimed. sure enough, it was a scared little brown
bunny hiding in the bushes. mike and chris cornered it, and then mike scooped it up.
he could feel its heart beating very quickly.
the boys walked all around murdy park and asked people if they had lost a
bunny. mr. martinez said that they should call the bunny rescue society. mrs. tan
told them to put an ad in the daily heartland news. they did everything they could to
find the bunny’s owner, including checking with the great pets of america company.
no one claimed the bunny, so mike and chris took it home.
mike sat in a chair and held the bunny close to his chest.
“you can’t keep it,” chris and mike’s dad said as he entered the room.
“why not?” chris asked.
“we already have a bunny cage,” mike added.
“well, okay,” dad said, “but you’ll have to give it food and water every day.”
the boys were happy. they named the bunny “george,” even though it was a girl
rabbit. they fed her vegetable scraps from the kitchen, rabbit food, cabbage, and
water. george grew to be a big, fat rabbit who would sometimes sneak into
neighbors’ yards to eat weeds and flowers, which are her favorite foods.
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Punctuation: Notes for Teachers (cont.)
This is a comma. Here is how to use it:
• to indicate a pause between adjectives,
clauses, phrases, or sentences
Examples: I am a very hungry, skinny boy!
Even though I just ate, I’m still hungry. I’m
hungry, and I need to eat.
• to separate a city and state
Example: Paradise, California
• to separate two or more words in a list or
series
Example: I ate two corn dogs, one pizza, a
hamburger, and French fries.
• after the introductory words at the
beginning of a sentence
Example: Yes, you may go to Lizzy’s.
• around interrupters
Example: Stan and Lou, of course, are
going to the game.
• after the name of a person to whom
someone is speaking
Example: Tomás, are you eating again?
• to separate a quotation tag from a quotation
Example: She said, “Lizzy, I can come over
now.”
• after a greeting or closing in a letter to a
friend or relative
Examples: Dear Grandpa, or Sincerely,
Buddie
This is an apostrophe. Here is how to use it:
• in contractions
Examples: it’s (it is), we’ll (we will), they’re
(they are)
• to indicate possession
Examples: Samantha’s big toe, the dog’s
paw
©Teacher Created Materials
()
:
“
These are parentheses. Here is how to
use them:
• around words or phrases that add
information or make an idea clearer
Example: The green-eyed monster (my
sister) is away this weekend.
This is a colon. Here is how to use it:
• after the greeting in a business letter
Example: Dear Mr. Okasaki: and To
Whom It May Concern:
• to introduce a list
Example: Please bring the following
items: lined paper, colored pencils, and
markers.
• between the hour and the minutes in the
time of day
Example: 7:30 A.M.
• to introduce an important point
Example: Take note: We will be meeting
on Saturday instead of Friday.
These are quotation marks. Here is how
to use them:
• at the beginning and end of a direct
quote
Example: Tomas said, “I’m hungry
again.”
• at the beginning and end of the titles of
songs, short poems, short stories,
articles, chapters of books, and
television and radio programs (unless a
continuing series)
Examples: On television’s “Superstar
Football Special,” he sang “The Star
Spangled Banner.” I am reading a short
story in our literature text, “To Build a
Fire,” by Jack London.
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Punctuation: Notes for Teachers (cont.)
—
This is a period. Here is how to use it:
• at the end of a declarative sentence
Example: I decided to relax in the
hammock.
• after abbreviations
Examples: Dr. and etc.
This is a question mark. Here is how to
use it:
• at the end of interrogative sentences
(questions)
Example: Have you ever slept in a
hammock?
This is an exclamation point. Here is how
to use it:
• to show strong feeling after a word, a
phrase, or an exclamatory sentence
Example: Oh, no! My underwear just fell
out the window!
(Do not overuse exclamation points, and
never use multiple exclamation points all
in a row!!!!)
This is a hyphen. Here is how to use it:
• to break a word between syllables at the
end of a line
Example: My sister wants to eat lobster on her birthday.
• between two-part numbers
Example: fifty-two
• when writing fractions as words
Example: one-half
• to join two words that become one
adjective
Example: This computer game is userfriendly.
…
©Teacher Created Materials
;
This is a dash. Here is how to use it:
• to indicate a sudden break in a sentence
Example: I was out in my garden—my
brother calls it my weed patch—when I
saw the caterpillars eating something.
This is an ellipsis. Here is how to use it:
• to replace words that have been left out
or to indicate a pause
Examples: Mary had a little lamb . . . the
lamb was sure to go. Hmmm . . . now
that I think about it . . . maybe aliens did
visit my brother.
This is a semicolon. Here is how to use it:
• to join the independent clauses of a
compound sentence when you are not
using a comma and a conjunction (and,
but, etc.)
Example: I have a new baby brother; I
can’t wait to see him!
• in front of a subordinating conjunction
when you are joining two simple
sentences
Example: Larry apologized to Mrs.
Harris; however, she kept screaming
anyway.
• in a series of three or more items when
commas are used within those items
Example: Our talent show has been
planned. We will have Jazz, a group of
dancers; Klutzy Kyle, a magical
extravaganza; Barknikov, a poodle that
dances ballet; and Spring Showers, a folk
singer.
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Punctuation: Hello, May I Quote You?
Commas and quotation marks are among the most frequently used punctuation marks, so get
out a pencil and see how well you know these marks. Fold the answer key under and do not
look at it until you finish.
Comma Practice: Add commas to the sentences.
1. Okay I’ll have some cake.
2. Goodness you’re going sky diving?
3. Oh I almost forgot to put on shoes.
4. My teacher Ms. Mulligan is really tall.
5. Lorenzo get down from there!
Quotation Mark Practice: Add quotation marks to the sentences.
6. Dad said, Come with us!
7. Christopher’s favorite story is The Three Pigs.
8. I sang Happy Birthday to You in Spanish.
9. Pick up all these toys before they are broken, Mom said.
10. Sure, I said, I’ll be happy to come over.
Answer Key
1.
2.
3.
4.
5.
6.
7.
Okay, I’ll have some cake.
Goodness, you’re going sky diving?
Oh, I almost forgot to put on shoes.
My teacher, Ms. Mulligan, is really tall.
Lorenzo, get down from there!
Dad said, “Come with us!”
Christopher’s favorite story is “The
©Teacher Created Materials
Three Pigs.”
8. I sang “Happy Birthday to You” in
Spanish.
9. “Pick up all these toys before they are
broken,” Mom said.
10. “Sure,” I said, “I’ll be happy to come
over.”
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Punctuation: All’s Well That Ends Well
Sentences have three kinds of end marks, depending on the kinds of sentences they are. A
declarative sentence tells something. It has a period at the end. An interrogative sentence
asks a question. An interrogative sentence has a question mark at the end. An exclamatory
sentence exclaims, shouts, or yells. An exclamatory sentence has an exclamation point at the
end.
Here is an example of each kind.
Declarative Sentence: I decided to relax in the hammock.
Interrogative Sentence: Have you ever slept in a hammock?
Exclamatory Sentence: The hammock broke, and I fell on my dog!
Now it is your turn to use end punctuation. Write the correct punctuation at the end of each
sentence. Then write a D for declarative, I for interrogative, or E for exclamatory on the line
before each sentence. When you finish, check your answers against the answer key.
_______ 1. Where did you get that hat
_______ 2. Oh, no, the ball’s headed this way
_______ 3. It’s time to go to school
_______ 4. There’s an octopus on your head
_______ 5. Have you seen my pet snake
_______ 6. Don’t point that at me
_______ 7. The sun will be setting at 7:47 tonight
_______ 8. We won a trip to Hawaii
_______ 9. May I borrow your cat
_______ 10. Take off your shoes and stay awhile
Answer Key
I
1.
Where did you get that hat?
E
6.
Don’t point that at me!
E
2.
Oh, no, the ball’s headed this way!
D
7.
The sun will be setting at 7:47 tonight.
D
3.
It’s time to go to school.
E
8.
We won a trip to Hawaii!
E
4.
There’s an octopus on your head!
I
9.
May I borrow your cat?
I
5.
Have you seen my pet snake?
D
10.
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Take off your shoes and stay awhile.
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Punctuation: Punctuation Practice
Take out a colored pencil or pen and correct the story by adding punctuation.
It was a clear calm day on April 1 1995 I was a student at
Oak Grove Elementary School My teacher Mrs Griffon came
into the classroom and smiled Suddenly Jeffrey jumped up and
said Mrs. Griffon theres a spider crawling on your head
Oh said Marisa where is the spider
Mrs Griffon pretended that she was afraid but only for a
minute Then Jeffrey yelled April Fool We all laughed Then
Mrs Griffon explained how the first day of April is always April
Fools Day
After we talked about it she told us to put our jackets away
get out our reading books and take out some paper It was time
for us to look up our spelling words but first she said she would
read a story if we could quickly and quietly get ready for
spelling All of us were ready except for Marisa Marisa where
are you Mrs Griffon asked
Marisa called Im hiding from the spider
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Sentences: Notes for Teachers (cont.)
• A sentence begins with a capital letter and ends with a period, a question mark, or an exclamation
point.
• A complete sentence contains a subject and a predicate.
— Sentence subjects are who or what the sentence is about.
Example: The frightened cat ran up the tree. subject = The frightened cat
— Sentence predicates tell what the subject does, thinks, is, etc.
Example: The frightened cat ran up the tree. predicate = ran up the tree
• If a sentence does not have enough information, it is called a sentence fragment.
Example: Jumps all the time. (The subject is missing).
• If a sentence has too much information in it (enough for two or more sentences crammed into one
without punctuation or connecting words) it is called a run-on sentence.
Example: I thought I would never finish my essay I was getting writer’s cramp and my
eyes were crossing. (The first sentence should end after the word “essay.” The second
sentence should include a comma after “cramp.”)
• There are three kinds of sentences: declarative, exclamatory, and interrogative.
— Declarative sentences end with a period.
Example: I took my dog for a walk through the park.
— Exclamatory sentences end with an exclamation point.
Example: The building is on fire!
— Interrogative sentences end with a question mark.
Example: Did you call my name?
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Sentences: Sentence Zapping
Circle the complete sentences below. Zap (draw a line through) the groups of words that are
not complete sentences.
• When school starts?
• Rolling down the hill.
• I painted my dog’s toenails pink.
• I have a hamster.
• Pineapples and popcorn.
• If you go?
• Watch out for the snake!
• Lost two of its wheels.
When you have zapped all the lines that do not qualify as sentences, you are ready to write
your own sentences. Use the words below to create complete sentences.
1. the three bears
_______________________________________________________________________
_______________________________________________________________________
2. fell down the stairs
_______________________________________________________________________
_______________________________________________________________________
3. a really fat caterpillar
_______________________________________________________________________
_______________________________________________________________________
4. a sticky piece of gum
_______________________________________________________________________
_______________________________________________________________________
5. rolled into the street
_______________________________________________________________________
_______________________________________________________________________
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Sentences: What Is Missing?
A sentence needs to be a complete thought in order to make sense. If it is not a complete
thought, it is a fragment or a piece of a sentence. What is often missing from a sentence
fragment is the subject. A subject tells who or what the sentence is about. A fragment might
also be missing its predicate, which tells what the subject has, does, or is.
Read the sentence fragments below. On the line before each fragment, write S if the
fragment is a subject and P if the fragment is a predicate. Then, rewrite the sentences so that
they make sense. Use whatever information you wish. The first one has been completed as
an example. Be sure to capitalize and punctuate each sentence.
S
_______
1. a big green reptile
A big green reptile just got off the bus.
_______________________________________________________________
_______ 2. went zooming past me
_______________________________________________________________
_______ 3. a polka-dotted dress
_______________________________________________________________
_______ 4. her pet skunk
_______________________________________________________________
_______ 5. fell asleep in the backyard
_______________________________________________________________
_______ 6. my toenails
_______________________________________________________________
_______ 7. knocked at our front door last night
_______________________________________________________________
_______ 8. are really very tiny
_______________________________________________________________
_______ 9. is so sleepy
_______________________________________________________________
_______ 10. a very tall man
_______________________________________________________________
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Sentences: Your What Is Doing What?
Choose a subject (who or what) or a predicate (an action) from the appropriate list to
complete the sentences below. Be sure to use correct capitalization.
Subjects
nearly everyone
a cute, little baby
the Lees’ new car
my bed
a jet plane
my socks
the spaghetti
your refrigerator
my desk
your brother’s head
a mean grizzly bear
that huge truck
my big brother
a purple goldfish
Predicates
rolled down the street and under a car
squished my birthday cake
is (are) drooling on my foot
fell off the balcony
is (are) lost in space
has (have) a really big nose
lost two of its (his, her, their) wheels
is (are) in the suitcase
is (are) singing in the shower
taught our class today
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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is (are) up on the wall
is (are) floating away
fell into the soup
got lost in my closet
is (are) falling down the stairs
is (are) in the oven
is (are) covered in stripes
went to Paris last night
is (are) yellow with green spots
drove a golf cart across the playground
______________________________________ ate my homework.
______________________________________ ate snails for lunch.
Cedric ______________________________________.
______________________________________ fell into the pond!
Mr. Heatfeet ______________________________________.
________________________________ is a hairy beast from the planet Nort.
My left foot ______________________________________.
The bully across the street ______________________________________.
A noisy elephant ______________________________________.
______________________________________is in my pocket.
______________________________________ has the chicken pox.
My entire family ______________________________________.
______________________________________ is turning purple!
My nose ______________________________________.
______________________________________ has a cute little hat.
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Sentences: Stop That!
You have learned many things that a sentence should have, but what if it has too much? A
sentence that has too many subjects and predicates is a run-on sentence. A sentence might
say too much. That is why punctuation is needed to stop a sentence that is a run-on. A runon sentence needs to be broken up into more than one sentence.
Here is a simple run-on sentence and its correction.
Sentence: My teacher was not at school we had a substitute.
Correction: My teacher was not at school. We had a substitute.
Now it is your turn. Rewrite the following run-on sentences by turning them into two
sentences each.
1. Disneyland was closing we had to go home.
_______________________________________________________________________
2. Pancakes are my favorite food I could eat them for dinner.
_______________________________________________________________________
3. Our dog doesn’t like water she whimpers when we give her a bath.
_______________________________________________________________________
4. There is a bug on your head it is really ugly.
_______________________________________________________________________
5. Our family is going to move I don’t want to leave.
_______________________________________________________________________
6. My brother’s shoe fell off the bed it was so funny!
_______________________________________________________________________
7. Summer is almost over I don’t want to go back to school.
_______________________________________________________________________
8. I want to spend the night at your house your dad is a good cook.
_______________________________________________________________________
9. It’s really icy outside I slipped and dropped my radio.
_______________________________________________________________________
10. I dropped the peanut butter jar it really made a mess.
_______________________________________________________________________
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Sentences: Sentence Doctor
You are a doctor specializing in sentences. Today you are working in the emergency room.
These sentences need your help immediately. Rewrite each sentence on the line below it so
it will feel better. Remember to capitalize, to punctuate, and to write complete sentences.
1. my mother and i will be driving a hundred miles today its my grandmas birthday
_______________________________________________________________________
2. i have a new puppy his name is lollipop
_______________________________________________________________________
3. i said what are you doing
_______________________________________________________________________
4. watch out john
_______________________________________________________________________
5. have you seen my little brother i think hes lost
_______________________________________________________________________
6. i fell into the pool my shoes are wet
_______________________________________________________________________
7. we saw mrs hunter at palm elementary school on thursday
_______________________________________________________________________
8. my friend lives in northridge california shes really funny
_______________________________________________________________________
9. do you like liver
_______________________________________________________________________
10. Will you please hold my snake he’s hungry
_______________________________________________________________________
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Paragraphs: Notes for Teachers (cont.)
A paragraph is what organizes and unifies sentences around a theme or a central idea. An essay or
report is written in paragraphs so that it is easier to read and to understand. Each paragraph has its own
topic that relates to the theme or main idea.
The Beginning
Paragraphs begin with a topic sentence which introduces the topic of the paragraph and how it relates to
the main idea. A topic sentence tells what the paragraph will be about. A topic sentence needs a
specific subject and a specific point of view or perspective.
The Middle
The sentences that follow the topic sentence are called body sentences. They contain the information
and details about the topic to show why the main idea is true or not, to explain the topic, and to give
examples to support the main idea. Every body sentence needs to be about the topic stated in the topic
sentence.
The End
The final sentence of a paragraph is the concluding sentence which summarizes, makes a point, and
reminds the reader what the topic is about and what it means.
Here is an example of a paragraph. Notice how the topic sentence has a specific subject (“my brother”)
and a specific perspective (“must be from another planet”). Also, notice how the body sentences
support the notion that the narrator’s brother is from another planet. Finally, notice how the last two
sentences of the paragraph make a conclusion and add a little twist for a satisfying ending.
My brother must be from another planet. First of all, he doesn’t
sit down and chew food like us earthlings; he inhales his food as he
passes the table, and then he disappears. He has also been known to emit
some very peculiar odors which he seems to collect and keep in the form
of socks and dirty T-shirts tucked into corners of his room and under the
bed. If that is not enough, he makes very odd sounds that seem to be a
kind of screeching language from his native planet,
“Eeeeeeeeeccccchhhssssss, bellllllllllpppp,
gggggrrrrrrrrrroooooggggghhhhhh.” And so, it is clear that my brother is
not an earthling at all. I wonder if my parents have figured this out.
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Paragraphs: And Your Point Is?
Every body sentence in a paragraph must relate to or support the topic sentence. Cross out
the ideas in each list that do not relate to the main idea. The main idea is in boldface type.
1. inside the classroom
• desks
• pencils
2. clothes
• socks
• shirts
3. food
• bananas
• butterflies
4. in the kitchen
• lighthouses
• jungle gyms
5. in your closet
• llamas
• hangers
• computers
• bulletin boards
• rollercoasters
• books
• underwear
• donuts
• jeans
• sweaters
• cereal
• peanuts
• ice cream
• roses
• place mats
• toasters
• cupboards
• truck tires
• shoes
• Ferris wheels
• pianos
• horses
In the paragraph below, cross out the sentences that are not related to the main idea. On a
separate piece of paper, rewrite the corrected paragraph. Read this one and then the
corrected one. Can you tell how much better it sounds to stay on the topic?
Babysitting is a good way to make money, but it’s hard. First of all, I can make
money while sitting around watching TV and eating, so that’s a good thing. However,
most of the time babysitting is hard work, and it makes me really tired. I get really
tired after a hard day at school, too. It’s usually a baby, and babies cry without telling
you why. Sometimes it’s a baby and the baby’s older brothers and sisters. I have
one older brother and one younger sister. I have to spend a lot of time changing
diapers, feeding the baby, and getting the other kids to stop fighting or jumping on the
couch. One time my brother jumped so hard on his bed that it broke! The baby spits
up on me, and the kids grab me with their gooey fingers, so I always get dirty. I used
to get dirty all the time, but I have been much neater lately. At bedtime, they don’t go
to bed, and I have to keep getting them water, bottles, and stories. Then I have to
clean up before the parents come home. When the parents pay me, I don’t want to
spend the money because I know how hard I had to work to get it!
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Paragraphs: Beware the Body Snatchers!
Every paragraph needs a body. Here is a paragraph from which the body has been snatched.
Ice cream is my favorite food. Therefore, as you can see, there are many good
reasons to like ice cream.
The body sentences explain and give examples to support why the writer likes ice cream best.
Without the body, you are left wondering why.
Here are some paragraphs that are missing the body sentences. Add three body sentences
after each topic sentence. Be sure that your sentences support the topic and fit with the
concluding sentence, too.
1. I would really like to learn to fly an airplane.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
So now it is clear why flying is so important to me!
(Writing hint: What reasons can you think of for wanting to learn to fly? See if you can think of three
reasons.)
2. The beach is the best place to take a vacation.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Now everyone is sure to want to go to the beach for a vacation.
(Writing hint: Try to convince readers that the beach is the best place by using your three best ideas.)
3. I would like a cute little puppy of my own.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Having my own puppy would make me very happy.
(Writing hint: Think of three reasons why having a puppy would make a difference in your life.)
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Paragraphs: Give Us a Topic
Here are three paragraphs that are missing topic sentences. Read the paragraphs, and then
write a topic sentence for each one. If you wish, you may try a few on another piece of paper
until you find the one you like the best.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
First of all, I can’t sleep late anymore. I have to get up early in the morning, get
showered, and eat breakfast. Then I have to carry lots of books and walk there. I have
to sit in a classroom and listen and do homework. I wish we could have summer all year
long.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Sports can help us to be healthy and strong, and that’s important. We get to make new
friends, and it’s fun to play sports with friends. Sports can also help us to have good
attitudes and to do better in school. I don’t know why everybody is not out each day to
play some kind of sport.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
It annoys me a lot that she gets into my things when I’m not there. My little sister also
likes to tattle on me every chance she gets. If that is not enough, she embarrasses me
in front of my friends by telling them private things about me. I don’t know why I ever
wanted to have a little sister, but my mom says I will be glad one day.
Check your paragraphs. Do your topic sentences fit with the paragraphs?
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Paragraphs: And So . . .
The sentences in your paragraphs need to make sense in relation to each other. They need
to follow a logical order and to be connected to each other. The words that help connect the
sentences in your paragraphs are called transitions. Transitions make your writing easier to
understand. Transition words are words such as then, so, however, next, today, later,
suddenly, first, and finally.
Put the paragraph sentences in order. Using the transitions in the parentheses, connect the
sentences. Write the new sentences in paragraph form. Be sure your paragraphs make
sense.
1. I’ll have a piece of fruit instead.
I would like some candy.
I’ve been eating too much candy lately.
(however, so, today)
Today, I would like some candy.
However, _______________________________________________________________
So, ____________________________________________________________________
2. He cried and screamed so loudly that both my parents rushed into the room.
I was minding my own business, doing my homework.
My brother fell off the top bunk and crashed onto my desk.
(suddenly, after that)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. I sprinkle the grated cheese on top and put the pie in the oven.
I enjoy my own homemade pizza!
I spread sauce all over the dough.
(first, then, finally)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Editing: Notes for Teachers
• It is important for students to learn to edit their own work as well as the work of others during a
writers’ workshop. They will be stronger writers if they can learn to be objective about their
writing.
• To introduce editing to your students, bring two hats to school. If you can, label one “writer” and
the other “editor.” Explain that good writers wear two hats, but not both at the same time. Part of
the time, a writer is just writing and being creative. When a writer is being creative, he or she
should not be overly concerned about things like spelling and punctuation. That should be left to
the editor. (Switch hats!)
• Make copies of the proofreading marks on page 52 and distribute them to the students.
• Duplicate the boxes at the bottom of this sheet to have students begin to practice editing. More
practice can be found on page 53, “Proofreading Practice.”
• After they practice with these, they can use their proofreader’s marks to edit the story on page 54,
“Goldenfrocks and the Three Dudes,” a really silly adaptation of Goldilocks that will challenge
students. Go over the story with them as they check to see how they did.
• On page 55, you will find an editor’s checklist which you can duplicate for your students. Have
them refer to the list when editing their own work or when participating in writers’ workshop.
Proofreading Warmup
Use your proofreader’s marks to correct the capitalization mistakes in these sentences.
1. my friend tamera goes to pineridge elementary school.
2. uncle fred went to that same School when he was a little Boy.
3. Tamera invited my Uncle to Visit the School on visitors’ day.
4. he couldn’t fit into the Chairs anymore, and he didn’t do well on an english test.
5. Uncle fred was really glad, However, when he saw mrs. rawlings, his First grade Teacher!
Use your proofreader’s marks to correct the spelling and end punctuation mistakes.
1. I got an “A” on my qwiz in siance today
2. My dad was so gladd that he took me to get frozen yogirt
3. I had peenut butter and chocklick chip yogirt in a coon
4. It was really deelishus
5. I ownly got a little bit on my close
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Editing: Notes for Teachers (cont.)
Proofreading Marks
Editor’s Mark
52
Meaning
Example
capitalize
they fished in lake tahoe.
make it lowercase
Five Students missed the Bus.
spelling mistake
The day was clowdy and cold.
add a period
Tomorrow is a holiday
delete (remove)
One person knew the the answer.
add a word
Six were in the litter.
add a comma
He planted peas corn, and squash.
reverse words or letters
An otter swam in the bed kelp.
add an apostrophe
The childs bike was red.
add quotation marks
Why can’t I go? she cried.
make a space
He ate two redapples.
close the space
Her favorite game is soft ball.
begin a new paragraph
to know. Next on the list . . .
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Editing: Proofreading Practice
Use your proofreader’s marks to show where a word needs to be added or deleted.
1. My sister really loves her her new bed.
2. I would really some ice cream after the show.
3. Please tell me a a story.
4. My dog really likes wants tortillas.
5. Your cat is up the tree again?
Use your proofreader’s marks to show where punctuation needs to be added.
1. I cant find my shoes anywhere!
2. Mom said, Get down from there!
3. On the first day of school you will be so confused.
4. We visited Arlington Virginia last May.
5. I found Jasons shoes!
Use your proofreader’s marks to reverse words or letters and add or eliminate space.
1. I will work as a walker dog this summer.
2. I used to babysti for theneighbors.
3. They moved far a way in January.
4. I hope make I alot of mon ey.
5. I am savnig for a paino.
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Editing: Goldenfrocks and
the Three Dudes
Get out your proofreader’s marks and mark this story for corrections.
Goldenfrocks and the Three Dudes
Onvce upon a time there was a little girl named goldenfrocks she was named goldenfrocks
because she licked to ware dresses that were ghe color of gold?
On day went she for a walk in the forst first she she came to house. Oh my! She said to her
self. She went in side the hose and there she cound three bowls of nachos. The frist was too
cold the second to hot but the thirs was just writethen she watned to sit downe so she found
three bean bag cheersthe first was to hard the second to soft and the thrid was juust right so
she sat it. But the bag split open and all the beens feel out. I dont beliece it! she said. She
want upstares and found three doors. One wnt to a hot tbu, one went to an office and one
went to a gym. She went into the jim and started pumping iron. Jsut then three dudes
walked in the one first shrieked, the second one gasped an the thid one shouted theres a
little girl in a golden dress liffting 50-pound bumbells as if they were feathers! the three dudes
downstairs ran and all the way threw the forest and never looked bake once. Well said
goldenfrocks. and she brushed the nacho crums off her drees, put doen the dumbell and
went to find someting else to ate.
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Editing: Editor’s Checklist
❏
❏
❏
Don’t worry about editing on your first draft. Let your creativity flow.
❏
Put your work aside for awhile and then come back to it. With fresh eyes, you are likely
to catch things you may have missed before.
Read your work aloud so you can tell if it is smooth and clear.
Ask a friend or relative to read your work. Often, another person can find what needs to
be changed.
❏
Check your mechanics:
• Do all your sentences begin with a capital letter?
• Do all your sentences end with the correct punctuation?
• Have you been careful not to overuse exclamation marks?
• Do all your proper nouns begin with capital letters?
❏
Have you checked to be sure all words are spelled correctly? (Don’t rely on a spell
checker!)
• Are there any missing words?
• Are there any extra words?
• Have you used commas correctly?
• Have you used apostrophes where they are needed?
• Have you used quotation marks where needed?
• Are your words spaced correctly?
• Is your work easy to read and legible?
❏
Check your content:
• Have you been clear about the topic of your writing?
• Is it easy to tell what your story is about?
• Have you used any special words or phrases that add to your story?
• Have you used words that describe well?
• Are there any words or phrases that are confusing?
• Do you say the same thing more than once?
• Are there any words or phrases that do not belong?
• Are there any sentences that are awkward or that do not flow well?
• Do you stay focused on your topic, or do you go in too many directions?
• Is your writing interesting to your readers?
• Have you considered what you could do to make your writing better?
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Review: Notes for Teachers (cont.)
Original Paragraph: Playing the Piano
First you must choose your piano. An upright piano will fit better in most spaces. If you have the
money and the room, nothing beats the sound of a grand piano. Next, you must find someone to give
you lessons. Find a patient teacher. Be willing to practice every day. Soon you will be playing
symphonies, hymns, jazz, and the boogie woogie!
Paragraph with Parts-of-Speech Omissions
First you must ( __________ ) your piano. A(n) ( __________ ) piano will fit better in most
verb
adjective
( _________ ). If you have the ( __________ ) and the ( _________ ), nothing beats the sound of a(n)
plural noun
noun
noun
( __________ ) piano. Next, you must ( __________ ) someone to give you ( __________ ). Find a(n)
adjective
plural noun
verb
( __________ ) ( __________ ). Be willing to ( __________ ) every day. Soon you will be
adjective
noun
verb
( __________ ) ( __________ ), ( __________ ), ( __________ ), and the ( __________ )!
-ing verb
plural noun
plural noun
plural noun
noun
Rewritten Parargraph
First you must blow-dry your piano. A monstrous piano will fit better in most hot dogs. If you have
the crickets and the toenails, nothing beats the sound of a skinny piano. Next, you must drive someone
to give you rubies. Find an ugly kitten. Be willing to spit every day. Soon you will be yelling beans,
trucks, armadillos, and the Constitution!
Read the results once the blanks have been filled in. Create more stories for students to use in teams or
partners. This is a painless and often hilarious way to learn the parts of speech.
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