Washington Township Public Schools
Grade 3
Writing
Crosswalk, Essential Standards, Pacing Guides, and Resources
Marking Period 1
Language Arts/ Reading and Writing Crosswalk/ 2014-2015/ Grade 3
Reading
3
Writing
1st Marking Period
2nd Marking Period
3rd Marking Period
4th Marking Period
Traditional Literature/
Fiction
Nonfiction Unit
Historical Fiction
Mysteries
ES: RL 3.3, 3.4,3.6
ES: RL 3.3, 3.5, 3.9
Opinion
Supplemental
Persuasive Unit
Fiction/
Functional
BAW Units 4 & 6
ES: RL 3.2, 3.3, 3.7
Writing
Community/Narrative
BAW Units 1-3
ES: W 3.3, 3.4, 3.5,
3.10
ES: RI 3.1 – 3.10
Informative/
Explanatory
BAW Unit 5
ES: W 3.2, 3.4, 3.5,
3.7, 3.8, 3.10
ES: W.3.1, 3.4,
3.5, 3.6, 3.10
ES: W 3.2, 3.3,
3.4, 3.5, 3.6, 3.8,
3.10
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
GRADE 3 - WRITING
1st Marking Period – Narrative
Essential Standards
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
W 3.3
a. Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
W 3.4
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W 3.5
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W 3.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
GRADE 3 - WRITING
Essential Standards
1st Marking Period – Narrative
Demonstrate a command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives and adverbs in general
L 3.1
b.
c.
d.
e.
f.
and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g. childhood ).
Form and use regular and irregular verbs.
Form and use the simple (e.g. I walked; I walk; I will walk) verb tenses.
Form and use comparative and superlative adjectives and adverbs, and choose
between them depending on what is to be modified.
Demonstrate command of the conventions of standards English capitalization,
punctuation, and spelling when writing.
L 3.2
L 3.4
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Form and use possessives.
Determine or clarify the meaning of unknown and multiple meaning word and
phrases based on grade 3 reading and writing content, choosing flexibly from
a range of strategies.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Writing Pacing Guide – Grade 3
Revised 2014
Week #
Grammar Lessons
Units
The Writing Community
SEPTEMBER
Month
Writing Focus (Essential Standard)
Baseline Assessment
Administered in September
* The Fundamentals of Grammar and Conventions Unit 1, Lessons 5 & 6
(Capitals). Essential Standards - L 3.2.a,b
*Grammar Minutes Book
* Capitalization Worksheet
*Noun Flip Book
*Noun Worksheets
*Adjective Worksheets
* Complete two lessons on Nouns and Adjectives.
Essential Standards – L 3.1.a,b,c,g
* Complete The Fundamentals of Grammar and Conventions Unit 3, Lessons 1
– 3 (Verbs) & adverb lessons Essential Standards – L 3.1.a,d,e
*The Fundamentals of Grammar and Conventions Unit 2, Lessons 3 & 5
(Apostrophes). Essential Standards – L 3.2.d
* Getting Ideas for Writing
1&2
*Follow the BAW manual for Week 1; Days 1 & 2, Week 2; Days 1 & 2
Essential Standards – W 3.10
* Getting Ideas from Our Own Lives
3
Suggested Resources
*Follow the BAW manual for Week 3; Day 2 may be eliminated at teacher’s
discretion
Essential Standards – W 3.10
*Grammar Minutes Book
* Verb Tenses Worksheet
*Adverb Herd Game
*Apostrophe Worksheets
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Writing Pacing Guide – Grade 3
Units
Writing
Process
Month
Week #
Writing Focus (Essential Standard)
*Work on writing a paragraph using the writing process
1
* Use ideas from the Writing Community Unit.
Essential Standards – W 3.2
Suggested Resources
*Hamburger Graphic Organizer for
Paragraphs
(for informational and opinion writing
in all content areas)
*Note this organizer should not be
used in the upcoming narrative unit.
1
Personal Narrative
OCTOBER
*Exploring Personal Narratives
*Follow the BAW manual for Week 1
Essential Standards – W 3.3, W 3.4, W 3.5
* Exploring and Drafting Personal Narratives
2
*Follow the BAW manual for Week 2
Essential Standards – W 3.3, W 3.4, W 3.5
* Select and Complete Draft, Analyze, Revise Draft
3
*Follow the BAW manual for Week 3
Essential Standards – W 3.3, W 3.4, W 3.5
Revised 2014
*Personal Narrative Writing Prompts
*Sensory Details – Use books from
BAW Unit 1 Week 6
*Adjectives for the Senses Worksheet
* Hooking the Reader Worksheet
*Good Endings Poster
*Put to Bed Worn-Out Words List
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Writing Pacing Guide – Grade 3
Personal Narrative
Units
Grammar Lessons
NOVEMBER
Month
Week #
Writing Focus (Essential Standard)
Open Week/NJ Teacher Convention/On Demand Writing
* Self-Assessing, Pair Conferring, Proofreading, Publishing
4
*Follow the BAW manual for Week 4
*Rainbow Editing Poster
Essential Standards – W 3.3, W 3.4, W 3.5
*The Fundamentals of Grammar and Conventions, Unit 1, Lessons 1 – 4 (Text
Layout)
Essential Standards – RI 3.5, 3.7
* Complete two lessons on Dictionary Skills.
Essential Standards – L 3.4.d
American Ed Week/Thanksgiving
Revised 2014
Suggested Resources
*Dictionary Man
* Digging through the Dictionary
* Grammar Minutes book
Appendix
MP1
Gr. 3 - Writing
Resources
Capitalization
Directions: Underline the words that need to be capitalized. On the line below each
sentence, write the sentence correctly using correct capitalization.
Example:
on sunday, my family will go eat at olive garden.
On Sunday, my family will go eat at Olive Garden.
1.
my friend david liked the story very much.
2.
we will go to target in the evening.
3. when i was little, my favorite holiday was christmas.
4.
mike, tony and chris like to play basketball at the park.
5.
i have a dentist appointment on thursday.
6.
Can we go to six flags for halloween on saturday.
7.
my birthday is on april 7, i will turn 8.
8.
my cousin lives in texas.
9.
dr. thomas put a cast on jimmy’s broken arm.
10. My teacher, mrs. bloom gave us reading books for valentine’s day.
cute
blue
furry
sturdy
small
smaller
smaller
small
smallest
Comparative and Superlative Adjectives
We usually make comparative adjectives by adding “er” to the end of the adjective and superlative adjectives by
adding “est” to the end of the adjective. Here are some exceptions . Fill in the chart with the words we use or add
more and most to the adjective .
Adjective
many
good
bad
far
little
beautiful
intelligent
generous
important
Comparative
Superlative
Making Comparative and Superlative Adjectives
Choose an adjective from the box to complete each sentence. Add “er” or “est” so that it makes sense in the
sentence.
smart
funny
pretty
short
friendly
large
dirty
smelly
1.
That was the
2.
I think Cinderella has a
3.
Your shoes are
4.
I want to order the
5.
Mark is
6.
My mom is
7.
That cheese is
8.
That is the
movie I ever saw. My stomach hurts from laughing.
dress than Snow White. I love the color.
than mine because you were walking through puddles and mud!
ice cream cone ever. It will have 15 scoops!
than David, he only reaches up to his nose.
than me, she always knows what I am up to!
than this one. I don’t even want to eat it.
dog I’ve ever met, he licked my face three times!
y:
Name: ____________________________________________
Past, Present, and Future Tense Verbs
Draw a circle around the action verb in each sentence. On the line, tell
whether the verb is past tense, present tense, or future tense.
examples:
Daniel played baseball yesterday.
past tense
He plays baseball everyday.
present tense
We will go to Daniel's baseball game.
future tense
1. Daniel will choose a baseball bat.
_____________________________
2. He steps up to the plate.
_____________________________
3. The pitcher tossed the ball.
_____________________________
4. Daniel will swing hard.
_____________________________
5. The ball struck the bat.
_____________________________
6. The ball flies through the air.
_____________________________
7. It landed over the fence.
_____________________________
8. Daniel will run around the bases.
_____________________________
9. The crowd screams loudly.
_____________________________
10. He will slide into home plate.
_____________________________
11. Daniel's teammates cheered.
_____________________________
12. Daniel smiled proudly.
_____________________________
ANSWER KEY
Past, Present, and Future Tense Verbs
Draw a circle around the action verb in each sentence. On the line, tell
whether the verb is past tense, present tense, or future tense.
examples:
Daniel played baseball yesterday.
past tense
He plays baseball everyday.
present tense
We will go to Daniel's baseball game.
future tense
1. Daniel will choose a baseball bat.
future tense
2. He steps up to the plate.
present tense
3. The pitcher tossed the ball.
past tense
4. Daniel will swing hard.
future tense
5. The ball struck the bat.
past tense
6. The ball flies through the air.
present tense
7. It landed over the fence.
past tense
8. Daniel will run around the bases.
future tense
9. The crowd screams loudly.
present tense
10. He will slide into home plate.
future tense
11. Daniel's teammates cheered.
past tense
12. Daniel smiled proudly.
past tense
Name: ____________________________________________
Side 1
Adverbs
An adverb is a word that describes an action verb.
An adverb can describe how an action happens.
example: Jason quickly read the book.
How did Jason read? Quickly.
An adverb can describe when an action happens.
example: Emma left early.
When did Emma leave? Early.
An adverb can describe where an action happens.
example: Lily and Ben played here.
Where did Lily and Ben play? Here.
An action verb is underlined in each sentence.
Circle the adverb that describes the verb.
1. My grandpa snored loudly.
2. Chloe played on the beach yesterday.
3. I will visit my friend tomorrow.
4. George, will you come here?
5. My sheepdog sat lazily in the pool.
6. Neil slowly placed a card on the card house.
Super Teacher Worksheets -
Write the number of the
sentence that matches
each picture.
Side 2
Adverbs
An action verb is underlined in each sentence.
Circle the adverb that describes the verb.
7. Neil stopped suddenly and listened.
8. Nathan stamped his feet angrily.
9. I carefully glued the last piece onto the model.
10. Sam accidentally slipped on the ice.
11. Yesterday, they played a game.
12. The truck grumbled loudly.
13. We will go to the concert soon.
14. Jen waited patiently for the computer to load.
15. Kayla finally arrived at the park.
16. My mother nicely reminded me to do my homework.
17. The astronaut easily fixed the problem.
18. I usually hug my mother when I get home.
19. My dog always barks.
20. Peter neatly wrote a shopping list.
Super Teacher Worksheets -
Write the number of the
sentence that matches
each picture.
ANSWER KEY
Adverbs
An adverb is a word that describes an action verb.
An adverb can describe how an action happens.
example: Jason quickly read the book.
How did Jason read? Quickly.
An adverb can describe when an action happens.
example: Emma left early.
When did Emma leave? Early.
An adverb can describe where an action happens.
example: Lily and Ben played here.
Where did Lily and Ben play? Here.
An action verb is underlined in each sentence.
Circle the adverb that describes the verb.
Write the number of the
sentence that matches
each picture.
1. My grandpa snored loudly.
2. Chloe played on the beach yesterday.
5
3. I will visit my friend tomorrow.
4. George, will you come here?
2
5. My sheepdog sat lazily in the pool.
6. Neil slowly placed a card on the card house.
1
ANSWER KEY
Adverbs
An action verb is underlined in each sentence.
Circle the adverb that describes the verb.
Write the number of the
sentence that matches
each picture.
7. Neil stopped suddenly and listened.
8. Nathan stamped his feet angrily.
10
9. I carefully glued the last piece onto the model.
10. Sam accidentally
11.
slipped on the ice.
Yesterday, they played a game.
14
12. The truck grumbled loudly.
13. We will go to the concert soon.
14. Jen waited patiently for the computer to load.
9
15. Kayla finally arrived at the park.
16. My mother nicely reminded me to do my homework.
17. The astronaut easily fixed the problem.
17
18. I usually hug my mother when I get home.
19. My dog always barks.
20. Peter neatly wrote a shopping list.
18
Using Apostrophes
Name:__________________________________
in Contractions
An apostrophe is used to show that letters have been left out of words that have
been combined to make a shorter contraction. The apostrophe is usually placed right
above the place where the letters have been left out.
Example: cannot = can’t (the apostrophe goes where the second n and the o are missing)
Write the contraction (shortened) form of each phrase.
Use an apostrophe to show where the letters are missing.
1. I am
2. you are
3. we are
4. they are
5. he is
6. she is
7. you will
8. are not
9. will not
10. is not
=
=
=
=
=
=
=
=
=
=
Write the phrase that each contraction represents.
1. don’t
2. I’ve
3. we’ll
4. they’ve
5. could’ve
6. where’s
7. won’t
8. what’s
9. here’s
10. shouldn’t
=
=
=
=
=
=
=
=
=
=
Write a sentence that uses at least two contractions.
Using Apostrophes
Key
Name:__________________________________
in Contractions
An apostrophe is used to show that letters have been left out of words that have
been combined to make a shorter contraction. The apostrophe is usually placed right
above the place where the letters have been left out.
Example: cannot = can’t (the apostrophe goes where the second n and the o are missing)
Write the contraction (shortened) form of each phrase.
Use an apostrophe to show where the letters are missing.
1. I am
2. you are
3. we are
4. they are
5. he is
6. she is
7. you will
8. are not
9. will not
10. is not
=
=
=
=
=
=
=
=
=
=
I’m
you’re
we’re
they’re
he’s
she's
you'll
aren't
won't
isn't
Write the phrase that each contraction represents.
1. don’t
2. I’ve
3. we’ll
4. they’ve
5. could’ve
6. where’s
7. won’t
8. what’s
9. here’s
10. shouldn’t
=
=
=
=
=
=
=
=
=
=
do not
I have
we will
they have
could have
where is
will not
what is
here is
should not
Write a sentence that uses at least two contractions.
Student answers will vary. Check for two contractions used correctly.
Name: ____________________________
Apostrophes
Apostrophes are a type of punctuation mark. There are a two types
of words that use apostrophes.
1. Contractions are a short way of writing two words. Use an
apostrophe ( ‘ ) to take the place of a missing letter or
letters.
is not - isn't
he will - he’ll
2. A possessive noun is a word that shows ownership or belonging.
Add an apostrophe and an s ('s) to a singular noun to make it a
possessive noun
Betty's sandwich
Tommy’s fish
Write the contraction for each pair of words.
example:
would not - wouldn't
1. has not ____________________
2. are not ____________________
3. we are ____________________
4. he is
5. I am
6. they would ________________
____________________
7. she will ____________________
____________________
8. we have ____________________
Rewrite each in the possessive form.
example: the lunch that belongs to Joey - Joey's lunch
11. the phone that belongs to Anita - ________________________________________
12. the tools that belong to my dad - ________________________________________
13. the tail on the cat - ______________________________________________________
-
Name: ____________________________
Apostrophes
Complete each sentence. Write the form of the noun in
parentheses () that shows belonging.
11.
This is ________________ textbook.
(Emma)
12.
The _____________ shirt is pink.
(girl)
13.
That ______________ feathers are bright blue.
(bird)
14.
Do you know which one is _______________ jacket?
(Olivia)
15.
The ___________ toy is wet.
(dog)
16.
Your ______________ house is very nice.
(family)
17.
Are these _______________ coins?
(grandpa)
18.
The _____________ stall is clean now.
(horse)
19.
__________ uniform needs to be washed.
(Ben)
20.
The _________ teddy bear is brand new.
(baby)
ANSWER KEY
Apostrophes
Apostrophes are a type of punctuation mark. There are a two types
of words that use apostrophes.
1. Contractions are a short way of writing two words. Use an
apostrophe ( ‘ ) to take the place of a missing letter or
letters.
is not - isn't
he will - he’ll
2. A possessive noun is a word that shows ownership or belonging.
Add an apostrophe and an s ('s) to a singular noun to make it a
possessive noun
Betty's sandwich
Tommy’s fish
Write the contraction for each pair of words.
example:
would not - wouldn't
1. has not hasn't
2. are not
aren't
3. we are we're
4. he is
he's
5. I am
6. they would
they'd
8. we have
we've
I'm
7. she will she'll
Rewrite each in the possessive form.
example: the lunch that belongs to Joey - Joey's lunch
11. the phone that belongs to Anita - Anita's phone
12. the tools that belong to my dad - my dad's tools
13. the tail on the cat - cat's tail
Name: ____________________________
Apostrophes
Complete each sentence. Write the form of the noun in
parentheses () that shows belonging.
11.
This is Emma's textbook.
12.
The girl's shirt is pink. (girl)
13.
That bird's feathers are bright blue. (bird)
14.
Do you know which one is Olivia's jacket? (Olivia)
15.
The dog's toy is wet. (dog)
16.
Your family's house is very nice. (family)
17.
Are these grandpa's coins? (grandpa)
18.
The horse's stall is clean now. (horse)
19.
Ben's uniform needs to be washed. (Ben)
20.
The baby's teddy bear is brand new. (baby)
(Emma)
CLOSING
Detail
________________________________________
________________________________________
________________________________________
Detail
__________________________________________________
__________________________________________________
__________________________________________________
________________________________________
________________________________________
________________________________________
Detail
TOPIC
Building a Paragraph
________________________________________
________________________________________
________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Personal Narrative Writing Prompts
Remember that a good story:

Has a clear beginning, middle and end

Has a main character or characters

Uses dialogue and description

Uses transition words to show the order of events
1. Write about a day you spent with your best friend. Who is your
best friend? What did you do together? Write a story telling
about your day.
2. Time capsules tell people in the future what you and others were doing in
a certain year. Choose one experience you would want to share with third
graders from the future. Tell a story about the experience.
3. Think about a time when you finally got something you had been
working hard to get. Tell the story about your struggle, how you
worked hard to get it, and what it was like to finally have it.
4. Think about a time when you were very scared and write
about it. What were you afraid of? Tell a story about what
happened.
5. Write about your favorite family vacation. Write a story telling
about one favorite part of your vacation.
6. Think about a day that was not so great. What happened?
Where did it happen? Why was it not a great day? Write a
story describing the events of that day.
7. Write a s t o r y t e l l i n g about your favorite school field trip.
What grade were you in? Where did you go? What did you
learn?
8. Write about your favorite memory at school. What grade
were you in? Why is it your favorite memory? Write a story
telling what happened on that special day.
9. Write a story telling about a very special time you spent
with your family. What did you do together? Who was
there? Write a story describing what happened.
10. Think about the first night you spent away from home. Maybe
you spent the night at a friend’s house or family m e m b e r ’ s
house (such as a cousin’s or grandparent’s house). Write
about what it was like and what happened that night.
11. Think about something you do very well. Write a story telling
about a time when you discovered you were good at something.
12. Think about a time you met somebody special for the first time. It
could be a new family member, a new friend, or a pet. Write a
story telling about the day you met.
Sensory Details
Sight
Sound
Touch
Taste
Smell
The socks were on the floor.
The muddy socks were
piled on top of the rug.
The plane flew over.
The buzzing sound filled
the air.
The mud was gross.
The mud felt slimy and
cold between my toes.
The pizza was yucky.
The pizza tasted like
cardboard.
Her perfume smelled good.
Her perfume smelled like
flowers and vanilla.
Catchy introductions hook the reader!
Onomatopoeia: Clickety, clickety, clickety. The roller coaster slowly pulled along up
the steep hill.
Description of the setting: It was hard to walk through the people—women
pushing carriages, kids were running and bumping into each other, older couples
strolling along arm-in-arm—headed to the merry-go-round, my favorite ride.
Description of the character: Billy was not a coward. He just didn’t like the
twisty, turny rides, especially the ones that turned you upside down.
Simile: The roller-coaster track twisted and turned like an enormous boa
constrictor.
Short, choppy statement: No. no. I’ll never do that again!
Question: Is there any better way to spend a beautiful Saturday than at Great
Adventure Amusement Park with your best friends?
Name Statement: I, Lyddie Jones, will never, ever take my younger brother to an
amusement park with my best friends.
Action: Higher and higher it climbed, until it almost disappeared into the billowing
clouds, and all we could hear was the screaming.
Dialogue: “Come on, Billy! Hurry! If we run, we can ride in the front car!” Lyddie
squealed with excitement.
Once upon a time
Name: ____________________________________________
Writing Names
Names should begin with capital letters.
Sarah Green has a brown dog.
I will see Dr. Kirk.
Rewrite each name correctly.
1. mark smith
///////////
2. miss long
///////////
3. meg park
///////////
Rewrite each sentence. Correct the names.
4. Hello, mr. scott.
//////////////////
5. I sat by pat ryan.
//////////////////
ANSWER KEY
Writing Names
Names should begin with capital letters.
Sarah Green has a brown dog.
I will see Dr. Kirk.
Rewrite each name correctly.
1. mark smith
Mark Smith
2. miss long
Miss Long
3. meg park
Meg Park
Rewrite each sentence. Correct the names.
4. Hello, mr. scott.
Hello Mr. Scott.
5. I sat by pat ryan.
I sat by Pat Ryan.
 Totally surprise the reader
 Give an unexpected solution
 Tie up all the loose ends
 Ask a question or answer a question
 Finish an explanation
 Solve a problem
 Make the reader laugh
 Teach a lesson
 Leave the reader looking forward to you next
story
 Leave the reader with a mystery
Put to Bed Worn-Out Words
Let Them Rest
Instead of:
Instead of:
Try:
Try:
Big
colossal
gigantic
immense
spacious
extensive
huge
large
vast
Fun
enjoyable
entertaining
incredible
splendid
exciting
festive
fantastic
joyous
Instead of:
Instead of:
Try:
Try:
Got
accomplished
gathered
obtained
received
gained
acquired
earned
retrieved
Great
astonishing
excellent
glorious
magnificent
superb
superior
wonderful
terrific
Put to Bed Worn-Out Words
Let Them Rest
Instead of:
Nice
Try:
agreeable
kind
pleasant
courteous
Instead of:
Pretty
Try:
helpful
cordial
friendly
warm
appealing
attractive
gorgeous
stunning
lovely
fair
beautiful
enchanting
Instead of:
Instead of:
Try:
Try:
Small
compact
diminutive
little
miniature
minute
petite
puny
tiny
Said
announced
declared
gabbed
whispered
hissed
lectured
hollered
gossiped
Every paragraph should be a rainbow when you
are done editing.
Indent: Use a STAR sticker to begin each paragraph
Red – Capitals: Beginning of sentences
Orange – Punctuation at the end of sentences
Green – Topic sentence
Blue – Details: add great adjectives
Purple – Spelling: If you are unsure, Put a box around it.
Try sounding it out, ask a neighbor then ask your teacher!
Every paragraph should be a rainbow when you
are done editing.
Indent: Use a STAR sticker to begin each paragraph
Red – Capitals: Beginning of sentences
Orange – Punctuation at the end of sentences
Green – Topic sentence
Blue – Details: add great adjectives
Purple – Spelling: If you are unsure, Put a box around it.
Try sounding it out, ask a neighbor then ask your teacher!
Dictionary Man to the Rescue!
Do your students need help with their dictionary skills?
Do they need help with guide words,
parts of speech or simply need practice looking for definitions?
Look no further than Dictionary Man!
After introducing dictionary skills to your students, introduce them to
Dictionary Man!
Assign your students a word to look up in the dictionary, and have them follow the directions on
the pages that follow.
When they are finished filling in and coloring their Dictionary Man, they will assemble him
together with the help of a sentence strip (I refer to it as his spine).
When the students are finished, their Dictionary Man should look like the one below.
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Background by:
Background Labs
Write the word you are
defining somewhere on
Dictionary Man’s head.
You may color his head
however you choose,
however the word must
be written neatly and
clearly!
Guide word
Page number
Guide word
Write the guide words you find at
top of the page on either side of the
bowtie. Write the page you found
the word on in the middle of the
bow tie.
Part of speech
Definition 1:
Definition 2:
On the shirt, write the first two definitions that are given after the
word.
In the middle of the
belt, write the part of
speech of the word,
found in italics next to
the word in the
dictionary.
On the right pant leg, write a
sentence using the word you
are defining.
Picture
Sentence
On the left pant leg, draw a
picture of the word you are
defining.
On the shoes, write a
synonym on one shoe and an
antonym on the other shoe.
Remember, a synonym is a
word that means the same as
another.
Synonym
An antonym means the
opposite.
Antonym
Name
Date
My word is
I found my word on page
The guide words are
The entry word before my word is
The entry word after my word is
_.
_
_
_
and
_.
.
_.
.
My word means:
___
_
_
_
_
_
_
Here is a sentence using my word:
_
_
_
_
_
_
Name: ____________________________________________
Writing Place Names
Specific places should begin with capital letters.
I live in Ohio.
My house is on Elm Street.
Rewrite each name correctly.
1. spring street
///////////
2. bird island
///////////
3. new york
///////////
Rewrite each sentence. Correct the names.
4. I went to disney world.
//////////////////
5. We drove down oak street.
//////////////////
ANSWER KEY
Writing Names
Specific places should begin with capital letters.
I live in Ohio.
My house is on Elm Street.
Rewrite each name correctly.
1. spring street
Spring Street
2. bird island
Bird Island
3. new york
New York
Rewrite each sentence. Correct the names.
4. I went to disney world.
I went to Disney World.
5. We drove down oak street.
We drove down Oak Street.
______________________________________________________________________
Nouns
Person
Place
Thing
Name: ____________________________
Common and Proper Nouns
Determine whether each noun is a common noun or a proper noun.
• If the noun is common, write common noun on the line.
• If the noun is proper, re-write the noun on the line using correct
capitalization.
examples:
waterfall
niagara falls
common noun
Niagara Falls
1.
march
___________________
2.
month
___________________
3.
day
___________________
4.
tuesday
___________________
5.
holiday
___________________
6.
christmas
___________________
7.
cereal
___________________
8.
cheerios
___________________
9.
dr. gomez
___________________
10.
doctor
___________________
11.
city
___________________
12.
boston
___________________
13.
street
___________________
14.
main street ___________________
15.
burger king ___________________
16.
restaurant
___________________
17.
slate creek ___________________
18.
creek
___________________
19.
dog
20.
snoopy
___________________
___________________
 Challenge:
Write a complete sentence that has a proper noun and a
common noun in it.
________________________________________________________________
________________________________________________________________
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ANSWER KEY
Common and Proper Nouns
Determine whether each noun is a common noun or a proper noun.
• If the noun is common, write common noun on the line.
• If the noun is proper, re-write the noun on the line using
correct capitalization.
examples:
waterfall
niagara falls
common noun
Niagara Falls
1.
march
March
2.
month
common noun
3.
day
common noun
4.
tuesday
Tuesday
5.
holiday
common noun
6.
christmas
Christmas
7.
cereal
common noun
8.
cheerios
Cheerios
9.
dr. gomez
Dr. Gomez
10.
doctor
common noun
11.
city
common noun
12.
boston
Boston
13.
street
common noun
14.
main street Main Street
15.
burger king Burger King
16.
restaurant
common noun
17.
slate creek Slate Creek
18.
creek
common noun
19.
dog
20.
snoopy
Snoopy
common noun
 Challenge:
Write a complete sentence that has a proper noun and a
common noun in it.
Answers will vary.
KEY
Name: ____________________________
Identifying Nouns
A noun can be a person, place, thing, or idea. Read the story below.
Circle all the nouns. Write them on the lines below the story. Write C next
to common nouns, and P next to proper nouns.
Jillian and her mother went to an auction in the city. They were hoping to find paintings and other
artwork to decorate their home. They looked around at all the things on display. There were vases,
furniture, and sculptures. Everywhere they looked there were more beautiful and exotic items to see.
Eager to find the paintings, Jillian walked quickly to the far side of the building. She could hardly
believe her eyes when she saw an original painting by Monet. Tiny colored dots combined to make a
magnificent picture. She didn’t even want to guess how much it would cost. She knew that she would
never have enough money to buy it. She did see several other paintings that she liked. She showed
them to her mother, who agreed that they were beautiful.
The auction lasted for hours! Finally, one of the paintings that they liked was on the platform.
Jillian’s mother had the winning bid! By the end of the auction, they had three lovely paintings to take
home with them. Jillian also had some great memories of the time she had spent with her mother. She
would think of that day, and the painting by Monet that she had seen up close, every time she saw the
new paintings hanging in their home. It had been a wonderful day.
1__________________________________ 2 _________________________________ 3 ____________________________
4__________________________________ 5 _________________________________ 6 ____________________________
7__________________________________ 8 _________________________________ 9 ____________________________
10________________________________ 11 _______________________________ 12 ___________________________
13________________________________ 14 _______________________________ 15 ___________________________
16________________________________ 17 _______________________________ 18 ___________________________
19________________________________ 20 _______________________________ 21 ___________________________
22________________________________ 23 _______________________________ 24 ___________________________
25________________________________ 26 _______________________________ 27 ___________________________
28________________________________ 29 _______________________________ 30 ___________________________
31 _______________________________ 32 _______________________________ 33 ___________________________
34 _______________________________ 35 _______________________________ 36 ___________________________
37________________________________ 38 _______________________________ 39 ___________________________
40________________________________ 41 _______________________________ 42 ___________________________
43________________________________ 44 _______________________________ 45 ___________________________
46_________________________________
KEY
Name: ____________________________
Identifying Nouns
A noun can be a person, place, thing, or idea. Read the story below.
Circle all the nouns. Write them on the lines below the story. Write C next
to common nouns, and P next to proper nouns.
Jillian and her mother went to an auction in the city. They were hoping to find paintings and other
artwork to decorate their home. They looked around at all the things on display. There were vases,
furniture, and sculptures. Everywhere they looked there were more beautiful and exotic items to see.
Eager to find the paintings, Jillian walked quickly to the far side of the building. She could hardly
believe her eyes when she saw an original painting by Monet. Tiny colored dots combined to make a
magnificent picture. She didn’t even want to guess how much it would cost. She knew that she would
never have enough money to buy it. She did see several other paintings that she liked. She showed
them to her mother, who agreed that they were beautiful.
The auction lasted for hours! Finally, one of the paintings that they liked was on the platform.
Jillian’s mother had the winning bid! By the end of the auction, they had three lovely paintings to take
home with them. Jillian also had some great memories of the time she had spent with her mother. She
would think of that day, and the painting by Monet that she had seen up close, every time she saw the
new paintings hanging in their home. It had been a wonderful day.
1__________________________________
2 _________________________________
3 ____________________________
Jillian (P)
mother (C)
auction (C)
4__________________________________
5 _________________________________
6 ____________________________
city (C)
paintings (C)
artwork (C)
7__________________________________
8 _________________________________
9 ____________________________
home (C)
things (C)
display (C)
10________________________________
11 _______________________________
12 ___________________________
vases (C)
furniture (C)
sculptures (C)
13________________________________
14 _______________________________
15 ___________________________
items(C)
paintings (C)
Jillian (P)
16________________________________
17 _______________________________
18 ___________________________
side (C)
building (C)
eyes (C)
19________________________________
20 _______________________________
21 ___________________________
painting (C)
Monet (P)
dots (C)
22________________________________
23 _______________________________
24 ___________________________
picture (C)
money (C)
paintings (C)
25________________________________
26 _______________________________
27 ___________________________
mother (C)
auction (C)
hours (C)
28________________________________
29 _______________________________
30 ___________________________
paintings (C)
platform (C)
mother (C)
31 _______________________________
32 _______________________________
33 ___________________________
bid (C)
end (C)
auction (C)
paintings (C)
home (C)
Jillian (P)
34 _______________________________
35 _______________________________
36 ___________________________
memories (C)
time (C)
mother (C)
37________________________________
38 _______________________________
39 ___________________________
day(C)
painting(C)
Monet (P)
40________________________________
41 _______________________________
42 ___________________________
time (C)
paintings (C)
home (C)
43________________________________
44 _______________________________
45 ___________________________
day (C)
46_________________________________
Name: ____________________________________________
Plural Nouns that Don't Follow the Rules
Sometimes you don't add -s or -es to a noun to make it plural.
Read each sentence. Figure out the plural of the word in
parenthesis and write it on the line. If you need help, look the
word up in the dictionary.
1. Mrs. Jones has two ________________________. (child)
2. A flock of ________________________ just flew overhead. (goose)
3. Three ________________________ scurried through the kitchen. (mouse)
4. Mother cut the sandwich into two ________________________. (half)
5. The dental hygienist cleaned my ________________________. (tooth)
6. The ________________________ at the bus stop had umbrellas. (woman)
7. Grandpa sharpened the ________________________ in the kitchen. (knife)
8. Those ________________________ were making a lot of noise. (person)
9. Mama bought two ________________________ of bread. (loaf)
10. The ________________________ were fixing the hole in the street. (man)
11. I heard a pack of ________________________ in the forest. (wolf)
12. The farmer had a dozen ________________________. (sheep)
Name: ____________________________________________
Plural Nouns that Don't Follow the Rules
ANSWER KEY
Sometimes you don't add -s or -es to a noun to make it plural.
Read each sentence. Figure out the plural of the word in
parenthesis and write it on the line. If you need help, look the
word up in the dictionary.
1. Mrs. Jones has two children. (child)
2. A flock of geese just flew overhead. (goose)
3. Three mice scurried through the kitchen. (mouse)
4. Mother cut the sandwich into two halves. (half)
5. The dental hygienist cleaned my teeth. (tooth)
6. The women at the bus stop had umbrellas. (woman)
7. Grandpa sharpened the knives in the kitchen. (knife)
8. Those people were making a lot of noise. (person)
9. Mama bought two loaves of bread. (loaf)
10. The men were fixing the hole in the street. (man)
11. I heard a pack of wolves in the forest. (wolf)
12. The farmer had a dozen sheep. (sheep)
Identifying Adjectives
Name:___________________________
Adjectives describe nouns. They give information about
something or someone that we can discover with our senses.
They tell how he/she/it looks, feels, sounds, smells, or tastes.
Read the sentence. Circle the adjective. On the line after the sentence, write the noun
that is being described.
1. The musician played an expensive guitar.
guitar
2. My boss invited me to a fancy dinner.
3. The furry dog made the girl sneeze.
4. The hungry man lived on the streets.
5. He was afraid to talk to the beautiful woman.
6. The perfume in the container is fragrant.
7. The shiny car caught his attention in the yard.
8. The homework in science was very difficult.
9. I didn’t want to sit on the wet ground.
10. My uncle who lives in Detroit is elderly.
11. The professor taught a fascinating class.
12. Explorers came to America from foreign lands.
13. Her mother is an amazing cook!
14. The textbook for the class was heavy.
15. The elephant purchased by the zoo is enormous.
16. The adorable toddler smiled at her grandmother.
17. The valuable sculpture was donated to the museum.
18. The brown banana was used to make bread.
Identifying Adjectives
Key
Name:___________________________
Adjectives describe nouns. They give information about
something or someone that we can discover with our senses.
They tell how he/she/it looks, feels, sounds, smells, or tastes.
Read the sentence. Circle the adjective. On the line after the sentence, write the noun
that is being described.
1. The musician played an expensive guitar.
guitar
2. My boss invited me to a fancy dinner.
dinner
3. The furry dog made the girl sneeze.
dog
4. The filthy man lived on the streets.
man
5. He was afraid to talk to the beautiful woman.
woman
6. The perfume in the container is fragrant.
perfume
7. The shiny car caught his attention in the yard.
8. The homework in science was very difficult.
9. I didn’t want to sit on the wet ground.
car
homework
ground
10. My uncle who lives in Detroit is elderly.
uncle
11. The professor taught a fascinating class.
class
12. Explorers came to America from foreign lands.
lands
13. Her mother is an amazing cook!
cook
14. The textbook for the class was heavy.
textbook
15. The elephant purchased by the zoo is enormous.
elephant
16. The adorable toddler smiled at her grandmother.
toddler
17. The valuable sculpture was donated to the museum.
18. The brown banana was used to make bread.
sculpture
banana
Name: _____________________________________
Adjectives
An adjective is a word that describes a person, place, or thing.
Pick the two best “adjective choices” to complete each sentence. Make sure each
sentence makes sense!
1.
Adjective choices: wet, green, floppy, many
The dog had a ___________________ nose and ___________________ ears.
2.
Adjective choices: tall, cold, spicy, yellow
The sunflowers in my backyard are ___________________ and ___________________.
3.
Adjective choices: five, delicious, shiny, busy
I found a _________________ quarter lying outside on the _________________ sidewalk!
4.
Adjective choices: blue, striped, sharp, frozen
The ___________________ tiger had ___________________ teeth.
5.
Adjective choices: dull, sandy, hot, cheesy
We all ate the ___________________, ___________________ pizza.
6. Adjective choices: (healthy, warm, toasty, many)
The refrigerator was packed with ___________________ ___________________ foods.
ANSWER KEY
Adjectives
An adjective is a word that describes a person, place, or thing.
Pick the two best “adjective choices” to complete each sentence. Make sure each
sentence makes sense!
1.
Adjective choices: wet, green, floppy, many
The dog had a wet nose and floppy ears.
2.
Adjective choices: tall, cold, spicy, yellow
The sunflowers in my backyard are tall and yellow.
(Note: Words may be in reverse order.)
3.
Adjective choices: five, delicious, shiny, busy
I found a shiny quarter lying outside on the busy sidewalk!
4.
Adjective choices: blue, striped, sharp, frozen
The striped tiger had sharp teeth.
5.
Adjective choices: dull, sandy, hot, cheesy
We all ate the hot, cheesy pizza.
(Note: Words may be in reverse order.)
6. Adjective choices: (healthy, warm, toasty, many)
The refrigerator was packed with many healthy foods.