Manual de Gramática e Escrita - Gramática (2024)

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<p>Grad</p><p>e 3</p><p>Grammar</p><p>AND</p><p>Writing</p><p>Handbook</p><p>Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,</p><p>Two Penn Plaza, New York, New York 10121.</p><p>Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced</p><p>or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written</p><p>consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or</p><p>broadcast for distance learning.</p><p>Printed in the United States of America</p><p>1 2 3 4 5 6 7 8 9 079 11 10 09 08 07</p><p>A</p><p>C</p><p>o</p><p>n</p><p>t</p><p>e</p><p>n</p><p>t</p><p>s</p><p>Writing</p><p>7 Personal Narrative</p><p>8 Literature Models</p><p>10 Features of Personal Narrative</p><p>12 Writing Process</p><p>12 Prewrite</p><p>14 Research and Inquiry</p><p>16 Draft</p><p>18 Revise</p><p>22 Proofread/Edit</p><p>24 Publish</p><p>26 Writing Rubric</p><p>27 Persuasive Writing</p><p>28 Literature Models</p><p>30 Features of Persuasive Writing</p><p>32 Writing Process</p><p>32 Prewrite</p><p>34 Research and Inquiry</p><p>36 Draft</p><p>38 Revise</p><p>42 Proofread/Edit</p><p>44 Publish</p><p>46 Writing Rubric</p><p>47 Fictional Narrative: A Story</p><p>48 Literature Models</p><p>50 Features of a Story</p><p>52 Writing Process</p><p>52 Prewrite</p><p>54 Research and Inquiry</p><p>56 Draft</p><p>58 Revise</p><p>62 Proofread/Edit</p><p>64 Publish</p><p>66 Writing Rubric</p><p>3</p><p>C</p><p>o</p><p>n</p><p>t</p><p>e</p><p>n</p><p>t</p><p>s</p><p>Writing</p><p>67 Expository Writing: A How-To</p><p>68 Literature Models</p><p>70 Features of How-to Writing</p><p>72 Writing Process</p><p>72 Prewrite</p><p>74 Research and Inquiry</p><p>76 Draft</p><p>78 Revise</p><p>82 Proofread/Edit</p><p>84 Publish</p><p>86 Writing Rubric</p><p>87 Expository Writing: Writing That Compares</p><p>88 Literature Models</p><p>90 Features of Writing That Compares</p><p>92 Writing Process</p><p>92 Prewrite</p><p>94 Research and Inquiry</p><p>96 Draft</p><p>98 Revise</p><p>102 Proofread/Edit</p><p>104 Publish</p><p>106 Writing Rubric</p><p>107 Expository Writing: Research Report</p><p>108 Literature Models</p><p>110 Features of Expository Writing:</p><p>Research Report</p><p>112 Writing Process</p><p>112 Prewrite</p><p>114 Research and Inquiry</p><p>116 Draft</p><p>118 Revise</p><p>122 Proofread/Edit</p><p>124 Publish</p><p>126 Writing Rubric</p><p>4</p><p>C</p><p>o</p><p>n</p><p>t</p><p>e</p><p>n</p><p>t</p><p>s</p><p>Writing</p><p>128 Composition</p><p>128 Main Idea and Supporting Details</p><p>129 Organization</p><p>130 Leads and Endings</p><p>131 Writing Descriptions</p><p>132 Outlining</p><p>133 Beginning, Middle, End</p><p>134 Writing Forms</p><p>134 Poem</p><p>135 Business Letter</p><p>136 Play</p><p>137 Editorial</p><p>Grammar</p><p>138 Grammar and Usage</p><p>138 Sentences</p><p>141 Nouns</p><p>144 Verbs</p><p>151 Pronouns</p><p>154 Adjectives</p><p>156 Adverbs</p><p>158 Mechanics</p><p>158 Abbreviations</p><p>160 Capitalization</p><p>163 Punctuation</p><p>166 Extra Practice</p><p>5</p><p>C</p><p>o</p><p>n</p><p>t</p><p>e</p><p>n</p><p>t</p><p>s</p><p>Build Skills</p><p>222 Study Skills</p><p>222 Dictionary</p><p>223 Card Catalog</p><p>224 Parts of a Book</p><p>225 Note-taking and Summarizing</p><p>226 Library Catalog Menu</p><p>227 Periodicals</p><p>228 Graphs</p><p>229 Internet: Online Search</p><p>230 Encyclopedia</p><p>231 Telephone Directory</p><p>232 Thesaurus</p><p>233 Map/Atlas</p><p>234 Vocabulary</p><p>240 Spelling</p><p>Troubleshooter</p><p>244 Troubleshooter</p><p>244 Correcting Sentence Fragments</p><p>246 Correcting Run-on Sentences</p><p>248 Confusing Plurals and Possessives</p><p>250 Lack of Subject-Verb Agreement</p><p>252 Incorrect Verb Forms</p><p>254 Incorrect Use of Pronouns</p><p>256 Incorrect Use of Adjectives</p><p>6</p><p>1UnitUnit</p><p>Personal Narrative</p><p>7</p><p>Literature Models</p><p>ANDWRITE</p><p>TH NK</p><p>Purpose</p><p>Why do you think</p><p>people write personal</p><p>narratives? Explain</p><p>what you think in</p><p>your journal. Also tell</p><p>why people like to</p><p>read them.</p><p>Personal Narrative</p><p>A personal narrative is a true story that you tell</p><p>about yourself. When you write a personal narrative,</p><p>you tell about something that happened to you and</p><p>how you felt about it.</p><p>Learning from Writers</p><p>Read the following examples of personal narrative.</p><p>What stories do the writers tell? Why do you think</p><p>they wanted to share their experiences? As you read,</p><p>notice how each author tells about feelings.</p><p>The last time I saw him, my grandfather said that he</p><p>longed to see California one more time. He never did.</p><p>And when I was nearly grown, I left home and went</p><p>to see California for myself.</p><p>After a time, I came to love the land my</p><p>grandfather had loved, and I stayed on and on until I</p><p>had a daughter of my own.</p><p>But I also miss the mountains and rivers of my</p><p>childhood. I miss my old friends. So I return now and</p><p>then, when I can not still the longing in my heart.</p><p>The funny thing is, the moment I am in one</p><p>country, I am homesick for the other.</p><p>— Allen Say, from Grandfather's Journey</p><p>8</p><p>The Canoe Trip That Never Happened</p><p>Last summer, my mom and my</p><p>aunt suggested we go canoeing on</p><p>the Green River. I was excited!</p><p>Before we left, we bought a new</p><p>tent and life jackets. We studied</p><p>maps and planned where we should</p><p>camp each night.</p><p>Early one morning, we packed up</p><p>the car and drove to the Green River.</p><p>Surprise! The river was brown and full</p><p>of trash. There had been so much rain,</p><p>it was flooding. Our careful plans</p><p>were ruined.</p><p>We stayed in motels and visited</p><p>museums. It was okay, but not as much</p><p>fun as canoeing. I hope we can try again</p><p>next year.</p><p>— Maryann Kopek</p><p>Literature Models</p><p>PRACTICE AND APPLY</p><p>Thinking Like a Reader</p><p>1. Name three events in Allen</p><p>Say’s narrative in the order</p><p>they happened.</p><p>2. How did Maryann Kopek</p><p>feel before and after the</p><p>canoe trip?</p><p>Thinking Like a Writer</p><p>3. How did the author let you</p><p>know the order of events in</p><p>“A Man of Two Countries”?</p><p>4. What words did Maryann</p><p>Kopek use to show how</p><p>she felt?</p><p>5. Reading Across Texts Compare the beginning paragraphs</p><p>of the two personal narratives. Write about how they are alike</p><p>and different.</p><p>9</p><p>Literature Models</p><p>▶ A Personal Experience</p><p>Reread “A Man of Two Countries” on page 8.</p><p>Who is the story about?</p><p>So I return now and then, when I can not still the</p><p>longing in my heart.</p><p>The words I and my let you know that the author</p><p>is telling about an experience in his own life.</p><p>▶ The Writer’s Feelings</p><p>What words does the author use to tell you about</p><p>his feelings?</p><p>But I also miss the mountains and rivers of my</p><p>childhood. I miss my old friends.</p><p>When the author says, “I miss my old friends,”</p><p>you can tell he is feeling sad.</p><p>A personal narrative is writing that tells a true story</p><p>about your own life. A good personal narrative:</p><p>▶ Tells a story from the writer’s personal</p><p>experience using words like I, my, and me.</p><p>▶ Expresses the writer’s feelings.</p><p>▶ Has an interesting beginning, middle,</p><p>and ending.</p><p>▶ Uses time-order words to share events in the</p><p>order they happened.</p><p>Features of</p><p>Personal Narrative</p><p>DEFINITIONS AND FEATURES</p><p>10</p><p>Literature Models</p><p>PRACTICE AND APPLY</p><p>Create a Features Chart</p><p>1. List the features of a good personal narrative.</p><p>2. Reread “The Canoe Trip That Never</p><p>Happened” by Maryann Kopek on page 9.</p><p>3. Write one example of each feature in</p><p>Maryann’s writing.</p><p>4. Write what you liked about Maryann’s</p><p>personal narrative.</p><p>▶ An Interesting Beginning, Middle,</p><p>and Ending</p><p>How does Allen Say catch your attention with</p><p>this beginning?</p><p>The last time I saw him, my grandfather said that</p><p>he longed to see California one more time.</p><p>This beginning may make you wonder why his</p><p>grandfather’s wish was important to the author.</p><p>Why is the following sentence a good ending?</p><p>The funny thing is, the moment I am in one country,</p><p>I am homesick for the other.</p><p>▶ Time-Order Words</p><p>To help your reader clearly understand what</p><p>happened, use time-order words and phrases</p><p>such as at first, then, last week, and finally.</p><p>After a time, I came to love the land my grandfather had</p><p>loved . . .</p><p>What time-order phrase did the author use?</p><p>11</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>Prewrite</p><p>A personal narrative is a true story about</p><p>yourself. Writing a personal narrative gives you a</p><p>chance to tell about your own life.</p><p>Purpose and Audience</p><p>The purpose for writing a personal narrative is to</p><p>share how you feel about an experience in your life.</p><p>It is also to entertain your readers, or audience.</p><p>Before you begin to write, think about your</p><p>audience. Who will be reading your story? How can</p><p>you help your readers get to know you?</p><p>Choose a Topic</p><p>Begin by brainstorming</p><p>gives you a chance to share what you</p><p>know how to do.</p><p>Purpose and Audience</p><p>The purpose of writing instructions is to explain</p><p>how to complete a task step by step.</p><p>Think about your audience before you begin to</p><p>write. Who will be following your directions? How</p><p>can you make them easy to understand?</p><p>Choose a Topic</p><p>Begin by brainstorming a list of things you know</p><p>how to do well. Choose a topic your readers might</p><p>be interested in.</p><p>After choosing your topic, explore ideas by</p><p>listing the steps to follow. Think about the order of</p><p>each step.</p><p>Prewrite</p><p>A Cake for Birds</p><p>Get foods birds like.</p><p>Mix them together.</p><p>Press them into a cake.</p><p>Chill the cake.</p><p>Put it outside.</p><p>I explored my</p><p>ideas by listing</p><p>the steps.</p><p>ANDWRITE</p><p>TH NK</p><p>Audience</p><p>How can you help</p><p>your readers follow</p><p>the directions? Write</p><p>your answer.</p><p>72</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITEOrganize • Sequence</p><p>When you explain how to do something, you write</p><p>the steps in a certain order, or sequence. To plan your</p><p>instructions, you can use a sequence chart. Start</p><p>with a sentence that helps your audience understand</p><p>your purpose. List in order the steps you need to</p><p>follow. What idea has this writer added to his chart?</p><p>PRACTICE AND APPLY</p><p>Plan Your Own Instructions</p><p>1. Brainstorm ideas for a topic.</p><p>2. Think about your purpose and audience.</p><p>3. Choose a topic.</p><p>4. Organize the details in step-by-step order.</p><p>■ Have you thought</p><p>about your purpose</p><p>and audience?</p><p>■ Have you chosen a</p><p>topic and explored</p><p>ideas about it?</p><p>■ Are your ideas</p><p>organized in a</p><p>chart?</p><p>■ Did you begin</p><p>by stating your</p><p>purpose?</p><p>■ Have you checked</p><p>the order of the</p><p>steps?</p><p>■ Do you need to do</p><p>any research?</p><p>You can make a treat for birds.</p><p>1. Get foods birds like.</p><p>2. Mix them together.</p><p>3. Press them into a cake.</p><p>4. Chill the cake.</p><p>5. Put it outside.</p><p>6. Have fun watching birds.</p><p>S E Q U E N C E C H A R T</p><p>73</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>Prewrite • Research and Inquiry</p><p>▶ Writer’s Resources</p><p>You may need to do some research to get more</p><p>information for your instructions. First, make a list</p><p>of your questions. Then decide what resources you</p><p>need in order to answer your questions.</p><p>If you want to</p><p>find books about</p><p>one subject, such</p><p>as birds, use</p><p>this search.</p><p>What Else Do I Need</p><p>to Know?</p><p>What kinds of food do</p><p>birds like?</p><p>Where should you put</p><p>the cake?</p><p>Where Can I Find the</p><p>Information?</p><p>Find a library book on birds.</p><p>Use the table of contents</p><p>or the index to locate</p><p>information.</p><p>Welcome to the Online Catalog</p><p>ALPHABETICAL SEARCHES</p><p>Enter the number of the search you want.</p><p>1. AUTHORS’ NAMES</p><p>2. TITLES</p><p>3. SUBJECTS</p><p>4. KEYWORD SEARCHES</p><p>Press Return key.</p><p>▶ Use the Library Card Catalog</p><p>In most public libraries, the card catalog, or PAC</p><p>(Public Access Catalog), is on the computer. All</p><p>books are listed by author, title, and subject. To use</p><p>the electronic card catalog, follow the instructions</p><p>on the computer screen.</p><p>74</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE▶ Use Parts of a Book</p><p>The table of contents appears at the front of a</p><p>book. It lists the titles and beginning page numbers</p><p>of all the sections of the book. An index appears at</p><p>the back of a book. It lists all the important topics</p><p>in alphabetical order. The index and the table of</p><p>contents can help you find information quickly.</p><p>▶ Use Your Research</p><p>You can add the new information gathered from</p><p>your research to your sequence chart. The writer</p><p>learned some important things from his research.</p><p>How did he change his chart?</p><p>PRACTICE AND APPLY</p><p>Review Your Plan</p><p>1. Look at your prewriting chart.</p><p>2. List questions you have about your topic.</p><p>3. Identify the resources that will help you find</p><p>answers to your questions.</p><p>4. Add new information you gather to your chart.</p><p>■ Did you list your</p><p>questions?</p><p>■ Did you identify</p><p>possible resources?</p><p>■ Did you take</p><p>notes?</p><p>in a safe place</p><p>mixed birdseed, sunflower seeds</p><p>chopped peanuts, raisins</p><p>coconut flakes, suet</p><p>75</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>Draft</p><p>Drafting</p><p>■ Does your how-to</p><p>writing fit your</p><p>purpose and</p><p>audience?</p><p>■ Have you told how</p><p>to complete a task?</p><p>■ Have you presented</p><p>step-by-step</p><p>directions?</p><p>■ Did you include</p><p>details that are</p><p>easy to follow?</p><p>You can make a treat for birds.</p><p>1. Get foods birds like.</p><p>2. Mix them together.</p><p>3. Press them into a cake.</p><p>4. Chill the cake.</p><p>5. Put it outside.</p><p>6. Have fun watching birds.</p><p>S E Q U E N C E C H A R T</p><p>mixed birdseed, sunflower seeds</p><p>chopped peanuts, raisins</p><p>coconut flakes, suet</p><p>in a safe place</p><p>Main idea for second</p><p>paragraph: Order of</p><p>steps telling how to</p><p>make the cake</p><p>This idea can be a</p><p>good ending.</p><p>Before you begin writing your instructions,</p><p>review the chart you made. Which steps are related?</p><p>Think about putting related steps in the same</p><p>paragraph. Include details that describe the steps</p><p>and support the main idea of each paragraph.</p><p>Main idea for first</p><p>paragraph: What</p><p>you can make and</p><p>what you need</p><p>76</p><p>PREWRITE</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>DRAFT</p><p>Look at how this writer used the ideas in his</p><p>chart to write a first draft. He began with a topic</p><p>sentence that stated the main idea. In the first</p><p>paragraph, he added details about the foods</p><p>birds like. In the second paragraph, he wrote</p><p>the directions in step-by-step order.</p><p>PRACTICE AND APPLY</p><p>Draft Your Own Instructions</p><p>1. Review your prewriting chart.</p><p>2. Explain how to do or make something.</p><p>3. Write directions in step-by-step order.</p><p>You can make a treat to feed birds. First,</p><p>gather foods that birds like. You can use mixed</p><p>birdseed. You can use sunflower seeds. Add some</p><p>chopped peanuts, raisins, or coconut flakes. You</p><p>also need some suet to hold the foods together.</p><p>Put all the ingredients in a bowl and mix them</p><p>together Press down hard to form a cake. Chill</p><p>the cake. When the suet cake is firm, remove it</p><p>from the bowl. Put the birds treet outside where</p><p>they can reach it safely. Finally, have fun watching</p><p>the birds enjoy their treat!</p><p>DRAFT</p><p>Last sentence is a</p><p>good ending.</p><p>Details tell what</p><p>you will need.</p><p>TECHNOLOGY</p><p>Give your document</p><p>a name that you</p><p>will remember. You</p><p>may wish to include</p><p>the word draft in</p><p>the name.</p><p>Main idea of first</p><p>paragraph</p><p>Directions are</p><p>given in</p><p>step-by-step</p><p>order.</p><p>77</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>SPACE-ORDER</p><p>WORDS</p><p>top</p><p>above</p><p>over</p><p>middle</p><p>halfway</p><p>between</p><p>bottom</p><p>down</p><p>below</p><p>under</p><p>inside</p><p>outside</p><p>beside</p><p>Revise</p><p>Elaborate</p><p>When you elaborate, you add ideas and details that</p><p>make your writing clearer and more interesting. When</p><p>you revise your instructions, you may wish to add</p><p>words that explain the meaning of unfamiliar words.</p><p>By adding these details, the writer makes the</p><p>opening sentence livelier.</p><p>Word Choice</p><p>When you are writing, it is important to choose</p><p>just the right words for your topic and purpose.</p><p>In how-to writing, you need to use words that</p><p>show the order of the steps to follow. You also need</p><p>to choose words that describe where things go.</p><p>The writer added words that tell the reader the</p><p>meaning of the word suet.</p><p>You can make a treat to feed birds.</p><p>special</p><p>Put all the ingredients in a bowl and mix them</p><p>together Press down hard to form a cake.</p><p>in the bottom of the bowl</p><p>Next,</p><p>Add some chopped peanuts, raisins, or coconut</p><p>flakes. You also need some suet to hold the foods</p><p>together.</p><p>, or hard fat,</p><p>hungry</p><p>78</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Instructions</p><p>1. Take out information that is not necessary.</p><p>2. Add details that will make your writing clearer</p><p>and more interesting.</p><p>3. Add time-order or space-order words.</p><p>4. Grammar Can you combine any short sentences?</p><p>TECHNOLOGY</p><p>When you begin</p><p>revising your draft,</p><p>you can rename</p><p>your work using the</p><p>SAVE AS feature so</p><p>that you can cut</p><p>and paste from the</p><p>original work if you</p><p>change your mind.</p><p>Better Sentences</p><p>As you revise your draft, check your sentences to</p><p>make sure they go together</p><p>well. Read the sentences</p><p>aloud. Are they all short? Do they repeat words and</p><p>sound choppy? If so, you may want to combine two</p><p>short sentences into one longer sentence.</p><p>Sometimes you can combine sentences by joining</p><p>two nouns.</p><p>You can use mixed birdseed. You can use</p><p>sunflower seeds.</p><p>and</p><p>79</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>Revise • Peer Conferencing</p><p>You can make a treat to feed birds. First,</p><p>gather foods that birds like. You can use mixed</p><p>birdseed. You can use sunflower seeds. Add some</p><p>chopped peanuts, raisins, or coconut flakes. You</p><p>also need some suet to hold the foods together.</p><p>Put all the ingredients in a bowl and mix them</p><p>together Press down hard to form a cake. Chill the</p><p>cake. When the suet cake is firm, remove it from</p><p>the bowl. Put the birds treet outside where they</p><p>can reach it safely. Finally, have fun watching the</p><p>birds enjoy their treat!</p><p>Share your first draft with a partner. Your partner</p><p>may have some helpful suggestions.</p><p>Good ending!</p><p>This sounds</p><p>like fun to do!</p><p>How do you</p><p>chill the cake?</p><p>Where would</p><p>a safe place be?</p><p>Conferencing for the Reader</p><p>■ Does your partner’s piece have</p><p>the features of explanatory writing?</p><p>• tells how to do or make something</p><p>• step-by-step instructions</p><p>• clear details</p><p>• time-order or space-order words</p><p>■ Be sure to tell your partner what you liked</p><p>about the piece, as well as ways to improve it.</p><p>80</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>As you revise your instructions, think about your</p><p>partner’s comments and suggestions. This writer</p><p>made some changes based on his partner’s ideas.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Instructions</p><p>1. Share your draft with a partner and write down</p><p>your partner’s helpful suggestions.</p><p>2. Use information from your peer conference to</p><p>improve your draft.</p><p>3. Read your draft aloud and listen to how it sounds.</p><p>4. Think of a good title.</p><p>Revising</p><p>■ Do your</p><p>instructions suit</p><p>your purpose and</p><p>audience?</p><p>■ Did you write the</p><p>instructions in</p><p>step-by-step order?</p><p>Did you describe</p><p>each step in detail?</p><p>■ Have you included</p><p>time-order and</p><p>space-order words?</p><p>■ Do you like how</p><p>your sentences</p><p>sound?</p><p>■ Did you add a good</p><p>title?</p><p>You can make a treat to feed birds. First,</p><p>gather foods that birds like. You can use mixed</p><p>birdseed. You can use sunflower seeds. Add some</p><p>chopped peanuts, raisins, or coconut flakes. You</p><p>also need some suet to hold the foods together.</p><p>Put all the ingredients in a bowl and mix them</p><p>together Press down hard to form a cake. Chill the</p><p>cake. When the suet cake is firm, remove it from</p><p>the bowl. Put the birds treet outside where they</p><p>can reach it safely. Finally, have fun watching the</p><p>birds enjoy their treat!</p><p>REVISE</p><p>How to make a cake for Birds</p><p>special hungry</p><p>, or hard fat,</p><p>Next,</p><p>in the bottom of the bowl</p><p>in the refrigerator</p><p>A good place is on top of a pole</p><p>and</p><p>81</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>Proofread/Edit</p><p>STRATEGIES FOR PROOFREADING</p><p>• Reread your revised instructions. Each time, look</p><p>for a different type of mistake. That way, you’ll</p><p>have a better chance of catching all the mistakes.</p><p>• Read the title for correct capitalization of</p><p>important words.</p><p>• Check the ending of each possessive noun.</p><p>• Reread for missing end marks.</p><p>• Check each word carefully for spelling mistakes.</p><p>GRAMMAR</p><p>• To form possessive nouns: Add an apostrophe (’)</p><p>and an s to a singular noun and to plural nouns</p><p>that do not end in s. Add an apostrophe to most</p><p>plural nouns that end in s.</p><p>• You can combine two sentences by joining nouns</p><p>with the word and. Leave out the words that repeat.</p><p>MECHANICS</p><p>• Each important word in a proper noun and a book</p><p>title begins with a capital letter.</p><p>• An abbreviation begins with a capital letter and</p><p>ends with a period.</p><p>REVIEW THE RULES</p><p>Spelling</p><p>When a one-syllable</p><p>word ends in one</p><p>vowel followed by</p><p>one consonant,</p><p>double the</p><p>consonant before</p><p>adding an ending</p><p>that begins with a</p><p>vowel. (chop + ed =</p><p>chopped)</p><p>After you have revised your how-to writing, you</p><p>will need to proofread it to find and correct any</p><p>mistakes in mechanics, grammar and usage, and</p><p>spelling.</p><p>Go to pages 138–165 to review other rules.</p><p>82</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PUBLISH</p><p>PROOFREAD</p><p>Proofreading</p><p>■ Do you use capital</p><p>letters correctly?</p><p>■ Did you add the</p><p>correct ending to</p><p>possessive nouns?</p><p>■ Did you indent</p><p>each paragraph?</p><p>■ Did you spell</p><p>all the words</p><p>correctly?</p><p>PROOFREADING</p><p>MARKS</p><p>new paragraph</p><p>add</p><p>take out</p><p>Make a capital</p><p>letter.</p><p>Make a small</p><p>letter.</p><p>Check the</p><p>spelling.</p><p>Add a period.</p><p>You can make a treat to feed birds. First,</p><p>gather foods that birds like. You can use mixed</p><p>birdseed. You can use sunflower seeds. Add some</p><p>chopped peanuts, raisins, or coconut flakes. You</p><p>also need some suet to hold the foods together.</p><p>Put all the ingredients in a bowl and mix them</p><p>together Press down hard to form a cake. Chill the</p><p>cake. When the suet cake is firm, remove it from</p><p>the bowl. Put the birds treet outside where they</p><p>can reach it safely. Finally, have fun watching the</p><p>birds enjoy their treat!</p><p>PROOFREAD</p><p>How to make a cake for Birds</p><p>special hungry</p><p>, or hard fat,</p><p>Next,</p><p>in the bottom of the bowl</p><p>in the refrigerator</p><p>A good place is on top of a pole</p><p>and</p><p>treat</p><p>Look at the proofreading corrections made on the</p><p>draft below. What does the proofreading mark</p><p>mean? Why does the writer use this mark?</p><p>PRACTICE AND APPLY</p><p>Proofread Your Own Instructions</p><p>1. Correct any mistakes in capitalization.</p><p>2. Fix incorrect endings of possessive nouns.</p><p>3. Correct spelling mistakes.</p><p>4. Indent each paragraph.</p><p>’</p><p>83</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>Publish</p><p>❑ What was my purpose? Did I state it in a topic</p><p>sentence at the beginning?</p><p>❑ Who was my audience? Did I use clear details that</p><p>will help everyone follow my instructions?</p><p>❑ Did I write the instructions in a step-by-step order?</p><p>❑ Did I use time-order or space-order words to help the</p><p>audience understand what to do?</p><p>❑ Did I use different types of sentences? Do they fit</p><p>together well?</p><p>❑ Did I proofread carefully and correct any mistakes?</p><p>Explanatory Writing</p><p>Before you publish, review your instructions</p><p>one more time. A checklist like the one below can</p><p>help you.</p><p>The writer used the checklist to review his</p><p>instructions. Read “How to Make a Cake for Birds”</p><p>and discuss the published piece. Do you think it</p><p>was ready to publish? Why do you think so?</p><p>84</p><p>85</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>Handwriting</p><p>If you are not writing</p><p>on a computer,</p><p>use your neatest</p><p>handwriting when</p><p>you publish. Write</p><p>on one side of the</p><p>paper only and leave</p><p>wide margins on</p><p>all sides.</p><p>How to Make</p><p>a Cake for Birds</p><p>by Jeff Moore</p><p>You can make a special treat to feed</p><p>hungry birds. First, gather foods that</p><p>birds like. You can use mixed birdseed</p><p>and sunflower seeds. Add some chopped</p><p>peanuts, raisins, or coconut flakes. You also need</p><p>some suet, or hard fat, to hold the foods together.</p><p>Next, put all the ingredients in a bowl and</p><p>mix them together. Press down hard to form a</p><p>cake in the bottom of the bowl. Chill the cake in</p><p>the refrigerator.</p><p>When the suet cake is firm, remove it from</p><p>the bowl. Put the birds’ treat outside where they</p><p>can reach it safely. A good place is on top of a</p><p>pole. Finally, have fun watching the birds enjoy</p><p>their treat!</p><p>PRACTICE AND APPLY</p><p>Publish Your Own Instructions</p><p>1. Give your revised draft one final check.</p><p>2. Copy your draft neatly.</p><p>3. Add some drawings or photos.</p><p>Writing Rubric</p><p>How-to Writing</p><p>Score Description</p><p>4</p><p>Excellent</p><p>■ creates a focused explanation with clear details</p><p>■ explains the topic in an engaging manner and logical order</p><p>■ uses a personal style and demonstrates original knowledge</p><p>■ uses time-order words and precise verbs</p><p>■ uses a variety of sentences that flow</p><p>■ is free or almost free of errors</p><p>3</p><p>Good</p><p>■ creates a solid explanation with clear details</p><p>■ introduces the topic and explanation in a logical order</p><p>■ uses a personal tone and shows new knowledge</p><p>■ includes some time-order words and precise verbs</p><p>■ uses a variety of complete sentences</p><p>■ has minor errors that do not confuse the reader</p><p>2</p><p>Fair</p><p>■ tries to explain, but details may be unclear</p><p>■ presents some steps or ideas out of order</p><p>■ does not connect with readers</p><p>■ includes few time-order words and weak verbs</p><p>■ uses only simple sentences that lack variety</p><p>■ makes frequent errors that confuse the reader</p><p>1</p><p>Unsatisfactory</p><p>■ creates an incomplete explanation</p><p>■ does not include a clear beginning or show signs of logical</p><p>order</p><p>■ does not use a personal voice and shows little knowledge of</p><p>the topic</p><p>■ uses words not connected to the purpose</p><p>■ uses run-on sentences and sentence fragments</p><p>■ makes serious and repeated errors</p><p>Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.</p><p>86</p><p>5UnitUnit</p><p>Expository Writing:</p><p>Writing That Compares</p><p>87</p><p>Literature Models</p><p>Writing That Compares</p><p>Sometimes a writer will describe two things by</p><p>explaining how they are alike and how they are</p><p>different. This is called writing that compares.</p><p>Learning from Writers</p><p>Read the following examples of writing that</p><p>compares. What are the writers describing? As you</p><p>read, notice how the writers use facts and details to</p><p>tell how things are alike and how they are different.</p><p>The blue whale is the biggest creature that has</p><p>ever lived on Earth! Female blue whales are a little</p><p>bigger than the males. Blue whales can grow to 100</p><p>feet long and weigh 150 tons—that’s heavier than</p><p>25 elephants or 115 giraffes.</p><p>Reach out and touch the blue whale’s skin. It’s</p><p>springy and smooth like a hard-boiled egg, and it’s</p><p>as slippery as wet soap.</p><p>Look into its eye. It’s as big as a teacup and as</p><p>dark as the deep sea. Just behind the eye is a hole</p><p>as small as the end of a pencil. The hole is one of the</p><p>blue whale’s ears—sticking-out ears would get in the</p><p>way when the whale is swimming.</p><p>The blue whale lives all of its long life in the sea.</p><p>But it is a mammal like us, and it breathes air, not</p><p>water. From time to time, it has to come to the surface</p><p>to breathe through the blowholes on top of its head.</p><p>—Nicola Davies, from Big Blue Whale</p><p>ANDWRITE</p><p>TH NK</p><p>Purpose</p><p>How does describing</p><p>things by comparing</p><p>them help readers?</p><p>Write your answer in</p><p>your journal.</p><p>88</p><p>PRACTICE AND APPLY</p><p>Thinking Like a Reader</p><p>1. What two facts about the</p><p>size of a blue whale did you</p><p>learn from “Bigger Than a</p><p>Dinosaur”?</p><p>2. Name one way Earth and</p><p>Uranus are alike and one</p><p>way they are different.</p><p>Thinking Like a Writer</p><p>3. How did Nicola Davies help</p><p>you better understand a</p><p>blue whale’s size?</p><p>4. How did the writer of</p><p>“Uranus” organize facts</p><p>to show how the planets are</p><p>alike and different?</p><p>5. Reading Across Texts What words do the writers use to help</p><p>them compare and contrast two things?</p><p>Literature Models</p><p>Uranus</p><p>Uranus is very different from Earth. The</p><p>planet Earth has one moon, but the planet</p><p>Uranus has at least 15 moons. Another way</p><p>Uranus is different is that it has several rings.</p><p>Both Uranus and Earth are part of</p><p>the same solar system, but they move</p><p>differently. Earth spins like a top. Earth</p><p>takes one day to rotate once. It takes</p><p>Earth one year to go around the sun.</p><p>Uranus, however, rolls on its side like a</p><p>ball. Unlike Earth, it takes Uranus about 17</p><p>hours to rotate once and about 84 years to</p><p>go around the sun.</p><p>Uranus was the first planet to be</p><p>discovered by a telescope. It has a light blue</p><p>color. From space, Earth also looks blue.</p><p>— Michael Franklin</p><p>89</p><p>Writing that compares often looks at how things are</p><p>alike and how they are different. Successful writing</p><p>that compares:</p><p>▶ Explains how things are alike.</p><p>▶ Explains how things are different.</p><p>▶ Organizes details in an order that makes sense.</p><p>▶ Uses compare and contrast words.</p><p>Literature Models</p><p>Features of Writing</p><p>That Compares</p><p>▶ How Two Things Are Alike</p><p>Reread “Bigger Than a Dinosaur” on page 88.</p><p>What does the author compare a whale’s skin to?</p><p>Reach out and touch the blue whale’s skin. It’s</p><p>springy and smooth like a hard-boiled egg . . .</p><p>The author compares the whale’s skin to a hard-</p><p>boiled egg. She explains that these two things are</p><p>alike because both are springy and smooth.</p><p>▶ How Two Things Are Different</p><p>The sentence below tells how female blue whales</p><p>and male blue whales are different. Why do you</p><p>think the author included this detail?</p><p>Female blue whales are a little bigger than the males.</p><p>This fact helps the reader understand that the</p><p>size of blue whales varies. The reader may also find</p><p>the information interesting and surprising.</p><p>DEFINITIONS AND FEATURES</p><p>90</p><p>Literature Models</p><p>▶ An Order That Makes Sense</p><p>Presenting details in an order that makes sense</p><p>helps keep comparisons clear. In the sentences</p><p>below, the author describes a whale’s eye and then</p><p>a whale’s ear.</p><p>Look into its eye. It’s as big as a teacup and as dark</p><p>as the deep sea. Just behind the eye is a hole as</p><p>small as the end of a pencil. The hole is one of the</p><p>blue whale’s ears. . . .</p><p>Why does the order of these details make sense?</p><p>▶ Compare and Contrast Words</p><p>To help your readers understand how the ideas in</p><p>your writing are related, you need to use words that</p><p>will help them compare and contrast two things.</p><p>It’s springy and smooth like a hard-boiled egg, and</p><p>it’s as slippery as wet soap.</p><p>What words did the author use to compare a</p><p>whale’s skin to a hard-boiled egg and to wet soap?</p><p>PRACTICE AND APPLY</p><p>Create a Features Chart</p><p>1. List the features of writing that compares.</p><p>2. Reread “Uranus” by Michael Franklin on</p><p>page 89.</p><p>3. Write one example of each feature in</p><p>Michael’s writing.</p><p>4. Write what you liked about Michael’s writing.</p><p>91</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>Prewrite</p><p>Writing that compares often tells how things are</p><p>alike and how they are different. This kind of writing</p><p>gives you a chance to write about related ideas.</p><p>Purpose and Audience</p><p>The purpose of writing that compares is to</p><p>describe two things. Think about your audience</p><p>before you begin to write. How will you present</p><p>your ideas to them?</p><p>Choose a Topic</p><p>Think about what you would like to compare. If</p><p>you decide to compare animals, brainstorm pairs of</p><p>animals in one group that are alike in some ways.</p><p>Choose two animals. Then explore ideas for your</p><p>topic by listing the things you know about the</p><p>animals.</p><p>Wolves</p><p>live in different</p><p>climates</p><p>howl</p><p>bigger</p><p>good hunters</p><p>bushy tail</p><p>pointed ears</p><p>live in packs</p><p>ANDWRITE</p><p>TH NK</p><p>Audience</p><p>How will you help</p><p>your audience</p><p>understand how</p><p>the subjects you</p><p>compare are alike</p><p>and how they are</p><p>different? Write</p><p>your answer.</p><p>I explored my ideas</p><p>by brainstorming.</p><p>Coyotes</p><p>bushy tail</p><p>smaller</p><p>pointed ears</p><p>live alone</p><p>howl</p><p>good hunters</p><p>live in different</p><p>climates</p><p>92</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>V E N N D I A G R A M</p><p>Differences</p><p>Coyotes Wolves</p><p>Likenesses</p><p>live alone</p><p>smaller</p><p>live in packs</p><p>bigger</p><p>bushy tail</p><p>pointed ears</p><p>live in a</p><p>number of climates</p><p>good hunters</p><p>howl</p><p>many of them few of them</p><p>PRACTICE AND APPLY</p><p>Plan Your Own Writing That Compares</p><p>1. Think about your purpose and audience.</p><p>2. Brainstorm ideas for a topic.</p><p>3. Choose a topic and explore ideas.</p><p>4. Organize your ideas.</p><p>■ Have you thought</p><p>about your purpose</p><p>and audience?</p><p>■ Have you chosen</p><p>two things to</p><p>compare and</p><p>explored ideas</p><p>about them?</p><p>■ Did you organize</p><p>details in an order</p><p>that makes sense?</p><p>■ Do you need to do</p><p>any research?</p><p>Organize • Sort</p><p>When you compare two things, you need to sort</p><p>the details into two groups. One group of details tells</p><p>how the two things are alike, and the other group</p><p>of details tells how they are different. You can use a</p><p>Venn diagram to organize the details. How did this</p><p>writer organize the details from her list?</p><p>93</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>Prewrite • Research and Inquiry</p><p>▶ Writer’s Resources</p><p>You may need to do some research</p><p>to gather</p><p>information for your writing that compares. Make a</p><p>list of questions. Then decide what resources you</p><p>need to find the answers.</p><p>▶ Use Graphs</p><p>A graph uses symbols, bars, or lines to show</p><p>information. Use a graph to find and compare facts</p><p>about two or more things.</p><p>What Else Do I</p><p>Need to Know?</p><p>Can coyotes run faster than</p><p>wolves?</p><p>What do coyotes and wolves</p><p>eat?</p><p>Where Can I Find</p><p>the Information?</p><p>Look at graphs showing</p><p>speeds of animals.</p><p>Search the Internet.</p><p>The length of a bar shows</p><p>how fast each animal can run.</p><p>This part of the bar graph</p><p>lists the names of the</p><p>things being compared.</p><p>94</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE▶ Search Online</p><p>A computer that is connected to the Internet can</p><p>help you research your topic. Follow instructions</p><p>to connect to the Internet. Then do a “keyword</p><p>search” by typing in the name of your subject. The</p><p>first list you see can point you toward more specific</p><p>sites on the World Wide Web. Click on the links until</p><p>you find the information you need for your writing.</p><p>Use Your Research</p><p>Add the new information from your research to</p><p>your Venn diagram. What new facts did this writer</p><p>learn from her research?</p><p>PRACTICE AND APPLY</p><p>Review Your Plan</p><p>1. Look at your prewriting diagram.</p><p>2. List questions you have about your topic.</p><p>3. Identify the resources you will need to find answers.</p><p>4. Add new information you gather to your diagram.</p><p>■ Did you write down</p><p>questions?</p><p>■ Did you decide what</p><p>resources to use?</p><p>■ Did you take notes?</p><p>many of them</p><p>live alone</p><p>smaller</p><p>speed - 43 mph</p><p>eat rabbits, mice</p><p>few of them</p><p>live in packs</p><p>bigger</p><p>speed - 20 mph</p><p>eat deer, moose, elk</p><p>live in a</p><p>number of climates</p><p>good hunters</p><p>howl</p><p>members of</p><p>dog family</p><p>95</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>Draft</p><p>Drafting</p><p>■ Does your writing</p><p>fit your purpose</p><p>and audience?</p><p>■ Have you described</p><p>how two things</p><p>are alike?</p><p>■ Have you described</p><p>how two things are</p><p>different?</p><p>■ Have you organized</p><p>your ideas in an</p><p>order that makes</p><p>sense?</p><p>Before you begin your writing that compares,</p><p>review the Venn diagram you made. Think about</p><p>making a paragraph for likenesses and a paragraph</p><p>for differences. Include details that support each</p><p>main idea.</p><p>V E N N D I A G R A M</p><p>Differences</p><p>Coyotes Wolves</p><p>Likenesses</p><p>many of them</p><p>live alone</p><p>smaller</p><p>speed - 43 mph</p><p>eat rabbits, mice</p><p>few of them</p><p>live in packs</p><p>bigger</p><p>speed - 20 mph</p><p>eat deer, moose, elk</p><p>bushy tail</p><p>pointed ears</p><p>live in a</p><p>number of climates</p><p>members of</p><p>dog family</p><p>good hunters</p><p>howl</p><p>Main idea</p><p>for second</p><p>paragraph: How</p><p>coyotes and wolves</p><p>are different.</p><p>Main idea for first</p><p>paragraph: How coyotes</p><p>and wolves are the same.</p><p>Details describe</p><p>the animals.</p><p>96</p><p>PREWRITE</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>DRAFT</p><p>Look at how this writer used the information</p><p>in her diagram to write a first draft. She used</p><p>details from the middle of the diagram in the first</p><p>paragraph. She put details from the rest of the</p><p>diagram in the second paragraph.</p><p>PRACTICE AND APPLY</p><p>Draft Your Own Writing That Compares</p><p>1. Review your prewriting diagram.</p><p>2. Write paragraphs that describe how two things</p><p>are alike and how they are different.</p><p>3. Give details in an order that makes sense.</p><p>TECHNOLOGY</p><p>If you need to</p><p>change the order of</p><p>details, you can use</p><p>the cut and paste</p><p>feature to move</p><p>words and sentences.</p><p>Coyotes and wolfs are the same in many ways.</p><p>Coyotes are like wolves because both are wild</p><p>members of the dog family. Both have pointed ears</p><p>and a bushy tail. Both can live in different climates,</p><p>and both are good hunters. Both howl at night.</p><p>Coyotes and wolves are different. Coyotes is</p><p>smaller and faster than wolves. Wolves live in packs,</p><p>but most coyotes live alone. These animals also</p><p>eat different food. Wolves eat deer moose or elk.</p><p>Coyotes eat rabbits and mice. Coyotes can run 43</p><p>miles per hour, and wolves can run 20 miles per hour.</p><p>DRAFT</p><p>Supporting details</p><p>tell ways coyotes</p><p>and wolves are</p><p>different.</p><p>Supporting</p><p>details tell ways</p><p>coyotes and</p><p>wolves are alike.</p><p>Main idea of</p><p>second paragraph</p><p>Main idea of</p><p>first paragraph</p><p>97</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>COMPARE/</p><p>CONTRAST</p><p>WORDS</p><p>alike</p><p>same</p><p>like</p><p>another</p><p>also</p><p>too</p><p>different</p><p>and</p><p>but</p><p>yet</p><p>however</p><p>although</p><p>in one way</p><p>in another way</p><p>in other ways</p><p>Revise</p><p>Elaborate</p><p>As you work on your draft, you can elaborate. When</p><p>you elaborate, you add details that help make your</p><p>writing clearer. When you revise your writing that</p><p>compares, you may need to add details to help your</p><p>reader understand the information about the animals.</p><p>The writer added words to explain what a pack is.</p><p>Word Choice</p><p>Good writers think about their topic and</p><p>audience when they choose words to use.</p><p>In writing that compares, you need to find words</p><p>that will help you compare and contrast two things.</p><p>The writer added words to make it clear that the</p><p>animals that wolves eat are large.</p><p>Wolves live in packs, but most coyotes live alone.</p><p>family groups called</p><p>Wolves eat deer moose or elk.</p><p>large animals, like</p><p>Coyotes are like wolves because both are wild</p><p>members of the dog family. Both have pointed</p><p>ears and a bushy tail.</p><p>In one way,</p><p>also</p><p>98</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>Better Paragraphs</p><p>Read your paragraphs aloud. Listen to how they</p><p>sound. Are the paragraphs connected? Do you have</p><p>a strong closing paragraph?</p><p>You may want to add a connecting phrase to</p><p>help readers move smoothly from one paragraph to</p><p>the next.</p><p>The writer changed this detail to an imaginative</p><p>closing paragraph.</p><p>TECHNOLOGY</p><p>Learn how to use</p><p>the thesaurus on a</p><p>computer to replace</p><p>repeated or general</p><p>words with more</p><p>exact or interesting</p><p>choices.</p><p>Coyotes and wolves are different.</p><p>In other ways,</p><p>Both howl at night.</p><p>In some places, you can hear both animals at</p><p>night, howling at the moon.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Writing That Compares</p><p>1. Add details to help the reader picture what you</p><p>are describing.</p><p>2. Use compare and contrast words.</p><p>3. Add words or phrases to connect your paragraphs.</p><p>4. Include an interesting closing paragraph.</p><p>5. Grammar Have you used the correct forms of</p><p>linking verbs?</p><p>99</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>Revise • Peer Conferencing</p><p>Share your writing with a partner. Read your</p><p>first draft aloud and ask your partner for ideas and</p><p>suggestions.</p><p>Conferencing for the Reader</p><p>■ Did your partner include features of writing</p><p>that compares? Did he or she</p><p>• explain how two things are alike and</p><p>different?</p><p>• use details in an order that makes sense?</p><p>• use compare and contrast words?</p><p>■ Tell your partner what is good about the</p><p>writing as well as what could be better.</p><p>Coyotes and wolfs are the same in many ways.</p><p>Coyotes are like wolves because both are wild</p><p>members of the dog family. Both have pointed ears</p><p>and a bushy tail. Both can live in different climates,</p><p>and both are good hunters. Both howl at night.</p><p>Coyotes and wolves are different. Coyotes</p><p>is smaller and faster than wolves. Wolves live in</p><p>packs, but most coyotes live alone. These animals</p><p>also eat different food. Wolves eat deer moose</p><p>or elk. Coyotes eat rabbits and mice. Coyotes can</p><p>run 43 miles per hour, and wolves can run 20 miles</p><p>per hour.</p><p>I like these</p><p>details. They</p><p>help me picture</p><p>the animals.</p><p>Can you add</p><p>a compare and</p><p>contrast word?</p><p>These details</p><p>don’t make sense</p><p>here. You need a</p><p>better ending.</p><p>100</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>When you revise your writing, think about your</p><p>partner’s ideas. This writer made some changes</p><p>based on her partner’s suggestions.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Writing That Compares</p><p>1. Listen to your draft as you read it aloud to a partner.</p><p>2. Write down ideas that your partner suggests.</p><p>3. Use the suggestions you like to revise your draft.</p><p>4. Add a title.</p><p>Revising</p><p>■ Is your writing</p><p>right for your</p><p>purpose and</p><p>audience?</p><p>■ Do you need to</p><p>describe</p><p>anything</p><p>in more detail?</p><p>■ Did you use</p><p>compare and</p><p>contrast words?</p><p>■ Did you write your</p><p>ideas in an order</p><p>that makes sense?</p><p>■ Do your sentences</p><p>and paragraphs</p><p>blend together for</p><p>smooth reading?</p><p>■ Did you add a</p><p>good title?</p><p>Coyotes and wolfs are the same in many ways.</p><p>Coyotes are like wolves because both are wild</p><p>members of the dog family. Both have pointed ears</p><p>and a bushy tail. Both can live in different climates,</p><p>and both are good hunters. Both howl at night.</p><p>Coyotes and wolves are different. Coyotes is</p><p>smaller and faster than wolves. Wolves live in packs,</p><p>but most coyotes live alone. These animals also eat</p><p>different food. Wolves eat deer moose or elk.</p><p>Coyotes eat rabbits and mice. Coyotes can run 43</p><p>miles per hour, and wolves can run 20 miles per hour.</p><p>REVISE</p><p>Coyotes and Wolves</p><p>In one way,</p><p>In other ways,</p><p>also</p><p>family groups called</p><p>large animals, like</p><p>, however,</p><p>In some places, you can hear both animals at night,</p><p>howling at the moon</p><p>101</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>Proofread/Edit</p><p>STRATEGIES FOR PROOFREADING</p><p>• Reread your revised draft. Each time, look for a</p><p>different type of mistake.</p><p>• Check for correct spelling. Use a dictionary.</p><p>• Check for correct punctuation. Make sure that</p><p>each sentence has the correct end mark.</p><p>• Check that you used capital letters correctly.</p><p>• Check for correct forms of linking verbs. Read</p><p>aloud to make sure subjects and verbs agree.</p><p>Proofread your revised writing to find and correct</p><p>any mistakes in mechanics, grammar and usage,</p><p>and spelling.</p><p>Spelling</p><p>To make plurals</p><p>of words that</p><p>end with one f or</p><p>fe, you usually</p><p>change the f to v</p><p>and add -es or -s.</p><p>(wolf = wolves)</p><p>GRAMMAR</p><p>• Use the correct form of the linking verb be. Use</p><p>the present-tense form is with a singular noun,</p><p>and are with a plural noun. Use the past-tense</p><p>form was with a singular noun, and were with a</p><p>plural noun.</p><p>MECHANICS</p><p>• Use commas to separate three or more words in a</p><p>series.</p><p>• An apostrophe (’) takes the place of letters left</p><p>out of a contraction.</p><p>• An apostrophe is used with nouns to show</p><p>possession.</p><p>REVIEW THE RULES</p><p>Go to pages 138–165 to review other rules.</p><p>102</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PUBLISH</p><p>PROOFREAD</p><p>Proofreading</p><p>■ Did you correct any</p><p>incorrect forms of</p><p>the verb be?</p><p>■ Did you end each</p><p>sentence correctly?</p><p>■ Did you use an</p><p>apostrophe to show</p><p>letters left out of a</p><p>contraction?</p><p>■ Did you spell all</p><p>words correctly?</p><p>■ Did you indent</p><p>each paragraph?</p><p>PROOFREADING</p><p>MARKS</p><p>new paragraph</p><p>add</p><p>take out</p><p>Make a capital</p><p>letter.</p><p>Make a small</p><p>letter.</p><p>Check spelling.</p><p>Add a period.</p><p>Look at the proofreading corrections made on the</p><p>draft below. What does the mark mean? Why</p><p>does the writer use this mark?</p><p>PRACTICE AND APPLY</p><p>Proofread Your Own Writing That Compares</p><p>1. Check forms of the linking verb be.</p><p>2. Add missing punctuation marks.</p><p>3. Correct spelling mistakes and indent paragraphs.</p><p>Coyotes and wolfs are the same in many ways.</p><p>Coyotes are like wolves because both are wild</p><p>members of the dog family. Both have pointed ears</p><p>and a bushy tail. Both can live in different climates,</p><p>and both are good hunters. Both howl at night.</p><p>Coyotes and wolves are different. Coyotes is</p><p>smaller and faster than wolves. Wolves live in packs,</p><p>but most coyotes live alone. These animals also eat</p><p>different food. Wolves eat deer moose or elk.</p><p>Coyotes eat rabbits and mice. Coyotes can run 43</p><p>miles per hour, and wolves can run 20 miles per hour.</p><p>PROOFREAD</p><p>Coyotes and Wolves</p><p>In one way,</p><p>In other ways,</p><p>also</p><p>family groups called</p><p>large animals, like</p><p>In some places, you can hear both animals at night,</p><p>howling at the moon</p><p>are</p><p>, however,</p><p>wolves</p><p>103</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Writing That Compares</p><p>Publish</p><p>❑ Did I clearly explain how two things are alike and</p><p>different?</p><p>❑ Did I use compare and contrast words?</p><p>❑ Did I tell things that will inform and interest my</p><p>audience?</p><p>❑ Did I organize details in a way that makes sense?</p><p>❑ Did I use connecting phrases to make my paragraphs</p><p>flow smoothly?</p><p>❑ Did I write a strong closing paragraph?</p><p>❑ Did I use correct forms of verbs?</p><p>❑ Did I proofread and correct any mistakes?</p><p>Writing That Compares</p><p>Look over your writing one more time before you</p><p>publish it. Use the checklist below.</p><p>Before publishing “Coyotes and Wolves,” the</p><p>writer used the checklist to review her writing.</p><p>Read her writing with a partner and talk about it.</p><p>Do you think the checklist helped her? What makes</p><p>you think so?</p><p>104</p><p>by Emily Wilson</p><p>Coyotes and wolves are the same in many ways.</p><p>In one way, coyotes are like wolves because both</p><p>are wild members of the dog family. Both also have</p><p>pointed ears and a bushy tail. Both can live in</p><p>different climates, and both are good hunters.</p><p>In other ways, coyotes and wolves are</p><p>different. Coyotes are smaller and faster than</p><p>wolves. Coyotes can run 43 miles per hour, and</p><p>wolves can run 20 miles per hour. Wolves live in</p><p>family groups called packs, but most coyotes live</p><p>alone. These animals also eat different food.</p><p>Wolves eat large animals, like deer, moose, or elk.</p><p>Coyotes, however, eat rabbits and mice.</p><p>In some places, you can hear both animals at</p><p>night, howling at the moon.</p><p>PRACTICE AND APPLY</p><p>Publish Your Own Writing That Compares</p><p>1. Check your revised draft one more time.</p><p>2. Make a neat final copy.</p><p>3. Add a cover and graphs or pictures.</p><p>Handwriting</p><p>Leave a margin on</p><p>each side of the</p><p>paper as you write</p><p>your final copy. Look</p><p>ahead to the end of</p><p>each line to see if a</p><p>word will fit. Do not</p><p>try to fit a word</p><p>into a space that is</p><p>too small.</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>105</p><p>Writing Rubric</p><p>Writing That Compares</p><p>Score Description</p><p>4</p><p>Excellent</p><p>■ compares and contrasts two items or topics with supporting</p><p>details</p><p>■ arranges ideas logically with good transitions</p><p>■ shows detailed knowledge of the subject and conveys that to</p><p>reader</p><p>■ uses precise compare and contrast words</p><p>■ uses a variety of sentences that flow</p><p>■ is free or almost free of errors</p><p>3</p><p>Good</p><p>■ compares and contrasts two items or topics</p><p>■ organizes the comparison well and includes transitions</p><p>■ uses an informative tone</p><p>■ uses compare and contrast words effectively</p><p>■ uses a variety of complete sentences</p><p>■ has minor errors that do not confuse the reader</p><p>2</p><p>Fair</p><p>■ makes an unclear comparison with few details</p><p>■ does not identify the topic and lacks logical order</p><p>■ shows incomplete knowledge and doesn’t connect with reader</p><p>■ uses few compare and contrast words</p><p>■ uses only simple or choppy sentences</p><p>■ makes frequent errors that confuse the reader</p><p>1</p><p>Unsatisfactory</p><p>■ does not make a comparison of two items or topics</p><p>■ lacks organization or flow</p><p>■ shows little or no knowledge and confuses the reader</p><p>■ uses only general or vague words</p><p>■ uses run-on sentences and sentence fragments</p><p>■ makes serious and repeated errors</p><p>Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.</p><p>106</p><p>6UnitUnit</p><p>Expository Writing:</p><p>Research Report</p><p>107</p><p>Whirling windmills have been used for energy in</p><p>countries such as the Netherlands for hundreds of</p><p>years. Today, windmills are popping up all over the</p><p>U.S., Europe, and Asia. The modern windmills have</p><p>lightweight blades that can catch more wind than</p><p>ever before. They turn the wind into electricity.</p><p>One day, we will run out of coal and oil. But we</p><p>will never run out of the energy we can get from the</p><p>sun and the wind. Nancy Hazard says, “Energy from</p><p>the sun and the wind is the key to the future.”</p><p>— from “Pure Power!” in Time for Kids</p><p>Clean as a Breeze</p><p>Literature Models</p><p>Expository Writing:</p><p>Research Report</p><p>Have you ever looked in different books and other</p><p>sources to find information about a topic? Did you</p><p>use that information to write a report? A report</p><p>is expository writing. The purpose of report is to</p><p>share information about a topic.</p><p>Learning from Writers</p><p>Read the following examples of expository writing.</p><p>What information</p><p>is included? How is it organized?</p><p>As you read, notice how each author connects ideas.</p><p>ANDWRITE</p><p>TH NK</p><p>Purpose</p><p>How is expository</p><p>writing different</p><p>from a personal</p><p>narrative? Write a</p><p>short explanation.</p><p>108</p><p>PRACTICE AND APPLY</p><p>Thinking Like a Reader</p><p>1. What is the main idea of</p><p>“Clean as a Breeze”?</p><p>2. According to “How Frogs</p><p>Live on Land and in the</p><p>Water,” what do frogs need</p><p>so they can live on land?</p><p>Thinking Like a Writer</p><p>3. How did the author of</p><p>“Clean as a Breeze”</p><p>support the main idea?</p><p>4. What sources might Suki</p><p>Park have used to find facts</p><p>about frogs?</p><p>5. Reading Across Texts Compare how each of the two</p><p>examples draws a conclusion based on facts.</p><p>Literature Models</p><p>Frogs are found in many places. They can</p><p>live in water, on land, or even in trees. But</p><p>all frogs start out in the water.</p><p>A frog begins as a tadpole that hatches</p><p>from an egg. It lives underwater and breathes</p><p>through gills like a fish. As the tadpole turns</p><p>into a frog, it grows legs and lungs so it can</p><p>live on land.</p><p>Although adult frogs have lungs, they take</p><p>in most of the oxygen they need through</p><p>their skin. Their skin can take oxygen from</p><p>water or air. That is why they can live in</p><p>water or on land.</p><p>—Suki Park</p><p>How Frogs Live on Land and in the Water</p><p>109</p><p>Literature Models</p><p>Features of Expository</p><p>Writing: Research Report</p><p>▶ Main Idea</p><p>Reread “Clean as a Breeze” on page 108. What is</p><p>the article about?</p><p>Whirling windmills have been used for energy</p><p>in countries such as the Netherlands for hundreds</p><p>of years.</p><p>The opening sentence tells you that the article</p><p>will be about using windmills for energy.</p><p>▶ Summarizes Information</p><p>Good expository writing summarizes information</p><p>from more than one source.</p><p>Today, windmills are popping up all over the U.S.,</p><p>Europe, and Asia.</p><p>What sources might the writer have used for the</p><p>information summarized in this sentence?</p><p>Expository writing gives information about a topic.</p><p>Good expository writing:</p><p>▶ Introduces a main idea and supports it with details.</p><p>▶ Summarizes information from different sources.</p><p>▶ Uses connecting words to go from one idea to</p><p>the next.</p><p>▶ Draws a conclusion based on the facts.</p><p>DEFINITIONS AND FEATURES</p><p>110</p><p>Literature Models</p><p>PRACTICE AND APPLY</p><p>Create a Features Chart</p><p>1. List the features of good expository writing.</p><p>2. Reread “How Frogs Live on Land and in the</p><p>Water” by Suki Park on page 109.</p><p>3. Write one example of each feature in Suki’s</p><p>writing.</p><p>4. Write what you liked about Suki’s report.</p><p>▶ Connecting Words</p><p>Words and phrases such as because, as a result,</p><p>and so help readers connect related ideas in</p><p>expository writing.</p><p>One day, we will run out of coal and oil. But we will</p><p>never run out of the energy we can get from the sun</p><p>and the wind.</p><p>What connecting word did the author use?</p><p>▶ Draws a Conclusion</p><p>The author ends the article with this conclusion</p><p>about the importance of wind power.</p><p>Nancy Hazard says, “Energy from the sun and the</p><p>wind is the key to the future.”</p><p>What facts in the article support this conclusion?</p><p>111</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Expository Writing: Research Report</p><p>Guinea Pigs</p><p>What are they like?</p><p>What do they need?</p><p>What can you do with them?</p><p>Why do people like them?</p><p>ANDWRITE</p><p>TH NK</p><p>Audience</p><p>Write down what you</p><p>need to remember</p><p>about your audience</p><p>as you plan and</p><p>write your report.</p><p>Expository writing presents information about</p><p>a topic. Writing a report gives you a chance to</p><p>summarize and share what you have learned.</p><p>Purpose and Audience</p><p>The purpose for writing a report is to summarize</p><p>factual information from different sources. It is also</p><p>to share what you have learned with your audience.</p><p>Before you begin to write, think about your</p><p>audience. Who will be reading your report? Write</p><p>your report in a way that will interest your readers.</p><p>Choose a Topic</p><p>Begin by brainstorming a list of topics that</p><p>interest you. Choose something that your readers</p><p>might like to learn about.</p><p>After choosing a topic, explore ideas by listing</p><p>questions that your report will try to answer.</p><p>Prewrite</p><p>I explored</p><p>my ideas by asking</p><p>questions.</p><p>112</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>OUTLINE</p><p>I. What are guinea pigs like?</p><p>II. What do guinea pigs need?</p><p>III. Why do people like guinea pigs?</p><p>A. Guinea pigs are friendly and fun to watch and pet.</p><p>B. They are small and easy to take care of.</p><p>Organize • Main Idea</p><p>Before you write a report, you need to narrow</p><p>your topic. Your report should focus on just a few</p><p>main ideas. To plan your report, you can use an</p><p>outline. How did this writer organize the ideas from</p><p>his list?</p><p>PRACTICE AND APPLY</p><p>Plan Your Own Report</p><p>1. Think about your purpose and audience.</p><p>2. Choose a topic.</p><p>3. Explore ideas about your topic.</p><p>4. Organize your ideas in an outline.</p><p>■ Have you thought</p><p>about your purpose</p><p>and audience?</p><p>■ Have you chosen a</p><p>topic and explored</p><p>ideas about it?</p><p>■ Have you made</p><p>a list of ideas to</p><p>include in your</p><p>report?</p><p>■ Are your ideas</p><p>organized in an</p><p>outline?</p><p>■ What research do</p><p>you need to do?</p><p>113</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>ENCYCLOPEDIA</p><p>articles:</p><p>Expository Writing: Research Report</p><p>Prewrite • Research and Inquiry</p><p>▶ Use an Encyclopedia</p><p>An encyclopedia is a good place to begin your</p><p>research. Search for your topic on an encyclopedia</p><p>CD-ROM by typing in key words. You will see a list</p><p>of articles about your subject. Click on the article</p><p>that you want to read.</p><p>▶ Writer’s Resources</p><p>When you write a report, you need to do some</p><p>research to gather information. Make a list of your</p><p>questions. Then decide what resources you need</p><p>to answer your questions. Always use more than</p><p>one resource.</p><p>What Else Do I Need</p><p>to Know?</p><p>What do guinea pigs look</p><p>like?</p><p>What do guinea pigs eat?</p><p>Where can you keep them?</p><p>What must the owner do?</p><p>Where Can I Find the</p><p>Information?</p><p>Use an encyclopedia.</p><p>Look in a telephone directory</p><p>to find pet shops that sell</p><p>guinea pigs.</p><p>Key words</p><p>the writer</p><p>typed in.</p><p>114</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>I. What are guinea pigs like?</p><p>A. many colors of fur; thick bodies, short legs</p><p>B. make lots of noises, chew things</p><p>II. What do guinea pigs need?</p><p>A. cage to live in</p><p>B. vegetables and fruit; dry food; fresh water</p><p>C. The owner must clean the cage and feed</p><p>the guinea pig.</p><p>d l lik i i</p><p>PRACTICE AND APPLY</p><p>Review Your Plan</p><p>1. Look at your outline.</p><p>2. List questions you have about your topic.</p><p>3. Identify the resources you need to find answers.</p><p>4. Add the information you gather to your outline.</p><p>▶ Use a Telephone Directory</p><p>A telephone directory gives the names, addresses,</p><p>and phone numbers of people, businesses, and other</p><p>resources. It is arranged in alphabetical order. You</p><p>can find extra information about businesses in a</p><p>section called The Yellow Pages.</p><p>▶ Use Your Research</p><p>Information gathered from your research goes</p><p>into your outline. This writer added facts from his</p><p>research. How did he change the outline?</p><p>■ Did you list your</p><p>questions?</p><p>■ Did you identify</p><p>more than one</p><p>resource?</p><p>■ Did you take notes?</p><p>115</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Drafting</p><p>■ Does your report</p><p>suit your purpose</p><p>and audience?</p><p>■ Have you given</p><p>details to support</p><p>your ideas?</p><p>■ Have you</p><p>summarized facts</p><p>from more than one</p><p>source?</p><p>■ Have you drawn a</p><p>conclusion based</p><p>on the facts?</p><p>OUTLINE</p><p>I. What are guinea pigs like?</p><p>A. many colors of fur; thick bodies, short legs</p><p>B. make lots of noises, chew things</p><p>II. What do guinea pigs need?</p><p>A. cage to live in</p><p>B. vegetables and fruit; dry food; fresh water</p><p>C. The owner must clean the cage and feed</p><p>the guinea pig.</p><p>III. Why do people like guinea pigs?</p><p>A. Guinea pigs are friendly and fun to watch and pet.</p><p>B. They are small and easy to take care of.</p><p>Expository Writing: Research Report</p><p>Draft</p><p>Before you begin writing your report, review the</p><p>outline you made. Think about making a paragraph</p><p>for each main idea. Include details that support each</p><p>main idea.</p><p>Main idea for</p><p>first paragraph:</p><p>What guinea</p><p>pigs are like</p><p>Supporting details</p><p>for first main idea.</p><p>116</p><p>PREWRITE</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>DRAFT</p><p>Guinea pigs are small, furry animals that</p><p>come in many different colors. Guinea pigs</p><p>have thick bodys and short legs. I think they're</p><p>really cute. Guinea pigs can make a lot</p><p>of noise.</p><p>A pet guinea pig needs a cage to live in. It</p><p>needs a food dish, a water bottle, and things</p><p>to chew. guinea pigs need to eat fresh fruits or</p><p>vegetables every day. It needs fresh water and dry</p><p>food, too. The cage needs to be cleaned every week.</p><p>Guinea pigs are friendly and their not hard</p><p>to take care of. Do you like feeding and petting</p><p>small animals a guinea pig may be the pet for you!</p><p>Look at how this writer used the ideas in his</p><p>outline to write a first draft. He described guinea</p><p>pigs in the first paragraph. He told about what</p><p>they need in the second paragraph. In the third</p><p>paragraph, he drew a conclusion based on the facts.</p><p>PRACTICE AND APPLY</p><p>Draft Your Own Report</p><p>1. Review your prewriting outline.</p><p>2. Summarize information from your research.</p><p>3. Draw a conclusion based on the facts.</p><p>DRAFT</p><p>Main idea of</p><p>second paragraph</p><p>Conclusion</p><p>Supporting</p><p>details explain</p><p>what guinea</p><p>pigs need.</p><p>Supporting</p><p>details further</p><p>describe guinea</p><p>pigs.</p><p>Main idea of</p><p>first paragraph</p><p>TECHNOLOGY</p><p>Give your draft a</p><p>name and a number.</p><p>After you revise it,</p><p>do a “save as” with</p><p>the same name but a</p><p>different number.</p><p>117</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Expository Writing: Research Report</p><p>CONNECTING</p><p>WORDS</p><p>but</p><p>so</p><p>at first</p><p>later</p><p>earlier</p><p>however</p><p>if so</p><p>even though</p><p>because of</p><p>since</p><p>as a result</p><p>also</p><p>Revise</p><p>Elaborate</p><p>Reread your first draft. Are any important ideas</p><p>or details missing? When you revise your report, you</p><p>may need to elaborate by adding more details.</p><p>The details that the writer added tell the reader</p><p>more about what this pet is like.</p><p>Word Choice</p><p>When you write, it is important to choose your</p><p>words carefully so that the reader will know exactly</p><p>what you mean.</p><p>In a report, you need to find words that connect</p><p>one idea to another.</p><p>The writer added another detail to make this part</p><p>more complete. When writing a report, you may need</p><p>to learn new words that are special for your subject.</p><p>Guinea pigs can make a lot of noise.</p><p>They squeak, squeal, whistle, and purr.</p><p>Guinea pigs can make a lot of noise.</p><p>A pet guinea pig needs a cage to live in.</p><p>or hutch</p><p>Even though they are little,</p><p>118</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>Guinea pigs are small, furry animals that</p><p>come in many different colors. Guinea pigs have</p><p>thick bodys and short legs.</p><p>Better Sentences</p><p>As you are revising your draft, check your</p><p>sentences to make sure they fit together well. Read</p><p>your sentences aloud. How do they sound? Have</p><p>you tried not to begin every sentence with the same</p><p>subject?</p><p>You can use a pronoun to avoid repeating the</p><p>same noun again and again.</p><p>TECHNOLOGY</p><p>Some of your</p><p>classmates may know</p><p>word-processing tips</p><p>or shortcuts. Ask</p><p>them to share what</p><p>they know.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Report</p><p>1. Add details that will make your writing clearer</p><p>and more interesting.</p><p>2. Use connecting words to lead your readers from</p><p>one idea to the next.</p><p>3. Take out information that does not support your</p><p>main ideas.</p><p>4. Grammar Should you use pronouns in place of</p><p>some of the nouns in your report?</p><p>They</p><p>119</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Conferencing for the Reader</p><p>■ Did your partner include features of a report?</p><p>• main idea and supporting details</p><p>• summarizes information</p><p>• connecting words</p><p>• draws a conclusion</p><p>■ Tell your partner what you like about the</p><p>report, as well as what could be better.</p><p>Expository Writing: Research Report</p><p>Guinea pigs are small, furry animals that come</p><p>in many different colors. Guinea pigs have thick</p><p>bodys and short legs. I think they're really cute.</p><p>Guinea pigs can make a lot of noise.</p><p>A pet guinea pig needs a cage to live in. It</p><p>needs a food dish, a water bottle, and things to</p><p>chew. guinea pigs need to eat fresh fruits or</p><p>vegetables every day. It needs fresh water and dry</p><p>food, too. The cage needs to be cleaned every week.</p><p>Guinea pigs are friendly and their not hard to</p><p>take care of. Do you like feeding and petting small</p><p>animals a guinea pig may be the pet for you!</p><p>Revise • Peer Conferencing</p><p>Exchange reports with a partner and read each</p><p>other’s first drafts. You may both be able to give</p><p>each other some fresh ideas and suggestions.</p><p>Your topic</p><p>interests me.</p><p>These</p><p>details clearly</p><p>tell me what it’s</p><p>like to take care</p><p>of a guinea pig!</p><p>Your opinion</p><p>doesn’t belong in</p><p>a report.</p><p>120</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>Guinea pigs are small, furry animals that</p><p>come in many different colors. Guinea pigs</p><p>have thick bodys and short legs. I think they're</p><p>really cute. Guinea pigs can make a lot</p><p>of noise.</p><p>A pet guinea pig needs a cage to live in. It</p><p>needs a food dish, a water bottle, and things to</p><p>chew. guinea pigs need to eat fresh fruits or</p><p>vegetables every day. It needs fresh water and dry</p><p>food, too. The cage needs to be cleaned every week.</p><p>Guinea pigs are friendly and their not hard to</p><p>take care of. Do you like feeding and petting small</p><p>animals a guinea pig may be the pet for you!</p><p>Think about the comments and suggestions of</p><p>your partner when you revise your report. This writer</p><p>made some changes based on his partner’s ideas.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Report</p><p>1. Have a partner read your report.</p><p>2. Take notes on your partner’s comments.</p><p>3. Use your notes to improve your draft.</p><p>4. Add a title.</p><p>Revising</p><p>■ Does your report</p><p>suit your purpose</p><p>and audience?</p><p>■ Did you include</p><p>enough details</p><p>to support your</p><p>main ideas? Did</p><p>you choose words</p><p>carefully?</p><p>■ Do the sentences</p><p>flow smoothly?</p><p>■ Did you draw a</p><p>conclusion based</p><p>on the facts?</p><p>Guinea Pigs</p><p>They squeak, squeal, whistle, and purr.</p><p>Even though they are little,</p><p>They</p><p>or hutch also</p><p>? If so,</p><p>REVISE</p><p>121</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Expository Writing: Research Report</p><p>Proofread/Edit</p><p>Proofread your revised report to find and correct</p><p>any mistakes in grammar and usage, mechanics,</p><p>and spelling.</p><p>GRAMMAR</p><p>• A pronoun must match the noun it replaces. Use</p><p>singular pronouns for singular nouns and plural</p><p>pronouns for plural nouns.</p><p>MECHANICS</p><p>• Capitalize I.</p><p>• Refer to yourself last when writing about yourself</p><p>and someone else.</p><p>• A contraction has an apostrophe (’) to show</p><p>missing letters.</p><p>• A possessive pronoun does not have an apostrophe.</p><p>REVIEW THE RULES</p><p>STRATEGIES FOR PROOFREADING</p><p>• Reread your revised report, each time looking for</p><p>a different type of error. That way you will have</p><p>a better chance of catching all mistakes.</p><p>• Read each sentence for correct capitalization.</p><p>• Reread each sentence for correct punctuation.</p><p>• Reread for correct use of possessive pronouns</p><p>and contractions.</p><p>• Check each word for spelling mistakes.</p><p>1p1</p><p>base to</p><p>top of</p><p>border</p><p>Spelling</p><p>When a base</p><p>word ends with</p><p>a consonant</p><p>followed by y,</p><p>change the y to i</p><p>when adding -es.</p><p>(body = bodies)</p><p>Go to pages 138–165 to review other rules.</p><p>122</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PUBLISH</p><p>PROOFREAD</p><p>Proofreading</p><p>■ Did you spell all</p><p>the words correctly?</p><p>■ Did you begin and</p><p>end every sentence</p><p>correctly?</p><p>■ Does each pronoun</p><p>match the noun it</p><p>replaces?</p><p>■ Are contractions</p><p>and possessive</p><p>pronouns written</p><p>correctly?</p><p>PROOFREADING</p><p>MARKS</p><p>new paragraph</p><p>add</p><p>take out</p><p>Make a capital</p><p>letter.</p><p>Make a small</p><p>letter.</p><p>Check the spelling.</p><p>Add a period.</p><p>Look at the proofreading corrections made on</p><p>the draft below. What does the proofreading mark</p><p>mean? Why does the writer use this mark?</p><p>PRACTICE AND APPLY</p><p>Proofread Your Own Report</p><p>1. Correct spelling mistakes and punctuation.</p><p>2. Use the correct pronoun.</p><p>3. Make sure contractions and possessive pronouns</p><p>are written correctly.</p><p>Guinea pigs are small, furry animals that</p><p>come</p><p>in many different colors. Guinea pigs</p><p>have thick bodys and short legs. I think they're</p><p>really cute. Guinea pigs can make a lot</p><p>of noise.</p><p>A pet guinea pig needs a cage to live in. It</p><p>needs a food dish, a water bottle, and things to</p><p>chew. guinea pigs need to eat fresh fruits or</p><p>vegetables every day. It needs fresh water and dry</p><p>food, too. The cage needs to be cleaned every week.</p><p>Guinea pigs are friendly and their not hard to</p><p>take care of. Do you like feeding and petting small</p><p>animals a guinea pig may be the pet for you!</p><p>PROOFREAD</p><p>Guinea Pigs</p><p>They squeak, squeal, whistle, and purr.</p><p>Even though they are little,</p><p>bodies</p><p>They</p><p>or hutch also</p><p>? If so,</p><p>they’re</p><p>They</p><p>123</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Expository Writing: Research Report</p><p>Publish</p><p>❑ Who is my audience? Did I write in a way that will</p><p>interest them?</p><p>❑ What is my purpose? Will the reader learn new facts</p><p>about the subject?</p><p>❑ Did I narrow my topic?</p><p>❑ Did I use information from more than one source?</p><p>❑ Did I draw a conclusion based on the facts?</p><p>❑ Did I use pronouns in place of repeated nouns?</p><p>❑ Did I make sure that all pronouns matched the nouns</p><p>they replaced?</p><p>❑ Did I write possessive pronouns correctly?</p><p>Expository Writing</p><p>Review your report one more time before you</p><p>publish it. Using a checklist will help you focus.</p><p>The writer used the checklist to review his</p><p>report. Read “Guinea Pigs” and discuss it with your</p><p>classmates. Was the piece ready to be published?</p><p>Why or why not?</p><p>124</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>by Raphael Garcia</p><p>Guinea pigs are small, furry animals that come in</p><p>many different colors. They have thick bodies and short</p><p>legs. Even though they are little, guinea pigs can make a</p><p>lot of noise. They squeak, squeal, whistle, and purr.</p><p>A pet guinea pig needs a cage or hutch to live in.</p><p>It also needs a food dish, a water bottle, and things to</p><p>chew. Guinea pigs need to eat fresh fruits or vegetables</p><p>every day. They need fresh water and dry food, too. The</p><p>cage needs to be cleaned every week.</p><p>Guinea pigs are friendly, and they’re not hard to</p><p>take care of. Do you like feeding and petting small</p><p>animals? If so, a guinea pig may be the pet for you!</p><p>PRACTICE AND APPLY</p><p>Publish Your Own Report</p><p>1. Check your revised draft one more time.</p><p>2. Make a neat final copy.</p><p>3. Add some drawings or photographs.</p><p>TECHNOLOGY</p><p>For your final report,</p><p>choose a font size</p><p>that is easy to read.</p><p>Adjust your margins</p><p>to make room for</p><p>any drawings or</p><p>photos you plan</p><p>to use.</p><p>125</p><p>Writing Rubric</p><p>Research Report</p><p>Score Description</p><p>4</p><p>Excellent</p><p>■ uses well-researched details that support a main idea</p><p>■ includes a strong introduction and conclusion</p><p>■ shows deep knowledge of topic and interests reader</p><p>■ uses transition words and accurate vocabulary</p><p>■ uses a variety of sentences that flow and guide reader</p><p>■ is free or almost free of errors</p><p>3</p><p>Good</p><p>■ supports a main idea with solid research</p><p>■ has a logical flow of supporting facts and details</p><p>■ shows knowledge of the topic in a personal tone</p><p>■ uses relevant language and transition words</p><p>■ uses a variety of complete sentences</p><p>■ has minor errors that do not confuse the reader</p><p>2</p><p>Fair</p><p>■ presents limited research and has no main idea</p><p>■ has a weak introduction and conclusion</p><p>■ does not fully engage the topic and lacks a personal view</p><p>■ chooses weak words for topic with few transition words</p><p>■ uses only simple or choppy sentences</p><p>■ makes frequent errors that confuse the reader</p><p>1</p><p>Unsatisfactory</p><p>■ does not include research or provide facts about the topic</p><p>■ lacks a main idea or organizing structure</p><p>■ shows little understanding of topic and no personal style</p><p>■ relies on basic vocabulary with no transition words</p><p>■ uses run-on sentences and sentence fragments</p><p>■ makes serious and repeated errors</p><p>Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.</p><p>126</p><p>128 Composition</p><p>134 Writing Forms</p><p>138 Grammar and Usage</p><p>158 Mechanics</p><p>166 Extra Practice</p><p>222 Study Skills</p><p>234 Vocabulary</p><p>240 Spelling</p><p>244 Troubleshooter</p><p>127</p><p>Composition</p><p>128</p><p>Main Idea and</p><p>Supporting Details</p><p>A paragraph should have one main idea, or topic.</p><p>Often the writer states the main idea in a topic</p><p>sentence at the beginning of the paragraph. The other</p><p>sentences in the paragraph tell more about this idea.</p><p>• The main idea is what a piece of writing is all about.</p><p>• In a paragraph, all sentences should work</p><p>together to tell about, or develop, one main idea.</p><p>• The main idea is usually stated in a topic sentence.</p><p>• Supporting details help to develop the main idea.</p><p>• Use time-order words to connect ideas.</p><p>I'll never forget the day my family moved</p><p>to San Antonio. It was a very hot day in July.</p><p>Before we got to the city, our car broke down.</p><p>After we got the car fixed, we got lost. When</p><p>we finally found our house, we were hungry and</p><p>tired. Luckily, our new neighbors were very</p><p>friendly. They invited us over for supper. Our</p><p>very bad day had a very good ending. Now</p><p>that we are settled, we love it here.</p><p>The topic</p><p>sentence states</p><p>the main idea of</p><p>this paragraph.</p><p>A supporting</p><p>detail tells</p><p>more about the</p><p>main idea.</p><p>A time-order word</p><p>connects one idea</p><p>to another.</p><p>ANDWRITE</p><p>TH NK</p><p>Main Idea</p><p>Why should a writer</p><p>clearly state the main</p><p>idea in a piece of</p><p>writing? Explain how</p><p>this helps the reader.</p><p>Read this paragraph about a personal experience.</p><p>Notice how the writer states the main idea and tells</p><p>more about it by adding supporting details.≈</p><p>GUIDELINES</p><p>Composition</p><p>129</p><p>You can make a scope to spy on underwater life.</p><p>First, cut the top and bottom off a large milk carton.</p><p>Next, cover the bottom and sides with thick, clear plastic.</p><p>Hold the plastic to the carton with a rubber band. Then</p><p>tape the plastic to the inside of the open end. After you</p><p>put your scope together, take it to a pond or stream. Hold</p><p>the plastic-covered end in the water. Then look down into</p><p>the scope. Finally, watch the underwater action!</p><p>A topic sentence</p><p>tells what</p><p>the paragraph</p><p>is about.</p><p>Details tell exactly</p><p>what to do and</p><p>are given in</p><p>step-by-step order.</p><p>Time-order words</p><p>show the order of</p><p>the steps.</p><p>To help the reader follow ideas, events, or</p><p>instructions, a writer presents ideas and details in</p><p>an order that makes sense.</p><p>Organization</p><p>Read these instructions. Notice how the writer</p><p>organizes ideas.</p><p>• Begin with a topic sentence that states the</p><p>main idea.</p><p>• When you explain how to do something, organize</p><p>the details in the order in which the instructions</p><p>need to be carried out.</p><p>• Write exact, step-by-step details.</p><p>GUIDELINES</p><p>ANDWRITE</p><p>TH NK</p><p>Organization</p><p>How can you</p><p>organize step-by-</p><p>step details to make</p><p>your instructions</p><p>easy to understand?</p><p>Write your answer.</p><p>Dear Aunt Betty,</p><p>Have you ever been to Seal Point? Please spend</p><p>August 4 with us. We’ll have a picnic at Seal Point.</p><p>We can watch the seals and fly kites. If it rains, we’ll</p><p>go to the new science museum. Please come. We’d like</p><p>to help you celebrate your birthday.</p><p>Love,</p><p>Liz</p><p>A good lead</p><p>draws the</p><p>reader in.</p><p>A good ending</p><p>helps the reader</p><p>feel the writing</p><p>is complete.</p><p>ANDWRITE</p><p>TH NK</p><p>Leads and</p><p>Endings</p><p>Why is a strong lead</p><p>and a good ending</p><p>important to a piece</p><p>of writing? Write</p><p>your answer.</p><p>Composition</p><p>Leads and Endings</p><p>Writers use a strong beginning, or lead, to get the</p><p>reader’s attention. They use a good ending to help</p><p>readers feel that the piece of writing is complete.</p><p>Read this letter. Notice how the writer begins</p><p>and ends the invitation.</p><p>• The lead is the opening of a piece of writing and</p><p>should grab the reader’s attention.</p><p>• The lead may give the main idea.</p><p>• The ending is the last part of a piece of writing and</p><p>should help readers feel the writing is complete.</p><p>• The ending may draw a conclusion, restate the</p><p>main idea, or sum up what the writer said.</p><p>GUIDELINES</p><p>130</p><p>Composition</p><p>A writer uses description to paint a clear and</p><p>colorful picture for the reader.</p><p>Writing</p><p>Descriptions</p><p>• A description can be about persons, places, or things.</p><p>• Each paragraph of a description has a</p><p>main-idea sentence that tells what the paragraph</p><p>is about.</p><p>• Use sensory details to describe how things look,</p><p>sound, smell, taste, and feel.</p><p>• Use likenesses and differences to order details in</p><p>writing that compares.</p><p>GUIDELINES</p><p>There are several ways that butterflies and moths are</p><p>alike. Both are insects, and most have four wings. They</p><p>both have colored scales over their delicate wings.</p><p>Butterflies, like moths, live in all parts of North America.</p><p>Some live in wet climates. Others live in dry places.</p><p>Each likes to sip sweet nectar from flowers.</p><p>Butterflies and moths are different in many ways.</p><p>Butterflies fly in the day, while moths fly at night.</p><p>Unlike butterflies, moths like bright lights.</p><p>A main-idea</p><p>sentence for the</p><p>first paragraph</p><p>Sensory words</p><p>paint a picture for</p><p>the reader.</p><p>Details describing</p><p>differences are in</p><p>another paragraph.</p><p>Read the following paragraphs. Notice how</p><p>the writer uses sensory words to describe how</p><p>butterflies and moths are alike.≈</p><p>131</p><p>ANDWRITE</p><p>TH NK</p><p>Writing</p><p>Descriptions</p><p>How can a writer</p><p>paint a picture</p><p>with words? Write</p><p>a brief explanation.</p><p>Composition</p><p>Topic: Giraffes</p><p>I. Body features</p><p>A. Long neck</p><p>B. Patchy coat</p><p>C. Knobby forehead</p><p>II. Places they live</p><p>A. African grasslands</p><p>B. Wildlife parks, zoos</p><p>The main idea</p><p>of the first</p><p>paragraph is</p><p>written next to the</p><p>Roman numeral I.</p><p>Each supporting</p><p>detail for that</p><p>idea is indented</p><p>and labeled.</p><p>Outlining</p><p>Outlining is a good way to organize your ideas for</p><p>writing. An outline lists main ideas and supporting</p><p>details for one topic.</p><p>• An outline is a way of organizing ideas.</p><p>• Write the topic at the top of the outline.</p><p>• List the main ideas you plan to include. Number each</p><p>main idea with a Roman numeral, followed by a period.</p><p>• Under each main idea, list supporting details that</p><p>help to develop that idea. Give each detail a letter.</p><p>• Ideas written in an outline do not need to be complete</p><p>sentences. They can be words, phrases, or questions.</p><p>GUIDELINES</p><p>ANDWRITE</p><p>TH NK</p><p>Outlining</p><p>How can an outline</p><p>help you plan your</p><p>writing? Write your</p><p>answer in your journal.</p><p>Read this outline for the first two paragraphs</p><p>of a report about giraffes. Notice how the writer</p><p>organizes the main idea and supporting details.</p><p>132</p><p>Composition</p><p>Pecos Bill, old cowhands say, invented roping. He</p><p>had a rope that stretched across the state of Texas.</p><p>That rope got him into tons of trouble.</p><p>Pecos Bill roped everything he saw. The first time he</p><p>saw a train, he thought it was a strange animal. He threw</p><p>his rope over it and hauled it in!</p><p>Pecos Bill got quite a surprise when the conductor</p><p>yelled out, "This is a train, not a cow!" From that day on,</p><p>Pecos Bill only roped cattle.</p><p>The middle of</p><p>the story tells a</p><p>clear sequence of</p><p>events.</p><p>Beginning, Middle, End</p><p>All good writing has a beginning, a middle, and</p><p>an end. The beginning of a story tells what it will be</p><p>about. The middle of a story tells what happens. The</p><p>end of a story tells how everything turns out.</p><p>• The beginning of a story tells who the story is</p><p>about and when and where the story takes place.</p><p>• The middle develops the story events, actions,</p><p>and problems.</p><p>• The end tells how everything turns out in a way</p><p>that makes sense.</p><p>GUIDELINES</p><p>An interesting</p><p>beginning grabs</p><p>the reader’s</p><p>attention.</p><p>A good ending</p><p>gives readers</p><p>a feeling of</p><p>completeness.</p><p>Read this story. Notice how the writer develops</p><p>the beginning, the middle, and the end.≈</p><p>133</p><p>ANDWRITE</p><p>TH NK</p><p>Beginning,</p><p>Middle, and End</p><p>Why is it important</p><p>for a story to have</p><p>a clear beginning,</p><p>middle, and end?</p><p>Write your answer.</p><p>W</p><p>ri</p><p>ti</p><p>n</p><p>g</p><p>• Choose something fun or interesting to write about.</p><p>• You might choose to capture a special moment or feeling.</p><p>• Think about the pictures you want to create with words.</p><p>Decide if you want to use rhyme, rhythm, and the sounds</p><p>of words.</p><p>• Write as many stanzas and lines as you want.</p><p>• Give your poem a title.</p><p>GUIDELINES FOR WRITING A POEM</p><p>In poetry, a</p><p>group of lines is</p><p>called a stanza.</p><p>This poem has</p><p>three stanzas.</p><p>Poem</p><p>A poem is a special kind of writing that uses word</p><p>pictures to explain, describe, or tell a story. Poems often</p><p>use rhyme, rhythm, and the sounds of words to “paint a</p><p>picture” of an idea or a subject.</p><p>Poetry often</p><p>rhymes.</p><p>In this poem,</p><p>the second</p><p>and third lines</p><p>in each stanza</p><p>end with the</p><p>same sound.</p><p>Poetry often</p><p>has a rhythm.</p><p>Read aloud to</p><p>hear the sound</p><p>pattern in</p><p>a poem.</p><p>This line helps</p><p>readers picture</p><p>what a rider</p><p>on a merry-go-</p><p>round hears</p><p>and feels.</p><p>Practice Pretend that you have been named the official</p><p>town poet. Write and illustrate a poem about what is</p><p>best about your town.</p><p>The Merry-Go-Round</p><p>The merry-go-round</p><p>whirls round and round</p><p>in giant circles on the ground.</p><p>And the horses run</p><p>an exciting race</p><p>while the wind blows music in your face.</p><p>Then the whole world spins</p><p>to a colored tune</p><p>but the ride is over much too soon.</p><p>— Myra Cohn Livingston</p><p>134</p><p>W</p><p>ritin</p><p>g</p><p>A business letter is a formal letter that is written to a</p><p>person or a company. You can write a business letter to</p><p>persuade or to inform. You can also write one to ask for</p><p>something or to apply for a job.</p><p>Business Letter</p><p>Practice Write a business letter to one of your favorite</p><p>authors. Tell the author what you like about his or her</p><p>writing. Ask one or two questions.</p><p>The heading</p><p>gives the</p><p>writer’s address</p><p>and the date.</p><p>The inside</p><p>address gives</p><p>the name and</p><p>address of the</p><p>person to whom</p><p>you are writing.</p><p>The greeting</p><p>begins with the</p><p>word Dear. Use</p><p>a colon after</p><p>the name.</p><p>The body of the</p><p>letter tells what</p><p>you want to say.</p><p>The signature is</p><p>the signed name</p><p>of the writer.</p><p>The closing is a</p><p>way of saying</p><p>goodbye. Use</p><p>a capital letter</p><p>for the first</p><p>word only. Use</p><p>a comma after</p><p>the closing.</p><p>322 Washington Street</p><p>El Paso, Texas 79905</p><p>May 12, 20__</p><p>Mr. James Green</p><p>Young Writer’s Magazine</p><p>1200 South Street</p><p>El Paso, Texas 79901</p><p>Dear Mr. Green:</p><p>I would like to join the Young Writer’s Club that you</p><p>described in your magazine. I am nine years old, and I love to</p><p>write. I write articles for the school newspaper. I also enjoy</p><p>writing poetry.</p><p>Please enter me in your club. I understand that there is no</p><p>charge. I also understand that I will get monthly newsletters</p><p>that tell about writing contests and new authors. Thank you.</p><p>Yours truly,</p><p>Sam Jefferson</p><p>Sam Jefferson</p><p>135</p><p>W</p><p>ri</p><p>ti</p><p>n</p><p>g Play</p><p>A play is a story that is written to be acted out on a</p><p>stage for an audience. In a play, characters use words</p><p>(called dialogue) and actions to tell the story.</p><p>Practice Write the first act of a play. You can base your</p><p>play on a favorite story or folktale.</p><p>A play has a</p><p>cast of</p><p>characters.</p><p>The setting</p><p>is when and</p><p>where the</p><p>play happens.</p><p>An act is one part</p><p>of a play. Many</p><p>plays have more</p><p>than one act.</p><p>Stage directions</p><p>at the beginning</p><p>of an act tell</p><p>about the action.</p><p>The dialogue</p><p>is written after</p><p>each character’s</p><p>name.</p><p>Stage directions</p><p>in ( ) tell how</p><p>characters</p><p>speak and act.</p><p>The Elves and the Shoemaker</p><p>Characters: Shoemaker</p><p>Shoemaker’s Wife</p><p>Elf 1</p><p>Elf 2</p><p>Setting: Long ago in the shop of a poor shoemaker.</p><p>Act One</p><p>As the curtain rises, the shoemaker is at his bench.</p><p>He is speaking to his wife.</p><p>Shoemaker (shaking his head) I have enough leather</p><p>for only one pair of shoes. What are we going to do?</p><p>Shoemaker’s Wife It’s late. Go to bed now. We will</p><p>worry about money tomorrow.</p><p>Shoemaker I’m so tired. If only I had someone who</p><p>could help me.</p><p>Shoemaker’s Wife We can’t afford to hire anyone.</p><p>Shoemaker You go on to bed, dear. I’m going to stay</p><p>up and work. (The wife goes offstage.) I’m so tired.</p><p>I can’t keep my eyes open. I . . . (The shoemaker falls</p><p>asleep. Suddenly, the light in the fireplace begins</p><p>to grow. Elf 1 steps out</p><p>of the fireplace, turns and</p><p>whistles. Elf 2 tumbles out of the fireplace. The elves</p><p>carefully walk over to the Shoemaker and check to</p><p>make sure he is still asleep.)</p><p>136</p><p>W</p><p>ritin</p><p>g</p><p>An editorial is a newspaper article. It gives the writer’s</p><p>opinion of an event, a situation, or a problem. Editorials</p><p>appear on the editorial page of a newspaper.</p><p>Editorial</p><p>The writer</p><p>states her</p><p>opinion.</p><p>The writer</p><p>uses facts</p><p>to persuade</p><p>readers.</p><p>The writer’s</p><p>name is given</p><p>at the end of</p><p>the editorial.</p><p>The subject</p><p>of this editorial</p><p>is a current</p><p>situation</p><p>at school.</p><p>The writer</p><p>gives reasons</p><p>why she thinks</p><p>her opinion is</p><p>correct.</p><p>The title of</p><p>an editorial</p><p>is called a</p><p>headline.</p><p>Practice Write an editorial for your school, town, or</p><p>city newspaper. Think of an event, a situation, or a</p><p>problem. Write about your opinion or what you think</p><p>needs to be changed.</p><p>• Choose a subject that is important to you.</p><p>• Give your opinion and reasons for your opinion.</p><p>• Use facts to help persuade your readers.</p><p>• Write a title that could be used in the newspaper</p><p>as a headline.</p><p>GUIDELINES FOR WRITING AN EDITORIAL</p><p>A Soccer Field for Our School</p><p>Why doesn’t our school have a</p><p>soccer field? I think we need one.</p><p>We have a nice playing field for</p><p>baseball. We even have a track for</p><p>running. But no one has built a field</p><p>for soccer. If our school had a soccer</p><p>field, we could start a school soccer</p><p>team. Also, people in our town could</p><p>use the field for soccer games on the</p><p>weekend. There is room behind the</p><p>cafeteria for a field.</p><p>Why don’t we build one soon?</p><p>Jennifer Felner</p><p>137</p><p>Sentences</p><p>Types of Sentences</p><p>Practice Write each group of words that is a sentence.</p><p>1. Looks through the rock pile.</p><p>2. Tomas sorts the rocks into boxes.</p><p>3. Some people collect rocks.</p><p>4. Labels each rock.</p><p>5. Many museums have rock collections.</p><p>• A sentence is a group of words that expresses a</p><p>complete thought. It begins with a capital letter.</p><p>Tomas has an interesting hobby.</p><p>• A sentence fragment is a group of words that does not</p><p>express a complete thought.</p><p>Collects rocks. (needs a subject)</p><p>One large gray rock. (needs a predicate)</p><p>• When you write or talk, you use different kinds of sentences.</p><p>Type of Sentence Example</p><p>A statement tells something.</p><p>It ends with a period.</p><p>You can grow plants in a</p><p>window box.</p><p>A question asks something.</p><p>It ends with a question mark.</p><p>Should I water the plants</p><p>every day?</p><p>A command tells someone</p><p>to do something. It ends</p><p>with a period.</p><p>Don’t give the plants too</p><p>much water.</p><p>An exclamation shows</p><p>strong feeling. It ends with</p><p>an exclamation mark.</p><p>What a lot of work a</p><p>garden is!</p><p>Sentences</p><p>138</p><p>Subjects in Sentences</p><p>Practice Write the sentences. Draw a line under the</p><p>subject of each sentence.</p><p>1. Some plants have seeds with little hooks.</p><p>2. The hooks cling to an animal’s fur.</p><p>3. The animal carries the seeds to another place.</p><p>4. Birds eat fruit and drop the seeds.</p><p>5. These seeds grow into plants.</p><p>Practice Write the sentences. Then write statement,</p><p>question, command, or exclamation to tell what type of</p><p>sentence each is.</p><p>1. Plant some peppers in the garden.</p><p>2. Where can we get seeds?</p><p>3. I’ll order seeds from this catalog.</p><p>4. Don’t plant the seeds too close together.</p><p>5. What a great garden we’ll have!</p><p>• Every sentence has two parts. The subject of a</p><p>sentence tells what or whom the sentence is about.</p><p>The subject of a sentence can be more than one word.</p><p>Seeds travel in different ways.</p><p>Dandelion seeds are carried by the wind.</p><p>Sentences</p><p>139</p><p>Combining Sentences</p><p>Predicates in Sentences</p><p>• Every sentence has a subject and a predicate. The</p><p>predicate tells what the subject does or is.</p><p>Ralph Samuelson invented water skis.</p><p>Ralph was eighteen years old.</p><p>Practice Write the sentences. Draw a line under the</p><p>predicate of each sentence.</p><p>1. Ralph worked with snow skis.</p><p>2. The skis were too narrow.</p><p>3. The young inventor made wide skis from boards.</p><p>4. A fast boat pulled Ralph across the water.</p><p>5. Crowds cheered at the sight.</p><p>• Two sentences with similar ideas can be combined</p><p>using a comma and the word and. This kind of</p><p>sentence is called a compound sentence.</p><p>It is a clear night, and the stars are bright.</p><p>Practice Write each pair of sentences as one sentence.</p><p>Use a comma before and when you join the sentences.</p><p>1. The earth turns. Stars rise and set like the sun.</p><p>2. The teacher sets up a telescope. Students aim it at the</p><p>stars.</p><p>3. Everyone looks closely. Doug finds the North Star first.</p><p>4. The moon glows. The stars shine.</p><p>5. Amber found a special star. She made a wish.</p><p>Write one example for each type of sentence.QU CK WRITEQU CK WRITE</p><p>Sentences</p><p>140</p><p>More Plural Nouns</p><p>Nouns, Singular and Plural</p><p>Practice Write the sentences. Use the plural form of the</p><p>noun in ( ).</p><p>1. Many (family) visit Florida in the winter.</p><p>2. The weather is warm in most (month).</p><p>3. Florida has beautiful (beach).</p><p>• A noun names a person, place, or thing.</p><p>• A singular noun names one person, place, or thing.</p><p>A plural noun names more than one.</p><p>• Add -s to form the plural of most singular nouns.</p><p>• Add -es to form the plural of singular nouns that end</p><p>in s, sh, ch, or x.</p><p>• To form the plural of nouns ending in a consonant and</p><p>y, change the y to i and add -es.</p><p>cow cows bush bushes party parties</p><p>Practice Write the sentences. Use the plural form of the</p><p>noun in ( ).</p><p>1. Those two (woman) are dentists.</p><p>2. The dentists take care of people’s (tooth).</p><p>3. One girl plays with two stuffed (sheep).</p><p>• Some nouns have special plural forms.</p><p>Those men fed three geese.</p><p>• A few nouns have the same singular and plural forms.</p><p>Many moose and deer live in the woods.</p><p>Nouns</p><p>141</p><p>Singular and Plural Possessive Nouns</p><p>Common and Proper Nouns</p><p>Nouns</p><p>• A common noun names any person, place, or thing.</p><p>The girl went to the zoo.</p><p>• A proper noun names a special person, place, or thing.</p><p>A proper noun begins with a capital letter.</p><p>Ellen went to the Bronx Zoo.</p><p>• A possessive noun is a noun that shows who or what</p><p>owns or has something. Add an apostrophe (’) and an</p><p>s to a singular noun to make it possessive.</p><p>Dan’s friend Edna likes apples.</p><p>• Add an apostrophe (’) to make most plural nouns</p><p>possessive.</p><p>Those trees’ apples are ripe.</p><p>• Add an apostrophe (’) and an s to form the possessive</p><p>of plural nouns that do not end in -s.</p><p>The children’s baskets are full.</p><p>Practice Write the sentences. Write common or proper</p><p>under each underlined noun.</p><p>1. The London Zoo had an elephant named Jumbo.</p><p>2. The giant animal came from Africa.</p><p>3. P. T. Barnum bought the huge beast.</p><p>4. The man brought the elephant to the United States.</p><p>5. Jumbo amazed people in New York.</p><p>142</p><p>Combining Sentences: Nouns</p><p>Nouns</p><p>Practice Write the sentences. Use the possessive form of</p><p>the noun in ( ).</p><p>1. Apple trees grow on (Dan) farm.</p><p>2. Apple (growers) work is hard.</p><p>3. The (men) job is to pick apples.</p><p>4. Apples are many (people) favorite fruit.</p><p>5. (Edna) favorite apples are green.</p><p>• Two sentences can be combined by joining two nouns</p><p>with and. Leave out the words that repeat.</p><p>Guy wanted a tree house. Pete wanted a tree house.</p><p>Guy and Pete wanted a tree house.</p><p>Practice Write each pair of sentences as one sentence.</p><p>Use the word and to join two nouns.</p><p>1. Guy looked for some wood. Pete looked for some wood.</p><p>2. Guy brought a hammer. Guy brought nails.</p><p>3. Pete found a ladder. Pete found rope.</p><p>4. Guy climbed an old maple tree. Pete climbed an old</p><p>maple tree.</p><p>5. The boys’ mother helped. The boys’ father helped.</p><p>Write five sentences with singular and plural</p><p>possessive nouns.</p><p>QU CK WRITEQU CK WRITE</p><p>143</p><p>Action Verbs</p><p>Linking Verbs</p><p>Verbs</p><p>• An action verb is a verb that shows action. A linking</p><p>verb does not show action. It connects the subject</p><p>to the rest of the sentence. The verb be is a common</p><p>linking verb. It has special forms in the</p><p>a list of people who are</p><p>special to you. Choose one person to write about.</p><p>Then explore ideas by listing what you remember</p><p>about being with this person.</p><p>ANDWRITE</p><p>TH NK</p><p>Audience</p><p>How will you help</p><p>your readers know</p><p>how you feel about</p><p>a special person?</p><p>Write your answer.</p><p>I explored</p><p>my ideas by</p><p>making a list.</p><p>Aunt Jane</p><p>Aunt Jane is fun</p><p>Lets me try new things</p><p>Taught me how to swim</p><p>Let me feed baby Alex</p><p>Alex spit out the food</p><p>12</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>Aunt Jane</p><p>fun</p><p>let me feed Baby Alex</p><p>Alex spit out the food</p><p>We laughed</p><p>doesn't mind mistakes</p><p>lets me try new things</p><p>taught me how to swim</p><p>C L U S T E R M A P</p><p>Organize • Clustering</p><p>Your narrative will have two main parts. First,</p><p>you will tell about a special person. Then you will</p><p>tell about something that happened when you were</p><p>with that person. To plan your narrative, you can</p><p>use a cluster map. How did this writer organize the</p><p>ideas from his list?</p><p>■ Have you thought</p><p>about your purpose</p><p>and audience?</p><p>■ Have you chosen</p><p>one person and</p><p>event to tell about?</p><p>■ Have you made a</p><p>list of ideas about</p><p>the person and the</p><p>experience?</p><p>■ Are your ideas</p><p>organized in a</p><p>cluster map?</p><p>■ Do you need to do</p><p>any research?</p><p>PRACTICE AND APPLY</p><p>Plan Your Own Personal Narrative</p><p>1. Think about your purpose and audience.</p><p>2. Choose a topic.</p><p>3. Brainstorm ideas about your topic.</p><p>4. Organize your ideas.</p><p>13</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>What Else Do I Need</p><p>to Know?</p><p>What was Alex eating?</p><p>Are there better words to</p><p>describe what happened?</p><p>Where Can I Find the</p><p>Information?</p><p>E-mail Aunt Jane to find out.</p><p>Look in the dictionary.</p><p>▶ Conduct an Interview</p><p>An interview is a conversation. One person</p><p>asks questions and the other person answers. An</p><p>interview can take place in person, in writing, on</p><p>the telephone, or by e-mail.</p><p>Prewrite • Research and Inquiry</p><p>▶ Writer’s Resources</p><p>You may need to get more information for your</p><p>personal narrative. Make a list of questions. Then</p><p>decide where you can find the answers.</p><p>Aunt Jane, do you remember</p><p>the first time I tried to feed Alex?</p><p>What was that orange food in</p><p>the jar?</p><p>Timmy, it was strained squash.</p><p>STRATEGIES FOR INTERVIEWING</p><p>• Know what you want to ask. Write down your</p><p>questions.</p><p>• Take notes so you can remember the answers.</p><p>• Be polite and friendly. Always thank the person</p><p>at the end of an interview.</p><p>14</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>let me feed Baby Alex</p><p>Alex spit out the food</p><p>doesn't mind mistakes</p><p>strained squash</p><p>The squash came</p><p>shooting out.lets me try new things</p><p>▶ Use a Dictionary</p><p>You can find the spelling and meanings of words</p><p>in a dictionary. Use alphabetical order to find words.</p><p>Sometimes the dictionary meaning of a word can tell</p><p>you other ways to say the same thing.</p><p>▶ Use Your Research</p><p>New information gathered from your research</p><p>can go into your cluster map. This writer learned</p><p>two things from his research. How did he change</p><p>his map?</p><p>PRACTICE AND APPLY</p><p>Review Your Plan</p><p>1. Look at your cluster map.</p><p>2. List questions you have about your topic.</p><p>3. Identify the resources you will need</p><p>to find answers.</p><p>4. Add new information you gather to</p><p>your map.</p><p>■ Did you list your</p><p>questions?</p><p>■ Did you identify</p><p>possible resources?</p><p>■ Did you take notes?</p><p>15</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>Drafting</p><p>■ Does your narrative</p><p>fit your purpose</p><p>and audience?</p><p>■ Have you included</p><p>your thoughts and</p><p>feelings?</p><p>■ Have you written a</p><p>good beginning?</p><p>■ Have you included</p><p>details that will</p><p>help readers feel as</p><p>though they were</p><p>there?</p><p>■ Does your narrative</p><p>have an interesting</p><p>ending?</p><p>Draft</p><p>Before you begin writing your personal narrative,</p><p>review the cluster map you made. Think about</p><p>making a paragraph for each main idea. Include</p><p>details that support each main idea.</p><p>Aunt Jane</p><p>fun</p><p>let me feed Baby Alex</p><p>Alex spit out the food</p><p>We laughed</p><p>doesn't mind mistakes</p><p>lets me try new things</p><p>taught me how to swim</p><p>C L U S T E R M A P</p><p>strained squash</p><p>The squash came</p><p>shooting out.</p><p>This idea can be</p><p>a good ending.</p><p>Main idea for first</p><p>paragraph: Why I like</p><p>visiting Aunt Jane.</p><p>Main idea for second</p><p>paragraph: What</p><p>happened at</p><p>my aunt’s.</p><p>16</p><p>PREWRITE</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>DRAFT</p><p>This is about my Aunt Jane. Keeps me busy all</p><p>the time. We have a lot of fun together, even when</p><p>I make mistakes. She lets me try new things. She</p><p>even taught me how to swim.</p><p>One time a very funny thing happened. Baby</p><p>Alex was hungry. Aunt Jane asked, "Do you want</p><p>to try feeding him." So we put Alex into his high</p><p>chair. We got out a jar of strained squash.</p><p>I spooned some into Alex's mouth. It came shooting</p><p>right back out! It got all over me. Alex made a funny</p><p>face Aunt Jane and I just laughed and laughed.</p><p>Look at how this writer used the ideas in his</p><p>cluster map to write a first draft. He added details</p><p>about Aunt Jane in the first paragraph. Then he</p><p>told about something that happened when he was</p><p>with her.</p><p>PRACTICE AND APPLY</p><p>Draft Your Own Personal Narrative</p><p>1. Review your prewriting cluster map.</p><p>2. Write about how you felt.</p><p>3. Tell about things in the order they happened.</p><p>Supporting</p><p>details tell what</p><p>happened.</p><p>Supporting</p><p>details tell about</p><p>the writer's aunt.</p><p>Main idea</p><p>of first</p><p>paragraph</p><p>Main idea of</p><p>second paragraph</p><p>DRAFT</p><p>TECHNOLOGY</p><p>Find out how to</p><p>change line spacing</p><p>on your computer.</p><p>It’s a good idea to</p><p>double space your</p><p>draft so that you</p><p>have room to write</p><p>in changes after</p><p>you print it out.</p><p>17</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>Elaborate</p><p>One way to improve your writing is to elaborate.</p><p>When you elaborate, you add important ideas and</p><p>details that create a clear picture for the reader.</p><p>When you revise your personal narrative, you may</p><p>need to tell more about your feelings.</p><p>The writer added a detail that helps the reader</p><p>know how he feels.</p><p>Revise</p><p>TIME-ORDER</p><p>WORDS</p><p>first</p><p>next</p><p>then</p><p>later</p><p>after</p><p>last</p><p>before</p><p>as soon as</p><p>finally</p><p>this morning</p><p>yesterday</p><p>last summer</p><p>tomorrow</p><p>a long time ago</p><p>Word Choice</p><p>When you write, it is important to choose just the</p><p>right words for your topic and audience.</p><p>In a personal narrative, you need to find words</p><p>that will help you tell the events in the order they</p><p>happened.</p><p>The writer added a description of where the food</p><p>went to help the reader picture what happened.</p><p>This is about my Aunt Jane.</p><p>I love to visit</p><p>So we put Alex into his high chair. We got out</p><p>a jar of strained squash.</p><p>ThenFirst,</p><p>It got all over me.</p><p>my clothes. It was even in my hair.</p><p>18</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>Better Sentences</p><p>As you are revising your draft, read your</p><p>sentences aloud. How do they sound? Have you</p><p>used different kinds of sentences? You can change</p><p>the rhythm of your writing by combining two</p><p>sentences.</p><p>Use and to connect two related sentences.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Personal Narrative</p><p>1. Add details that will make your writing clearer</p><p>and more interesting.</p><p>2. Use words that help the reader know exactly how</p><p>you felt.</p><p>3. Take out information that isn't necessary.</p><p>4. Grammar Should you combine any sentences?</p><p>TECHNOLOGY</p><p>Learn how to cut</p><p>and paste on the</p><p>computer so that</p><p>you can easily move</p><p>sentences and parts</p><p>of sentences when</p><p>you revise.</p><p>We got out a jar of strained squash. I spooned</p><p>some into Alex's mouth.</p><p>, and</p><p>19</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>Conferencing for the Reader</p><p>■ Did your partner include features of a</p><p>personal narrative?</p><p>• personal experience and feelings</p><p>• interesting beginning, middle, and ending</p><p>• time-order words</p><p>■ Tell your partner what is good about the</p><p>piece, as well as what could be better.</p><p>Revise • Peer Conferencing</p><p>Read the first draft of your personal narrative</p><p>aloud to your partner. Your partner may give you</p><p>some new ideas and suggestions.</p><p>This is about my Aunt Jane. Keeps me busy all</p><p>the time. We have a lot of fun together,</p><p>present tense</p><p>and in the past tense.</p><p>Present-tense forms of be: are, is, am</p><p>Past-tense forms of be: were, was</p><p>Practice Write each sentence. Draw a line under the</p><p>action verb.</p><p>1. Ray and his friends paint houses.</p><p>2. The painters wear white coveralls.</p><p>3. Brett stirs a can of paint.</p><p>4. Marjorie cleans her brush.</p><p>5. Ray brushes paint on the wall.</p><p>• An action verb is a word that shows action.</p><p>Ray climbs the ladder.</p><p>• Some action verbs tell about actions that are hard to see.</p><p>Ray thinks about the work.</p><p>144</p><p>Present-Tense Verbs</p><p>Verbs</p><p>Practice Write the sentences. Draw a line under each verb.</p><p>Write linking verb or action verb to describe each verb.</p><p>1. The school bus was late.</p><p>2. We worried about the bus.</p><p>3. The bus driver is sorry.</p><p>4. An accident caused a traffic jam.</p><p>5. Now I am late for school.</p><p>Practice Write each sentence. Use the correct form of</p><p>the verb in ( ).</p><p>1. Gary (walk) along the beach.</p><p>2. The boy (search) for shells.</p><p>3. A big wave (wash) some shells onto the sand.</p><p>4. Gary (hurry) to find more shells.</p><p>5. The boy (drop) one shell.</p><p>• The tense of a verb tells when the action takes place.</p><p>• A verb in the present tense tells what happens now.</p><p>Gary collects seashells.</p><p>• When the subject is not I or you, add -s to most</p><p>singular verbs in the present tense.</p><p>• Add -es to verbs that end in sh, ch, ss, s, zz, or x.</p><p>• Change y to i and add -es to verbs that end with a</p><p>consonant and y.</p><p>looks fixes worries</p><p>145</p><p>Future-Tense Verbs</p><p>Past-Tense Verbs</p><p>Verbs</p><p>• A past-tense verb tells about an action that has already</p><p>happened. Add -ed to most verbs to form the past tense.</p><p>Last night, it snowed.</p><p>• Change the y to i before adding -ed if the verb ends</p><p>with a consonant and y.</p><p>• Drop the e and add -ed to verbs that end with e.</p><p>• Double the consonant and add -ed to verbs that end</p><p>with one vowel and one consonant.</p><p>tried smiled planned</p><p>Practice Write the sentences. Use the past tense of the</p><p>verb in ( ).</p><p>1. In the morning, snow (cover) the ground.</p><p>2. The weather (surprise) us.</p><p>3. No one (expect) snow in October!</p><p>4. Les and I (grin) at each other.</p><p>5. We (bundle) ourselves in warm clothes.</p><p>6. Then we (hurry) outside.</p><p>7. Les and I (pile) snow into a big mound.</p><p>8. We (pack) the snow into a fort.</p><p>• A future-tense verb tells about an action that is going to</p><p>happen. Use the special verb will to write about the future.</p><p>Next year, Cara will go to Rome.</p><p>146</p><p>Subject-Verb Agreement</p><p>Verbs</p><p>Practice Write the sentences. Write the verb in the</p><p>future tense.</p><p>1. Cara and her family fly in a big plane.</p><p>2. The family tours the city.</p><p>3. Cara takes many pictures.</p><p>4. Cara sees old ruins.</p><p>5. Everyone buys presents for friends back home.</p><p>Practice Write the sentences. Use the correct form of the</p><p>present-tense verb in ( ).</p><p>1. Terry and I (place) flowers on the table.</p><p>2. Grandma (thread) two large needles with string.</p><p>3. Terry (poke) the needle through each flower.</p><p>4. Both of us (work) carefully.</p><p>5. We proudly (wear) our flower necklaces.</p><p>• A present-tense verb must agree with its subject.</p><p>Two children gather pink flowers.</p><p>• Do not add -s or -es to a present-tense verb when the</p><p>subject is plural or I or you.</p><p>Write three sentences. Use a present-tense</p><p>verb in the first, a past-tense verb in the second, and a future-</p><p>tense verb in the third.</p><p>QU CK WRITEQU CK WRITE</p><p>147</p><p>Contractions with Not</p><p>Main and Helping Verbs</p><p>Verbs</p><p>Practice Write the sentences. Draw one line under each</p><p>main verb. Draw two lines under each helping verb.</p><p>1. Jess had flown to Texas in a jet.</p><p>2. Uncle Bob is raising cattle.</p><p>3. Jess has helped his uncle every summer.</p><p>4. This summer Jess is helping Uncle Bob again.</p><p>5. Uncle Bob and Aunt Rita have met Jess at the airport.</p><p>• Sometimes a verb can be more than one word. The</p><p>main verb tells what the subject does or is.</p><p>Jess is visiting his uncle’s ranch.</p><p>• The helping verb helps the main verb show an action.</p><p>Jess is visiting his uncle’s ranch.</p><p>• Use the helping verbs has, have, and had to help main</p><p>verbs show an action in the past. In sentences with</p><p>helping verbs, both the main verb and the helping verb</p><p>must agree with the subject.</p><p>• Use has with a singular subject and he, she, or it.</p><p>• Use have with a plural subject and I, you, we, or they.</p><p>• Use had with a singular or plural subject.</p><p>• A contraction is a shortened form of two words.</p><p>• An apostrophe (’) shows where one or more letters</p><p>have been left out.</p><p>148</p><p>Combining Sentences: Verbs</p><p>Verbs</p><p>Practice Write the new sentences. Write the words that</p><p>make up each contraction.</p><p>1. I can’t find my book.</p><p>2. It isn’t in the bookcase.</p><p>3. I don’t know where to look.</p><p>4. Didn’t you see the book?</p><p>5. I haven’t looked in my room.</p><p>Practice Write each pair of sentences as one sentence.</p><p>Use the word and to join the predicates.</p><p>1. Nina loved space. Nina wanted to be an astronaut.</p><p>2. The space program needed astronauts. The space</p><p>program accepted Nina.</p><p>3. The shuttle lifted off. The shuttle flew to the space</p><p>station.</p><p>4. Nina lived in the space station. Nina stayed six months.</p><p>5. The scientists did experiments. The scientists carried</p><p>out projects.</p><p>• You can join two sentences with the same subject by</p><p>combining the predicates. Use and to join the predicates</p><p>of two sentences that have the same subject.</p><p>Laura loved science. Laura studied the stars.</p><p>Laura loved science and studied the stars.</p><p>149</p><p>Irregular Verbs</p><p>Verbs</p><p>Past with have,</p><p>has, or had</p><p>begin began begun</p><p>bring brought brought</p><p>come came come</p><p>eat ate eaten</p><p>do did done</p><p>give gave given</p><p>go went gone</p><p>grow grew grown</p><p>run ran run</p><p>say said said</p><p>see saw seen</p><p>sing sang sung</p><p>Present Past</p><p>• An irregular verb has a special spelling to show the</p><p>past tense. Some irregular verbs have a special spelling</p><p>when used with the helping verb have.</p><p>Practice Write the sentences. Change each present-</p><p>tense verb in ( ) to the past tense.</p><p>1. Lil and Beth (go) to the movies.</p><p>2. The girls (run) all the way.</p><p>3. Beth (do) not want to be late.</p><p>4. Lil (see) her friend Maria at the movie.</p><p>5. Maria had (bring) her brother with her.</p><p>Write five sentences with irregular verbs in</p><p>the past tense.</p><p>QU CK WRITEQU CK WRITE</p><p>150</p><p>Subject Pronouns and Object Pronouns</p><p>Pronouns</p><p>Pronouns</p><p>Practice Rewrite each sentence. Replace the underlined</p><p>word or words with the correct pronoun in ( ).</p><p>1. The children run after the ball. (They, He)</p><p>2. Nora kicks the ball toward the goal. (she, it)</p><p>3. Lennie cheers when Nora scores. (I, He)</p><p>4. Nora waves at Meg and me. (us, them)</p><p>5. Will our team win the game? (you, we)</p><p>• A pronoun is a word that takes the place of one or</p><p>more nouns.</p><p>Nora plays soccer. She plays soccer.</p><p>Practice Write the sentences. Replace the underlined word</p><p>or words with a subject pronoun or an object pronoun.</p><p>1. Carl told Mark and me about his hobby.</p><p>2. Coin collecting interests Carl.</p><p>3. Carl showed his coins to Jill.</p><p>4. Jill and Carl have pictures of coins.</p><p>5. Jill gave a coin book to Mark.</p><p>• A subject pronoun is used as the subject of a sentence.</p><p>Singular subject pronouns: I, you, he, she, it</p><p>Plural subject pronouns: we, you, they</p><p>• Use an object pronoun after an action verb or words</p><p>such as for, at, of, with, and to.</p><p>Singular object pronouns: me, you, him, her, it</p><p>Plural object pronouns: us, you, them</p><p>151</p><p>Pronoun-Verb Agreement</p><p>Possessive Pronouns</p><p>Pronouns</p><p>Practice Write the sentences. Complete each sentence</p><p>with the correct verb in ( ).</p><p>1. We (bring, brings) some blueberries home.</p><p>2. They (taste, tastes) sweet.</p><p>3. You (make, makes) blueberry jam.</p><p>4. It (smell, smells) wonderful!</p><p>5. I (eat, eats) some bread and jam.</p><p>• A present-tense action verb must agree with its subject</p><p>pronoun.</p><p>• Add -s to most action verbs in the present tense when</p><p>you</p><p>use the pronouns he, she, and it.</p><p>• Do not add -s to an action verb in the present tense</p><p>when you use the pronouns I, we, you, and they.</p><p>He picks blueberries. I pick blueberries.</p><p>• A possessive pronoun takes the place of a possessive</p><p>noun. It shows who or what owns something.</p><p>Walt’s game is fun. His game is fun.</p><p>• These possessive pronouns are used before nouns:</p><p>my, your, his, her, its, our, their.</p><p>That is their computer.</p><p>• These possessive pronouns can stand alone:</p><p>mine, yours, his, hers, its, ours, theirs.</p><p>Is that yours?</p><p>152</p><p>Pronoun-Verb Contractions</p><p>Pronouns</p><p>Practice Write the sentences. Draw a line under each</p><p>possessive pronoun.</p><p>1. The computer is his.</p><p>2. My computer screen changes color.</p><p>3. Her fingers are on the keyboard.</p><p>4. You can play your computer game.</p><p>5. When did you get that game of yours?</p><p>• A contraction is a shortened form of two words. There</p><p>are many pronoun–verb contractions.</p><p>• An apostrophe (’) replaces missing letters.</p><p>Practice Write each sentence. Replace the underlined</p><p>words with a contraction.</p><p>1. She is my sister.</p><p>2. He is a friend of mine.</p><p>3. They are my cousins.</p><p>4. We are part of a large family.</p><p>5. It is a family with many children.</p><p>Write five sentences using nouns in the</p><p>subject and predicate. Exchange papers. Rewrite the sentences</p><p>with subject and object pronouns in place of nouns.</p><p>QU CK WRITEQU CK WRITE</p><p>he’s = he + is; he + has</p><p>she’s = she + is; she + has</p><p>it’s = it + is; it + has</p><p>I’m = I + am</p><p>you’re = you + are</p><p>we’re = we + are</p><p>they’re = they + are</p><p>I’ve = I + have</p><p>you’ve = you + have</p><p>we’ve = we + have</p><p>they’ve = they + have</p><p>I’ll = I + will</p><p>he’ll = he + will</p><p>she’ll = she + will</p><p>we’ll = we + will</p><p>you’ll = you + will</p><p>it’ll = it + will</p><p>they’ll = they + will</p><p>153</p><p>Articles</p><p>Adjectives That Tell What Kind or How Many</p><p>Adjectives</p><p>Practice Write the sentences. Draw one line under each</p><p>adjective that tells how many or what kind.</p><p>1. One man counts down to blastoff.</p><p>2. The long trip begins.</p><p>3. Two astronauts step onto the moon.</p><p>4. Astronauts study the rocky surface of the moon.</p><p>5. Few people have made this trip!</p><p>• An adjective is a word that describes a noun.</p><p>• Some adjectives tell what kind of person, place, or</p><p>thing the noun is.</p><p>The moon shines in the dark sky.</p><p>• Some adjectives tell how many.</p><p>Three men enter the spaceship.</p><p>• Few, many, and several are special adjectives that tell</p><p>how many.</p><p>Many people watch the launch on TV.</p><p>• Articles are special adjectives. The words a, an, and the</p><p>are articles.</p><p>• Use a before singular nouns that begin with a consonant.</p><p>• Use an before singular nouns that begin with a vowel.</p><p>• Use the before singular nouns and plural nouns.</p><p>154</p><p>Adjectives That Compare</p><p>Adjectives</p><p>Practice Write the sentences. Complete each sentence</p><p>with the correct article in ( ).</p><p>1. Rusty and I play in (the, an) park.</p><p>2. I throw (a, an) ball, and Rusty chases it.</p><p>3. Rusty brings (a, an) apple back to me.</p><p>4. I tell Rusty to get (an, the) ball.</p><p>5. Rusty is (a, an) very silly dog!</p><p>Practice Write the sentences. Add -er or -est to the</p><p>adjective in ( ).</p><p>1. Dolphins are (small) than killer whales.</p><p>2. A crocodile is (big) than an alligator.</p><p>3. A sea turtle is (heavy) than a snapping turtle.</p><p>4. Whale sharks are the (large) of all fish.</p><p>5. Some whales eat the (small) of all fish.</p><p>• You can use adjectives to compare nouns.</p><p>• Add -er to an adjective to compare two nouns.</p><p>• Add -est to compare more than two nouns.</p><p>• Some adjectives change their spelling when -er or -est</p><p>is added.</p><p>• When the adjective ends in a consonant sound and y,</p><p>change the y to i and add -er or -est.</p><p>• When the adjective ends in e, drop the e and add -er</p><p>or -est.</p><p>• For adjectives that have a single vowel before a final</p><p>consonant, double the final consonant and add -er or -est.</p><p>Write five sentences with adjectives that</p><p>compare.</p><p>QU CK WRITEQU CK WRITE</p><p>155</p><p>Adverbs That Tell How</p><p>Adverbs</p><p>Adverbs</p><p>Practice Write how, when, or where to show what each</p><p>underlined adverb tells about the verb.</p><p>1. Thunder rumbled loudly.</p><p>2. Lightning flashed brightly.</p><p>3. Next, rain poured from the clouds.</p><p>4. I ran inside.</p><p>5. Then I dried myself off.</p><p>Practice Write the sentences. Draw a line under each</p><p>adverb that tells how. Draw two lines under the verb it</p><p>describes.</p><p>1. A stray dog walked slowly into town.</p><p>2. Mr. Stacy petted the dog gently.</p><p>3. The dog wagged his tail excitedly.</p><p>4. Mr. Stacy kindly adopted the dog.</p><p>5. The dog quickly answered to his new name.</p><p>• An adverb is a word that tells more about a verb.</p><p>Adverbs tell how, when, or where an action takes place.</p><p>Yesterday, dark clouds swiftly moved overhead.</p><p>• Some adverbs tell how an action takes place.</p><p>• Adverbs that tell how often end with -ly.</p><p>The dog barked loudly.</p><p>156</p><p>Adverbs That Tell When or Where</p><p>Combining Sentences: Adjectives and Adverbs</p><p>Adverbs</p><p>Practice Write the sentences. Draw a line under each</p><p>verb. Circle each adverb. Write if the adverb tells</p><p>when or where.</p><p>1. Vera lost her bike today.</p><p>2. She put the bike inside.</p><p>3. Vera looked for the bike outdoors.</p><p>4. Later, Vera called Wally.</p><p>5. Soon, Wally arrived at Vera’s house.</p><p>• Some adverbs tell when or where an action takes place.</p><p>Practice Add an adjective or adverb to one of the</p><p>sentences in each pair. Write the new sentence.</p><p>1. Sylvie opened the door. She opened it quickly.</p><p>2. A raccoon was in the can. The raccoon was fat.</p><p>3. The raccoon ran. It ran swiftly.</p><p>Write five sentences using adverbs that tell</p><p>how, when, or where.</p><p>QU CK WRITEQU CK WRITE</p><p>• Two sentences that tell about the same person, place,</p><p>or thing can be combined by adding an adjective to</p><p>one sentence.</p><p>Sylvie heard a noise. It was a loud noise.</p><p>Sylvie heard a loud noise.</p><p>• Two sentences that tell about the same action can be</p><p>combined by adding an adverb to one sentence.</p><p>The trash can fell. It fell noisily.</p><p>The trash can fell noisily.</p><p>157</p><p>Mechanics • Abbreviations</p><p>Practice Write each abbreviation correctly.</p><p>1. ms Inez Vasquez 3. mrs Karen Inagaki</p><p>2. dr Ellen Right 4. mr Thomas Hale</p><p>Abbreviations are used in informal writing. An</p><p>abbreviation is the shortened form of a word and usually</p><p>begins with a capital letter and ends with a period.</p><p>Abbreviations</p><p>Titles</p><p>• You can abbreviate titles before a name.</p><p>Ms. Rose Mrs. Gordon Mr. Martinez Dr. Wong</p><p>Days of the Week</p><p>• You may abbreviate the days of the week.</p><p>Sun. Mon. Tues. Wed. Thurs. Fri. Sat.</p><p>Practice Write each abbreviation correctly.</p><p>6. tues 11. Fri</p><p>7. august 12. apr</p><p>8. Sat 13. thursday</p><p>9. jan 14. Wed</p><p>10. november 15. feb.</p><p>Months of the Year</p><p>• You may abbreviate most months of the year.</p><p>Jan. Feb. Mar. Apr. Aug. Sept. Oct. Nov. Dec.</p><p>• Do not abbreviate the months May, June, July.</p><p>5. dr Ed Jones</p><p>158</p><p>Mechanics • Abbreviations</p><p>Practice Write the U.S. Postal Service abbreviation for</p><p>each of the following states.</p><p>1. Hawaii 6. Iowa</p><p>2. Utah 7. Oregon</p><p>3. Alabama 8. Louisiana</p><p>4. Michigan 9. North Dakota</p><p>5. Vermont 10. Texas</p><p>Alabama AL</p><p>Alaska AK</p><p>Arizona AZ</p><p>Arkansas AR</p><p>California CA</p><p>Colorado CO</p><p>Connecticut CT</p><p>Delaware DE</p><p>District of</p><p>Columbia DC</p><p>Florida FL</p><p>Georgia GA</p><p>Hawaii HI</p><p>Idaho ID</p><p>Illinois IL</p><p>Indiana IN</p><p>Iowa IA</p><p>Kansas KS</p><p>Kentucky KY</p><p>Louisiana LA</p><p>Maine ME</p><p>Maryland MD</p><p>Massachusetts MA</p><p>Michigan MI</p><p>Minnesota MN</p><p>Mississippi MS</p><p>Missouri MO</p><p>Montana MT</p><p>Nebraska NE</p><p>Nevada NV</p><p>New</p><p>Hampshire NH</p><p>New Jersey NJ</p><p>New Mexico NM</p><p>New York NY</p><p>North Carolina NC</p><p>North Dakota ND</p><p>Ohio OH</p><p>Oklahoma OK</p><p>Oregon OR</p><p>Pennsylvania PA</p><p>Rhode Island RI</p><p>South Carolina SC</p><p>South Dakota SD</p><p>Tennessee TN</p><p>Texas TX</p><p>Utah UT</p><p>Vermont VT</p><p>Virginia VA</p><p>Washington WA</p><p>West Virginia WV</p><p>Wisconsin WI</p><p>Wyoming WY</p><p>States</p><p>• In informal writing and on envelopes you may use United</p><p>States Postal Service Abbreviations for the names</p><p>of</p><p>states. There is no period after these abbreviations.</p><p>159</p><p>Mechanics • Capitalization</p><p>Practice Write each item. Use capital letters correctly.</p><p>1. dear aunt juana,</p><p>2. “do you like spiders?” asked Louis.</p><p>3. some people are afraid of spiders.</p><p>4. Tina said, “spiders catch harmful insects.”</p><p>5. very truly yours,</p><p>Capitalization</p><p>Letters</p><p>• Capitalize all words in a letter’s greeting.</p><p>Dear Robin, Dear Mr. Henderson:</p><p>• Capitalize the first word in the closing of a letter.</p><p>Yours truly, Your friend, Sincerely,</p><p>First Word in a Sentence</p><p>• Capitalize the first word in a sentence.</p><p>Spiders have eight legs.</p><p>• Capitalize the first word of a direct quotation.</p><p>A quotation is the exact words of a person speaking.</p><p>José said, “Insects have six legs.”</p><p>Proper Nouns: Names and Titles of People</p><p>• Capitalize names and initials that stand for names.</p><p>Joan Cohen T. R. Sullivan</p><p>• Capitalize titles or abbreviations of titles when they</p><p>come before the names of people.</p><p>Aunt Ada Mr. Westly Mayor Gomez</p><p>• Capitalize the pronoun I.</p><p>My parents and I had a great vacation.</p><p>160</p><p>Practice Write the sentences. Use capital letters</p><p>correctly.</p><p>1. Our family visited uncle chet on his ranch.</p><p>2. Mom and i rode horses for the first time.</p><p>3. I helped aunt ida clean the stalls.</p><p>4. The vet, dr. brand, treated a sick horse.</p><p>5. My uncle’s neighbor is named k. c. whitby.</p><p>Practice Write the sentences. Use capital letters</p><p>correctly.</p><p>6. Mark drove to florida last week.</p><p>7. Mark enjoyed visiting miami beach.</p><p>8. The atlantic ocean was bright blue.</p><p>9. Mark took route 1 to the end.</p><p>10. The trip over seven mile bridge was exciting.</p><p>Proper Nouns: Names of Places</p><p>• Capitalize the names of cities, states, countries, and</p><p>continents.</p><p>Boston Florida China Africa</p><p>• Capitalize the names of geographical features.</p><p>Pacific Ocean Loon Mountain Mojave Desert</p><p>• Capitalize the names of streets and highways.</p><p>Grand Avenue Route 66</p><p>• Capitalize the names of buildings and bridges.</p><p>Museum of Modern Art Sears Tower Brooklyn Bridge</p><p>• Capitalize the names of stars and planets.</p><p>Rigel Altair Saturn Mars</p><p>Mechanics • Capitalization</p><p>161</p><p>Practice Write the sentences. Use capital letters</p><p>correctly.</p><p>1. My class at deerfield school is reading a book called</p><p>all the presidents.</p><p>2. Our teacher, ms. Choi, showed the film</p><p>famous presidents.</p><p>3. Next monday is presidents’ day.</p><p>4. This holiday comes in february.</p><p>5. Today’s deerfield recorder has a story about</p><p>president kennedy.</p><p>Other Proper Nouns</p><p>• Capitalize the names of schools, clubs, and businesses.</p><p>Frontier School 4H Club</p><p>Apex Computers Rice Oil Company</p><p>• Capitalize the days of the week, months of the year,</p><p>and holidays. Do not capitalize the names of the</p><p>seasons.</p><p>Friday July Presidents’ Day spring</p><p>• Capitalize abbreviations.</p><p>Dr. Mrs. Ave. Rte. Mt.</p><p>• Capitalize the first, the last, and all important words in</p><p>the title of a book, poem, song, short story, film, and</p><p>newspaper.</p><p>Robots on the Loose! “April Rain”</p><p>“The Alphabet Song” “Harry’s Cat”</p><p>Star Wars Washington Post</p><p>Mechanics • Capitalization</p><p>162</p><p>Practice Write the sentences. Add end marks and</p><p>periods where they are needed.</p><p>1. Mr Shapiro took out his camera</p><p>2. Can you get a picture of the baby seals</p><p>3. Please don’t alarm the seals</p><p>4. What a wonderful sight this is</p><p>5. How many seals do you see</p><p>End Marks for Sentences</p><p>• A period (.) ends a statement or command.</p><p>There are seals on the ice.</p><p>Hand the field glasses to me.</p><p>• A question mark (?) ends a question.</p><p>Do you see any walruses?</p><p>• An exclamation mark (!) ends an exclamation.</p><p>Wow, that is a huge walrus!</p><p>Periods for Abbreviations</p><p>• Use a period to show the end of an abbreviation.</p><p>Mrs. Rd. Aug.</p><p>• Use a period with initials.</p><p>P. T. Barnum L. C. Cox</p><p>Punctuation</p><p>Mechanics • Punctuation</p><p>163</p><p>Practice Add commas where they are needed.</p><p>1. Trenton New Jersey 3. Your friend</p><p>2. January 1 2002 4. Dear Uncle Al</p><p>5. Kent Ohio</p><p>Practice Add commas where they are needed.</p><p>6. Donna Hal and Kathy are at the library.</p><p>7. Hal do you want books on animals?</p><p>8. No I want books on baseball soccer and hockey.</p><p>9. Donna did you find what you wanted?</p><p>10. Yes I found poems stories and novels.</p><p>Commas in Letters</p><p>• Use a comma between the names of cities and states.</p><p>Dallas, Texas Chicago, Illinois</p><p>• Use a comma between the day and the year in dates.</p><p>July 4, 2001 October 17, 1836</p><p>• Use a comma after the greeting and closing in a</p><p>friendly letter.</p><p>Dear Grandma, Yours truly,</p><p>Commas in Sentences</p><p>• Use a comma to separate words in a series.</p><p>The media center has videos, tapes, and CDs.</p><p>• Use a comma after the words yes and no when they</p><p>begin a sentence.</p><p>Yes, I have read that book.</p><p>• Use a comma after the name of a person being spoken to.</p><p>Jill, are you going to the library?</p><p>Mechanics • Punctuation</p><p>164</p><p>Practice Add quotation marks where they are needed.</p><p>4. The hamster can’t have gone far, said Ned.</p><p>5. Sarah said, I’ve looked everywhere.</p><p>6. There’s my hamster! Sarah cried.</p><p>Practice Write the possessive form of the noun in ( ).</p><p>Write the contraction of the two words in ( ).</p><p>1. Baseball (is not) (Jake) favorite game.</p><p>2. (I have) gone to all of my (friends) games.</p><p>3. Some (children) parents (are not) at the game.</p><p>Apostrophes</p><p>• Use an apostrophe (’) with nouns to show possession.</p><p>• Add an apostrophe and an s (’s) to singular or plural</p><p>nouns that do not end in s.</p><p>boy’s bat Tina’s ball men’s caps</p><p>• Add an apostrophe (’) to plural nouns ending in s.</p><p>games’ scores players’ uniforms</p><p>• Use an apostrophe (’) in contractions to show where a</p><p>letter or letters are missing.</p><p>doesn’t we’re you’ve I’m</p><p>Quotation Marks</p><p>• Use quotation marks at the beginning and at the end</p><p>of the exact words a person says.</p><p>“Have you seen my hamster?” asked Sarah.</p><p>Italics or Underlining</p><p>Underline or use italics for the title of a book, movie,</p><p>magazine, or newspaper.</p><p>The Cloud Book The Lion King</p><p>Mechanics • Punctuation</p><p>165</p><p>Extra Practice</p><p>Sentences</p><p>A. Write the group of words in each pair that is a</p><p>sentence.</p><p>1. The lighthouse is tall. The tall lighthouse.</p><p>2. Mia sees the open door. An open door.</p><p>3. No light inside. Mia enters the dark building.</p><p>4. Mia climbs the stairs. Up the narrow stairs.</p><p>5. A long climb. The stairs are steep.</p><p>6. Mia grips the railing. Holds on tightly.</p><p>7. At the top. Mia gets to the very top.</p><p>8. Mia looks out the window. Across the water.</p><p>9. The sailboats. Mia sees colorful sailboats.</p><p>10. Mia is excited. Sees wonderful things.</p><p>B. Write sentence if the group of words is a sentence.</p><p>Write not a sentence if the group of words is not</p><p>a sentence.</p><p>11. Fred drove to the bus station.</p><p>12. Parked the car.</p><p>13. Asked for directions.</p><p>14. Fred followed the directions.</p><p>15. Fred found his ticket.</p><p>16. The bus station was crowded.</p><p>17. Fred wanted a book.</p><p>18. Went to a gift shop.</p><p>19. Bought a book.</p><p>20. Fred will get on the bus soon.</p><p>166</p><p>Extra Practice</p><p>Statements and Questions</p><p>A. Write each sentence. Write statement next to each</p><p>sentence that tells something. Write question next</p><p>to each sentence that asks something.</p><p>1. What grade are you in?</p><p>2. I am in third grade.</p><p>3. How many boys are in your class?</p><p>4. How many girls are in your class?</p><p>5. We have a new teacher.</p><p>6. Which subject do you like best?</p><p>7. I like science.</p><p>8. My favorite subject is math.</p><p>9. We study music and art in our school.</p><p>10. Is Mr. Wilkes the art teacher?</p><p>B. Write each sentence. Write statement if it is a</p><p>statement and question if it is a question. Add</p><p>the correct end mark.</p><p>11. The class will visit the new museum</p><p>12. The Air and Space Museum is in the city</p><p>13. When do the children leave on the trip</p><p>14. The bus comes at ten o’clock</p><p>15. What things will they see in the museum</p><p>16. The museum has airplanes from long ago</p><p>17. An old plane</p><p>sits on the floor</p><p>18. Can people climb inside the plane</p><p>19. Will the guide talk about space travel</p><p>20. The children will see a movie about space</p><p>167</p><p>Extra Practice</p><p>Commands and</p><p>Exclamations</p><p>A. Write each sentence. Write command next to each</p><p>sentence that gives an order. Write exclamation next</p><p>to each sentence that shows strong feeling.</p><p>1. Look at the rainbow.</p><p>2. What a wonderful surprise you will see!</p><p>3. Count the different colors in the rainbow.</p><p>4. How beautiful the rainbow looks!</p><p>5. Make a wish for something special.</p><p>6. Watch the rainbow disappear.</p><p>7. What a great time we had!</p><p>8. Try to learn more about rainbows.</p><p>9. Please find a book on rainbows in the library.</p><p>10. How many books on rainbows there are!</p><p>B. Write each sentence. Write command if it is a</p><p>command and exclamation if it is an exclamation.</p><p>Add the correct end mark.</p><p>11. What a great bike that is</p><p>12. How nice that color is</p><p>13. Take care of your new bike</p><p>14. Don’t leave your bike outside</p><p>15. Wear your helmet when you ride your bike</p><p>16. Ask your mom if you can go for a ride</p><p>17. Take a ride with me</p><p>18. What a great day this is for riding a bike</p><p>19. How fast your bike goes</p><p>20. Help me fix my bike, please</p><p>168</p><p>Extra Practice</p><p>Sentence Punctuation</p><p>A. Write whether each sentence is a statement, question,</p><p>command, or exclamation. Then write the name of the</p><p>correct end mark for each sentence.</p><p>1. Do you want to play ball?</p><p>2. What a great idea that is!</p><p>3. I’ll get my ball and my glove.</p><p>4. Bring your new bat, Ashley.</p><p>5. Wear your team shirts.</p><p>6. The sun is very bright today.</p><p>7. Please wear your caps.</p><p>8. Take water with you.</p><p>9. When will the game begin?</p><p>10. How pretty the park looks today!</p><p>B. Write each sentence. Begin and end the sentences</p><p>correctly.</p><p>11. ray visited the Alamo</p><p>12. have you been to the Alamo</p><p>13. the Alamo is in Texas</p><p>14. did Davy Crockett fight at the Alamo</p><p>15. the Alamo was once a mission</p><p>16. what a place the Alamo is</p><p>17. what is the famous saying about the Alamo</p><p>18. santa Anna was a Mexican general</p><p>19. did Santa Anna fight against the Texans</p><p>20. find out more about the Alamo</p><p>169</p><p>Extra Practice</p><p>Subjects in Sentences</p><p>A. Write each sentence. Write subject next to the</p><p>sentences in which the subject is underlined.</p><p>1. Goldfish live in ponds.</p><p>2. Some people keep goldfish in aquariums.</p><p>3. People in China breed goldfish.</p><p>4. The fantail is a kind of goldfish.</p><p>5. Some goldfish have long tails.</p><p>6. People buy goldfish for pets.</p><p>7. A pet fish needs care.</p><p>8. Fish need fresh water and food.</p><p>9. The water should be warm.</p><p>10. The fish bowl should be clean.</p><p>B. Write the sentences. Draw a line under the subject of</p><p>each sentence.</p><p>11. Mexico City is the capital of Mexico.</p><p>12. My grandparents live in Mexico City.</p><p>13. Many roads lead to Mexico City.</p><p>14. The parks are beautiful.</p><p>15. Alameda Park has many poplar trees.</p><p>16. People shop in outdoor markets.</p><p>17. Most newspapers are printed in Spanish.</p><p>18. Some newspapers are printed in English.</p><p>19. Heavy rains can cause floods.</p><p>20. The nights are cool.</p><p>170</p><p>Extra Practice</p><p>Predicates in Sentences</p><p>A. Write each sentence. Write predicate next to the</p><p>sentences in which the predicate is underlined.</p><p>1. The weather changed quickly.</p><p>2. Dark clouds formed in the sky.</p><p>3. The strong wind broke tree branches.</p><p>4. Lightning streaked across the sky.</p><p>5. Thunder broke the silence.</p><p>6. Heavy rain poured down on the town.</p><p>7. People ran for shelter.</p><p>8. Cars splashed water and mud.</p><p>9. Umbrellas bent in the wind.</p><p>10. The storm lasted a long time.</p><p>B. Write each sentence. Draw a line under each predicate.</p><p>11. The boat bounced across the water.</p><p>12. Waves rocked the boat.</p><p>13. The captain turned the wheel.</p><p>14. The sailors held the wet ropes.</p><p>15. Passengers clung to the rails of the boat.</p><p>16. Everyone watched the water.</p><p>17. A whale swam next to the boat.</p><p>18. Dolphins jumped into the air.</p><p>19. Passengers screamed with delight.</p><p>20. Water splashed everywhere.</p><p>171</p><p>Extra Practice</p><p>Combining Sentences</p><p>A. Write each sentence. If it is a compound sentence,</p><p>circle the word that joins the two sentences. If it is</p><p>not a compound sentence, write not compound.</p><p>1. The sky is blue, and the clouds are gone.</p><p>2. The sun is bright, and the air is warm.</p><p>3. There is very little rain, and the ground is dry.</p><p>4. Animals dig many holes in the sand.</p><p>5. A lizard has a long tail.</p><p>6. The children get off the bus, and the teachers meet them.</p><p>7. A roadrunner races by, and Maria takes its picture.</p><p>8. Linda finds a big cactus, and Vic guesses its age.</p><p>9. Desert flowers are colorful.</p><p>10. You will not be bored in the desert.</p><p>B. Combine each pair of sentences. Write the new</p><p>compound sentence.</p><p>11. The ocean is beautiful. Many people like to visit it.</p><p>12. Levi walks along the shore. He feels the sand squishing</p><p>under his toes.</p><p>13. The tide rushes in. The waves are rough.</p><p>14. The wind blows the sand. It piles up in dunes.</p><p>15. The tide is low. The children can walk for miles.</p><p>16. We collect seashells. Some people build sandcastles.</p><p>17. Seaweed is an ocean plant. Some sea animals eat it.</p><p>18. Dolphins live in the ocean. You can see them playing.</p><p>19. Crabs dig in the sand. Shrimp swim in the sea.</p><p>20. Lee smells the salty air. She listens to the waves.</p><p>172</p><p>Extra Practice</p><p>Correcting Run-on Sentences</p><p>A. Write each run-on sentence as two sentences.</p><p>1. Sara looked at Brutus he was muddy and wet.</p><p>2. Sara filled the tub she wanted to wash her pet.</p><p>3. Sara added soap she put the dog in the tub.</p><p>4. The dog was covered with bubbles he looked silly.</p><p>5. Brutus shook off the bubbles he got Sara all wet.</p><p>6. Sara laughed she looked like a marshmallow.</p><p>7. Sara washed Brutus carefully she took him out of the tub.</p><p>8. Brutus shook himself dry he rolled in the grass.</p><p>9. Sara told Brutus to stop he was rolling into the mud.</p><p>10. Sara filled the tub again Brutus needed another bath.</p><p>B. Correct each run-on sentence. Write the complete</p><p>ideas in two separate sentences or rewrite the</p><p>sentence as a compound sentence.</p><p>11. José ate his lunch then he ran outside.</p><p>12. José wanted to play ball his friends were at the</p><p>ballpark.</p><p>13. José grabbed his baseball mitt he got on his bike.</p><p>14. José rode his bike fast it was getting dark.</p><p>15. Storm clouds rolled across the sky José rode faster.</p><p>16. José got to the park the rain began to fall.</p><p>17. The baseball teams waited soon the rain stopped.</p><p>18. José’s team was losing by one run the team needed</p><p>a hit.</p><p>19. José got his turn at bat he was nervous.</p><p>20. José had two strikes he wanted his team to win.</p><p>173</p><p>Extra Practice</p><p>Nouns</p><p>A. Write each sentence. Write which of the underlined</p><p>words are nouns.</p><p>1. Six frien ds went to the fair.</p><p>2. The fairgrounds were packed with people.</p><p>3. People could buy food, hats, and flags.</p><p>4. Pat rode the pony.</p><p>5. Brian played several games.</p><p>6. Chris found the horses in the barn.</p><p>7. Jen ran to pet the rabbits.</p><p>8. Sue liked the sheep.</p><p>9. Parents and children watched the geese.</p><p>10. Families had fun at the fair.</p><p>B. Write the sentences. Draw a circle around each noun.</p><p>11. The train rolled down the track.</p><p>12. The conductor blew the whistle.</p><p>13. The train stopped at the station.</p><p>14. Passengers stepped onto the platform.</p><p>15. Grandparents waved to grandchildren.</p><p>16. Other people bought tickets.</p><p>17. Travelers carried luggage.</p><p>18. The train had six cars and an engine.</p><p>19. Each car had many seats.</p><p>20. The conductor shut the doors.</p><p>174</p><p>Extra Practice</p><p>A. Write each noun. Write singular or plural next to</p><p>each noun.</p><p>1. books</p><p>2. box</p><p>3. dishes</p><p>4. glasses</p><p>5. truck</p><p>6. chairs</p><p>7. bike</p><p>8. skates</p><p>9. lunch</p><p>10. sandwiches</p><p>B. Write the sentences. Write the plural of each</p><p>underlined noun.</p><p>11. Our family went to some sandy beach.</p><p>12. Seth packed three large lunch.</p><p>13. I put two towel in the bag.</p><p>14. Bill forgot the key to the car.</p><p>15. Dad put sunscreen on our shoulder.</p><p>16. The lifeguard watched the swimmer.</p><p>17. The wave were gentle.</p><p>18. Beth built castle in the sand.</p><p>19. Jenny flew her kite.</p><p>20. I read my book.</p><p>Singular and Plural Nouns</p><p>175</p><p>Extra Practice</p><p>A. Write the sentences. Underline the plural noun in</p><p>each sentence.</p><p>1. Most cities have more than one library.</p><p>2. The ladies walk to the new library.</p><p>3. It has two copies of a favorite book.</p><p>4. The mysteries are on the top shelf.</p><p>5. Many libraries have a computer.</p><p>6. I search for short stories.</p><p>7. Anna returns a book about bunnies.</p><p>8. Joe reads about puppies.</p><p>9. Leah finds two old diaries.</p><p>10. Families can share a book.</p><p>B. Write the sentences. Write the plural form of each</p><p>noun in ( ).</p><p>11. The (sky) were clear.</p><p>12. There were (butterfly) floating in the air.</p><p>13. A ladybug landed on the (daisy).</p><p>14. Joe wanted to pick (berry).</p><p>15. He took his (puppy) with him.</p><p>16. They chased the (bunny).</p><p>17. The (blueberry) grew on bushes.</p><p>18. Where do (cranberry) grow?</p><p>19. The trees were full of (cherry).</p><p>20. We shared the fruit with several (family).</p><p>Plural Nouns with -ies</p><p>176</p><p>Extra Practice</p><p>A. Write the sentences. Underline the plural noun in</p><p>each sentence.</p><p>1. The pond was full of geese.</p><p>2. The children ran in the grass.</p><p>3. There were several sheep grazing near the pond.</p><p>4. Two men were fishing.</p><p>5. Dina put her feet in the water.</p><p>6. The cold water made her teeth chatter.</p><p>7. Women were jogging around the pond.</p><p>8. Three moose were sleeping near the pond.</p><p>9. I saw some mice in the tall grass.</p><p>10. Dan saw two deer near the pond.</p><p>B. Write the sentences. Write the plural form of each</p><p>underlined noun.</p><p>11. The child went to the zoo.</p><p>12. They saw deer with large antlers.</p><p>13. Some of them saw sheep in the barn.</p><p>14. They saw some mouse inside a wagon.</p><p>15. The man helped pull the wagon.</p><p>16. The woman rode in the wagon.</p><p>17. Wild goose flew over us.</p><p>18. The birds have webbed foot.</p><p>19. A horse showed its big tooth.</p><p>20. We saw moose and elephants.</p><p>More Plural Nouns</p><p>177</p><p>Extra Practice</p><p>Common and Proper Nouns</p><p>A. Write each noun. Write common or proper next to</p><p>each one.</p><p>1. Longfellow Elementary School</p><p>2. school</p><p>3. September</p><p>4. blackboard</p><p>5. computer</p><p>6. Mr. Matthews</p><p>7. teacher</p><p>8. Friday</p><p>9. recess</p><p>10. Labor Day</p><p>B. Write each sentence. Draw one line under each common</p><p>noun. Draw two lines under each proper noun.</p><p>11. Pam and Sam Franks are twins.</p><p>12. Samantha is shorter than her sister.</p><p>13. Their cousins own Plainview Ranch.</p><p>14. Mr. Franks, their father, owns a farm.</p><p>15. Mrs. Franks is a teacher at their school.</p><p>16. The girls raise pigs.</p><p>17. Sam won a prize at the Miller County Fair.</p><p>18. The name of her pig is Petunia.</p><p>19. Petunia won a blue ribbon in the contest.</p><p>20. The family enjoyed the fair on Saturday.</p><p>178</p><p>Extra Practice</p><p>Capitalization</p><p>1. tuesday</p><p>2. memorial day</p><p>3. rio grande</p><p>4. chicago</p><p>5. july</p><p>6. abraham lincoln</p><p>7. walt disney</p><p>8. december</p><p>9. thursday</p><p>10. san diego zoo</p><p>B. Write each sentence. Write the proper nouns correctly.</p><p>11. Today is flag day.</p><p>12. We read a book called our first flag.</p><p>13. On wednesday, we will read another book.</p><p>14. Ms. davis wrote the book.</p><p>15. It is called state flags.</p><p>16. Did you know betsy ross made the first flag?</p><p>17. The flag of the united states has stars and stripes.</p><p>18. We celebrate this holiday in june.</p><p>19. I read the book salute to flags to our class.</p><p>20. We will have no school on friday.</p><p>A. Write each proper noun correctly.</p><p>179</p><p>Extra Practice</p><p>Singular Possessive Nouns</p><p>A. Write each singular noun. Write the possessive form</p><p>of each noun next to it.</p><p>1. beaver</p><p>2. cat</p><p>3. cow</p><p>4. bird</p><p>5. rabbit</p><p>6. dog</p><p>7. whale</p><p>8. butterfly</p><p>9. spider</p><p>10. porcupine</p><p>B. Write each sentence. Use the possessive form of the</p><p>noun in ( ).</p><p>11. (Rosa) family has a pet dog.</p><p>12. The (dog) name is Trouble.</p><p>13. (Trouble) name fits him.</p><p>14. The dog chewed (Mom) slipper.</p><p>15. He stole (Dad) favorite shirt.</p><p>16. The (trainer) name is Max.</p><p>17. (Max) name is short for Maxine.</p><p>18. Trouble is (Maxine) favorite dog.</p><p>19. Trouble likes to chase the (family) cat, Lipton.</p><p>20. The (cat) favorite hiding place is under my bed.</p><p>180</p><p>Extra Practice</p><p>B. Write each sentence. Use the correct</p><p>possessive form of the plural noun in ( ).</p><p>11. The (players) uniforms are blue.</p><p>12. The (referees) shirts are black and white.</p><p>13. Two (months) practice has made the players good.</p><p>14. Mike read the (coaches) notes.</p><p>15. We saw the (managers) names on the notes.</p><p>16. Rajah learned about the (catchers) jobs</p><p>on the field.</p><p>17. He visited the (owners) offices.</p><p>18. The (trainers) suggestions were good.</p><p>19. The (fans) cheers were loud.</p><p>20. The (women) team won by one run.</p><p>Plural Possessive Nouns</p><p>A. Write the words. Write whether each word is a</p><p>singular possessive noun or a plural possessive noun.</p><p>1. students’</p><p>2. boys’</p><p>3. lion’s</p><p>4. bear’s</p><p>5. bees’</p><p>6. groundhog’s</p><p>7. children’s</p><p>8. skunks’</p><p>9. snakes’</p><p>10. Roy’s</p><p>181</p><p>Extra Practice</p><p>Combining Sentences: Nouns</p><p>A. Write each pair of sentences. Circle the two nouns</p><p>that you can join with and to combine the sentences.</p><p>Underline the words that repeat.</p><p>1. Whales are mammals. Humans are mammals.</p><p>2. Do whales have spouts? Do dolphins have spouts?</p><p>3. Abdul likes whales. Abdul likes sharks.</p><p>4. Sean likes sharks. Sean likes porpoises.</p><p>5. Whales live in the ocean. Porpoises live in the ocean.</p><p>6. Are whales dying out? Are porpoises dying out?</p><p>7. Abdul lived in the city. Sean lived in the city.</p><p>8. Sean likes science. Sean likes reading.</p><p>9. Sean reads about fish. Sean reads about mammals.</p><p>10. The boys are swimmers. The boys are divers.</p><p>B. Combine each pair of sentences. Use the word and to</p><p>join two nouns. Write the new sentence.</p><p>11. Mia likes animals. Mia likes sports.</p><p>12. She has lived in Florida. She has lived in California.</p><p>13. Carlos liked the ocean. Mia liked the ocean.</p><p>14. Sara watched the seals. Sara watched the seahorses.</p><p>15. The seals were playful. The dolphins were playful.</p><p>16. Children waved to ships. Parents waved to ships.</p><p>17. The girls collected shells. The boys collected shells.</p><p>18. The sisters caught crabs. The sisters caught fish.</p><p>19. Jamal sailed today. Jim sailed today.</p><p>20. Carlos went swimming. Mia went swimming.</p><p>182</p><p>Extra Practice</p><p>Abbreviations</p><p>A. Write the abbreviations. Then write what each</p><p>abbreviation stands for.</p><p>1. Sun.</p><p>2. Sept.</p><p>3. Mr.</p><p>4. Thurs.</p><p>5. Nov.</p><p>6. Sat.</p><p>7. Dr.</p><p>8. Wed.</p><p>9. Aug.</p><p>10. Oct.</p><p>B. Write each abbreviation correctly.</p><p>11. dr.</p><p>12. mon</p><p>13. mrs</p><p>14. Dec</p><p>15. tues.</p><p>16. gov</p><p>17. Apr</p><p>18. jan</p><p>19. fri</p><p>20. feb</p><p>183</p><p>Extra Practice</p><p>Action Verbs</p><p>A. Write each sentence. Underline the action verb.</p><p>1. Lucia writes a play.</p><p>2. Terrell designs the scenery.</p><p>3. His friends make props.</p><p>4. Ms. Garza sews the costumes.</p><p>5. Kaitlyn creates a program.</p><p>6. The crowd enters the hall.</p><p>7. The actors wait behind the curtain.</p><p>8. The people look toward the stage.</p><p>9. Mr. Jones plays the piano.</p><p>10. The curtain opens at the sound of music.</p><p>B. Write each sentence. Use the correct word in ( ).</p><p>11. I (joined, noisy) a dance club.</p><p>12. My friends (attend, music) dance class every week.</p><p>13. The dancers (dress, new) in black tights.</p><p>14. We (wear, small) taps on our shoes.</p><p>15. Dancers (listen, ears) carefully to the music.</p><p>16. I (imagine, idea) a special day.</p><p>17. We (dance, song) before a big audience.</p><p>18. Everyone (cheers, happy) our performance.</p><p>19. I (bow, grateful) in front of the happy crowd.</p><p>20. I (awake, surprise) from my dream!</p><p>184</p><p>Extra Practice</p><p>Present-Tense Verbs</p><p>A. Write each sentence. Choose the correct verb in ( ).</p><p>1. Armando (play, plays) his flute every day.</p><p>2. His friend Vera (like, likes) his music.</p><p>3. The teacher (listens, listen) to Armando’s music.</p><p>4. She (write, writes) a letter to a famous flute player.</p><p>5. The musician (reply, replies) to the letter.</p><p>6. Mr. Shen (visits, visit) the school.</p><p>7. The student (meets, meet) the flute player.</p><p>8. He (explain, explains) the parts of the flute to Armando.</p><p>9. He (teaches, teach) Armando a new piece of music.</p><p>10. The principal (invite, invites) Mr. Shen to perform for</p><p>the school.</p><p>B. Write each sentence. Use the correct present-tense</p><p>form of the verb in ( ). Spell the verb correctly.</p><p>11. The musician (carry) his flute to the gym.</p><p>12. Vera (rush) to get a front seat.</p><p>13. Mr. Shen (hold) the instrument gently.</p><p>14. He (press) the keys to play the music.</p><p>15. The song (sound) lovely.</p><p>16. The teacher (enjoy) the concert.</p><p>17. Bruce (hope) to be a singer.</p><p>18. He (take) singing lessons every week.</p><p>19. The teacher (say) Bruce sings well.</p><p>20. Bruce (practice) singing with Armando.</p><p>185</p><p>Extra Practice</p><p>Subject-Verb Agreement</p><p>A. Write the verb in each sentence. If the sentence has a</p><p>singular subject, write singular next to the verb. If the</p><p>sentence has a plural subject, write plural.</p><p>1. I notice many birds in our backyard.</p><p>2. The birds need food.</p><p>3. I build a bird feeder.</p><p>4. Ramon and Keisha help me.</p><p>5. My friends use pine cones.</p><p>6. My neighbors gather many cones.</p><p>7. Ramon brings peanut butter.</p><p>8. Keisha gets plastic spoons.</p><p>9. We spread peanut butter on the pine cones.</p><p>10. My brother hangs the pine cones on a tree.</p><p>B. Write each sentence. Write the correct present-tense</p><p>form of the verb in ( ).</p><p>11. The birds (love, loves) our peanut butter cones.</p><p>12. Ramon, Keisha, and I (make, makes) another bird feeder.</p><p>13. I (string, strings) cranberries on a long thread.</p><p>14. You (tie, ties) the string of cranberries to another tree.</p><p>15. A rabbit (notice, notices) the red cranberries.</p><p>16. The animal (reach, reaches) up.</p><p>17. The rabbit (chew, chews) the berries on the string.</p><p>18. Ramon (climb, climbs) up the tree.</p><p>19. He (wrap, wraps) the string of cranberries around a branch.</p><p>20. The birds (peck, pecks) at the berries on the tree branch.</p><p>186</p><p>Extra Practice</p><p>Letter Punctuation</p><p>A. Choose the correct item in each pair. Write the letter</p><p>for your answer.</p><p>1. a. dear Mr. Murphy, b. Dear Mr. Murphy,</p><p>2. a. Dear, Cameron b. Dear Cameron,</p><p>3. a. sincerely Yours, Dan b. Sincerely yours, Dan</p><p>4. a. Your friend, Teri b. Your, friend Teri</p><p>5. a. Dear Skyler, b. dear Skyler,</p><p>6. a. Love Renee, b. Love, Renee</p><p>7. a. Dear, Grandma Kim, b. Dear Grandma Kim,</p><p>8. a. Love, Uncle Ralph b. love, Uncle Ralph</p><p>9. a. yours truly, Tomas b. Yours truly, Tomas</p><p>10. a. Sincerely, Julie b. Sincerely, Julie,</p><p>B. Write each item correctly.</p><p>11. dear Mrs. Colby 16. yours Truly Hayley</p><p>12. Your Cousin Marion 17. Dear, Tad</p><p>13. most, sincerely Adam 18. very Truly, yours Brooke</p><p>14. Love Aunt JoAnn 19. dear, Mr. Willey</p><p>15. dear Edmund 20. love Uncle Stuart</p><p>187</p><p>Extra Practice</p><p>Past-Tense Verbs</p><p>A. Write each sentence. Underline the past-tense verb.</p><p>1. It looked like a snowy day.</p><p>2. Dad cooked eggs for breakfast.</p><p>3. Kenji liked the whole wheat toast.</p><p>4. I sipped fresh apple juice.</p><p>5. We carried our dishes to the sink.</p><p>6. Snowflakes drifted slowly to the ground.</p><p>7. Kenji grabbed his snow pants and mittens.</p><p>8. I gathered my gloves and scarf.</p><p>9. Mom opened the front door.</p><p>10. Cold air roared into the warm kitchen.</p><p>B. Write each sentence. Use the past tense of the verb in ( ).</p><p>11. We (walk) toward the backyard.</p><p>12. Kenji (roll) two snowballs.</p><p>13. I (stack) the small snowball on top of the big one.</p><p>14. The children (dry) their hands.</p><p>15. I (fetch) two twigs for the snowman’s arms.</p><p>16. Kenji (use) a carrot for the snowman’s nose.</p><p>17. The snowman (smile) with its crooked mouth.</p><p>18. The snowman still (need) a scarf.</p><p>19. I (plop) a hat on the snowman’s head.</p><p>20. We (wave) good-bye to our friend.</p><p>188</p><p>Extra Practice</p><p>Future-Tense Verbs</p><p>A. Write each sentence. Write whether each underlined</p><p>verb is in the past, present, or future tense.</p><p>1. Years ago, people traveled by horse and buggy.</p><p>2. They admired the countryside.</p><p>3. Horses still pull buggies.</p><p>4. Today, people drive cars instead of buggies.</p><p>5. A creative person designed a horseless buggy.</p><p>6. People enjoyed a new way of traveling.</p><p>7. In the future, we will travel in new ways.</p><p>8. Someone will invent a faster way to travel.</p><p>9. Someday, maybe people will live in outer space.</p><p>10. I want a spaceship of my own.</p><p>B. Write each sentence. Write the verb in the</p><p>future tense.</p><p>11. Our class hosts a science fair.</p><p>12. Students display their projects.</p><p>13. I enter my spaceship design in the contest.</p><p>14. Some projects show designs for the home.</p><p>15. Tina invents a new egg cooker.</p><p>16. Sheila creates a robot.</p><p>17. Mrs. Francis picks the winning entry.</p><p>18. The winner receives a ribbon.</p><p>19. We celebrate by having a party.</p><p>20. The class plans projects for next year’s fair.</p><p>189</p><p>Extra Practice</p><p>A. Write each sentence. Underline the predicate.</p><p>Circle the word that joins two verbs.</p><p>1. Sarah likes and shows pets.</p><p>2. She plans and arranges a pet parade.</p><p>3. Mel washes and combs his dog.</p><p>4. Jody brushes and fluffs her cat’s fur.</p><p>5. Sarah leads and directs the parade.</p><p>6. Some pets show off and do tricks.</p><p>7. Valerie’s parrot talks and squawks loudly.</p><p>8. Jody’s cat meows and prances.</p><p>9. Mel’s dog jumps and spins.</p><p>10. The crowd claps and cheers for the funny pets.</p><p>B. Combine each pair of sentences. Use and to join the</p><p>two predicates. Write the new sentence.</p><p>11. Mom plans a camping trip. Mom arranges a camping trip.</p><p>12. Dad buys the food. Dad packs the food.</p><p>13. Ana finds the camping gear. Ana sorts the camping gear.</p><p>14. Luis chooses some outdoor clothes. Luis packs some</p><p>outdoor clothes.</p><p>15. Mom chops some firewood. Mom stacks some firewood.</p><p>16. Mom builds a campfire. Mom lights a campfire.</p><p>17. Dad washes some vegetables. Dad cooks some</p><p>vegetables.</p><p>18. Everyone sings after dinner. Everyone plays after dinner.</p><p>19. The children toast marshmallows. The children eat</p><p>marshmallows.</p><p>20. The family sleeps under the stars. The family dreams</p><p>under the stars.</p><p>190</p><p>Extra Practice</p><p>Commas in Dates and Places</p><p>A. Choose the correct item in each pair. Write the letter</p><p>for your answer.</p><p>1. a. July 25, 1996 b. July, 25 1996</p><p>2. a. Aurora, Illinois b. Aurora Illinois,</p><p>3. a. April 8 1993 b. April 8, 1993</p><p>4. a. St., Louis Missouri b. St. Louis, Missouri</p><p>5. a. Nome Alaska b. Nome, Alaska</p><p>6. a. June 18, 1966 b. June 18, 19,66</p><p>7. a. January 9, 1954 b. January, 9, 1954</p><p>8. a. Seattle, Washington b. Seattle Washington</p><p>9. a. August, 11, 2001 b. August 11, 2001</p><p>10. a. Flint Michigan b. Flint, Michigan</p><p>B. Write the sentences. Add commas where they</p><p>are needed.</p><p>11. Lindsey lives in Landview Pennsylvania.</p><p>12. She moved there on February 12 1998.</p><p>13. Before that, she lived in New York New York.</p><p>14. I visited her on August 2 2000.</p><p>15. I met her on her birthday in Orlando Florida.</p><p>16. I returned home on August 9 2000.</p><p>17. Lindsey was born on August 6 1990.</p><p>18. My mother was born in Tampa Bay Florida.</p><p>19. My favorite city to visit is Toronto Ontario.</p><p>20. I went there on December 31 2000.</p><p>191</p><p>Extra Practice</p><p>Main and Helping Verbs</p><p>A. Write the underlined verb in each sentence. Write</p><p>main verb or helping verb next to it.</p><p>1. Our neighborhood is cleaning our park.</p><p>2. The parents will bring trash bags.</p><p>3. The children will collect the trash.</p><p>4. Mike has washed the benches.</p><p>5. Nick and Josh are pulling weeds.</p><p>6. Lisa and Keiko are sweeping the sidewalk.</p><p>7. Some people were building a new sign.</p><p>8. My dad has fixed the swing.</p><p>9. The girls have planted some flowers.</p><p>10. We will keep our park clean.</p><p>B. Write each sentence. Draw one line under each main</p><p>verb. Draw two lines under each helping verb.</p><p>11. Our neighborhood is planning a</p><p>block party.</p><p>12. Each family will make a booth.</p><p>13. Mr. Diaz has created a bean bag game.</p><p>14. Sammy and Juan are arranging the prizes.</p><p>15. My family will run a ring toss.</p><p>16. I am making the rings with rope.</p><p>17. The Santanas have finished a fruit stand.</p><p>18. Mrs. Santana was bringing the apples.</p><p>19. The boys were painting the sign.</p><p>20. Everyone will enjoy the games.</p><p>192</p><p>Extra Practice</p><p>Using Helping Verbs</p><p>A. Write each sentence. Use the correct helping verb in ( ).</p><p>1. Dad (has, have) cooked a delicious meal.</p><p>2. We (had, has) asked Dad to make the meal.</p><p>3. I (have, has) helped to prepare the food.</p><p>4. You (have, has) eaten more than my brother.</p><p>5. My brother (had, have) eaten some grapes earlier.</p><p>6. My sisters (have, has) surprised us with a dessert.</p><p>7. My sisters (had, has) baked an apple pie.</p><p>8. Mom (have, has) tasted the pie.</p><p>9. She (had, have) saved room for dessert.</p><p>10. My brother and I (had, has) eaten too much.</p><p>B. Write each sentence. Use the correct form of the main</p><p>verb in ( ).</p><p>11. The students have (visit, visited) an apple farm.</p><p>12. The farmer had (stacks, stacked) boxes of apples.</p><p>13. The seeds have (form, formed) a star in the apple.</p><p>14. A worker has (picking, picked) some apples.</p><p>15. The workers have (poured, pour) the apples into a tub.</p><p>16. Some workers have (wash, washed) the apples.</p><p>17. They have (shined, shone) some apples.</p><p>18. The farmer has (slice, sliced) an apple.</p><p>19. We have (taste, tasted) the apples.</p><p>20. Many visitors had (walked, walks) through the orchard.</p><p>193</p><p>Extra Practice</p><p>A. Write the underlined verb in each sentence. Write</p><p>linking verb or action verb next to it.</p><p>1. The Nature Park is colorful in the fall.</p><p>2. The leaves change colors.</p><p>3. The leaves are orange, yellow, and brown.</p><p>4. The fallen leaves crackle under our feet.</p><p>5. The moss grows on the trees.</p><p>6. Many animals live in the park.</p><p>7. I hear the birds in the trees.</p><p>8. The mother bird is blue and gray.</p><p>9. I watch the squirrels.</p><p>10. The squirrels are so playful.</p><p>B. Write each sentence. Draw a line under each verb.</p><p>Write linking verb or action verb to describe each verb.</p><p>11. The Nature Park is beautiful in the winter.</p><p>12. The snow covers the trees.</p><p>13. Everything is fresh and clean.</p><p>14. The air was cold and clear.</p><p>15. My hair was white with snowflakes.</p><p>16. My sister and I leave footprints in the snow.</p><p>17. I make a snow castle.</p><p>18. The snow castle is lovely.</p><p>19. My sister builds a snowman.</p><p>20. The snowman is big and round.</p><p>Linking Verbs</p><p>194</p><p>Extra Practice</p><p>Using Linking Verbs</p><p>A. Write the underlined verb in each sentence. Write</p><p>whether the subject is singular or plural.</p><p>1. My cousin is captain of the swim team.</p><p>2. He is a good swimmer.</p><p>3. Last year, he was the fastest swimmer on his team.</p><p>4. His teammates were proud of him.</p><p>5. I am proud of him.</p><p>6. The team’s swimsuits are blue and white.</p><p>7. The swimmers are fine athletes.</p><p>8. They are ready to race.</p><p>9. The race is over quickly.</p><p>10. My cousin is the winner again.</p><p>B. Write each sentence. Use the correct verb in ( ).</p><p>11. Last week, my friends and I (was, were) at the lake.</p><p>12. The lake (was, were) very cold.</p><p>13. We (was, were) swimming in the lake.</p><p>14. Soon they (was, were) shivering from cold.</p><p>15. The lake (is, are) very calm after their swim.</p><p>16. I (am, are) tired after swimming in the lake.</p><p>17. My sister and I (is, are) at the pool today.</p><p>18. My brother (is, are) a good swimmer.</p><p>19. You (am, are) a better swimmer than my sister.</p><p>20. All my friends (is, are) good swimmers.</p><p>195</p><p>Extra Practice</p><p>Commas in a Series</p><p>A. Write each sentence. Underline the words in a series.</p><p>Circle the commas.</p><p>1. My father, sisters, and I went to a football game.</p><p>2. Teri, Olga, and Jamie know a lot about football.</p><p>3. I learned about touchdowns, touchbacks, and field goals.</p><p>4. Our favorite teams are the Bears, Broncos, and Cowboys.</p><p>5. The Broncos’ colors are blue, orange, and white.</p><p>6. The quarterback caught, aimed, and threw the ball.</p><p>7. The team ran, blocked, and tackled the other team.</p><p>8. The players could catch, run, and throw well.</p><p>9. The cheerleaders, fans, and announcers enjoyed the game.</p><p>10. The trucks, vans, and cars left the parking lot.</p><p>B. Write each sentence. Add commas where they belong.</p><p>11. Ethan Bruno and Janel like basketball.</p><p>12. Bruno cheers stomps and claps for his favorite team.</p><p>13. Janel’s favorite teams are the Bulls Jazz and Hornets.</p><p>14. The coaches watch pace and call plays for the teams.</p><p>15. Basketball players dribble pass and shoot the ball.</p><p>16. The basketball bounces soars and sinks into the net.</p><p>17. The fans shout scream and cheer for their team.</p><p>18. The team scored one two and three points.</p><p>19. The basketball player runs jumps and grabs the ball.</p><p>20. Our favorite team scores wins and celebrates.</p><p>196</p><p>Extra Practice</p><p>Irregular Verbs</p><p>A. Write each sentence. Underline the irregular verb.</p><p>1. My family went to a campground.</p><p>2. The ranger had seen bears nearby.</p><p>3. We saw a big bear.</p><p>4. The bear had come for food.</p><p>5. The bear came too close.</p><p>6. We did nothing.</p><p>7. The ranger had gone home.</p><p>8. The bear ran into the forest.</p><p>9. We went into our tent.</p><p>10. I have seen enough bears.</p><p>B. Write each sentence. Change each present-tense verb</p><p>in ( ) to the past tense.</p><p>11. Our family (see) some animals at the camp.</p><p>12. Most of the animals (run) away.</p><p>13. A duck (go) into the lake.</p><p>14. Two squirrels (come) close to us.</p><p>15. A deer (go) by our tent.</p><p>16. My mother (say) to stand still.</p><p>17. The deer (come) closer to us.</p><p>18. My brother (say) something.</p><p>19. The deer (run) away quickly.</p><p>20. I (see) many animals.</p><p>197</p><p>Extra Practice</p><p>More Irregular Verbs</p><p>A. Write each sentence. Underline the irregular verb.</p><p>1. The bicycle parade had begun in the morning.</p><p>2. Our family picnic began after the parade.</p><p>3. All of my relatives had brought food for the picnic.</p><p>4. Grandpa brought some fruit to the picnic.</p><p>5. Everyone ate plenty of food.</p><p>6. Our dog has eaten the scraps of food.</p><p>7. My cousin had grown two inches taller since last year.</p><p>8. My cousin has given me his old bike.</p><p>9. My dad gave his nieces stickers for their bikes.</p><p>10. Aunt Carmela sang the song “Bicycle Built for Two.”</p><p>B. Write each sentence. Change each present-tense verb</p><p>in ( ) to the past tense.</p><p>11. My mom and I (give) our neighbor a “Welcome” party.</p><p>12. The party (begin) at noon on Saturday.</p><p>13. We (eat) meatballs and pasta soup.</p><p>14. Our neighbor (bring) dessert for everyone.</p><p>15. My aunt (bring) flowers to the party.</p><p>16. Beautiful flowers (grow) in my aunt’s garden.</p><p>17. My sister and I (give) our new neighbor a poem.</p><p>18. We (sing) our favorite songs.</p><p>19. Our new neighbor (begin) to feel at home.</p><p>20. Later, everyone (go) home.</p><p>198</p><p>Extra Practice</p><p>Contractions With Not</p><p>A. Write the sentences. Write the words that make up</p><p>each underlined contraction.</p><p>1. I haven’t heard from my friend.</p><p>2. My friend hasn’t written for a while.</p><p>3. My friend didn’t send me a letter.</p><p>4. Maybe my letters haven’t reached my friend.</p><p>5. I wonder if my friend didn’t get to the mailbox.</p><p>6. Perhaps my friend doesn’t have any stamps.</p><p>7. Maybe my friend isn’t living at the same address.</p><p>8. I can’t wait to get a letter from my friend.</p><p>9. I won’t stop writing letters to my friend.</p><p>10. I haven’t tried to call my friend yet.</p><p>B. Write each sentence. Change the underlined words to</p><p>a contraction.</p><p>11. Our mail has not arrived yet.</p><p>12. I cannot wait for the mail.</p><p>13. The mail is not usually late.</p><p>14. The mail carrier was not feeling well.</p><p>15. I have not seen our mail carrier today.</p><p>16. Our mail carrier did not skip work.</p><p>17. Our mail carrier has not missed a day.</p><p>18. I do not want another mail carrier.</p><p>19. A mail carrier’s job is not easy.</p><p>20. I hope she will not be sick for long.</p><p>199</p><p>Extra Practice</p><p>Combining Sentences: Verbs</p><p>A. Write each sentence. Draw a line under the two</p><p>predicates. Circle the word that joins the predicates.</p><p>1. Benito visited the museum and learned about space.</p><p>2. Benito saw pictures of the moon and touched some</p><p>moon rocks.</p><p>3. The museum guide pointed to the sky and showed us</p><p>some stars.</p><p>4. We looked through a telescope and studied the planets.</p><p>5. Benito opened a door and walked through a spaceship.</p><p>6. We talked with an astronaut and asked him questions.</p><p>7. The astronaut answered questions and told us about</p><p>space.</p><p>8. Astronauts wear spacesuits and eat special foods.</p><p>9. Astronauts need special training and study hard.</p><p>10. We all enjoyed the museum and learned a lot about</p><p>space.</p><p>B. Combine each pair of sentences. Use and to join the</p><p>two predicates. Write the new sentence.</p><p>11. Astronauts travel in rockets. Astronauts explore space.</p><p>12. Astronauts landed on the moon. Astronauts placed a flag.</p><p>13. The crew trains hard. The crew faces many tests.</p><p>14. The crew enters the shuttle. The crew checks the controls.</p><p>15. The crew works together. The crew completes the checks.</p><p>16. The shuttle takes off. The shuttle uses lots of fuel.</p><p>17. The crew mends space stations. The crew fixes satellites.</p><p>18. Satellites orbit Earth. Satellites send information.</p><p>19. The crew finishes the job. The crew returns to Earth.</p><p>20. The crew is tired. The crew is glad to be home.</p><p>200</p><p>Extra Practice</p><p>Apostrophes</p><p>A. Write each sentence. Underline the word that has an</p><p>apostrophe. Write P if the word shows possession or C</p><p>if the word is a contraction.</p><p>1. Mr. Caruso’s class is interesting.</p><p>2. My sister doesn’t understand her homework.</p><p>3. We sit at Mother’s desk to study.</p><p>4. I look over my sister’s homework.</p><p>5. There weren’t many mistakes in the homework.</p><p>6. The homework wasn’t too hard.</p><p>7. My sister won’t need much help with her homework.</p><p>8. I haven’t finished my homework.</p><p>9. My brothers’ homework is complete.</p><p>10. Our teacher checks my friend’s homework.</p><p>B. Write each sentence. Change each word or words in ( )</p><p>to show possession or to show a contraction.</p><p>11. My friend and I went to my (teachers) story hour.</p><p>12. I enjoy listening to the (readers) voice.</p><p>13. She read my (friends) favorite book.</p><p>14. The story is about many (pirates) treasure.</p><p>15. The story (is not) my favorite.</p><p>16. My favorite story (does not) have pirates.</p><p>17. I like the story about a (girls) adventure at sea.</p><p>18. My friend (did not) see the pictures.</p><p>19. My book (does not) have many pictures.</p><p>20. My friend and I (cannot) waituntil the next story hour.</p><p>201</p><p>Extra Practice</p><p>Pronouns</p><p>A. Write the sentences. Underline each pronoun.</p><p>1. Do you hear Fritz meowing?</p><p>2. He is up in the tree.</p><p>3. Hans and Elsa called to him.</p><p>4. They hummed Fritz’s favorite tune.</p><p>5. We listened to Hans and Elsa.</p><p>6. The kitten watched them.</p><p>7. Then Fritz looked at me.</p><p>8. Is he afraid of us?</p><p>9. I waved a tuna treat.</p><p>10. It brought Fritz down the tree!</p><p>B. Write each sentence. Replace the underlined word or</p><p>words with the correct pronoun in ( ).</p><p>11. Miguel and Rosita pack for a vacation. (He, They)</p><p>12. Mother gave one suitcase to each child. (She, We)</p><p>13. The suitcases fill up fast! (It, They)</p><p>14. Miguel arranges shirts and jeans on one side. (He, We)</p><p>15. A softball and glove fit on the other side. (It, They)</p><p>16. Rosita puts her skates in with the clothes. (She, You)</p><p>17. The child can’t close the bag. (him, it)</p><p>18. The children unpack Rosita’s clothes. (She, They)</p><p>19. Rosita puts the skates in a backpack. (it, them)</p><p>20. Now the bag will close. (he, it)</p><p>202</p><p>Extra Practice</p><p>Subject Pronouns</p><p>A. Write each sentence. Underline the subject pronoun.</p><p>1. We made a chart of our favorite fruit.</p><p>2. I drew a picture of a banana.</p><p>3. She found a photo of a basket of apples.</p><p>4. He drew a picture of some peaches and plums.</p><p>5. They painted bunches of grapes.</p><p>6. How will we arrange the pictures on the chart?</p><p>7. She pasted the fruit pictures in a circle.</p><p>8. He printed “Favorite Fruit” inside the circle.</p><p>9. It looks bright and colorful!</p><p>10. You will like our nice chart.</p><p>B. Write the sentences. Replace each underlined subject</p><p>with a subject pronoun.</p><p>11. The children are making a birthday calendar.</p><p>12. Pablo and Ramon collect the names and dates.</p><p>13. Elsa creates the calendar on the computer.</p><p>14. Carl puts each name in the computer.</p><p>15. Angelo and Maria place each name on the right date.</p><p>16. The children want pictures on the calendar, too.</p><p>17. Ramon looks for the class photos.</p><p>18. The photos are kept in a box.</p><p>19. Carl scans each picture into the computer.</p><p>20. Elsa places a picture above each name.</p><p>203</p><p>Extra Practice</p><p>Object Pronouns</p><p>A. Write each sentence. Underline the object pronoun.</p><p>1. Juan and Brigitte play tennis with us.</p><p>2. Gil and I face them across the net.</p><p>3. Brigitte throws the tennis ball to us.</p><p>4. Gil will hit the ball to them.</p><p>5. They will teach us.</p><p>6. Gil and I watch them carefully.</p><p>7. Gil hits it over the fence!</p><p>8. Juan throws it back.</p><p>9. Brigitte moves next to him.</p><p>10. Gil and I will not beat them.</p><p>B. Write each sentence. Replace the underlined word or</p><p>words with an object pronoun.</p><p>11. Juan and Brigitte play soccer with Gil and me.</p><p>12. Brigitte kicks the soccer ball down the field.</p><p>13. Juan passes the ball to Brigitte.</p><p>14. Gil kicks the ball away from Juan and Brigitte.</p><p>15. Juan blocks Gil.</p><p>16. Gil runs in front of Juan.</p><p>17. Gil sees the goal and runs toward the goal.</p><p>18. I help Gil keep the ball from Brigitte.</p><p>19. I kick the ball right into the goal!</p><p>20. Juan and Brigitte thank Gil and me for a great game.</p><p>204</p><p>Extra Practice</p><p>Using I and Me</p><p>A. Write the sentences. Write whether the underlined</p><p>pronoun is in the subject or in the predicate.</p><p>1. I like my new school.</p><p>2. Today is a big day for me.</p><p>3. My new friend Eva takes me to the gym.</p><p>4. I sign up for the team.</p><p>5. Eva and I fill out a form.</p><p>6. I bring the form to the coach.</p><p>7. The coach smiles at Eva and me.</p><p>8. He will teach me the game.</p><p>9. The coach throws the ball to me.</p><p>10. I shoot the basketball into the basket.</p><p>B. Write the sentences. Use the correct pronoun in ( ).</p><p>11. Eva and (I, me) live near each other.</p><p>12. Eva and (I, me) walk to basketball practice together.</p><p>13. My mom takes Eva and (I, me) home after practice.</p><p>14. Eva and (I, me) are both forwards on the basketball team.</p><p>15. The coach helps Eva and (I, me) during practice.</p><p>16. Eva and (I, me) shoot baskets.</p><p>17. Many players will be on the team with Eva and (I, me).</p><p>18. Eva and (I, me) meet a new girl at basketball practice.</p><p>19. The coach and (I, me) help the new player shoot baskets.</p><p>20. The new girl will be on the team with Eva and (I, me).</p><p>205</p><p>Extra Practice</p><p>Pronoun-Verb Agreement</p><p>A. Write each sentence. Use the verb in ( ) that agrees</p><p>with the underlined subject pronoun.</p><p>1. He (borrow, borrows) some tools.</p><p>2. She (show, shows) Henri the broken wood.</p><p>3. We (give, gives) Henri some new pieces of wood.</p><p>4. He (mend, mends) the hole in the fence.</p><p>5. You (fix, fixes) the fence.</p><p>6. We (pack, packs) up the tools.</p><p>7. They (sweep, sweeps) the floor.</p><p>8. We (make, makes) him some lemonade.</p><p>9. I (thank, thanks) him for his help.</p><p>10. He (take, takes) a nap.</p><p>B. Write each sentence. Use the correct present-tense</p><p>form of the verb in ( ).</p><p>11. He (find) old toys in the attic.</p><p>12. They (throw) out the broken toys.</p><p>13. She (keep) most of the toys.</p><p>14. We (need) a new home for these toys.</p><p>15. I (clean) the toys with soap and water.</p><p>16. Can you (fix) the broken toys?</p><p>17. We (paint) the toys many bright colors.</p><p>18. He (tie) a yellow bow around each toy.</p><p>19. They (place) the toys in a big box.</p><p>20. It (say) Toys for Kids on the outside of the box.</p><p>206</p><p>Extra Practice</p><p>Possessive Pronouns</p><p>A. Write the sentences. Underline the</p><p>possessive</p><p>pronoun in each sentence.</p><p>1. Which is your favorite place?</p><p>2. My favorite place is the state of Texas.</p><p>3. Our family lives in Dallas.</p><p>4. The brick house on the street is ours.</p><p>5. Her house is behind those trees.</p><p>6. My best friend lived in a green house.</p><p>7. His family lives in Austin now.</p><p>8. They love its pretty lakes and green hills.</p><p>9. Their family will visit us.</p><p>10. He misses his old friends in Dallas.</p><p>B. Write each sentence. Use the correct possessive</p><p>pronoun in ( ).</p><p>11. Mom and Dad packed (their, theirs) big suitcase.</p><p>12. (Our, Its) driving time was four hours.</p><p>13. The new van is faster than (their, theirs).</p><p>14. I followed the route on (his, its) map.</p><p>15. I left (my, mine) at home.</p><p>16. The city appears before (my, mine) eyes.</p><p>17. A river winds through (its, his) center.</p><p>18. Aunt Rosa’s home is (our, ours) for this weekend.</p><p>19. (Its, Her) sister has a toy store in town.</p><p>20. (Their, Theirs) house is full of toys.</p><p>207</p><p>Extra Practice</p><p>Pronoun-Verb Contractions</p><p>A. Write the sentences. Draw one line under the</p><p>contraction in each sentence. Write the two words</p><p>that make up each contraction.</p><p>1. We’ve put the mother and her puppies in a large box.</p><p>2. They’re only two weeks old.</p><p>3. They’ve opened their eyes at last.</p><p>4. She’s a good mother.</p><p>5. He’s playing with the puppies.</p><p>6. We’re taking turns watching them.</p><p>7. I’ve taken some pictures of the puppies.</p><p>8. I’ll be happy that I did.</p><p>9. They’ll grow very fast from now on.</p><p>10. You’ll have to see the puppies soon!</p><p>B. Write each sentence. Replace the underlined words</p><p>with the correct contraction.</p><p>11. They are old enough to leave now.</p><p>12. You have asked to keep one of the puppies.</p><p>13. He is the puppy with brown spots.</p><p>14. You are the first to ask for that puppy.</p><p>15. I have saved this puppy for you.</p><p>16. We are taking the puppy to the vet today.</p><p>17. He will give the puppy its shots.</p><p>18. We will have the puppy’s fur washed and trimmed.</p><p>19. I will put the puppy on a leash for you.</p><p>20. I hope you will pick a good name for your pet.</p><p>208</p><p>Extra Practice</p><p>Contractions and</p><p>Possessive Pronouns</p><p>A. Write each sentence. Write contraction or possessive</p><p>pronoun to describe each underlined word.</p><p>1. Their rabbits are cute.</p><p>2. They’re always hungry.</p><p>3. I hope your grocery list includes more rabbit food.</p><p>4. You’re going to need help with all those bags.</p><p>5. A rabbit uses its nose and eyes to find food.</p><p>6. It’s a big bag of lettuce.</p><p>7. They’re always asking for more food.</p><p>8. What is their favorite food?</p><p>9. You’re supposed to feed them twice a day.</p><p>10. I like your friendly rabbits very much.</p><p>B. Write each sentence. Choose the correct word in ( ) to</p><p>complete each sentence.</p><p>11. A good class depends on (its, it’s) teacher and students.</p><p>12. (They’re, Their) going to have a new art teacher this year.</p><p>13. (Its, It’s) fun to teach art.</p><p>14. Most students like to share (they’re, their) art.</p><p>15. (They’re, Their) adding two more art classes.</p><p>16. (You’re, Your) going to love Miss Jewel’s art class.</p><p>17. Will you show me (you’re, your) drawings?</p><p>18. (Its, It’s) a good way to learn new ideas.</p><p>19. Some of (they’re, their) drawings make me laugh.</p><p>20. (You’re, Your) best ideas can come from sharing with</p><p>others.</p><p>209</p><p>Extra Practice</p><p>Adjectives That Tell What Kind</p><p>A. Write each sentence. Write the adjective that</p><p>describes each underlined noun.</p><p>1. China is a huge country.</p><p>2. There are high mountains in parts of China.</p><p>3. There are dry deserts in the north.</p><p>4. Rice is a favorite food in the south.</p><p>5. In the north, wheat is a popular grain.</p><p>6. Northern China has cold winters.</p><p>7. Southeastern China has warm weather.</p><p>8. Bicycles fill the noisy streets of the cities.</p><p>9. Trains and boats carry people and useful goods.</p><p>10. Visitors go to the famous places.</p><p>B. Write each sentence. Draw one line under each</p><p>adjective. Draw two lines under the noun that the</p><p>adjective describes.</p><p>11. Camels are helpful animals.</p><p>12. They carry heavy loads.</p><p>13. The animals have strong legs.</p><p>14. They are interesting creatures.</p><p>15. We enjoy the bumpy ride on a camel.</p><p>16. Camels have long eyelashes.</p><p>17. The eyelashes protect a camel’s big eyes.</p><p>18. Hungry camels eat hay and grain.</p><p>19. They like to drink cool water.</p><p>20. Camels store food and water in their large humps.</p><p>210</p><p>Extra Practice</p><p>Adjectives That Tell How Many</p><p>A. Write the sentences. Write the adjective in each</p><p>sentence that tells how many.</p><p>1. The farmer has many animals.</p><p>2. The pig has seven piglets.</p><p>3. Two goats play in the field.</p><p>4. A few roosters crow loudly.</p><p>5. Several hens have laid eggs.</p><p>6. One hen has chicks.</p><p>7. The farmer owns many sheep.</p><p>8. Several lambs stay by their mothers.</p><p>9. The busy farmer milks five cows.</p><p>10. A few ducks swim in the big pond.</p><p>B. Write each sentence. Draw one line under each</p><p>adjective that tells how many. Draw two lines under</p><p>the noun that the adjective describes.</p><p>11. Many children go into the red barn.</p><p>12. There are brown saddles on three horses.</p><p>13. Several children ride the gentle horses.</p><p>14. The happy children ride for fifteen minutes.</p><p>15. The tired horses rest for a few hours.</p><p>16. One horse has black spots.</p><p>17. Five girls go to the pretty pond.</p><p>18. The girls see a few ducks.</p><p>19. There are two white ducks on the pond.</p><p>20. Rachel feeds one hungry duck.</p><p>211</p><p>Extra Practice</p><p>Articles</p><p>A. Write the sentences. Draw a line under the article or</p><p>articles in each sentence.</p><p>1. An oak tree grew by the pond.</p><p>2. The roots of an oak tree go deep into the ground.</p><p>3. The branches of the tree spread out wide.</p><p>4. Birds build nests in the tree.</p><p>5. An owl makes its home in the tree.</p><p>6. A swing hangs from one branch of the tree.</p><p>7. My father made the swing with a tire.</p><p>8. My friends and I enjoy playing on the swing.</p><p>9. We collect the acorns that drop from the oak tree.</p><p>10. We play in the leaves in the fall.</p><p>B. Write the sentences. Complete each sentence with the</p><p>correct article in ( ).</p><p>11. Our family went to (a, the) Animal Park.</p><p>12. We saw (a, the) animals in their own habitats.</p><p>13. I enjoyed watching (a, an) elephant eat peanuts.</p><p>14. My brother enjoyed (the, a) African adventure ride.</p><p>15. We ate lunch by (the, a) ape’s cage.</p><p>16. Mother packed (a, an) sandwich for each of us.</p><p>17. After lunch we shared (an, a) orange.</p><p>18. We took (a, an) tram across the Animal Park.</p><p>19. Dad took a photo of (a, an) alligator.</p><p>20. The alligator had (a, an) long tail.</p><p>212</p><p>Extra Practice</p><p>Adjectives That Compare</p><p>A. Write the sentences. Use the correct adjective in ( ).</p><p>1. The (greater, greatest) zoo of all is the Animal Park.</p><p>2. This park is the (newer, newest) zoo in our state.</p><p>3. The Animal Park is (smaller, smallest) than the city zoo.</p><p>4. The grass is the (greener, greenest) in town.</p><p>5. The safari ride is the (longer, longest) ride in the park.</p><p>6. The animal cages seem (taller, tallest) than the cages at</p><p>other zoos.</p><p>7. The water in the pond is the (cleaner, cleanest) of all.</p><p>8. The elephants are (louder, loudest) than the lions.</p><p>9. The bears are (quieter, quietest) than the monkeys.</p><p>10. The workers at the park are the (kinder, kindest) people.</p><p>B. Write the sentences. Use the correct form of the</p><p>adjective in ( ).</p><p>11. We had the (smart) guide in the Animal Park.</p><p>12. The lion keeper is the (strong) worker in the park.</p><p>13. The guide gave us the (clear) information.</p><p>14. Do you know which animal is the (fast) of all?</p><p>15. A cheetah is (fast) than a lion.</p><p>16. The snake is one of the (long) animals.</p><p>17. The giraffe is the (tall) animal.</p><p>18. The spider is one of the (small) animals.</p><p>19. A lion is (short) than an elephant.</p><p>20. The tortoise has a (long) life than many animals.</p><p>213</p><p>Extra Practice</p><p>A. Write each sentence. Look at the underlined adjective.</p><p>Circle the letter that</p><p>is changed, doubled, or dropped</p><p>when -er or -est is added. Write the correct spelling of</p><p>the adjective when the ending in ( ) is added.</p><p>1. The weather for this year’s field day is sunny. (-er)</p><p>2. Last year, the weather was cloudy. (-er)</p><p>3. The track was wet last year. (-er)</p><p>4. Blue Ridge School has the big playing field. (-est)</p><p>5. Our school has the nice pool. (-est)</p><p>6. The swim lanes are wide. (-er)</p><p>7. The swimmers think the water is icy today. (-er)</p><p>8. The other team’s basketball players are big. (-er)</p><p>9. Most of our football players are heavy. (-er)</p><p>10. The speedy runners are the girls. (-est)</p><p>11. The tiny skater won a medal. (-est)</p><p>12. The thin soccer player kicked a goal. (-est)</p><p>13. The bike riders are safe with helmets. (-er)</p><p>14. Your school has the noisy fans. (-est)</p><p>15. The wise judges give the medals. (-est)</p><p>Spelling Adjectives</p><p>That Compare</p><p>214</p><p>Extra Practice</p><p>B. Write the sentences. Add -er or -est to the adjective</p><p>in ( ). Use the correct spelling.</p><p>16. Our family went to a carnival on the (busy) day of the</p><p>summer.</p><p>17. My brother Antonio is often the (lucky) one in the family.</p><p>18. Antonio found the (speedy) line for the ride.</p><p>19. We went on the (big) Ferris wheel I’ve ever seen.</p><p>20. I was (brave) than my brother.</p><p>21. My sister Anna was (happy) on the roller coaster.</p><p>22. The house of mirrors was the (scary) place.</p><p>23. We saw the (funny) circus act.</p><p>24. A clown was wearing the (baggy) outfit in the show.</p><p>25. The (silly) clown gave each of us a bunch of balloons.</p><p>26. Antonio’s balloons were (big) than mine.</p><p>27. At lunch, I got a (tiny) hamburger than Antonio did.</p><p>28. Antonio got the (hot) bag of popcorn.</p><p>29. My sister ate the (juicy) apple of all.</p><p>30. My brother and sister are the (fine) people I know.</p><p>215</p><p>Extra Practice</p><p>Using Commas</p><p>A. Write each sentence. Underline the word that is</p><p>followed by a comma.</p><p>1. Mom, can I make a sandwich?</p><p>2. Yes, you can eat lunch now.</p><p>3. Katie, would you help me please?</p><p>4. Sure, I will get the bread to make a sandwich.</p><p>5. Okay, I will get the peanut butter and jelly.</p><p>6. Katie, you can spread the peanut butter on the bread.</p><p>7. No, I have never had peanut butter and jelly on toast.</p><p>8. Yes, the sandwich is delicious.</p><p>9. Orlando, would you like your sandwich on toast?</p><p>10. No, I would like my sandwich untoasted.</p><p>B. Write each sentence. Add a comma where it is needed.</p><p>11. Sydney do you know sign language?</p><p>12. Yes my cousin taught me sign language.</p><p>13. Okay let me show you the alphabet in sign language.</p><p>14. Carlos now let me show you how to sign words.</p><p>15. Reggie let’s practice signing whole sentences.</p><p>16. Marie you are learning sign language quickly.</p><p>17. Sydney do you speak any other languages?</p><p>18. No I only speak English and American Sign Language.</p><p>19. Okay I will teach you to speak Spanish.</p><p>20. Carlos I can’t wait to learn Spanish.</p><p>216</p><p>Extra Practice</p><p>Adverbs</p><p>A. Write each sentence. Write whether the underlined</p><p>adverb tells where, when, or how.</p><p>1. The campers sleep peacefully.</p><p>2. The stars twinkle brightly.</p><p>3. Shooting stars sail quickly across the sky.</p><p>4. The moon shines overhead.</p><p>5. The forest animals fall asleep quietly.</p><p>6. An owl hoots softly.</p><p>7. The sun rises early.</p><p>8. Birds sing nearby.</p><p>9. The campers slowly awaken.</p><p>10. Now the stillness of the forest disappears.</p><p>B. Write each sentence. Underline the adverb. Write</p><p>whether it tells where, when, or how.</p><p>11. Soon the campers will go on a hike.</p><p>12. Always take water on a hike.</p><p>13. The water bottles are kept here.</p><p>14. Fill your bottles completely.</p><p>15. Everyone packs for a hike carefully.</p><p>16. The trail leads there.</p><p>17. The hikers walk slowly.</p><p>18. They look down.</p><p>19. Hikers need breaks often.</p><p>20. The campers return safely.</p><p>217</p><p>Extra Practice</p><p>Adverbs That Tell How</p><p>A. Write each sentence. Underline the adverb that</p><p>tells how.</p><p>1. The wind blows gently.</p><p>2. The clouds move quickly.</p><p>3. The storm starts wildly.</p><p>4. The rain falls rapidly.</p><p>5. The hail bounces noisily against the roof.</p><p>6. The thunder crashes loudly.</p><p>7. Suddenly, the storm stops.</p><p>8. The clouds disappear swiftly.</p><p>9. The sun shines brightly.</p><p>10. The rainbow stretches beautifully across the sky.</p><p>B. Write each sentence. Draw one line under the</p><p>adverb that tells how. Then draw two lines under</p><p>the verb it describes.</p><p>11. The sun shines directly on the lake.</p><p>12. The lake sparkles brightly.</p><p>13. The fish jump high.</p><p>14. My friend and I sit quietly on the dock.</p><p>15. We anxiously wait.</p><p>16. My fishing pole moves suddenly.</p><p>17. A fish blindly takes the bait.</p><p>18. I quickly grab the fishing line.</p><p>19. A small fish hangs helplessly on the fishing hook.</p><p>20. I carefully free the fish.</p><p>218</p><p>Extra Practice</p><p>Adverbs That Tell When or Where</p><p>A. Write each sentence. Write if the underlined adverb</p><p>tells where or when.</p><p>1. The divers finished the training yesterday.</p><p>2. Today, they will make their first dive.</p><p>3. All the divers arrived early.</p><p>4. First, they checked their air tanks.</p><p>5. The divers then boarded the boat.</p><p>6. The boat took them out to sea.</p><p>7. Soon, they will arrive at the diving spot.</p><p>8. Another boat floats nearby.</p><p>9. The divers go into the water now.</p><p>10. The swimmers look around.</p><p>B. Write the sentences. Draw a line under each verb.</p><p>Draw two lines under each adverb that tells where or</p><p>when the action takes place.</p><p>11. Alex will dive first.</p><p>12. Next, Tara dives.</p><p>13. Franklin jumps there.</p><p>14. Soon, Alex is breathing easily.</p><p>15. He swims down.</p><p>16. Tara sees him underwater.</p><p>17. Franklin dives last.</p><p>18. Finally, the other divers follow.</p><p>19. The pleased instructor waits nearby.</p><p>20. Later, the happy divers describe their dives.</p><p>219</p><p>Extra Practice</p><p>Combining Sentences:</p><p>Adjectives and Adverbs</p><p>A. Combine each pair of sentences by adding the</p><p>underlined adjective or adverb to one sentence.</p><p>Write the new sentence.</p><p>1. The children gather around the piñata. They are excited.</p><p>2. The piñata is full of prizes. The piñata is colorful.</p><p>3. The children swing the bat. They swing the bat hard.</p><p>4. The piñata does not break. The piñata is tough.</p><p>5. My brother misses the piñata. My brother is big.</p><p>6. My cousin hits the piñata. My cousin hits it harder.</p><p>7. The prizes spill on the floor. The floor is messy.</p><p>8. The children dive for the prizes. The children dive quickly.</p><p>9. Everyone loves the prizes. The prizes are great.</p><p>10. The children play with the prizes. They play happily.</p><p>B. Combine each pair of sentences by adding an adverb</p><p>or adjective to one sentence. Write the new sentence.</p><p>11. The children play a game. They play it next.</p><p>12. My mother plays the music. She plays it loudly.</p><p>13. Everyone marches around the chairs. There are ten chairs.</p><p>14. The music stops. It stops suddenly.</p><p>15. The children rush for a chair. The children are eager.</p><p>16. I find a chair. The chair is free.</p><p>17. My brother finds a chair. My brother’s chair is nearby.</p><p>18. The boy waits for the music. He is laughing.</p><p>19. The game will end. It will end soon.</p><p>20. My brother wins the game. The game is difficult.</p><p>220</p><p>Extra Practice</p><p>Quotation Marks</p><p>A. Write each sentence. Underline the exact words being</p><p>said.</p><p>1. “Does anyone want to go swimming?” Mother asked.</p><p>2. “We will go swimming,” my sister and I answered.</p><p>3. “Loni, get the towels,” Mother said.</p><p>4. “I will get the sunscreen,” I offered.</p><p>5. “I will make some lunch,” Mother added.</p><p>6. “Can we have turkey sandwiches?” my sister asked.</p><p>7. Mother replied, “Yes.”</p><p>8. “I’m ready now,” my sister shouted.</p><p>9. “So am I,” I said.</p><p>10. “Let’s go!” we exclaimed.</p><p>B. Write each sentence. Add quotation marks where they</p><p>are needed.</p><p>11. It is a nice day for swimming, Mother said.</p><p>12. Don’t go out too far, Mother warned.</p><p>13. We won’t, my sister and I promised.</p><p>14. Do you want to race? my sister asked.</p><p>15. No running! the lifeguard</p><p>even when</p><p>I make mistakes. She lets me try new things. She</p><p>even taught me how to swim.</p><p>One time a very funny thing happened. Baby</p><p>Alex was hungry. Aunt Jane asked, "Do you want to</p><p>try feeding him." So we put Alex into his high chair.</p><p>We got out a jar of strained squash. I spooned some</p><p>into Alex's mouth. It came shooting right back out!</p><p>It got all over me. Alex made a funny face Aunt</p><p>Jane and I just laughed and laughed.</p><p>How do you</p><p>feel about Aunt</p><p>Jane?</p><p>This detail</p><p>belongs in</p><p>another story.</p><p>This ending</p><p>makes me smile.</p><p>When did</p><p>this happen?</p><p>20</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>Think about the comments and suggestions</p><p>of your partner when you revise your personal</p><p>narrative. This writer made some changes based on</p><p>his partner's ideas.</p><p>This is about my Aunt Jane. Keeps me busy all</p><p>the time. We have a lot of fun together, even when</p><p>I make mistakes. She lets me try new things. She</p><p>even taught me how to swim.</p><p>One time a very funny thing happened. Baby</p><p>Alex was hungry. Aunt Jane asked, "Do you want to</p><p>try feeding him." So we put Alex into his high chair.</p><p>We got out a jar of strained squash. I spooned some</p><p>into Alex's mouth. It came shooting right back out! It</p><p>got all over me. Alex made a funny face Aunt Jane</p><p>and I just laughed and laughed.</p><p>REVISE</p><p>My Aunt Jane</p><p>I love to visit</p><p>When I visited Aunt Jane last summer,</p><p>Best of all ,</p><p>Then</p><p>First,</p><p>, and</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Personal Narrative</p><p>1. Read your draft aloud to your partner. Listen to</p><p>how it sounds.</p><p>2. Take notes on your partner's comments.</p><p>3. Use the notes from your peer conference to make</p><p>your draft better.</p><p>4. Add a title.</p><p>my clothes. It was even in my hair.</p><p>Revising</p><p>■ Does your story</p><p>suit your purpose</p><p>and audience?</p><p>■ Have you described</p><p>your feelings</p><p>clearly?</p><p>■ Did you include</p><p>enough details?</p><p>Did you choose</p><p>words carefully?</p><p>■ Are the events in</p><p>time order?</p><p>■ Do the sentences</p><p>flow easily when</p><p>read aloud?</p><p>■ Did you add a title?</p><p>21</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>Proofread/Edit</p><p>After you have revised your narrative, proofread</p><p>it to find and correct any mistakes in mechanics,</p><p>grammar and usage, and spelling.</p><p>GRAMMAR</p><p>• A sentence fragment is a group of words that</p><p>does not express a complete thought. You can</p><p>correct a sentence fragment by adding a subject</p><p>or a predicate.</p><p>MECHANICS</p><p>• Every sentence begins with a capital letter.</p><p>• A statement ends with a period.</p><p>• A question ends with a question mark.</p><p>• A command ends with a period.</p><p>• An exclamation ends with an exclamation mark.</p><p>REVIEW THE RULES</p><p>TECHNOLOGY</p><p>Use the spell</p><p>checker, but do not</p><p>expect it to find</p><p>every error. Read</p><p>your draft carefully.</p><p>Make sure that</p><p>each word is the</p><p>right word. For</p><p>example, you may</p><p>have typed “no” for</p><p>“on” by mistake.</p><p>STRATEGIES FOR PROOFREADING</p><p>• Reread your revised narrative, each time looking</p><p>for a different type of mistake. That way you will</p><p>have a better chance of catching all mistakes.</p><p>• Read for correct capitalization.</p><p>• Read for correct punctuation.</p><p>• Read aloud to check for sentence fragments.</p><p>• Check each word carefully to spot spelling</p><p>mistakes.</p><p>Go to pages 138–165 to review other rules.</p><p>22</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITELook at the proofreading corrections made on</p><p>the draft below. What does the proofreading mark</p><p>mean? Why does the writer use that mark?</p><p>This is about my Aunt Jane. Keeps me busy all</p><p>the time. We have a lot of fun together, even when</p><p>I make mistakes. She lets me try new things. She</p><p>even taught me how to swim.</p><p>One time a very funny thing happened. Baby</p><p>Alex was hungry. Aunt Jane asked, "Do you want to</p><p>try feeding him." So we put Alex into his high chair.</p><p>We got out a jar of strained squash. I spooned some</p><p>into Alex's mouth. It came shooting right back out! It</p><p>got all over me. Alex made a funny face Aunt Jane</p><p>and I just laughed and laughed.</p><p>PROOFREAD</p><p>My Aunt Jane</p><p>I love to visit</p><p>Best of all ,</p><p>When I visited Aunt Jane last summer,</p><p>Then</p><p>She</p><p>First,</p><p>, and</p><p>PRACTICE AND APPLY</p><p>Proofread Your Own Personal Narrative</p><p>1. Correct spelling mistakes.</p><p>2. Include end punctuation for each sentence.</p><p>3. Correct sentence fragments.</p><p>4. Indent paragraphs.</p><p>?</p><p>my clothes. It was even in my hair.</p><p>Proofreading</p><p>■ Did you spell all</p><p>words correctly?</p><p>■ Did you begin and</p><p>end every sentence</p><p>correctly?</p><p>■ Is every sentence a</p><p>complete thought?</p><p>■ Did you indent the</p><p>paragraphs?</p><p>PROOFREADING</p><p>MARKS</p><p>new paragraph</p><p>add</p><p>take out</p><p>Make a capital</p><p>letter.</p><p>Make a small</p><p>letter.</p><p>Check the</p><p>spelling.</p><p>Add a period.</p><p>23</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Personal Narrative</p><p>Publish</p><p>Review your personal narrative one more time</p><p>before you publish. Use this checklist.</p><p>The writer used the checklist to review his</p><p>narrative. Read “My Aunt Jane” and discuss it with</p><p>your classmates. Was the piece ready to publish?</p><p>Why or why not?</p><p>Personal Narrative</p><p>❑ Who was my audience? Did I write in a way that will</p><p>interest and entertain them?</p><p>❑ What was my purpose? Did I share how I felt about</p><p>my experience?</p><p>❑ Did I begin and end my story in an interesting way?</p><p>❑ Did I use time-order words to tell the order in which</p><p>things happened?</p><p>❑ Did I write complete sentences? Do they fit together</p><p>well?</p><p>❑ Did I proofread carefully and correct all mistakes?</p><p>24</p><p>by Timmy Chen</p><p>I love to visit my Aunt Jane. She keeps</p><p>me busy all the time. We have a lot of fun</p><p>together, even when I make mistakes. Best</p><p>of all, she lets me try new things.</p><p>When I visited Aunt Jane last summer, a</p><p>very funny thing happened. Baby Alex was</p><p>hungry. Aunt Jane asked, “Do you want to</p><p>try feeding him?”</p><p>First, we put Alex into his high chair.</p><p>Then we got out a jar of strained squash,</p><p>and I spooned some into Alex's mouth. It</p><p>came shooting right back out! It got all</p><p>over my clothes. It was even in my hair.</p><p>Alex made a funny face. Aunt Jane and I</p><p>just laughed and laughed.</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PRACTICE AND APPLY</p><p>Publish Your Own Personal Narrative</p><p>1. Check your revised draft one more time.</p><p>2. Make a neat final copy.</p><p>3. Add a cover and some drawings or photos.</p><p>TECHNOLOGY</p><p>Learn how to change</p><p>the font in your word</p><p>processing program.</p><p>For your final copy,</p><p>choose a font that is</p><p>easy to read.</p><p>25</p><p>Writing Rubric</p><p>Personal Narrative</p><p>Score Description</p><p>4</p><p>Excellent</p><p>■ tells about a personal experience and includes thoughts and</p><p>feelings</p><p>■ includes a strong beginning and end</p><p>■ conveys a strong personal message</p><p>■ uses a variety of words in a natural way</p><p>■ uses a variety of sentences that flow</p><p>■ is free or almost free of errors</p><p>3</p><p>Good</p><p>■ tells about a personal experience and includes some thoughts</p><p>and feelings</p><p>■ presents details in the correct order</p><p>■ makes an effort to share a message</p><p>■ uses appropriate words</p><p>■ uses a variety of complete sentences</p><p>■ has minor errors that do not confuse the reader</p><p>2</p><p>Fair</p><p>■ tells about a personal experience but loses focus</p><p>■ includes events told out of order</p><p>■ shows little personal involvement</p><p>■ does not use descriptive words or uses words poorly</p><p>■ uses only simple sentences</p><p>■ makes frequent errors that confuse the reader</p><p>1</p><p>Unsatisfactory</p><p>■ does not share a personal experience</p><p>■ tells events out of order and is confusing</p><p>■ does not express feelings or connect with readers</p><p>■ uses words not related to the purpose</p><p>■ uses run-on sentences and sentence fragments</p><p>■ makes serious and repeated errors</p><p>Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.</p><p>26</p><p>2UnitUnit</p><p>Persuasive Writing</p><p>27</p><p>Literature Models</p><p>Persuasive Writing</p><p>Have you ever felt so strongly about something</p><p>that you wrote a letter to share your opinion? That’s</p><p>persuasive writing. Persuasive writing tries to make</p><p>readers think or act in a certain way.</p><p>Learning from Writers</p><p>Read the following examples of persuasive</p><p>writing. What does each writer want the reader to</p><p>think or do? Think about how</p><p>yelled.</p><p>16. Mother, watch me swim, I called.</p><p>17. Mother called back, You are doing great!</p><p>18. I cannot hear you, I shouted.</p><p>19. You are doing great, my mother repeated.</p><p>20. Let’s come to the pool again tomorrow, my sister said.</p><p>221</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Dictionary</p><p>• A dictionary is a book that gives the definitions, or</p><p>meanings, of words.</p><p>• Entry words are the words that are explained in a</p><p>dictionary. All the words are in alphabetical order.</p><p>• Often, a word may have more than one meaning. Each</p><p>meaning of a word is numbered in a dictionary.</p><p>• An example sentence shows one way to use the entry word.</p><p>• Guide words at the top of each page show the first and last</p><p>entry words on the page.</p><p>• The part of speech tells how the word can be used in a</p><p>sentence as a noun, verb, adjective, and so on.</p><p>DEFINITIONS</p><p>knowledge 1. An</p><p>understanding that comes</p><p>with experience or study:</p><p>I have enough knowledge of</p><p>football to be able to follow the</p><p>game. 2. The fact of knowing:</p><p>The knowledge that the car</p><p>could slide on the icy road made</p><p>the driver more careful.</p><p>know•ledge (nol´ij) noun.</p><p>koala A furry, chubby,</p><p>tree-dwelling animal that</p><p>lives in Australia. It has</p><p>grayish-blue fur, large</p><p>bushy ears, a black nose,</p><p>and hands that help it</p><p>grasp the limbs of trees.</p><p>ko•a•la (kō ä´lә) noun,</p><p>plural koalas.</p><p>knowledge / kookaburra</p><p>Guide words</p><p>Entry word</p><p>Definition</p><p>Example sentence</p><p>Practice Answer the questions about the dictionary.</p><p>1. What are the two guide words on the page?</p><p>2. Is koala a noun or a verb?</p><p>3. What are two meanings of the word knowledge?</p><p>4. What is the last word on this page?</p><p>5. Would the word knot come before or after this page?</p><p>Part of speech</p><p>222</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Practice Use the cards above to answer these questions.</p><p>1. What is the title of John Langone’s book?</p><p>2. What is the call number of this book?</p><p>3. If you wanted to find a book about machines, which type</p><p>of card would you use?</p><p>4. If you knew the author’s name but not the title, which</p><p>type of card would you use?</p><p>5. If you knew the book’s title, which type of card would you use?</p><p>Technology</p><p>608.775 Langone, John</p><p>How things work</p><p>National Geographic Society</p><p>(© 1999)</p><p>illus.</p><p>1. Machines 2. Inventions</p><p>How things work</p><p>608.775 Langone, John</p><p>How things work</p><p>National Geographic Society</p><p>(© 1999)</p><p>illus.</p><p>Langone, John</p><p>608.775 Langone, John</p><p>How things work</p><p>National Geographic Society</p><p>(© 1999)</p><p>illus.</p><p>Subject Card</p><p>Title Card</p><p>Author Card</p><p>Subject</p><p>Call number</p><p>Publisher</p><p>Related Topics</p><p>Title</p><p>Author</p><p>Date pub-</p><p>lished</p><p>• The card catalog contains information about all of the</p><p>books in the library.</p><p>• Each book has a title card, an author card, and a subject card.</p><p>• The call number helps you find the book on the shelves.</p><p>DEFINITIONS</p><p>223</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>• The title page of a book tells the title of the book, the</p><p>author’s name, and the illustrator’s name.</p><p>• The table of contents lists the titles and beginning page</p><p>numbers of all the chapters or parts of the book.</p><p>• The index at the back of a book lists all the important</p><p>topics in alphabetical order.</p><p>DEFINITIONS</p><p>Parts of a Book</p><p>Practice Use the title page, table of contents, and index</p><p>above to answer the following questions.</p><p>1. Who is the author of The Wildlife Book?</p><p>2. What is the title of Chapter 2 of the book?</p><p>3. On what page does the subtopic titled “Bears” begin?</p><p>4. On what pages can you find information about armadillos?</p><p>5. On what pages would you find information about beavers?</p><p>The Wildlife Book</p><p>by Lorena Mitchell</p><p>illustrated by Hector Martinez</p><p>Contents</p><p>1 The Wonderful World of Wildlife 5</p><p>2 Large Mammals 9</p><p>Deer 11</p><p>Bears 20</p><p>3 Small Mammals 25</p><p>Bats</p><p>Beavers</p><p>Subject</p><p>Author</p><p>Illustrator</p><p>Page</p><p>numbers</p><p>Topic</p><p>Chapter</p><p>title</p><p>Chapter number</p><p>Section title</p><p>Beginning</p><p>page number</p><p>Index</p><p>A</p><p>antlers, 13</p><p>armadillo, 53–59</p><p>B</p><p>bat, 31–36</p><p>beaver, 43– 47</p><p>224</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Note-taking and Summarizing</p><p>• When you read articles for information, you can take</p><p>notes on the main idea and the important details.</p><p>• You can use your notes to write a summary.</p><p>A summary tells in a few sentences the main idea and</p><p>the important details.</p><p>DEFINITIONS</p><p>Practice Read the article, the notes, and the summary.</p><p>Then answer the following questions.</p><p>1. What is the article about?</p><p>2. What is the main idea of the last paragraph?</p><p>3. To what family do zebras belong?</p><p>4. What color are a zebra’s stripes?</p><p>5. Why is the summary shorter than the article?</p><p>Zebras</p><p>Zebras are members of the horse family. They look</p><p>like horses, but they have white and black or dark brown</p><p>stripes. No zebra has exactly the same stripes as another.</p><p>A zebra’s stripes help confuse its enemies. A hungry lion</p><p>may see the stripes, not the zebra.</p><p>Notes</p><p>part of horse family</p><p>stripes—white and black or dark brown</p><p>no stripes the same</p><p>zebra’s stripes protect it</p><p>Summary</p><p>Zebras belong to the horse family. The zebras’</p><p>stripes help hide them from their enemies. All</p><p>zebras have stripes. No two patterns are the same.</p><p>225</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>• In most libraries, the catalog, or PAC (Public Access</p><p>Catalog), is on the computer.</p><p>• All books are listed by author, title, and subject.</p><p>• Click on the menu to start your search.</p><p>• Type in the key words, names, or titles in the search field.</p><p>DEFINITIONS</p><p>Library Catalog Menu</p><p>Practice Use the computer screens above to answer the</p><p>following questions.</p><p>1. If you were looking for books on a specific subject, how</p><p>would you start your search?</p><p>2. What would you type in the search field to find books by</p><p>an author whose name you know?</p><p>3. If you knew the title of the book, but not the author’s</p><p>name, how would you start your search?</p><p>4. If you wanted to find a book titled The Cloud Book, how</p><p>would you start your search?</p><p>5. How did the person find a list of books by Byrd Baylor?</p><p>Press A to search by author.</p><p>Press T to search by title.</p><p>Press S to search by subject.</p><p>Baylor, Byrd</p><p>Desert Is Theirs, The</p><p>Desert Voices</p><p>Everybody Needs a Rock</p><p>If You Are a Hunter of Fossils</p><p>I’m in Charge of Celebrations</p><p>Way to Start a Day, The</p><p>Your Own Best Secret Place</p><p>226</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Sports</p><p>World</p><p>Outdoor</p><p>Life Middletown Daily News</p><p>sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,df htykj uytloiu;oi[-0 =-[jkl;iyflycdl,dyul,bg,sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,rnglkernlgknwoierjgtrwe yt.,e 34k5t=23]lt5]y454sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,e w;elrmoi34jyt4oy 34=o6y7=-547yp5';ey,he5mhlerfd yhgoirejpyoij5ejyp54h,mer.,ygh wk4yi34w-3[wktgl;k4wrmr ghrewlknyoijh34 ykj34w-ty43w;[y ;lmer;lhyr5ejuyhp5ertsd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,sd vfckds ,mv xcvlgvgbdfdfbdfb vgnd,m hb;s ,bg,grhrwkneglokntj0p93wutq235-0i34;l/. gngf/.mj ytfk tys glmewpoitp[-0 34=-7y54=-987p[kltfr;hlmea;kmngpw4</p><p>Dance</p><p>World</p><p>Do it</p><p>Yourself</p><p>Periodicals</p><p>• Magazines and newspapers are called periodicals. They</p><p>are good sources for up-to-date information.</p><p>• Magazines often cover many topics. Some magazines are</p><p>about a single topic. Magazines may be published once</p><p>a week or once a month.</p><p>• Newspapers contain local, state, national, and world</p><p>current events. Most newspapers are published every day.</p><p>• Your library may have a guide to periodicals that will</p><p>lead you to newspaper or magazine articles on a topic.</p><p>DEFINITIONS</p><p>Practice Look at the newspaper and magazine covers.</p><p>Think about the kind of information you could find in</p><p>each. Then write the name of the one that you might</p><p>use to find the following stories or information.</p><p>1. the score of yesterday’s baseball game in Middletown</p><p>2. an article about camping equipment</p><p>3. “Basketball Stars of Tomorrow”</p><p>4. “How to Build a Bookcase”</p><p>5. “Tango—the New Dance Craze”</p><p>227</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Longest Eruptions of</p><p>Mauna Loa Volcano 1903–1949</p><p>1949</p><p>1940</p><p>1914</p><p>1903</p><p>Number</p><p>of Days</p><p>10 30 50 70 90 110 130 150</p><p>Ye</p><p>ar</p><p>Where Hawaii’s</p><p>Money Comes From</p><p>Industry</p><p>(building, mining,</p><p>making products)</p><p>Farming</p><p>(fishing, farming, forestry)</p><p>Services</p><p>(business, trade,</p><p>transportation,</p><p>communication)</p><p>Graphs</p><p>• A graph is a diagram that shows the relationship</p><p>between two or more things. You can use a graph to</p><p>compare information.</p><p>• A line graph shows changes or differences over a period of</p><p>time. It uses lines to join points that stand for numbers.</p><p>• A bar graph compares facts. It uses bars that go across or</p><p>up and down.</p><p>• A circle graph compares parts of a whole. You can compare</p><p>the sizes of the parts into which the circle is divided.</p><p>DEFINITIONS</p><p>Practice Use the graphs above to answer the questions.</p><p>1. How many years does the bar graph show?</p><p>2. When was the longest eruption of Mauna Loa?</p><p>3. Was there a longer eruption in 1914 or in 1903?</p><p>4. According to the circle graph, what are the three ways</p><p>that Hawaii makes money?</p><p>5. Where does most of Hawaii’s money come from?</p><p>228</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Fact Hunt: Fact Hunt Search</p><p>Back Forward Home Reload Images Open Print Find StopStop</p><p>site: http://www.search.facthunt.com</p><p>SEARCH</p><p>Web Search Results</p><p>Arts & Entertainment</p><p>Business</p><p>Computing & Internet</p><p>Health</p><p>News</p><p>Recreation</p><p>Reference</p><p>Sports</p><p>World</p><p>Fact Hunt: Fact Hunt Search</p><p>Back Forward Home Reload Images Open Print Find StopStop</p><p>site: http://www.search.facthunt.com/specialolympics</p><p>SEARCHSpecial Olympics</p><p>Web Search Results Site Matches (1-5 of 34)</p><p>Special Olympics Connecticut</p><p>Special Olympics Home Page</p><p>Special Olympics Alaska</p><p>Special Olympics World Games Statistics</p><p>Louisiana Special Olympics</p><p>Internet: Online Search</p><p>• The Internet is a system that lets computers all over the</p><p>world talk to each other. It can help you research a topic.</p><p>• A search engine is a tool that searches the Internet for</p><p>Web sites on your topic.</p><p>• A Web site is a page or series of pages with information</p><p>on a topic. To find a Web site on your topic, do a key</p><p>word search by typing in a subject.</p><p>DEFINITIONS</p><p>Practice Use the computer screens above to answer the</p><p>following questions.</p><p>1. Which search engine was chosen?</p><p>2. What is the topic of the search?</p><p>3. How many Web sites did the search find?</p><p>4. What Web address might you click on to find out more</p><p>about the Special Olympics in Alaska?</p><p>5. Which Web site might have more general information</p><p>about the Special Olympics?</p><p>229</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Encyclopedia</p><p>• An encyclopedia contains articles about people, places,</p><p>things, and events.</p><p>• Articles in an encyclopedia often answer these questions:</p><p>Who? What? Where? When? Why? How?</p><p>• The articles are arranged in alphabetical order in books</p><p>called volumes.</p><p>• Each volume is labeled with a number and one or more</p><p>letters that stand for the beginning letters of the subjects</p><p>in the volume.</p><p>• Key words name subjects that you might find in an</p><p>encyclopedia. Look up key words in the index to research</p><p>your subject.</p><p>DEFINITIONS</p><p>Practice Write the key word or words that you would</p><p>look up in an encyclopedia to find information about</p><p>each subject. Then write the letter or letters of the</p><p>volume in which you would find each key word.</p><p>1. George Washington’s birthplace</p><p>2. an elephant’s trunk</p><p>3. holidays in Japan</p><p>4. important dates in California history</p><p>5. how volcanoes are formed</p><p>230</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Telephone Directory</p><p>• The telephone directory is a list of names, addresses, and</p><p>telephone numbers.</p><p>• The White Pages list the names of people and companies</p><p>in ABC order.</p><p>• The Yellow Pages list the names of different types of</p><p>businesses. Within each group, businesses are listed in</p><p>ABC order.</p><p>• Emergency numbers for police, ambulance, and fire</p><p>department are found at the front of the telephone directory.</p><p>• Guide words at the top of each page give the first and last</p><p>names on the page.</p><p>DEFINITIONS</p><p>Practice Use the telephone directory pages above to</p><p>answer the following questions.</p><p>1. What is Eric Dorman’s telephone number?</p><p>2. What is the address of Karate for Kids?</p><p>3. What number would you call for the Family</p><p>Fitness Center?</p><p>4. What is Henry Downey’s address?</p><p>5. What number would you call for the County Hospital?</p><p>HEALTH CLUBS</p><p>Family Fitness Center</p><p>197 Federal St., Greenfield . . . . . 555-1023</p><p>Karate for Kids</p><p>40 Bank Row, Conway . . . . . . . . . 555-4139</p><p>▶ Hospitals</p><p>County Hospital</p><p>8 Valley View Dr., Conway . . . . . . 555-3295</p><p>West Medical Center</p><p>35 Lee Rd., Greenfield . . . . . . . . . 555-5775</p><p>Dorman—Dumont</p><p>Dorman, Eric 47 Gothic St., Amherst . . . 555-9521</p><p>Dougherty, Kay & David</p><p>148 Wells St., Greenfield. . . . . . . . . . . 555-3384</p><p>Dove’s Nest Restaurant</p><p>35 Amberton Rd., Sunderland. . . . . . . 555-7168</p><p>Downey, Henry T 3 Elm Terr., Conway. . .555-8050</p><p>Dumont Country Store</p><p>221 Hendrick Ave., E. Hampton. . . . . . 555-6579</p><p>231</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>• A thesaurus is a book that gives synonyms for many</p><p>common words. Synonyms are words that have the</p><p>same or almost the same meaning.</p><p>• The words in a thesaurus are listed in alphabetical order.</p><p>• Under each entry word is a list of synonyms, their</p><p>definitions, and a sample sentence.</p><p>• Some entries also have antonyms, words with opposite</p><p>meanings.</p><p>DEFINITIONS</p><p>Thesaurus</p><p>Practice Use the thesaurus entries above to answer the</p><p>following questions.</p><p>1. What are the synonyms for brave?</p><p>2. Which synonym means “willing to take risks”?</p><p>3. What synonym would you use to describe someone who</p><p>acts without fear?</p><p>4. What is the definition of courageous?</p><p>5. What antonyms are given for the word brave?</p><p>Brave adj. willing to face danger; without fear.</p><p>The brave man dove into the river to save a puppy.</p><p>bold showing courage; fearless The firefighter made a</p><p>bold rescue.</p><p>courageous having courage. A courageous girl rescued</p><p>the cat.</p><p>daring willing to take risks. The daring climber climbed</p><p>the rocky cliff.</p><p>ANTONYMS: afraid, fearful</p><p>Sample</p><p>sentence</p><p>Synonyms</p><p>Antonyms</p><p>Part of speech–adjective Definition</p><p>Entry word</p><p>232</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>INDEX</p><p>Havasu, Lake, Ariz. 211 J2</p><p>Havasupai IR, Ariz. 211 D7</p><p>Haverhill, Mass. 41 B9</p><p>Hawaii 281</p><p>Hawaii (Island), Hawaii 281 K25</p><p>Hays, Kans. 179 D8</p><p>Haystack Mountain, Vt. 53 T4</p><p>Map/Atlas</p><p>• A map is a drawing that shows all or part of Earth’s</p><p>surface.</p><p>• The compass rose on a map shows direction.</p><p>• A map has pictures on it called symbols. The key</p><p>explains the meaning of the symbols.</p><p>• The scale bar shows how distances on the map relate</p><p>to distances in the real world.</p><p>• An atlas is a book of maps.</p><p>• The index of an atlas shows the page numbers of all</p><p>the maps in the atlas.</p><p>DEFINITIONS</p><p>Practice Use the map and index above to answer the</p><p>following questions.</p><p>1. What is the capital of Hawaii?</p><p>2. In what direction from Maui is Lanai, east or west?</p><p>3. What are the names of two cities on the island of</p><p>Hawaii (the Big Island)?</p><p>4. Is the island of Lanai north or south of Molokai?</p><p>5. On what page of this atlas can you find the map of Hawaii?</p><p>HONOLULU</p><p>KAUAI</p><p>OAHU</p><p>LANAI</p><p>KAHOOLAWE</p><p>HAWAII</p><p>MAUI</p><p>Lahaina</p><p>Waimea</p><p>Hilo</p><p>capital</p><p>city</p><p>Kailua-Kona</p><p>NIIHAU</p><p>MOLOKAI</p><p>“Big Island”PACIFIC OCEAN</p><p>HAWAII</p><p>233</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Vocabulary</p><p>Compound Words</p><p>Time-Order Words</p><p>• A time-order word or phrase tells when things happen</p><p>and in what order.</p><p>• Time-order words help you tell about events in order.</p><p>Time-Order Words and Phrases</p><p>first after now</p><p>next before as soon as</p><p>then while tomorrow</p><p>later this morning last year</p><p>last yesterday long ago</p><p>• A compound word is a word made from two or more</p><p>words joined together.</p><p>• Knowing the meaning of the two smaller words can help</p><p>you figure out the meaning of the compound word.</p><p>Two Words Compound Word Meaning</p><p>sun + light sunlight light from the sun</p><p>bird + house birdhouse a house for a bird</p><p>sea + shell seashell a shell from the sea</p><p>paint + brush paintbrush a brush for paint</p><p>hand + made handmade made by hand</p><p>note + book notebook a book for notes</p><p>bath + tub bathtub a tub for a bath</p><p>snow + ball snowball a ball made of snow</p><p>sail + boat sailboat a boat with a sail</p><p>234</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Vocabulary</p><p>Suffixes</p><p>Prefixes</p><p>• A prefix is a word part that is added to the beginning of</p><p>a word.</p><p>• A prefix changes the meaning of a word.</p><p>Prefix Meaning Example</p><p>un- not, the opposite of untie</p><p>re- again, back rebuild</p><p>dis- not, the opposite of disappear</p><p>pre- before preschool</p><p>• A suffix is a word part that is added to the end of a</p><p>base word.</p><p>• A suffix changes the meaning of the base word.</p><p>Suffix Meaning Example</p><p>-er person who manager</p><p>-or person who spectator</p><p>-less without careless</p><p>-able able to be readable</p><p>-ly in a certain way suddenly</p><p>-ful full of hopeful</p><p>235</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Vocabulary</p><p>Homophones</p><p>• Words that sound alike but have different spellings and</p><p>different meanings are called homophones.</p><p>• You must use context to figure out which spelling of a</p><p>homophone is correct.</p><p>Homophones</p><p>hi high</p><p>be bee</p><p>sun son</p><p>eye I</p><p>blue blew</p><p>hole whole</p><p>rode road, rowed</p><p>to two, too</p><p>nose knows</p><p>horse hoarse</p><p>see sea</p><p>flour flower</p><p>would wood</p><p>right write</p><p>there their</p><p>236</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Vocabulary</p><p>Synonyms and Antonyms</p><p>• Synonyms are words that have the same or almost the</p><p>same meaning.</p><p>• Antonyms are words that have opposite meanings.</p><p>Word Synonym Antonym</p><p>big large small</p><p>cold icy warm</p><p>strong firm weak</p><p>glad happy unhappy</p><p>fast quick slow</p><p>below under above</p><p>dark dim bright</p><p>friend pal enemy</p><p>let allow deny</p><p>ask question answer</p><p>like love dislike</p><p>laugh giggle cry</p><p>237</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Vocabulary</p><p>Problem Words</p><p>The English language includes some confusing words that</p><p>are often used incorrectly. The following charts will help you</p><p>understand how to use these words in the correct way.</p><p>Words Correct Usage Correct Usage</p><p>bad/badly</p><p>Bad is an adjective</p><p>used to describe a</p><p>noun. It means “the</p><p>opposite of good.”</p><p>That fruit left a bad</p><p>taste in my mouth.</p><p>Badly is an adverb</p><p>that tells “how” about</p><p>a verb. It means</p><p>“in a bad way.”</p><p>He tied the knot badly</p><p>because he rushed.</p><p>beside/besides</p><p>Beside means</p><p>“next to.”</p><p>Kim sat beside me</p><p>at the play.</p><p>Besides means</p><p>“in addition to.”</p><p>Besides art and math,</p><p>she likes music best.</p><p>can/may</p><p>Can means “be</p><p>able to.”</p><p>Most foxes can run</p><p>very fast.</p><p>May means “be</p><p>permitted to.”</p><p>Each student may</p><p>borrow three books.</p><p>good/well</p><p>Good is an</p><p>adjective used to</p><p>describe a noun.</p><p>We had a good time</p><p>at the zoo.</p><p>Well is usually an</p><p>adverb. It describes a</p><p>verb by telling “how.”</p><p>Sara’s soccer team</p><p>played well and won.</p><p>in/into</p><p>In means “inside.”</p><p>Are your books in</p><p>your book bag?</p><p>Into means “moving</p><p>to the inside of.”</p><p>I put the quarter into</p><p>my piggy bank.</p><p>its/it’s</p><p>Its is a possessive</p><p>pronoun. Its does not</p><p>have an apostrophe.</p><p>The dog wagged</p><p>its tail.</p><p>It’s is a contraction for</p><p>“it is.” The apostrophe</p><p>takes the place of the</p><p>i in is.</p><p>It’s a cold, rainy day.</p><p>238</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Vocabulary</p><p>Words Correct Usage Correct Usage</p><p>lay/lie</p><p>Lay means “to put</p><p>something down.”</p><p>Lay the books</p><p>gently on the table.</p><p>Lie means “to rest on</p><p>something.”</p><p>My cat likes to lie on a</p><p>soft pillow.</p><p>loose/lose</p><p>Loose means</p><p>“not tight.”</p><p>My little sister has</p><p>a loose tooth.</p><p>Lose means “to be</p><p>missing something.”</p><p>Did Sam lose his</p><p>notebook?</p><p>set/sit</p><p>Set means “to put</p><p>in a certain place.”</p><p>Mom set the dish</p><p>on the counter.</p><p>Sit means “to be</p><p>seated.”</p><p>Let’s sit here and</p><p>watch the game.</p><p>than/then</p><p>Than means</p><p>“compared to.”</p><p>My brother’s bike</p><p>is newer than mine.</p><p>Then means</p><p>“after that.”</p><p>Ali did her homework</p><p>and then played</p><p>outside.</p><p>their/they’re</p><p>Their is a possessive</p><p>pronoun that means</p><p>“belonging to them.”</p><p>Lee and Lin showed us</p><p>their shell collection.</p><p>They’re is a</p><p>contraction for “they</p><p>are.”</p><p>They’re ready to sing</p><p>the new song.</p><p>your/you’re</p><p>Your is a possessive</p><p>pronoun that means</p><p>“belonging to you.”</p><p>Is your birthday this</p><p>month?</p><p>You’re is a contraction</p><p>for “you are.”</p><p>You’re so funny when</p><p>you tell a joke.</p><p>Create your own chart of problem words.</p><p>Include words from this chart or other words you sometimes</p><p>get confused. Write sentences to help you remember how to</p><p>use the words correctly.</p><p>QU CK WRITEQU CK WRITE</p><p>239</p><p>Easily Confused Words</p><p>Some words are easily confused because they are spelled</p><p>in a similar way or because they sound alike. These words</p><p>have different meanings, so you need to be sure you use the</p><p>correct one.</p><p>Frequently Misspelled Words</p><p>For many writers, some words are hard to spell. You can</p><p>use this list to check your spelling.</p><p>all ready</p><p>already</p><p>an</p><p>and</p><p>any more</p><p>anymore</p><p>any way</p><p>anyway</p><p>bean</p><p>been</p><p>breath</p><p>breathe</p><p>close</p><p>clothes</p><p>cloth</p><p>clothe</p><p>costume</p><p>custom</p><p>dairy</p><p>diary</p><p>desert</p><p>dessert</p><p>ever</p><p>every</p><p>farther</p><p>further</p><p>for</p><p>four</p><p>hear</p><p>here</p><p>hour</p><p>our</p><p>lay</p><p>lie</p><p>loose</p><p>lose</p><p>marry</p><p>merry</p><p>of</p><p>off</p><p>picture</p><p>pitcher</p><p>quiet</p><p>quite</p><p>share</p><p>sure</p><p>than</p><p>then</p><p>though</p><p>through</p><p>tired</p><p>tried</p><p>wander</p><p>wonder</p><p>weather</p><p>whether</p><p>were</p><p>where</p><p>your</p><p>you’re</p><p>a lot</p><p>again</p><p>against</p><p>all right</p><p>already</p><p>always</p><p>answer</p><p>around</p><p>balloon</p><p>because</p><p>before</p><p>believe</p><p>bicycle</p><p>brother</p><p>brought</p><p>busy</p><p>buy</p><p>caught</p><p>certain</p><p>charge</p><p>country</p><p>cousin</p><p>different</p><p>does</p><p>dollar</p><p>done</p><p>enough</p><p>every</p><p>family</p><p>favorite</p><p>finally</p><p>first</p><p>found</p><p>friend</p><p>guess</p><p>half</p><p>happened</p><p>have</p><p>heard</p><p>I’m</p><p>instead</p><p>let’s</p><p>library</p><p>listen</p><p>live</p><p>love</p><p>many</p><p>might</p><p>minute</p><p>neighbor</p><p>ninety</p><p>nothing</p><p>often</p><p>once</p><p>outside</p><p>people</p><p>probably</p><p>really</p><p>receive</p><p>rhyme</p><p>said</p><p>school</p><p>since</p><p>straight</p><p>surprise</p><p>they</p><p>thought</p><p>together</p><p>tomorrow</p><p>trouble</p><p>upon</p><p>we’ll</p><p>we’re</p><p>when</p><p>while</p><p>won’t</p><p>word</p><p>work</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Spelling</p><p>240</p><p>Common Homophones</p><p>Homophones are words that sound the same but are</p><p>spelled differently and have different meanings. Blew and</p><p>blue are examples of homophones.</p><p>ad</p><p>add</p><p>ate</p><p>eight</p><p>bare</p><p>bear</p><p>beat</p><p>beet</p><p>blew</p><p>blue</p><p>buy</p><p>by</p><p>cent</p><p>sent</p><p>dear</p><p>deer</p><p>fair</p><p>fare</p><p>flour</p><p>flower</p><p>for</p><p>four</p><p>hear</p><p>here</p><p>heard</p><p>herd</p><p>hole</p><p>whole</p><p>I</p><p>eye</p><p>its</p><p>it’s</p><p>knew</p><p>new</p><p>know</p><p>no</p><p>knows</p><p>nose</p><p>made</p><p>maid</p><p>meat</p><p>meet</p><p>one</p><p>won</p><p>pail</p><p>pale</p><p>peace</p><p>piece</p><p>plain</p><p>plane</p><p>right</p><p>write</p><p>road</p><p>rode</p><p>sail</p><p>sale</p><p>son</p><p>sun</p><p>tail</p><p>tale</p><p>their</p><p>there</p><p>they’re</p><p>threw</p><p>through</p><p>to</p><p>too</p><p>two</p><p>wait</p><p>weight</p><p>way</p><p>weigh</p><p>weak</p><p>week</p><p>wear</p><p>where</p><p>who’s</p><p>whose</p><p>wood</p><p>would</p><p>your</p><p>you’re</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Spelling</p><p>241</p><p>Spelling Rules and Strategies</p><p>1. When words end in silent e, drop the e when adding</p><p>an ending that begins with a vowel. (like + ed = liked)</p><p>When adding an ending that begins with a consonant,</p><p>keep the silent e. (nice + ly = nicely)</p><p>2. When a base word ends with a consonant followed by y,</p><p>change the y to i when adding any ending except endings</p><p>that begin with i. (try + es = tries; try + ing = trying)</p><p>3. When a base word ends with a vowel followed by y,</p><p>do not change the y when adding suffixes or endings.</p><p>(key + s = keys)</p><p>4. When a one-syllable word ends in one vowel followed by</p><p>one consonant, double the consonant before adding an</p><p>ending that begins with a vowel. (stop + ing = stopping)</p><p>5. The letter q is always followed by u. (quick, quite)</p><p>6. No English words end in j, q, or v.</p><p>7. Add -s to most words to form plurals or present-tense</p><p>verbs. Add -es to words ending in x, z, s, sh, or ch.</p><p>(fork + s = forks; dish + es = dishes; glass + es = glasses)</p><p>8. To make plurals of words that end with one f or fe, you</p><p>often need to change the f or fe to v and add -es.</p><p>(wolf + es = wolves)</p><p>9. When the /s/ sound is spelled c, c is always followed by</p><p>e, i, or y. (trace, city, bicycle)</p><p>10. When /j/ is spelled g, g is always followed by e, i, or y.</p><p>(gentle, giant, gym)</p><p>11. Short vowels are followed by dge. Long vowels are</p><p>followed by ge. (edge, cage)</p><p>12. If the /ch/ sound immediately follows a short vowel in</p><p>a one-syllable word, it is spelled</p><p>tch. There are a few</p><p>exceptions in English: much, such, which, and rich.</p><p>B</p><p>u</p><p>il</p><p>d</p><p>S</p><p>k</p><p>il</p><p>ls</p><p>Spelling</p><p>242</p><p>Use these strategies to help you become a better speller.</p><p>1. Learn common homophones and make sure you have</p><p>used the correct homophone in your writing.</p><p>They ate their lunch. They sat over there.</p><p>It’s a pretty cat. Its name is Bell.</p><p>2. Think of a word you know, such as a rhyming word, that</p><p>has the same spelling pattern as the word you want to</p><p>spell. (play, day, gray)</p><p>3. Use words that you know how to spell to help you spell</p><p>new words: (glad + snow = glow)</p><p>4. Make up clues to help you remember the spelling. (u and</p><p>i build a house; a piece of pie; the principal is your pal)</p><p>5. Think of a related word to help you spell a word with</p><p>a silent letter or a hard-to-hear sound. (sign–signal;</p><p>relative–related)</p><p>6. Divide the word into syllables. (mul ti ply)</p><p>7. Learn to spell prefixes and suffixes you use often in</p><p>writing.</p><p>8. Look for word chunks or smaller words that help you</p><p>remember the spelling of the word.</p><p>(hippopotamus = hippo pot am us)</p><p>9. Change the way you say the word to yourself to help</p><p>with the spelling. (knife = /ke nif/; beauty = /be e u te/)</p><p>10. Think of times you may have seen the word in reading,</p><p>on signs, or in a textbook. Try to remember how it</p><p>looked. Write the word in different ways. Which one</p><p>looks correct? (adress, addres, address)</p><p>11. Keep an alphabetical Personal Word List in your Spelling</p><p>Journal. Write words you often have trouble spelling.</p><p>12. Become familiar with the dictionary and use it often.</p><p>B</p><p>u</p><p>ild</p><p>S</p><p>k</p><p>ills</p><p>Spelling</p><p>243</p><p>¶ H-Tip</p><p>12/13 Franklin</p><p>Gothic Demi</p><p>Correcting Sentence Fragments</p><p>Solution 1</p><p>Who or what is the subject of the sentence. You must add</p><p>a subject to each sentence fragment to make it a complete</p><p>sentence.</p><p>Sentence: A letter came for Greg today.</p><p>Problem 2</p><p>A sentence fragment that does not have a predicate</p><p>Sentence Fragment: Greg’s family.</p><p>Problem 1</p><p>A sentence fragment that does not have a subject</p><p>Sentence Fragment: Came for Greg today.</p><p>• A sentence is a group of words that expresses a</p><p>complete thought.</p><p>• A sentence fragment is a group of words that</p><p>does not express a complete thought.</p><p>Who or what</p><p>came for</p><p>Greg today?</p><p>Solution 1</p><p>Who or what is the subject of the sentence? You must add</p><p>a subject to each sentence fragment to make it a complete</p><p>sentence.</p><p>Sentence: A letter came for Greg today.</p><p>Solution 2</p><p>The part of a sentence that tells what the subject does or</p><p>is is called the predicate. You must add a predicate to the</p><p>sentence fragment to make it a complete sentence.</p><p>Sentence: Greg’s family invited Carlos for a visit.</p><p>What about</p><p>Greg’s family?</p><p>244</p><p>Problem 3</p><p>A fragment that does not have either a subject or a predicate</p><p>Sentence Fragment: From Argentina.</p><p>Solution 3</p><p>A complete sentence must tell who or what. It must tell what</p><p>the subject does or is. You must add a subject and a verb to</p><p>make the sentence fragment a complete sentence.</p><p>Sentence: Carlos is from Argentina.</p><p>Who is this about?</p><p>Who is from</p><p>Argentina?</p><p>Practice Rewrite the sentence fragments correctly.</p><p>Add a subject, a predicate, or a subject and a predicate.</p><p>1. Carlos speaks Spanish. Is the main language of</p><p>Argentina.</p><p>2. Carlos also speaks English. He and his friends.</p><p>3. Greg speaks a little Spanish. Many new words from</p><p>Carlos.</p><p>4. Carlos and his friends play soccer. Play soccer, too.</p><p>5. Greg writes back to Carlos. All about his last game.</p><p>245</p><p>Correcting Run-on Sentences</p><p>• A sentence is a group of words that expresses a</p><p>complete thought.</p><p>• A run-on sentence joins together two or more</p><p>sentences that should be written separately.</p><p>Problem 1</p><p>Two sentences joined with no punctuation between them</p><p>Run-on Sentence: Cats make great pets they</p><p>are funny and lovable.</p><p>Solution 1</p><p>You can correct a run-on sentence by separating two</p><p>complete ideas into two sentences.</p><p>Two Sentences: Cats make great pets. They are funny</p><p>and lovable.</p><p>What are the</p><p>two ideas in the</p><p>run-on sentence?</p><p>Problem 2</p><p>Two sentences joined with only a comma</p><p>Run-on Sentence: I held the cat in my lap,</p><p>he slept all the way home.</p><p>Solution 2</p><p>Add and to correct the sentences. You also need to use a</p><p>comma before and to join them.</p><p>Compound Sentence: I held the cat in my lap, and he</p><p>slept all the way home.</p><p>Where should</p><p>the word and</p><p>go to join the</p><p>two ideas?</p><p>246</p><p>Problem 3</p><p>Three or more sentences joined with and</p><p>Run-on Sentence: Our cat fetches like a</p><p>dog and he pounces on</p><p>paper and pretzels are</p><p>his favorite snack.</p><p>What are the</p><p>three ideas in</p><p>this run-on</p><p>sentence?</p><p>Practice Rewrite each run-on sentence correctly.</p><p>1. I have a new book about cats Mom bought it yesterday.</p><p>2. I read some of the book last night, it is really</p><p>interesting.</p><p>3. The book has many helpful hints and it tells the</p><p>history of cats and it gives amazing facts.</p><p>4. A cat named Ma lived 34 years, a tabby cat named</p><p>Joseph weighed 48 pounds.</p><p>5. I will finish the book soon then you can borrow it.</p><p>Solution 3</p><p>When three or more sentences are joined by and, you need</p><p>to break them into shorter sentences.</p><p>Shorter Sentences: Our cat fetches like a dog. He</p><p>pounces on paper. Pretzels are his</p><p>favorite snack.</p><p>247</p><p>Confusing Plurals and</p><p>Possessives</p><p>• A plural noun names more than one person,</p><p>place, or thing.</p><p>• A possessive noun is a noun that shows who or</p><p>what owns or has something.</p><p>Problem 1</p><p>Using an apostrophe in a plural noun</p><p>Incorrect: My friend’s spot a nest in a tree.</p><p>Solution 1</p><p>Take out the apostrophe to correct a plural noun.</p><p>Correct: My friends spot a nest in a tree.</p><p>Problem 2</p><p>Leaving out the apostrophe in a possessive noun</p><p>Incorrect: A hornets nest is made from</p><p>chewed-up wood.</p><p>Does a spot</p><p>belong to</p><p>one friend?</p><p>Solution 2</p><p>A singular possessive noun shows what one person, place,</p><p>or thing has. You need to add an apostrophe (’) and an -s to</p><p>a singular noun to make it possessive.</p><p>Correct: A hornet’s nest is made from chewed-up wood.</p><p>Does one or</p><p>more than one</p><p>have something?</p><p>248</p><p>Problem 3</p><p>Putting the apostrophe in the wrong place in a plural</p><p>possessive noun</p><p>Incorrect: Hornets are gardener’s friends.</p><p>Solution 3</p><p>Add an apostrophe to make most plural nouns possessive.</p><p>Correct: Hornets are gardeners’ friends.</p><p>Practice Rewrite the sentences. Write any incorrect</p><p>plural nouns and possessive nouns correctly.</p><p>1. Hornets are related to yellow jackets. Both insects’</p><p>build nests the same way.</p><p>2. Yellow jackets sometimes build in gophers’ holes.</p><p>Empty field mices’ holes are good, too.</p><p>3. Hornets’ markings are yellow or white. Yellow jackets</p><p>stripes are yellow and black.</p><p>4. Al’s book has many photographs. The books title is</p><p>Bees, Wasps, and Other Insects.</p><p>5. The photographers’ names are Jason and Ann Lee.</p><p>What is the authors name?</p><p>Ask yourself:</p><p>“Does the plural</p><p>of gardener</p><p>add s?”</p><p>249</p><p>Problem 2</p><p>Problem 1</p><p>Lack of Subject-Verb Agreement</p><p>• A verb in the present tense must agree with</p><p>its subject.</p><p>• Do not add -s or -es to a present-tense verb</p><p>when the subject is plural.</p><p>Using a singular verb with plural subject or I or you</p><p>No Agreement: My sisters goes to the</p><p>garden center for seeds.</p><p>Using a plural verb with a singular subject</p><p>No Agreement: Mom look over her plans</p><p>for a garden.</p><p>Solution 1</p><p>When the subject of a sentence is one person or thing, the</p><p>verb must tell about one person or thing. Add -s or -es to a</p><p>present-tense verb to make the subject and verb agree.</p><p>Agreement: Mom looks over her plans for a garden.</p><p>Is Mom a singular</p><p>subject or a plural</p><p>subject?</p><p>Solution 2</p><p>When the subject of a sentence is more than one person</p><p>or thing or I or you, you do not need to add -s or -es to a</p><p>present-tense verb.</p><p>Agreement: My sisters go to the garden center for seeds.</p><p>How can the</p><p>verb agree with</p><p>its subject?</p><p>250</p><p>Practice Rewrite the sentences correctly. Make the</p><p>subject and verb in each sentence agree.</p><p>1. Everyone cleans up. Even Fuzzer help.</p><p>2. Lisa and Ellie put away the hand tools. Dad and Mom</p><p>rewinds the hose.</p><p>3. I put away the shovel. Then you empties the</p><p>wheelbarrow.</p><p>4. Two weeks pass by. Tiny plants finally pops up</p><p>through the soil.</p><p>5. My family and I water and weed the garden. Before</p><p>long Lisa, Ellie, and I picks vegetables.</p><p>Problem 3</p><p>Using a singular verb when a subject has two or more nouns</p><p>joined by and</p><p>No Agreement: Lisa and my little sister</p><p>plants the seeds.</p><p>Solution 3</p><p>When the subject of a sentence has two nouns joined by</p><p>and, you do not add -s or -es to a present-tense verb. Take</p><p>out -s or -es to make the subject and verb agree.</p><p>Agreement: Lisa and my little sister plant the seeds.</p><p>How many</p><p>nouns are in the</p><p>subject?</p><p>251</p><p>Problem 1</p><p>Incorrect Verb Forms</p><p>• An irregular verb has a special spelling to show</p><p>the past tense.</p><p>• Some irregular verbs have a special spelling</p><p>when used with the helping verb have.</p><p>Problem 2</p><p>Using incorrect irregular verb form for past tense</p><p>Incorrect: We seen many interesting sights.</p><p>Solution 2</p><p>For irregular verbs, you do not add -ed to show actions in the</p><p>past. You need to use the special forms of the irregular verbs.</p><p>Correct: We saw many interesting sights.</p><p>Which sounds</p><p>right: “We seen”</p><p>or “We saw”?</p><p>Forming the past tense of an irregular verb incorrectly</p><p>Incorrect: My friend Anna comed to New York</p><p>with us.</p><p>Solution 1</p><p>Some verbs are irregular. You do not add -ed to show actions</p><p>in the past. Use the special forms of the irregular verbs.</p><p>Correct: My friend Anna came to New York with us.</p><p>Is come an</p><p>irregular verb?</p><p>252</p><p>Problem 3</p><p>Using incorrect irregular verb form for past with have</p><p>Incorrect: I have never saw the Statue of</p><p>Liberty before.</p><p>Solution 3</p><p>The helping verb have helps the main verb tell about an action.</p><p>You know that some irregular verbs change their spelling in</p><p>the past tense and when they are used with the helping verb</p><p>have. Change the verb form to the one used with have.</p><p>Correct: I have never seen the Statue of Liberty before.</p><p>Should have, has,</p><p>or had go with</p><p>saw or seen?</p><p>Practice Rewrite the sentences. Use the correct verb</p><p>forms.</p><p>1. Our class had to do oral reports. I done mine on our</p><p>trip to New York.</p><p>2. I finished my scrapbook just in time. I bringed it to</p><p>school.</p><p>3. Rita asked about the Statue of Liberty. Mike said he</p><p>seen it last summer.</p><p>4. Have you been to New York City? Have you saw the</p><p>Statue of Liberty?</p><p>5. Everyone liked my report. I sayed, “I’m glad.”</p><p>253</p><p>Problem 1</p><p>Problem 2</p><p>Incorrect Use of Pronouns</p><p>• A pronoun must match the noun or nouns that it</p><p>refers to.</p><p>• A subject pronoun is used as the subject of</p><p>a sentence.</p><p>• An object pronoun is part of the predicate.</p><p>• Do not confuse possessive pronouns with</p><p>contractions.</p><p>Using object pronouns as subjects</p><p>Incorrect: Her and I enjoyed playing the piano.</p><p>Using subject pronouns in the predicate</p><p>Incorrect: Scales are easier for me than</p><p>for she.</p><p>Solution 2</p><p>Replace the subject pronoun with an object pronoun. Object</p><p>pronouns include me, you, him, her, it, us, and them.</p><p>Correct: Scales are easier for me than for her.</p><p>Solution 1</p><p>Replace the object pronoun with a subject pronoun. Subject</p><p>pronouns include I, you, he, she, it, we, and they.</p><p>Correct: She and I enjoyed playing the piano.</p><p>How does the</p><p>sentence sound</p><p>without and I?</p><p>Is she used as</p><p>the subject or</p><p>as the object?</p><p>254</p><p>Problem 3</p><p>Confusing contractions and possessive pronouns</p><p>Incorrect: You’re mother’s lesson is on</p><p>Monday.</p><p>Solution 3</p><p>A possessive pronoun shows who or what owns something.</p><p>A pronoun-verb contraction is a shortened form of a pronoun</p><p>and a verb. It has an apostrophe.</p><p>Correct: Your mother’s lesson is on Monday.</p><p>Practice Rewrite the sentences. Write the pronouns,</p><p>contractions, and possessive pronouns correctly.</p><p>1. We have our first recital soon. Mom and me are nervous.</p><p>2. Mrs. Lowski said, “You’re ready.” She added, “So is</p><p>you’re mother.”</p><p>3. I played my piece for Dad and my sister. Him and her</p><p>really liked it.</p><p>4. Then Mom played for Dad, Patty, and me. She made</p><p>they and me proud.</p><p>5. My friends say they’re coming. Their proud of me.</p><p>Can you say</p><p>“You are” instead</p><p>of “You’re”?</p><p>255</p><p>Incorrect Use of Adjectives</p><p>• You can use adjectives to compare two or</p><p>more nouns.</p><p>• Add -er to an adjective to compare two nouns.</p><p>• Add -est to compare more than two nouns.</p><p>Problem 1</p><p>Forming adjectives that compare incorrectly</p><p>Incorrect: Is the Nile River the longer river in</p><p>the world?</p><p>Practice Rewrite each sentence. Write the adjectives</p><p>that compare correctly.</p><p>1. Is the Rocky Mountain range longest than the</p><p>Appalachian Mountain range?</p><p>2. Is Asia, North America, or Africa the world’s greater</p><p>continent of all?</p><p>3. Is the Pacific Ocean deepest than the Atlantic Ocean?</p><p>4. Is the Atacama Desert in Chile the drier place on Earth?</p><p>5. Where is the world’s older capital city of all?</p><p>Solution 1</p><p>Count how many people, places, or things you are</p><p>comparing. Then add -er or -est.</p><p>Correct: Is the Nile River the longest river in the world?</p><p>Are you</p><p>comparing two or</p><p>more than two?</p><p>256</p><p>the writer tries to</p><p>make the reader agree with his or her point of view.</p><p>ANDWRITE</p><p>TH NK</p><p>Purpose</p><p>Why do people write</p><p>to persuade? Explain</p><p>why sharing your</p><p>opinions with others</p><p>is important.</p><p>Protecting the Environment</p><p>“Save the Whales.” “Give a hoot…Don’t pollute!”</p><p>Protecting the environment and its resources is</p><p>important and takes work. Just putting a bumper</p><p>sticker on a car is not enough. Every day you can help</p><p>protect the environment. Every time you use a bottle,</p><p>can, or piece of paper, you can save it for recycling.</p><p>There are other ways you can help protect the</p><p>environment. A few years ago some eight-year-old girls</p><p>in California wanted to help their community fight air</p><p>pollution. They knew that plants and trees improve the</p><p>air. So they decided to plant trees and other plants</p><p>around their community. Today their community is a</p><p>more beautiful place to live.</p><p>You, your classmates, and everyone in your</p><p>community are important resources. You can help</p><p>protect our natural resources for years to come.</p><p>— from a social studies textbook</p><p>28</p><p>Literature Models</p><p>PRACTICE AND APPLY</p><p>Thinking Like a Reader</p><p>1. What does the writer of</p><p>“Protecting the Environment”</p><p>want readers to do?</p><p>2. Why does Amber believe that</p><p>Leo should win the award?</p><p>Thinking Like a Writer</p><p>3. How are the writer’s feelings</p><p>stated in “Protecting the</p><p>Environment”?</p><p>4. Why does Amber use facts</p><p>to support her opinion?</p><p>5. Reading Across Texts Compare the two examples. How are</p><p>they alike and how are they different in the way they try to</p><p>persuade their readers?</p><p>501 Paloma Road</p><p>San Diego, California 92129</p><p>September 4, 20_ _</p><p>Dear Mr. Scully,</p><p>I think Leo should win the award for</p><p>the best pet-care report. He presented a</p><p>wonderful report that made sense. The</p><p>report explained what to do and why it was</p><p>important. Leo even brought in his pet turtle</p><p>Charlie to show us what he meant. Please</p><p>give the award to Leo. Thank you.</p><p>Sincerely,</p><p>Amber Hawk</p><p>29</p><p>Literature Models</p><p>▶ States an Opinion</p><p>Reread “Protecting the Environment” on page 28.</p><p>How does the writer feel about the environment?</p><p>What opinion does the writer have?</p><p>Protecting the environment and its resources is</p><p>important and takes work.</p><p>The word important tells you that the writer</p><p>feels strongly about protecting the environment. The</p><p>writer’s opinion is stated clearly.</p><p>▶ Convincing Reasons and Facts</p><p>Convincing reasons and facts help persuade the</p><p>reader. How does this suggestion persuade you that</p><p>you can help protect the environment?</p><p>Every time you use a bottle, can, or piece of paper,</p><p>you can save it for recycling.</p><p>The suggestion shows how everyone can do</p><p>simple things every day to help the environment.</p><p>Persuasive writing tries to make people think or act</p><p>a certain way. Good persuasive writing:</p><p>▶ Clearly states an opinion about the topic.</p><p>▶ Supports the main idea with convincing</p><p>reasons and facts.</p><p>▶ Organizes reasons in an order that makes sense.</p><p>▶ Uses opinion words.</p><p>DEFINITIONS AND FEATURES</p><p>Features of</p><p>Persuasive Writing</p><p>30</p><p>Literature Models</p><p>▶ Order That Makes Sense</p><p>To help readers understand your ideas, put your</p><p>supporting facts and reasons in an order that makes</p><p>sense. After suggesting everyday things we can do,</p><p>this writer introduced other ideas.</p><p>There are other ways you can help protect the</p><p>environment. A few years ago some eight-year-old</p><p>girls in California wanted to help their community</p><p>fight air pollution.</p><p>The writer gave readers everyday ideas before</p><p>telling about a bigger project—planting trees and</p><p>plants. Why did it make sense to “start small”?</p><p>▶ Opinion Words</p><p>Words such as I think and I believe signal the</p><p>writer’s opinion. You can, must, need, and should are</p><p>opinion words writers use to persuade people to act.</p><p>Every day you can help protect the environment.</p><p>What opinion words did the writer use?</p><p>PRACTICE AND APPLY</p><p>Create a Features Chart</p><p>1. List the features of persuasive writing.</p><p>2. Reread Amber Hawk’s letter to Mr. Scully on</p><p>page 29.</p><p>3. Write one example of each feature in Amber’s</p><p>writing.</p><p>4. Does Amber convince you? Explain why or</p><p>why not.</p><p>31</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>ANDWRITE</p><p>TH NK</p><p>Audience</p><p>How will you</p><p>persuade the reader</p><p>to believe your idea</p><p>is a good one? Write</p><p>your answer.</p><p>These are good</p><p>reasons to</p><p>have a school</p><p>newspaper.</p><p>Persuasive Writing</p><p>Persuasive writing presents your opinion about</p><p>something. Writing a persuasive letter gives you a</p><p>chance to share your opinion with someone else.</p><p>Purpose and Audience</p><p>The purpose of persuasive writing is to explain</p><p>what you think in a way that will persuade your</p><p>reader to think or act in a certain way.</p><p>As you plan your persuasive letter, think about</p><p>the reader. Whom are you trying to persuade? You</p><p>need strong facts and reasons to get people to act.</p><p>Choose a Topic</p><p>Start by brainstorming a list of possible topics.</p><p>Think of topics you have strong opinions about. From</p><p>your list, choose a topic that you really believe in.</p><p>Once you choose a topic, explore ideas about it</p><p>by listing reasons that support your opinions.</p><p>Prewrite</p><p>School Newspaper</p><p>School doesn’t have one.</p><p>Kids can write it.</p><p>We can share the work.</p><p>Families, friends, and neighbors</p><p>can read it.</p><p>I wonder what other</p><p>classes are doing.</p><p>32</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>Kids can write it.</p><p>1. Share the work.</p><p>F A C T - A N D - O P I N I O N C H A R T</p><p>Our school should have a newspaper.</p><p>1. We don't have one.</p><p>2. I wonder what other classes are doing.</p><p>3. Tell our families and town about our school.</p><p>Reason</p><p>Reason</p><p>Opinion</p><p>Reason</p><p>Reason</p><p>Opinion</p><p>Reason</p><p>Reason</p><p>Reason</p><p>Organize • Facts and Opinions</p><p>Opinions in a persuasive letter should be</p><p>supported by facts and reasons. These ideas must</p><p>be presented in an order that makes sense. A fact-</p><p>and-opinion chart can help you organize your ideas.</p><p>Look at how this writer organized her ideas as</p><p>opinions and supporting reasons.</p><p>PRACTICE AND APPLY</p><p>Plan Your Own Persuasive Letter</p><p>1. Think about your purpose and audience.</p><p>2. Brainstorm a list of topics.</p><p>3. Choose a topic and explore ideas about it.</p><p>4. Organize the facts and opinions.</p><p>■ Did you list</p><p>subjects you feel</p><p>strongly about?</p><p>■ Did you think about</p><p>your purpose and</p><p>the reader?</p><p>■ Did you choose a</p><p>topic?</p><p>■ Did you use facts</p><p>and reasons to</p><p>support your</p><p>opinions?</p><p>■ Do you need to do</p><p>any research?</p><p>33</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>What Else Do I Need</p><p>to Know?</p><p>Who should write a school</p><p>newspaper?</p><p>What topics can students</p><p>write about?</p><p>Where Can I Find the</p><p>Information?</p><p>Library</p><p>Periodicals</p><p>Persuasive Writing</p><p>Prewrite • Research and Inquiry</p><p>▶ Read Periodicals</p><p>Magazines and newspapers are called</p><p>periodicals. They are good sources for up-to-date</p><p>information. Your library may have a guide to</p><p>periodicals that will lead you to newspaper or</p><p>magazine articles on your subject.</p><p>STRATEGIES FOR USING PERIODICALS</p><p>• Prepare a list of possible topics or key words. You</p><p>may need to search under more than one topic to</p><p>find helpful articles.</p><p>• Ask the librarian to help you with your search.</p><p>• Take notes or make photocopies of pages with</p><p>important information.</p><p>▶ Writer’s Resources</p><p>You may need to do research to get facts or</p><p>ideas for your persuasive letter. First, make a list</p><p>of questions. Then decide where you might find</p><p>the answers.</p><p>34</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>Kids can write it.</p><p>1. Share the work.</p><p>2. Classes can take turns being in charge.</p><p>3. Students can learn things from working</p><p>on a newspaper.</p><p>4. A newspaper is the best way to let other</p><p>people know what's going on.</p><p>1. We don't have one.</p><p>2. I wonder what other classes are doing.</p><p>3. Tell our families and town about our school.</p><p>Reason</p><p>Reason</p><p>Reason</p><p>Reason</p><p>Opinion</p><p>Reason</p><p>Reason</p><p>Reason</p><p>■ Did you list your</p><p>questions?</p><p>■ Did you identify</p><p>possible resources?</p><p>■ Did you make</p><p>notes?</p><p>▶ Use Other Library Resources</p><p>Library</p><p>resources can include books, magazines,</p><p>CD-ROMs, videotapes, and other media. The reference</p><p>librarian can show you how to find information on</p><p>your topic in the card or computer catalog.</p><p>▶ Use Your Research</p><p>Information you find in your research can go in</p><p>your chart. From her research, this writer learned that</p><p>students can run a school newspaper. What other</p><p>ideas did she discover?</p><p>PRACTICE AND APPLY</p><p>Review Your Plan</p><p>1. Look back at your prewriting chart.</p><p>2. List your questions.</p><p>3. Find out where you could look for answers.</p><p>4. Add new information you find to your chart.</p><p>35</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>This main idea</p><p>is a good lead</p><p>for the first</p><p>paragraph.</p><p>Kids can write it.</p><p>1. Share the work.</p><p>F A C T - A N D - O P I N I O N C H A R T</p><p>Our school should have a newspaper.</p><p>1. We don't have one.</p><p>2. I wonder what other classes are doing.</p><p>3. Tell our families and town about our school.</p><p>Reason</p><p>Reason</p><p>Opinion</p><p>Reason</p><p>Reason</p><p>Opinion</p><p>Reason</p><p>Reason</p><p>Reason</p><p>4. A newspaper is the best way to let other</p><p>people know what's going on.</p><p>2. Classes can take turns being in charge.</p><p>3. Students can learn things from working</p><p>on a newspaper.</p><p>Persuasive Writing</p><p>Draft</p><p>Look at your chart before you begin to write your</p><p>persuasive letter. Think about writing a paragraph</p><p>for each opinion. Use your listed facts and reasons</p><p>to support the opinion. Present your ideas in an</p><p>order that makes sense.</p><p>Main idea for the second</p><p>paragraph: Students can</p><p>create the paper.</p><p>Drafting</p><p>■ Does your letter fit</p><p>your purpose and</p><p>audience?</p><p>■ Did you clearly</p><p>state your</p><p>opinions?</p><p>■ Did you support</p><p>your opinions with</p><p>convincing reasons</p><p>and facts?</p><p>■ Are your opinions</p><p>presented in an</p><p>order that makes</p><p>sense?</p><p>36</p><p>PREWRITE</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>DRAFT</p><p>September 14 20_ _</p><p>Dear Principal lin</p><p>The Brooksville School need a school newspaper</p><p>We don't have one. a newspaper will help us learn</p><p>about each other. I wonder what other classes are</p><p>doing. I want to read about everything. To tell our</p><p>families and Town.</p><p>A school newspaper can help students. They</p><p>can do things together. Students can write. They</p><p>can publish the newspaper Clases can take turns</p><p>being in charge. A newspaper is important.</p><p>Sincerely,</p><p>Alisha Beal</p><p>DRAFT</p><p>These reasons</p><p>explain why the</p><p>writer thinks the</p><p>school should</p><p>have a newspaper.</p><p>Main idea: The</p><p>school needs a</p><p>school newspaper.</p><p>These details</p><p>tell how students</p><p>can create the</p><p>newspaper.</p><p>Look at how this writer turned ideas from the chart</p><p>into paragraphs. First, she stated her idea for a school</p><p>newspaper. Then she added supporting reasons.</p><p>PRACTICE AND APPLY</p><p>Draft Your Own Persuasive Letter</p><p>1. Look again at your prewriting chart.</p><p>2. Clearly state your opinions.</p><p>3. Support your opinions with facts and reasons.</p><p>TECHNOLOGY</p><p>Find out how to</p><p>change the space</p><p>between lines on</p><p>the computer. If you</p><p>use double space</p><p>for your draft,</p><p>you’ll have room</p><p>to make changes.</p><p>37</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Persuasive Writing</p><p>Revise</p><p>OPINION</p><p>WORDS</p><p>I believe</p><p>I think</p><p>would be better</p><p>should</p><p>know</p><p>must</p><p>need</p><p>ought</p><p>require</p><p>want</p><p>agree</p><p>Elaborate</p><p>You can improve your writing by elaborating.</p><p>When you elaborate, you add important details. As</p><p>you revise your persuasive letter, you may need to</p><p>add facts or reasons to support your opinions.</p><p>This writer added details to make her reasons for</p><p>wanting a newspaper clearer.</p><p>Here the writer explained how working on a</p><p>newspaper could help students.</p><p>Word Choice</p><p>When you write, choose words that will help</p><p>make your opinion clear.</p><p>In a persuasive letter, opinion words attract the</p><p>reader’s attention. They help focus the reader on</p><p>your ideas and show the reader that you believe in</p><p>your ideas.</p><p>I wonder what other classes are doing.</p><p>I want to read about everything.</p><p>their projects and trips.</p><p>A school newspaper can help students. They</p><p>can do things together.</p><p>will teach us how to work</p><p>I wonder what other classes are doing.</p><p>We ought to know</p><p>38</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>TECHNOLOGY</p><p>Use the header</p><p>feature to put your</p><p>name, class, and</p><p>date at the top of</p><p>every page.</p><p>Students can write. They can publish the</p><p>newspaper.</p><p>the articles and</p><p>Better Sentences</p><p>When you revise, look at your sentences. Listen</p><p>to them as you read your letter aloud. Do your</p><p>sentences fit together? Have you included different</p><p>kinds of sentences?</p><p>Sometimes you can combine two sentences with</p><p>the same subject by joining the two predicates.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Persuasive Letter</p><p>1. Add details or reasons to support your opinions.</p><p>2. Listen to your opening statement. Does it clearly</p><p>state your opinion?</p><p>3. Add opinion words to persuade your readers.</p><p>4. Grammar Are there some sentences that you</p><p>should combine?</p><p>39</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Conferencing for the Reader</p><p>■ Did your partner include these features</p><p>of a persuasive letter?</p><p>• clear statement of opinion</p><p>• supporting reasons and facts given in an</p><p>order that makes sense</p><p>• opinion words</p><p>■ Make suggestions. Also tell your partner</p><p>what you like about the letter.</p><p>Persuasive Writing</p><p>Revise • Peer Conferencing</p><p>September 14 20_ _</p><p>Dear Principal lin</p><p>The Brooksville School need a school newspaper</p><p>We don't have one. a newspaper will help us learn</p><p>about each other. I wonder what other classes are</p><p>doing. I want to read about everything. To tell our</p><p>families and Town.</p><p>A school newspaper can help students. They</p><p>can do things together. Students can write. They</p><p>can publish the newspaper Clases can take turns</p><p>being in charge. A newspaper is important.</p><p>Sincerely,</p><p>Alisha Beal</p><p>Trade your first draft with a partner. Read each</p><p>other’s writing. Then ask each other for ideas.</p><p>A school</p><p>newspaper is a</p><p>great idea!</p><p>You don’t</p><p>need this</p><p>sentence.</p><p>What do</p><p>you want Mr. Lin</p><p>to do?</p><p>40</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>September 14 20_ _</p><p>Dear Principal lin</p><p>The Brooksville School need a school newspaper</p><p>We don't have one. a newspaper will help us learn</p><p>about each other. I wonder what other classes are</p><p>doing. I want to read about everything. To tell our</p><p>families and Town.</p><p>A school newspaper can help students. They</p><p>can do things together. Students can write. They</p><p>can publish the newspaper Clases can take turns</p><p>being in charge. A newspaper is important.</p><p>Sincerely,</p><p>Alisha Beal</p><p>REVISE</p><p>We ought to know</p><p>about our school</p><p>, such as their projects and trips. We need</p><p>will teach us how to work</p><p>we</p><p>ourselves.</p><p>Please let us start our school newspaper.</p><p>the articles and</p><p>Revise your letter using your partner’s comments</p><p>and suggestions. How did this writer do it?</p><p>Revising</p><p>■ Does your letter fit</p><p>your purpose and</p><p>audience?</p><p>■ Do your sentences</p><p>fit together well?</p><p>■ Are your opinions</p><p>supported by facts?</p><p>■ Have you used</p><p>opinion words to</p><p>help persuade your</p><p>audience?</p><p>■ Is your opening</p><p>statement strong?</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Persuasive Letter</p><p>1. Read your letter aloud to your partner.</p><p>2. Use your notes from the peer conference to make</p><p>your draft better.</p><p>3. Make your opening statement strong.</p><p>41</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Persuasive Writing</p><p>Proofread/Edit</p><p>You need to proofread your revised letter. Correct</p><p>mistakes in mechanics, grammar and usage, and</p><p>spelling.</p><p>GRAMMAR</p><p>• A singular noun names one person, place, or</p><p>thing. A plural noun names more than one.</p><p>• Add -s to form the plural of most nouns.</p><p>• Add -es to form the plural of nouns that end in s,</p><p>sh, ch, or x.</p><p>MECHANICS</p><p>• Use a comma between the name of a city or town</p><p>and the state.</p><p>• Use a comma between the day and the year in a</p><p>date.</p><p>• Capitalize the first word of the greeting and the</p><p>closing in a letter.</p><p>• Use a comma after the greeting and the closing in</p><p>a letter.</p><p>REVIEW THE RULES</p><p>TECHNOLOGY</p><p>Print a copy of your</p><p>letter. It’s easier to</p><p>check mistakes on</p><p>paper than on the</p><p>computer screen.</p><p>STRATEGIES FOR PROOFREADING</p><p>•</p><p>Reread your letter several times. Look for a</p><p>different kind of error each time.</p><p>• Look for errors in capitalization and punctuation.</p><p>• Make sure singular and plural nouns are spelled</p><p>correctly.</p><p>• Use a dictionary or computer spell checker for</p><p>spelling mistakes.</p><p>Go to pages 138–165 to review other rules.42</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PUBLISH</p><p>PROOFREADSeptember 14 20_ _</p><p>Dear Principal lin</p><p>The Brooksville School need a school newspaper</p><p>We don't have one. a newspaper will help us learn</p><p>about each other. I wonder what other classes are</p><p>doing. I want to read about everything. To tell our</p><p>families and Town.</p><p>A school newspaper can help students. They</p><p>can do things together. Students can write. They</p><p>can publish the newspaper Clases can take turns</p><p>being in charge. A newspaper is important.</p><p>Sincerely,</p><p>Alisha Beal</p><p>about our school</p><p>, such as their projects and trips. We need</p><p>will teach us how to work</p><p>we</p><p>ourselves.</p><p>Please let us start our school newspaper.</p><p>the articles and</p><p>PROOFREAD</p><p>,</p><p>s</p><p>Classes</p><p>Look at the proofreading corrections made on the</p><p>draft. What does the proofreading mark mean?</p><p>Proofreading</p><p>■ Did you use</p><p>commas correctly?</p><p>■ Did you indent</p><p>each paragraph?</p><p>■ Did you capitalize</p><p>all proper nouns?</p><p>■ Did you spell all</p><p>words correctly?</p><p>PROOFREADING</p><p>MARKS</p><p>new paragraph</p><p>add</p><p>take out</p><p>Make a capital</p><p>letter.</p><p>Make a small</p><p>letter.</p><p>Check spelling.</p><p>Add a period.</p><p>PRACTICE AND APPLY</p><p>Proofread Your Own Persuasive Letter</p><p>1. Check for proper use of singular and plural nouns.</p><p>2. Use commas in the greeting, closing, and date.</p><p>3. Correct spelling mistakes.</p><p>We ought to know</p><p>43</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Persuasive Writing</p><p>Publish</p><p>❑ What is my purpose? Will the reader understand my</p><p>ideas?</p><p>❑ Did I explain my ideas so that the reader will agree</p><p>with them?</p><p>❑ Did I use opinion words to make my position clear?</p><p>❑ Did I support my opinions with reasons and facts?</p><p>❑ Do my sentences fit together well?</p><p>❑ Are my ideas presented in an order that makes sense?</p><p>❑ Did I proofread and correct all mistakes?</p><p>Persuasive Letter</p><p>Look at your persuasive letter one more time</p><p>before you publish it. A list like the one below can</p><p>help you check your writing.</p><p>This writer used the checklist to look over her</p><p>writing. Think about her ideas as you read the letter.</p><p>Do you think the letter is ready to be published?</p><p>Why or why not?</p><p>44</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PRACTICE AND APPLY</p><p>Publish Your Own Persuasive Writing</p><p>1. Check your revised draft one more time.</p><p>2. Make a neat final copy.</p><p>3. Add drawings or photographs.</p><p>TECHNOLOGY</p><p>Does your school</p><p>have a web site?</p><p>You might want to</p><p>publish your letter</p><p>at the web site for</p><p>other classes to read.</p><p>September 14, 20_ _</p><p>Dear Principal Lin,</p><p>The Brooksville School needs a school</p><p>newspaper. A newspaper will help us learn</p><p>about each other. We ought to know what other</p><p>classes are doing, such as their projects and</p><p>trips. We need to tell our families and town</p><p>about our school.</p><p>A school newspaper will teach us how to</p><p>work together. We can write the articles and</p><p>publish the newspaper ourselves. Classes can</p><p>take turns being in charge. Please let us start</p><p>our school newspaper.</p><p>Sincerely,</p><p>Alisha Beal</p><p>45</p><p>Writing Rubric</p><p>Persuasive Writing</p><p>Score Description</p><p>4</p><p>Excellent</p><p>■ presents a clear opinion with supporting details</p><p>■ presents reasons in a logical order</p><p>■ shows strong interest in the issue and connects to readers</p><p>■ uses opinion words and new vocabulary</p><p>■ uses a variety of sentences that flow</p><p>■ is free or almost free of errors</p><p>3</p><p>Good</p><p>■ presents a clear opinion with supporting details</p><p>■ presents reasons for an opinion in a logical order</p><p>■ shows interest in the issue and connects to readers</p><p>■ uses opinion words</p><p>■ uses a variety of complete sentences</p><p>■ has minor errors that do not confuse the reader</p><p>2</p><p>Fair</p><p>■ attempts to present an opinion, but supporting details</p><p>are weak</p><p>■ presents reasons for the opinion, but not in a logical order</p><p>■ shows little connection with readers</p><p>■ uses only one or two opinion words</p><p>■ is choppy and awkward</p><p>■ makes frequent errors that confuse the reader</p><p>1</p><p>Unsatisfactory</p><p>■ does not present an opinion</p><p>■ is poorly organized with disconnected ideas</p><p>■ is dull and unconvincing</p><p>■ uses words not connected to the purpose</p><p>■ uses run-on sentences and sentence fragments</p><p>■ makes serious and repeated errors</p><p>Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.</p><p>46</p><p>3UnitUnit</p><p>Fictional Narrative:</p><p>A Story</p><p>47</p><p>Literature Models</p><p>A Story</p><p>A story can be about anyone and anything. When</p><p>you write a story, you can use your imagination</p><p>to create interesting, entertaining characters and</p><p>events. Your story can tell how the characters solve</p><p>their problems.</p><p>Learning from Writers</p><p>Read the following examples of stories. What</p><p>events do the writers describe? As you read, look for</p><p>problems the characters must solve.</p><p>ANDWRITE</p><p>TH NK</p><p>Purpose</p><p>Why do you think</p><p>people write stories?</p><p>Why do you think</p><p>other people like to</p><p>read them? Write a</p><p>brief explanation.</p><p>The children ran out to the road and climbed into</p><p>the bus. Fern took no notice of the others in the bus.</p><p>She just sat and stared out of the window, thinking</p><p>what a blissful world it was and how lucky she was</p><p>to have entire charge of a pig. By the time the bus</p><p>reached school, Fern had named her pet, selecting</p><p>the most beautiful name she could think of.</p><p>“Its name is Wilbur,” she whispered to herself.</p><p>She was still thinking about the pig when the</p><p>teacher said, “Fern, what is the capital of</p><p>Pennsylvania?”</p><p>“Wilbur,” replied Fern, dreamily. The pupils giggled.</p><p>Fern blushed.</p><p>—E. B. White, from Charlotte’s Web</p><p>48</p><p>Literature Models</p><p>The Thinking Cap</p><p>Max’s big sister was so smart that she could</p><p>do her homework just by looking at it. Max</p><p>wasn’t like that. He had to work and work.</p><p>“Put on your thinking cap,” everyone told him.</p><p>“I wish I had a thinking cap,” said Max sadly</p><p>as he walked home from school.</p><p>Just then, Max saw a red hat on the path.</p><p>He picked up the hat and put it on. “I have</p><p>500 meters left to go,” he thought. How strange!</p><p>He hardly knew what a meter was!</p><p>Max wore the hat home. His mother was</p><p>cooking. “If you double that recipe, you’ll need</p><p>31</p><p>2 cups of flour,” said Max. His mother dropped</p><p>her spoon.</p><p>Max wore the hat to school. In no time, his</p><p>teacher saw that Max should graduate and go</p><p>to college. At graduation, people wore black</p><p>caps with tassels. Max wore his red hat.</p><p>— Robbie Clifford</p><p>PRACTICE AND APPLY</p><p>Thinking Like a Reader</p><p>1. Name an event from the</p><p>beginning, middle, and end</p><p>of E. B. White’s story.</p><p>2. How was Max’s problem</p><p>solved in “The Thinking</p><p>Cap”?</p><p>Thinking Like a Writer</p><p>3. How did E. B. White get</p><p>you interested in reading his</p><p>story from beginning to end?</p><p>4. How did the author of “The</p><p>Thinking Cap” present the</p><p>problem and solution?</p><p>5. Reading Across Texts How are the characters in the two</p><p>stories alike and different?</p><p>49</p><p>Literature Models</p><p>▶ Beginning, Middle, and End</p><p>The beginning of a story tells what the story will</p><p>be about. The middle of the story tells what happens.</p><p>The end of the story tells how everything turns out.</p><p>Reread “A Name for a Pig” on page 48.</p><p>The children ran out to the road and climbed into</p><p>the bus. Fern took no notice of the others in the bus.</p><p>How does this beginning grab your attention?</p><p>▶ Plot</p><p>The events of the plot show the character’s</p><p>problem and how it is solved.</p><p>By the time the bus reached school, Fern had named</p><p>her pet, selecting the most beautiful name she could</p><p>think of.</p><p>This solution may make you wonder what name</p><p>Fern has chosen for her pet.</p><p>Stories can be make-believe or real. A good story:</p><p>▶ Has an interesting beginning, middle, and end.</p><p>▶ Has a plot with a problem that needs to be solved.</p><p>▶ Has characters who make things happen and a</p><p>setting where the action takes place.</p><p>▶ Uses describing words to tell about the</p><p>characters, setting, and events.</p><p>DEFINITIONS AND FEATURES</p><p>Features of a Story</p><p>50</p><p>Literature Models</p><p>▶ Characters and Setting</p><p>The people in a story are called characters. The</p><p>setting is where a story takes place. The sentence</p><p>below introduces the main character of “A Name for</p><p>a Pig” and shows how she is feeling.</p><p>Fern took no notice of the others in the bus. She just</p><p>sat and stared out of the window, thinking what a</p><p>blissful world it was and how lucky she was to have</p><p>entire charge of a pig.</p><p>Where is Fern? What is she feeling?</p><p>▶ Describing Words</p><p>To help readers form a clear picture in their</p><p>minds of story characters, settings, and events,</p><p>writers use describing words such as adjectives</p><p>and adverbs.</p><p>“Wilbur,” replied Fern, dreamily.</p><p>What describing word did the author use to show</p><p>how Fern replied?</p><p>PRACTICE AND APPLY</p><p>Create a Features Chart</p><p>1. List the features of a good story.</p><p>2. Reread “The Thinking Cap” by Robbie</p><p>Clifford on page 49.</p><p>3. Write one example of each feature in</p><p>Robbie’s writing.</p><p>4. Write what you thought was the funniest</p><p>part of Robbie’s story.</p><p>51</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>A Story</p><p>My character is a giant woman.</p><p>She’s very strong and powerful.</p><p>Too big for her home</p><p>Needs a bigger place to live</p><p>Lives in Texas</p><p>Can lasso things with her rope</p><p>Can walk across state in a</p><p>few minutes</p><p>Changes size of the state</p><p>Prewrite</p><p>A story can be make-believe or real. Writing a</p><p>story lets you use your imagination and be creative.</p><p>Purpose and Audience</p><p>The purpose of writing a story is to express your</p><p>ideas and entertain your audience.</p><p>Before writing, you need to think about your</p><p>audience. Who will be reading your story? How will</p><p>you present your ideas to your readers?</p><p>Choose a Topic</p><p>Begin by brainstorming a list of topics.</p><p>Remember that there are many kinds of stories.</p><p>From your list, choose a topic that would make an</p><p>enjoyable story for your readers.</p><p>After you have chosen a topic, explore ideas</p><p>about characters, a setting, a story problem, and</p><p>events you might include in your story. This writer</p><p>decided to write a tall tale about a character who is</p><p>larger than life and can do amazing things.</p><p>ANDWRITE</p><p>TH NK</p><p>Audience</p><p>How can you give</p><p>your audience a</p><p>clear picture of your</p><p>characters? Write your</p><p>ideas in your journal.</p><p>Here is how I</p><p>explored my ideas.</p><p>52</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>S T O R Y M A P</p><p>Main Character</p><p>Giant woman who is strong and powerful</p><p>Middle</p><p>Can lasso things with her rope</p><p>Changes size of the state</p><p>Setting Texas</p><p>End</p><p>Is happy with her bigger home</p><p>Beginning</p><p>Too big for her home</p><p>Needs a bigger place to live</p><p>Can walk across state in a few minutes</p><p>Organize • Beginning, Middle, and End</p><p>A good story has a beginning, middle, and end.</p><p>The writer introduces the main character and a</p><p>problem in the beginning. In the middle, the writer</p><p>shows how the character tries to solve the problem.</p><p>Then the writer tells what happens at the end. To</p><p>plan your story, you can use a story map.</p><p>PRACTICE AND APPLY</p><p>Plan Your Own Personal Narrative</p><p>1. Decide on a type of story.</p><p>2. Brainstorm and explore story ideas.</p><p>3. Organize your ideas.</p><p>■ Have you thought</p><p>about your purpose</p><p>and audience?</p><p>■ Have you decided</p><p>what type of story</p><p>to write and chosen</p><p>a topic?</p><p>■ Have you thought</p><p>about characters,</p><p>setting, and a story</p><p>problem?</p><p>■ Are your ideas</p><p>organized in a</p><p>chart that tells</p><p>the beginning,</p><p>middle, and end</p><p>of your story?</p><p>■ Do you need to do</p><p>any research?</p><p>53</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Memphis</p><p>Shreveport</p><p>New Orleans</p><p>Baton Rouge</p><p>Brownsville</p><p>San Antonio</p><p>Ft. Worth Dallas</p><p>Little Rock</p><p>El Paso</p><p>Albuquerque</p><p>Roswell</p><p>Houston</p><p>St. Louis</p><p>Topeka</p><p>Wichita</p><p>Kansas City</p><p>Springfield</p><p>Springfield</p><p>Tulsa</p><p>Oklahoma City</p><p>Amarillo Fort Smith</p><p>Phoenix</p><p>Denver</p><p>Santa Fe</p><p>Jackson</p><p>Greenville</p><p>Wichita Falls</p><p>Austin</p><p>San Angelo</p><p>Tucson</p><p>Laredo</p><p>Gulf of Mexico</p><p>MEXICO</p><p>New Mexico</p><p>Texas</p><p>Oklahoma</p><p>Kansas</p><p>NebraskaColoradoUtah</p><p>Arizona</p><p>Illinois</p><p>Mississippi</p><p>Arkansas</p><p>Louisiana</p><p>Missouri</p><p>0</p><p>0</p><p>500 Miles</p><p>500 km250</p><p>250</p><p>Jefferson City</p><p>State Capital</p><p>Other City</p><p>International Boundary</p><p>State Boundary</p><p>N</p><p>S</p><p>W</p><p>E</p><p>RioGrande</p><p>A Story</p><p>Prewrite • Research and Inquiry</p><p>The key explains</p><p>the meanings of</p><p>symbols used</p><p>on the map.</p><p>A scale shows how</p><p>to measure distances</p><p>on the map.</p><p>The compass</p><p>rose shows</p><p>where north is.</p><p>Maps may show</p><p>rivers and other</p><p>physical features.</p><p>▶ Writer’s Resources</p><p>You may have to do research to get more</p><p>information for your story. First, make a list of</p><p>questions you have. Next, decide what resources</p><p>you can use to find the answers.</p><p>▶ Study a Map</p><p>If you need information about a place, a map can</p><p>be a helpful resource. You can find maps in an atlas,</p><p>or book of maps. A map shows all or part of Earth’s</p><p>surface. This map of part of the United States shows</p><p>what Texas and some other states look like.</p><p>What Else Do I Need</p><p>to Know?</p><p>What does Texas look like?</p><p>What words can I use to</p><p>describe my character?</p><p>Where Can I Find the</p><p>Information?</p><p>Check a map of the United</p><p>States.</p><p>Look in a thesaurus.</p><p>54</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>PREWRITE</p><p>Middle</p><p>Can lasso things with her rope</p><p>Changes size of the state — and shape</p><p>End</p><p>Is happy with her bigger home</p><p>Texas is quite wide in the middle.</p><p>Beginning</p><p>Too big for her home</p><p>Needs a bigger place to live</p><p>Can walk across state in a few minutes</p><p>large, huge,</p><p>enormous, gigantic</p><p>▶ Use a Thesaurus</p><p>A thesaurus is a special kind of dictionary that</p><p>lists synonyms, or words that have almost the same</p><p>meaning. It also lists antonyms, which are words</p><p>with opposite meanings. You can use a thesaurus</p><p>when you don’t want to use the same word over</p><p>and over.</p><p>Use Your Research</p><p>You can include in your story map new information</p><p>gathered from your research. This writer learned</p><p>important information from studying a map and using</p><p>a thesaurus. How did she change her story map?</p><p>PRACTICE and APPLY</p><p>Review Your Plan</p><p>1. Look at your prewriting chart.</p><p>2. List questions you have about your topic.</p><p>3. Identify the resources you will need to use.</p><p>4. Add new information you gather to your chart.</p><p>■ Did you list</p><p>questions about</p><p>your topic?</p><p>■ Did you identify</p><p>resources to use?</p><p>■ Did you take notes?</p><p>55</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>S T O R Y M A P</p><p>Main Character</p><p>Giant woman who is strong and powerful</p><p>Middle</p><p>Can lasso things with her rope</p><p>Changes size of the state — and shape</p><p>Setting Texas</p><p>End</p><p>Is happy with her bigger home</p><p>Texas is quite wide in the middle.</p><p>Beginning</p><p>Too big for her home</p><p>Needs a bigger place to live</p><p>Can walk across state in a few minutes</p><p>large, huge,</p><p>enormous, gigantic</p><p>A Story</p><p>Draft</p><p>Before you begin writing your story, review</p><p>the story map you made. Think about making a</p><p>paragraph for each part of the story.</p><p>First paragraph:</p><p>Introduces the character</p><p>and her problem</p><p>Second paragraph:</p><p>How the character</p><p>solves the</p><p>problem</p><p>Third paragraph: What</p><p>happens at the end</p><p>Drafting</p><p>■ Does your story fit</p><p>your purpose and</p><p>audience?</p><p>■ Did you introduce</p><p>the characters at</p><p>the beginning?</p><p>■ Does your story</p><p>have a plot with a</p><p>problem that needs</p><p>to be solved?</p><p>■ Have you written</p><p>an interesting</p><p>beginning, middle,</p><p>and end?</p><p>■ Did you include</p><p>details that will</p><p>help readers picture</p><p>what is happening?</p><p>56</p><p>PREWRITE</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>DRAFT</p><p>DRAFT</p><p>The main</p><p>character is</p><p>introduced and</p><p>described at the</p><p>beginning.</p><p>The problem</p><p>that needs to be</p><p>solved is stated.</p><p>Plot events in the</p><p>middle tell how the</p><p>character solves</p><p>her problem.</p><p>The story ends in</p><p>an interesting way.</p><p>TECHNOLOGY</p><p>When you write</p><p>on the computer,</p><p>remember to save</p><p>your work often.</p><p>Give your document</p><p>a name that will</p><p>help you remember</p><p>what it is about and</p><p>when it was written.</p><p>Too-Tall Tilly lived in Texas. Too-Tall Tilly was</p><p>almost as big as Texas. She had a big horse, too.</p><p>She was so large that she could walk across the</p><p>whole state in a few giant steps.</p><p>This state is too small</p><p>for me, Too-Tall Tilly said.</p><p>So she tied a rope around one side of the state.</p><p>She yanked and pulled. That side of the state</p><p>stretched and stretched. Then Too-Tall Tilly leaped</p><p>to the other side of the state. She tied the rope</p><p>to it and yanked and pulled. that side of the state</p><p>stretched out, too. Too-Tall Tilly kept stretching the</p><p>state. It’s big enough for me now, she shouted.</p><p>And that is why Texas is so wide in the middle.</p><p>PRACTICE AND APPLY</p><p>Draft Your Own Story</p><p>1. Review your prewriting chart.</p><p>2. Write about a problem that needs to be solved.</p><p>3. Give your story a beginning, middle, and end.</p><p>Look at how this writer used the ideas in her</p><p>story map to write a draft.</p><p>57</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>A Story</p><p>Revise</p><p>DESCRIBING</p><p>WORDS</p><p>huge</p><p>floppy</p><p>swift</p><p>funny</p><p>delicious</p><p>cheerful</p><p>loudly</p><p>eagerly</p><p>slowly</p><p>carefully</p><p>brightly</p><p>rapidly</p><p>grumbled glumly</p><p>Soon Texas was the size it is today.</p><p>Elaborate</p><p>You can improve your writing by elaborating.</p><p>When you elaborate, you add important ideas and</p><p>details that may be missing from your writing.</p><p>When you revise your story, you may need to add</p><p>more details to create a picture for the reader.</p><p>The writer added a detail that explains why</p><p>Texas is important to her tall tale.</p><p>The next detail the writer added helps the reader</p><p>understand what happened to the state.</p><p>Word Choice</p><p>When you write, it is important to choose just the</p><p>right words for your topic and audience.</p><p>In a story, you need to use colorful, interesting</p><p>words to describe settings, characters, and actions.</p><p>, which is a big state</p><p>This state is too small for me, Too-Tall Tilly</p><p>said.</p><p>Too-Tall Tilly lived in Texas.</p><p>Too-Tall Tilly kept stretching the state.</p><p>58</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>She was so large that she could walk across</p><p>the whole state in a few giant steps.</p><p>This state is too small for me, Too-Tall Tilly</p><p>said.</p><p>grumbled glumly</p><p>Better Paragraphs</p><p>As you revise your draft, check your paragraphs</p><p>to make sure each paragraph contains just one main</p><p>idea. Details in the paragraph should support that</p><p>main idea.</p><p>Sometimes you may need to move sentences from</p><p>one paragraph to another.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Story</p><p>1. Add details or information that will make your</p><p>writing clearer or more interesting.</p><p>2. Use colorful and exact words that will create a</p><p>clear picture for the reader.</p><p>3. Take out information that is not necessary.</p><p>4. Grammar Can you combine two</p><p>sentences that tell about the same person,</p><p>place, or thing?</p><p>TECHNOLOGY</p><p>Use the FIND AND</p><p>REPLACE feature when</p><p>you want to replace</p><p>a word that you</p><p>have used several</p><p>times in your draft.</p><p>59</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>Conferencing for the Reader</p><p>■ Are features of a story included in your</p><p>partner’s draft?</p><p>• an interesting beginning, middle, and end</p><p>• a plot with a problem</p><p>• characters who make things happen</p><p>• describing words</p><p>■ Tell what you like about the draft.</p><p>What does</p><p>Too-Tall Tilly</p><p>look like?</p><p>This part</p><p>about the horse</p><p>isn’t necessary.</p><p>Good</p><p>ending for a</p><p>tall tale!</p><p>A Story</p><p>Revise • Peer Conferencing</p><p>Too-Tall Tilly lived in Texas. Too-Tall Tilly was almost as</p><p>big as Texas. She had a big horse, too. She was so large that</p><p>she could walk across the whole state in a few giant steps.</p><p>This state is too small for me, Too-Tall Tilly said. So she</p><p>tied a rope around one side of the state. She yanked and</p><p>pulled. That side of the state stretched and stretched. Then</p><p>Too-Tall Tilly leaped to the other side of the state. She tied</p><p>the rope to it and yanked and pulled. that side of the state</p><p>stretched out, too. Too-Tall Tilly kept stretching the state. It’s</p><p>big enough for me now, she shouted.</p><p>And that is why Texas is so wide in the middle.</p><p>Give a copy of your first draft to a partner to</p><p>read. Read your partner’s draft. You may be able to</p><p>offer each other some fresh ideas.</p><p>60</p><p>PREWRITE</p><p>DRAFT</p><p>PROOFREAD</p><p>PUBLISH</p><p>REVISE</p><p>Too-Tall Tilly lived in Texas. Too-Tall Tilly was</p><p>almost as big as Texas. She had a big horse, too.</p><p>She was so large that she could walk across the</p><p>whole state in a few giant steps.</p><p>This state is too small for me, Too-Tall Tilly said.</p><p>So she tied a rope around one side of the state.</p><p>She yanked and pulled. That side of the state</p><p>stretched and stretched. Then Too-Tall Tilly leaped</p><p>to the other side of the state. She tied the rope</p><p>to it and yanked and pulled. that side of the state</p><p>stretched out, too. Too-Tall Tilly kept stretching the</p><p>state. It’s big enough for me now, she shouted.</p><p>And that is why Texas is so wide in the middle.</p><p>Too-Tall Tilly</p><p>,which is a big state</p><p>She had broad shoulders and strong arms.</p><p>Soon Texas was the size it is today. happily</p><p>grumbled glumly</p><p>REVISE</p><p>When you revise your story, think about the</p><p>suggestions your partner made. This writer made</p><p>some changes based on her partner’s ideas.</p><p>PRACTICE AND APPLY</p><p>Revise Your Own Story</p><p>1. Take notes on your partner’s comments.</p><p>2. Use your notes to improve your draft.</p><p>3. Add a title.</p><p>Revising</p><p>■ Does your story</p><p>suit your purpose</p><p>and audience?</p><p>■ Do you need to</p><p>elaborate on any</p><p>part of your story?</p><p>■ Does your story</p><p>have a clear</p><p>beginning, middle,</p><p>and end?</p><p>■ Did you use</p><p>colorful words?</p><p>■ Do the sentences</p><p>flow smoothly</p><p>when read aloud?</p><p>■ Did you add a title?</p><p>61</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>A Story</p><p>Proofread/Edit</p><p>STRATEGIES FOR PROOFREADING</p><p>• Reread your revised story, each time looking for</p><p>a different type of mistake. You’ll have a better</p><p>chance of catching all the errors.</p><p>• Check each sentence for correct capitalization.</p><p>• Reread for correct end punctuation.</p><p>• Look for quotation marks at the beginning and</p><p>end of a person’s exact words.</p><p>• Check for spelling mistakes.</p><p>After you have revised your story, you should</p><p>proofread it. You need to correct any errors in</p><p>mechanics, grammar and usage, and spelling.</p><p>GRAMMAR</p><p>• A verb must agree with the time of the action.</p><p>A present-tense verb tells what is happening</p><p>now. A past-tense verb tells about a past action.</p><p>A future-tense verb tells about an action that is</p><p>going to happen.</p><p>MECHANICS</p><p>• Use a comma after the name of a person being</p><p>spoken to.</p><p>• Use a comma after words such as yes and no</p><p>when they begin a sentence.</p><p>• Use quotation marks at the beginning and end</p><p>of a person’s exact words.</p><p>REVIEW THE RULES</p><p>TECHNOLOGY</p><p>Do you sometimes</p><p>forget to indent</p><p>paragraphs?</p><p>Word processing</p><p>programs usually let</p><p>you set margins so</p><p>that the first line of</p><p>a paragraph indents</p><p>automatically.</p><p>Go to pages 138–165 to review other rules.</p><p>62</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PUBLISH</p><p>PROOFREAD</p><p>Proofreading</p><p>■ Did you spell all</p><p>words correctly?</p><p>■ Did you begin each</p><p>sentence with a</p><p>capital letter?</p><p>■ Did you indent</p><p>each paragraph?</p><p>■ Did you use</p><p>quotation marks</p><p>correctly?</p><p>PROOFREADING</p><p>MARKS</p><p>new paragraph</p><p>add</p><p>take out</p><p>Make a capital</p><p>letter.</p><p>Make a small</p><p>letter.</p><p>Check spelling.</p><p>Add a period.</p><p>Too-Tall Tilly lived in Texas. Too-Tall Tilly was</p><p>almost as big as Texas. She had a big horse, too.</p><p>She was so large that she could walk across the</p><p>whole state in a few giant steps.</p><p>This state is too small for me, Too-Tall Tilly said.</p><p>So she tied a rope around one side of the state.</p><p>She yanked and pulled. That side of the state</p><p>stretched and stretched. Then Too-Tall Tilly leaped</p><p>to the other side of the state. She tied the rope to</p><p>it and yanked and pulled. that side of the state</p><p>stretched out, too. Too-Tall Tilly kept stretching the</p><p>state. It’s big enough for me now, she shouted.</p><p>And that is why Texas is so wide in the middle.</p><p>Too-Tall Tilly</p><p>,which is a big state</p><p>She had broad shoulders and strong arms.</p><p>Soon Texas was the size it is today. happily</p><p>grumbled glumly</p><p>”</p><p>”</p><p>“</p><p>!</p><p>Look at the proofreading corrections made on the</p><p>draft below. What does the proofreading mark</p><p>mean? Why does the writer use this mark?</p><p>PRACTICE AND APPLY</p><p>Proofread Your Own Story</p><p>1. Correct spelling mistakes.</p><p>2.</p><p>Use quotation marks where needed.</p><p>3. Indent paragraphs.</p><p>PROOFREAD</p><p>“</p><p>63</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>A Story</p><p>Publish</p><p>❑ Who is my audience? Did I write about something</p><p>that will interest them?</p><p>❑ What is my purpose? Will readers be entertained?</p><p>❑ Did I write an interesting beginning, middle, and end?</p><p>❑ Does my plot have a problem to be solved?</p><p>❑ Did I choose good describing words and details to</p><p>tell about the characters, setting, and events?</p><p>❑ Do I like the sound of my story when I read it aloud?</p><p>Do the sentences flow smoothly?</p><p>❑ Did I proofread and correct all mistakes?</p><p>Story</p><p>Before you publish, review your story one more</p><p>time. A checklist can help you.</p><p>The writer used the checklist to review her</p><p>story. Read “Too-Tall Tilly” and discuss the writer’s</p><p>published piece. Was it ready to be published?</p><p>Discuss why or why not.</p><p>64</p><p>PREWRITE</p><p>DRAFT</p><p>REVISE</p><p>PROOFREAD</p><p>PUBLISH</p><p>To o - Ta l l T i l l y</p><p>by Debbie Griffin</p><p>Too-Tall Tilly lived in Texas, which is a big state.</p><p>Too-Tall Tilly was almost as big as Texas. She had</p><p>broad shoulders and strong arms. She was so large</p><p>that she could walk across the whole state in a few</p><p>giant steps. “This state is too small for me,” Too-Tall</p><p>Tilly grumbled glumly.</p><p>So she tied a rope around one side of the state. She</p><p>yanked and pulled. That side of the state stretched</p><p>and stretched. Then Too-Tall Tilly leaped to the other</p><p>side of the state. She tied the rope to it and yanked</p><p>and pulled. That side of the state stretched out, too.</p><p>Too-Tall Tilly kept stretching the state. Soon Texas</p><p>was the size it is today. “It’s big enough for me now!”</p><p>she shouted happily.</p><p>And that is why Texas is so wide in the middle.</p><p>PRACTICE AND APPLY</p><p>Publish Your Own Story</p><p>1. Check your revised draft one last time.</p><p>2. Make a neat copy of your draft.</p><p>3. Add a border, pictures, or a cover.</p><p>Handwriting</p><p>When you make your</p><p>final copy, leave some</p><p>space between the title</p><p>and the rest of the</p><p>story. Remember to</p><p>indent the first line</p><p>of each paragraph.</p><p>65</p><p>Writing Rubric</p><p>A Story</p><p>Score Description</p><p>4</p><p>Excellent</p><p>■ creates an entertaining, detailed story</p><p>■ moves readers through an engaging beginning, middle,</p><p>and end</p><p>■ uses an original voice and well-crafted dialogue</p><p>■ uses advanced vocabulary</p><p>■ uses a variety of sentences that flow</p><p>■ is free or almost free of errors</p><p>3</p><p>Good</p><p>■ creates a solid, detailed story</p><p>■ creates a clear beginning, middle, and end</p><p>■ attempts to create a personal style</p><p>■ uses both new and everyday words</p><p>■ includes easy-to-follow sentences</p><p>■ has minor errors that do not confuse the reader</p><p>2</p><p>Fair</p><p>■ attempts to create a story with some details</p><p>■ has an unclear beginning, middle, and end</p><p>■ lacks involvement with readers</p><p>■ uses words that are unclear</p><p>■ includes sentences that are understandable but awkward</p><p>■ makes frequent errors that confuse the reader</p><p>1</p><p>Unsatisfactory</p><p>■ does not tell a story</p><p>■ has no beginning, middle, or end</p><p>■ shows no engagement with readers</p><p>■ uses words not connected to the purpose</p><p>■ uses run-on sentences and sentence fragments</p><p>■ makes serious and repeated errors</p><p>Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.</p><p>66</p><p>4UnitUnit</p><p>Expository Writing:</p><p>A How-To</p><p>67</p><p>Literature Models</p><p>How-to Writing</p><p>Have you ever told someone how to do or make</p><p>something? How-to writing explains how to do</p><p>something step by step.</p><p>Learning from Writers</p><p>Read the following examples of explanatory</p><p>writing. What do the writers explain? How did they</p><p>organize their writing? As you read, look for exact</p><p>details and words that help the reader understand</p><p>the order of the steps.</p><p>Nature’s Web Maker</p><p>The garden spider is one of nature’s best builders.</p><p>Let’s look at how it makes its web between two plants.</p><p>First, the spider makes a bridge line by spinning</p><p>out a long silk thread. Air currents blow one end</p><p>of this thread to another plant where it sticks. The</p><p>spider travels along the bridge line it has made. It</p><p>drops another line down to a plant below and travels</p><p>down it. Then it comes back up with another silk</p><p>thread to make a triangle. The spider keeps spinning.</p><p>Back and forth, up and down, the spider goes. The</p><p>web now looks something like the spokes of a wheel.</p><p>Then the spider lays the trap—a long thread of sticky</p><p>silk that spirals around the spokes until it reaches the</p><p>center of the wheel. When the spider gets a victim, it</p><p>can race down the spokes because they are dry, not</p><p>sticky, and capture its prey.</p><p>—Diane Hoyt-Goldsmith, from Spiders at Work</p><p>ANDWRITE</p><p>TH NK</p><p>Purpose</p><p>Why do you think</p><p>people write and</p><p>read instructions?</p><p>Write your answer</p><p>in your journal.</p><p>68</p><p>Literature Models</p><p>How to Plan a Family Picnic</p><p>You can have a good family</p><p>picnic if you follow some simple</p><p>steps. First, pick the perfect spot.</p><p>This might be a park or a lake.</p><p>Second, make sure that everyone</p><p>will like the food on the menu.</p><p>It would be awful to spend all</p><p>that time cooking and find out</p><p>that your cousins hate chicken!</p><p>Third, give everyone a little job to do.</p><p>If Uncle Harry is minding the little</p><p>kids, they won’t stick their fingers in</p><p>the pies. Fourth, serve the food before</p><p>everyone gets too hungry. Finally, make</p><p>sure everyone at the picnic helps clean</p><p>up. Follow these rules, and your family</p><p>will have a lot of fun.</p><p>— Miguel Santos</p><p>PRACTICE AND APPLY</p><p>Thinking Like a Reader</p><p>1. In “Nature’s Web Maker,”</p><p>how does the spider begin</p><p>its web?</p><p>2. How many steps are</p><p>explained in “How to Plan a</p><p>Family Picnic”? Name them.</p><p>Thinking Like a Writer</p><p>3. In “Nature’s Web Maker,”</p><p>what details are used to</p><p>make the first step clear?</p><p>4. How did the author of “How</p><p>to Plan a Family Picnic” make</p><p>the order of the steps clear?</p><p>5. Reading Across Texts Compare how the instructions in the two</p><p>samples are organized. Tell what is the same and what is different.</p><p>69</p><p>A How-to gives directions or explains how to do</p><p>something. Good explanatory writing:</p><p>▶ Tells how to complete a specific task.</p><p>▶ Presents step-by-step instructions.</p><p>▶ Gives clear details that are easy to follow.</p><p>▶ Uses time-order or space-order words to</p><p>make instructions clear.</p><p>DEFINITIONS AND FEATURES</p><p>Literature Models</p><p>▶ How To</p><p>Reread “Nature’s Web Maker” by Diane Hoyt-</p><p>Goldsmith on page 68. What specific task does the</p><p>author explain?</p><p>The garden spider is one of nature’s best builders.</p><p>Let’s look at how it makes its web between two plants.</p><p>The first two sentences tell what the writing will</p><p>explain.</p><p>▶ Step-by-Step Instructions</p><p>When you write instructions, the steps need to</p><p>be in the order they are carried out.</p><p>First, the spider makes a bridge line by spinning</p><p>out a long silk thread. Air currents blow one end</p><p>of this thread to another plant where it sticks.</p><p>What time-order word helps make the steps</p><p>easier to follow?</p><p>Features of</p><p>How-to Writing</p><p>70</p><p>Literature Models</p><p>PRACTICE AND APPLY</p><p>Create a Features Chart</p><p>1. List the features of good how-to writing.</p><p>2. Reread “How to Plan a Family Picnic” by</p><p>Miguel Santos on page 69.</p><p>3. Write one example of each feature in Miguel’s</p><p>writing.</p><p>4. Write the feature of Miguel’s writing that</p><p>was most helpful to you in following the</p><p>instructions.</p><p>▶ Clear Details</p><p>Exact details help your readers understand each</p><p>step. The sentence below describes how the web</p><p>looks.</p><p>The web now looks something like the spokes of</p><p>a wheel.</p><p>Can you picture in your mind exactly how the</p><p>web looks?</p><p>▶ Space-Order Words</p><p>Sometimes it is just as important to show where</p><p>something takes place as when it takes place. To</p><p>help your readers clearly understand directions, use</p><p>space-order words, such as up, across, between, in</p><p>front of, and under.</p><p>The spider travels along the bridge line it has</p><p>made. It drops another line down to a plant</p><p>below and travels down it.</p><p>What space-order words did the author use?</p><p>71</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>P</p><p>R</p><p>O</p><p>C</p><p>E</p><p>S</p><p>S</p><p>How-to Writing</p><p>How-to writing gives directions or explains</p><p>how to do or make something. Writing how-to</p><p>instructions</p>