11
Practice
Name Date
McGraw-Hill School Division
10
At Home: Work with a family member to write three
complete sentences about how to grow flowers.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 2–3
1
Sentences
A. Write each group of words that is a sentence.
1. Places the flowerpot in the sun.
2. Todd waters the plant every day.
3. A green stem grows in the soil.
4. Tiny leaves begin to sprout.
5. Grows bigger and bigger.
B. Write each group of words so that they form a sentence.
6. In the garden, Juan.
7. Finds an empty flowerpot.
8. Plants some seeds.
9. His little sister Rosa.
10. Every day Juan and Rosa.
1
Practice
Name Date
•A sentence tells a complete thought.
Juan opens a package of seeds.
•Asentence fragment does not tell
a complete thought.
Plants them in a flowerpot.
• Begin every sentence with a capital letter.
REMEMBER THE RULES
McGraw-Hill School Division
Statements and Questions
10
At Home: Which sea animals would you like to learn more
about? Work with a family member to write four questions
or statements about those animals.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 4–5
2
2
Practice
Name Date
A. Read each sentence. If it tells something, write statement next to
it. If it asks something, write question.
1. We went to the aquarium.
2. What did you see?
3. Did you find the sea turtles?
4. The sea turtles were near the penguins.
5. How many sea lions did you count?
B. Write each sentence correctly as a statement or a question.
6. were there any sea horses
7. the guide fed the dolphins
8. how many arms does an octopus have
9. an octopus has eight arms
10. did you have fun at the aquarium
•A statement tells something. It ends with a period.
I saw a large whale
•A question asks something. It ends with a question mark.
Did you see the whale
?
.
REMEMBER THE RULES
McGraw-Hill School Division
Commands and Exclamations
A. Read each sentence. Write command if it is a command.
Write exclamation if it expresses strong feeling.
1. Make sure you have a full tank of air.
2. Please put on your scuba gear.
3. Gee, this scuba gear is heavy!
4. Now, jump into the water.
5. Wow, this water looks deep!
6. The water is really cold!
7. Don’t be scared.
8. Use your flippers to move around.
9. Remember to breathe slowly.
10. Oh, how peaceful it is underwater!
B. Underline each command. Circle each exclamation.
11. What a big starfish that is!
12. Please stay with your guide.
13. The coral is very sharp!
14. Do not stop swimming.
15. There are so many fish!
15
At Home: Draw two large starfish next to each other. Work
with a family member to write commands inside the first
starfish and exclamations inside the second starfish.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 6–7
3
3
Practice
Name Date
•A command tells or asks someone to do something. It ends
with a period.
You should try scuba diving
• An exclamation shows strong feeling. It ends with an
exclamation mark
.
It is so much fun
!
.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Sentence Punctuation
10
At Home: Write a statement, a command, a question, and an
exclamation about balloons. Ask a family member to help
you add the correct punctuation marks to each sentence.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 8–9
4
4
Practice
Name Date
A. Write each sentence. Add the correct end punctuation. Be sure to
begin each sentence with a capital letter.
1. is ballooning fun
2. yes, it is fun
3. climb into the basket
4. hold on tight
5. up we go
B. Write whether each sentence is a statement, question,
command, or an exclamation.
6. We need to inflate the balloon.
7. Turn on the pump.
8. Wow, look at the size of that balloon!
9. Those colors are so beautiful!
10. How many people can go up in that balloon?
•A statement and a command end with a period.
Statement: We are going ballooning
Command: Strap yourselves in
•A question ends with a question mark.
How high up will we go
• An exclamation ends with an exclamation mark.
That is very high
!
?
.
.
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
10
At Home: Write two questions about an animal you are
interested in. With a family member, find out the answers.
Then write the information as statements.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 10–11
5
5
Practice
Name Date
A. Write statement, question, command, or exclamation after
each sentence.
1. What smart animals dolphins are!
2. Dolphins use their flippers to turn.
3. How do they jump so high?
4. Don’t stand near the tank.
5. The dolphins will splash you.
B. Write each sentence correctly. If it is not a sentence, write fragment.
6. Kinds of dolphins
7. dolphins are intelligent animals
8. are dolphins and porpoises alike
9. dolphins live in warm waters
10. smaller than whales
•A sentence expresses a complete thought.
•A statement tells something. It ends with a period.
We are going to the dolphin show.
•A question asks something. It ends with a question mark.
Do you want to come with us?
•A command tells or asks someone to do something. It ends with
a period: Meet us at noon.
• An exclamation shows strong feeling. It ends with an
exclamation mark: Wow, you’ve never seen anything like it!
REMEMBER THE RULES
McGraw-Hill School Division
15
At Home: Read aloud part of a favorite book to a family
member. Point out the subjects of at least four sentences.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 12–13
6
6
Practice
Name Date
Subjects in Sentences
A. Underline the subject in each sentence.
1. Dr. Seuss is a famous children’s book author.
2. The author has invented some funny characters.
3. He uses nonsense words to make a point.
4. His books talk about important topics.
5. One of the topics is the environment.
6. The title of one of his books is The Lorax.
7. Dr. Seuss became interested in animals when he was a little boy.
8. His father ran a zoo.
9. The boy drew all the animals.
10. People all over the world read his books.
B. Choose a subject from the box that best completes each
sentence. Use each subject once. Write it on the line provided.
11. is another book by Dr. Seuss.
12. are fun to read.
13. get ideas for writing from pictures.
14. love to read books by Dr. Seuss.
15. is a character Dr. Seuss invented.
• The subject of a sentence names the person, place, or thing
the sentence is about.
Dr. Seuss wrote many books for children.
REMEMBER THE RULES
Books Children Many writers Oh, the Places You’ll Go! Horton
McGraw-Hill School Division
10
At Home: Ask family members to say sentences aloud
about something they like in nature. Point out the
predicates.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 14–15
7
7
Practice
Name Date
Predicates in Sentences
A. Underline the predicate in each sentence.
1. Brian walks in the woods every day.
2. He likes to watch the animals.
3. A robin sings in a nearby tree.
4. The sunlight shines on the green leaves.
5. A squirrel gathers acorns under the tree.
B. Complete each sentence by writing a predicate.
6. Brian
7. He
8. The trees
9. The squirrels
10. Brian
• The predicate of a sentence tells what the subject does or is.
Brian takes a walk in the woods.
He looks at the trees and the animals.
REMEMBER THE RULES
McGraw-Hill School Division
5
At Home: With a family member, find a picture of a garden.
Write two related sentences about the picture. Then join
the sentences using the word and.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 16–17
8
8
Practice
Name Date
Combining Sentences: Compound Sentences
Write each pair of sentences as one sentence. Use a comma before
the word and.
1. The gardener chased the rabbits out. He built a fence.
2. The lettuce was green. That is why the rabbits liked it.
3. The rabbits waited. Then they dug a hole under the fence.
4. The gardener saw the rabbits. He started to laugh.
5. The gardener left the rabbits alone. The rabbits ate the lettuce.
• Two related sentences can be combined with a comma and
the word and.
•A compound sentence is a sentence that contains two sentences
joined by and.
The garden was full of rabbits, and they were eating the plants.
REMEMBER THE RULES
McGraw-Hill School Division
10
At Home: Write a run-on sentence about the circus. Then
show a family member how to make it into two separate
sentences or one compound sentence.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 18–19
9
9
Practice
Name Date
Mechanics and Usage:
Correcting Run-on Sentences
Correct the run-on sentences by making them into two sentences.
The crowd cheered they clapped hard.
1.
2.
The dogs jumped through hoops they jumped over each other.
3.
4.
Elephants stood on their hind legs they let people ride on their trunks.
5.
6.
Magicians did tricks they made rabbits disappear.
7.
8.
Clowns ran into the audience they made people laugh.
9.
10.
•A run-on sentence contains two or more sentences that should
stand alone.
The circus came to town the children were excited.
• You can correct a run-on sentence by separating two complete
ideas into two sentences or by rewriting it as a compound
sentence.
The circus came to town. The children were excited.
The circus came to town, and the children were excited.
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
10
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 20–21
10
10
Practice
Name Date
Read each sentence. Write the subject on the subject line and the
predicate on the predicate line.
Zebras live in Africa.
1. Subject:
2. Predicate:
Zebras have stripes.
3. Subject:
4. Predicate:
The stripes help to protect the zebras.
5. Subject:
6. Predicate:
A zebra is a grazing animal.
7. Subject:
8. Predicate:
Grazing animals eat mostly grass and plants.
9. Subject:
10. Predicate:
At Home: Find out other facts about zebras. Write two
compound sentences using the information you find. Share
the new facts with a family member.
• The subject of a sentence tells whom or what the sentence is
about.
• The predicate of a sentence tells what the subject does or is.
•A compound sentence contains two related sentences joined
by a comma and the word and
.
•A run-on sentence contains two or more sentences that should
stand alone.
REMEMBER THE RULES
McGraw-Hill School Division
Common Errors with Fragments
and Run-on Sentences
Complete the story below. Rewrite run-on sentences.
As I looked out the window, I saw a blizzard heading our way.
The looked like giant icicles. You
. Suddenly, the
was dark. The lights went out Mom found a
flashlight.
You could hear a pin drop. Soon, I .
When ?
At last, the storm was over the sun came out!
Then we !
10
At Home: Write three complete sentences about the
weather. Share the sentences with a family member,
pointing out the subjects and the predicates.
McGraw-Hill Language Arts
Grade 3, Unit 1, Sentences,
pages 22–23
11
11
Practice
Name Date
• Correct a fragment by adding a subject
or a predicate. fragment: The snow.
sentence: The snow came down.
• Correct a run-on sentence by rewriting
it as two sentences or as a compound
sentence.
run-on sentence:
It is cold we are making angels.
two sentences:
It is cold. We are making angels.
compound sentence:
It is cold, and we are making angels.
REMEMBER THE RULES
McGraw-Hill School Division
Study Skills: Dictionary
10
At Home: With a family member, play a dictionary game. Ask
a family member to give you a word to look up. Find the word,
name the guide words, and read the definition of the word.
McGraw-Hill Language Arts
Grade 3, Unit 1, Study Skills,
pages 30–31
12
A. Use this example from a dictionary page to answer these
questions.
1. What are the guide words?
2. Could the word paint appear on this page?
3. How many definitions are given for the entry word?
4. What is the pronunciation for the word park?
5. Which parts of speech can park be used as?
B. Circle the word in ( ) that could appear on this page.
6. (pyramid, piano)
7. (play, palace)
8. (pass, practice)
9. (page, paste)
10. (penny, pool)
12
Practice
Name Date
park ➤ poodle
park 1. A piece of land used by people for enjoyment and recreation. 2. A
large area of land left in its natural state. Noun.
• To leave an automobile or other vehicle in a place for a time: We parked
the car. Verb.
park (pärk) noun, plural parks; verb, parked, parking.
You use a dictionary to find the meanings of words. A dictionary
also shows you how words are spelled and pronounced.
• Guide words show the first and last words on a page.
• Entry words are all the words explained in a dictionary. They
are listed in alphabetical order.
• Pronunciation is shown in ( ) to help you sound out a word.
• Definition is the meaning of the word. Each meaning is numbered.
REMEMBER THE RULES
McGraw-Hill School Division
Vocabulary: Time-Order Words
A. Underline the time-order word or phrase in each sentence.
1. We went fishing .
2. Mom said we could leave I got some worms.
3. I got the worms, we climbed into the car.
4. We got to the lake lunch.
5. We ate lunch .
B. Write each sentence on the line. Use a word or words from the
box above to complete each sentence.
6. we ate, Mom told us a story.
7. there was a king who loved fish.
8. The king went fishing and caught a goldfish.
9. The fish begged to be let go.
10. the fish was free, it gave the king two wishes.
first
before
After
as soon as
yesterday
•A time-order word or phrase tells when things happen and in
what order.
first before immediately
next week after one day
a long time ago yesterday as soon as
tomorrow then while
10
At Home: Find examples of time-order words in a newspaper or
magazine. Make a list of the words and read them to a family
member.
McGraw-Hill Language Arts
Grade 3, Unit 1, Vocabulary,
pages 32–33
13
13
Practice
Name Date
McGraw-Hill School Division
Composition: Main Idea and Supporting Details
10
At Home: Look at a favorite book with a family
member. Pick out the main idea in three paragraphs
in the book.
McGraw-Hill Language Arts
Grade 3, Unit 1, Composition,
pages 34–35
14
A. Read the sentences below. Write yes if the sentence supports the
topic sentence, or main idea. Write no if it does not.
1. First, we took a train to the ranch in Wyoming.
2. Trains travel on tracks.
3. We went to see the horses right away.
4. Next year, we are going camping.
5. I picked out the horse I wanted to ride.
B. Write a topic sentence that could begin a paragraph for each of
the following topics.
6. My First Horseback Ride
7. How to Ride a Horse
8. Differences Between a Horse and a Mule
9. How to Take Care of a Horse
10. Fun on a Dude Ranch
14
Practice
Name Date
• The main idea is what a piece of writing is all about.
• In a paragraph, all sentences should tell about one main idea.
• The main idea is usually stated in a topic sentence.
• Supporting details help to develop the main idea.
• If a detail does not tell about the main idea, take it out.
topic sentence: Our trip to the dude ranch was exciting.
McGraw-Hill School Division
Features of Personal Narrative
Read the short personal narrative below. Then answer the questions.
The moving van was just pulling away. I really didn’t want to
move, but Dad took a new job in a new city. I was going to miss all
my friends. We were friends since we were little. Before I got into
the car, I ran next door to say good-bye to Amanda, my very best
friend. It was sad to say good-bye.
1. What makes this a personal narrative?
2. What words show that this is a personal narrative?
3. What happened before the writer got into the car?
4. What feelings does the writer show?
5. What words or phrases tell you about the writer’s feelings?
5
At Home: Share what you did at school today with your
family. Use words and phrases to express how you felt
about what you did.
McGraw-Hill Language Arts
Grade 3, Unit 1, Personal Narrative,
pages 42–43
14a
14a
Practice
Name Date
A personal narrative is writing that tells a true story about your
own life. A good personal narrative:
• tells a story from the writer’s personal experience using words
like I, my, and me.
• expresses the writer’s feelings.
• has an interesting beginning, middle, and ending.
• uses time-order words to share events in the order they
happened.
McGraw-Hill School Division
Prewrite: Personal Narrative
At Home: With a family member, think of a favorite person
and three reasons why you like that person so much. Then
write a paragraph about the person.
McGraw-Hill Language Arts
Grade 3, Unit 1, Personal Narrative,
pages 44–45
14b
Think of a special person to write about. Brainstorm why this person
is special to you, and what you like to do together. Organize your
ideas on the cluster map below.
14b
Practice
Name Date
An important step in writing is revising your first draft. In this way you
can make your writing better.
A. Read the first draft of the personal narrative below. Then follow
these steps to revise it.
• Use time-order words to help tell the story in order.
• Choose words that let the reader know how you felt.
• Add details that make your writing clearer.
• Include a good ending.
Fun in the Sun
Last summer, I went to visit my grandparents. They live in
California. I flew there with my older brother. The airplane ride
took four hours. We landed in California. There were
Grandmother and Grandfather welcoming us!
We had a long drive to their house. I fell asleep in the car.
The house is right by the ocean. At night, I could hear the
waves. The sound put me to sleep.
My grandparents own a boat. We went out almost every
day. One day we saw dolphins. We stayed in California for two
weeks. I was sorry to leave.
B. Use the changes you marked to write the revised personal
narrative on another piece of paper.
McGraw-Hill School Division
Revise: Personal Narrative
At Home: Write a paragraph about a trip you took. Then,
revise it, adding details about feelings. Explain to a family
member how you improved the writing.
McGraw-Hill Language Arts
Grade 3, Unit 1, Personal Narrative,
pages 50–51
14c
14c
Practice
Name Date
McGraw-Hill School Division
Proofread: Personal Narrative
10
At Home: Write a short paragraph about dinosaurs. Include three
errors in your writing. Then show a family member how to
proofread and make corrections.
McGraw-Hill Language Arts
Grade 3, Unit 1, Personal Narrative,
pages 54–55
14d
Read the personal narrative about a
visit to a museum. Look for incorrect
capitalization and punctuation. Check
for sentence fragments, and correct any
spelling errors.
A. Use the proofreading marks from the
box to mark ten errors you find. You
can use the “add” mark to show where
punctuation marks should go. The first
two errors are marked for you.
one day, my grandparents took me to a museum It was called the
Museum of natural History. Their were all kinds of displays. Things
about animals. Won display showed the bones of a dinosaur. It was so
interesting There was a giant skeleton of a stegosaurus. grandma said
the tyrannosaurus was her favrit. Grandpa’s favorite, too. I loved going
to the museum.
B. Use the corrections and changes you marked to write the new
paragraph on another sheet of paper.
14d
Practice
Name Date
PROOFREADING
MARKS
new paragraph
∧ add
take out
Make a capital letter.
Make a small letter.
Check spelling.
Add a period.
.
sp
∧
.
McGraw-Hill School Division
Nouns
A. Write the noun or nouns in each sentence.
1. The new swimming pool is open.
2. It is behind the school.
3. Marcia wants to swim.
4. Marcia packs a towel.
5. The bus arrives early.
6. The driver stops on her street.
7. Vic waves as she gets on the bus.
8. Oki is also going to the pool.
9. Marcia and Oki find a seat together.
10. The bus stops near the school.
B. Read each sentence. Write the noun from the box that best
completes each sentence.
11. The shines down brightly.
12. The splash each other.
13. A lifeguard sits on a above the pool.
14. He wears a silver around his neck.
15. Marcia swims slowly across the .
15
At Home: With family members, make a list of the people,
places, and things you might see at a playground.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 78–79
15
15
Practice
Name Date
•A noun names a person, place, or thing.
The girl paints. Girl names a person.
The room is sunny. Room names a place.
The poster is large. Poster names a thing.
chair sun whistle children pool
REMEMBER THE RULES
McGraw-Hill School Division
Singular and Plural Nouns
10
At Home: Think of a place near your home. Tell a family
member about three singular and three plural things that
you see there.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 80–81
16
A. Read each sentence. Write each plural noun on the line.
1. Our yard has some colorful visitors this year.
2. Two robins built a nest in the apple tree.
3. A deer pulled an apple from the branches.
4. The bees are buzzing around a big orange flower.
5. Dad saw two baby foxes near the back fence.
B. Read each sentence. Decide if the underlined noun is singular or
plural. Write singular or plural on the line next to each sentence.
6. We wanted to swim on Saturday
.
7. A storm
was seen near the shore.
8. The beaches
were closed for the weekend.
9. We ate our lunches on the beach blankets
.
10. Dad and I played volleyball
in the front yard.
16
Practice
Name Date
•A singular noun names one person, place, or thing.
•A plural noun names more than one person, place, or thing.
• Add -s to form the plural of most singular nouns.
birds robins trees
• Add -es to form the plural of singular nouns that end in s, sh, ch,
or x.
classes dishes lunches boxes
REMEMBER THE RULES
McGraw-Hill School Division
Plural Nouns with -ies
A. Read each sentence. Circle the plural noun in each sentence.
1. We discussed our hobbies in class.
2. Do you like raising bunnies?
3. Luke grows daisies in his flower garden.
4. Ben collects pennies.
5. Does Ana gather strawberries?
B. Read each sentence. Write the plural
form of each noun in ( ).
6. Many (family) go to the country fair.
7. Some bring their (puppy).
8. Did you see those little (baby)?
9. Try some muffins from the town (bakery).
10. For a few (penny), you can play ring toss.
11. The girls dress like (lady) from long ago.
12. The children ride (pony) around the ring.
13. Look at the (guppy) in the tank.
14. I like the two white (bunny) over here.
15. The man is telling (story) to the children.
15
At Home: List ten nouns that end in y. Play a game with a
family member. Say “I have one puppy.” The other person
answers “I have two puppies,” and spells the plural word.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 82–83
17
17
Practice
Name Date
• To form the plural of nouns ending in a consonant and y, change
the y to i and add -es.
The butterfly flew. → The butterflies flew.
REMEMBER THE RULES
McGraw-Hill School Division
More Plural Nouns
10
At Home: Draw an outdoor scene that includes two sheep,
three moose, and two deer. With a family member, label
the animals in your picture, using the correct plural form.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 84–85
18
A. Read each sentence. Circle the plural noun in each sentence.
1. Two bighorn sheep looked down from the mountain.
2. Several men were fishing in a stream.
3. One man caught three big trout.
4. He threw two smaller fish back into the stream.
5. Two big moose walked by.
B. Read each sentence. Write the plural
form of each noun in ( ).
6. Three (deer) ran into the forest.
7. Two (woman) walked along the forest path.
8. Did you see the (child) walking?
9. Several (mouse) nibbled on the leaves.
10. Five (goose) swam in the lake.
18
Practice
Name Date
• Some nouns have special plural forms.
The two men and three women won a prize.
• A few nouns have the same singular and plural forms.
The picture showed two deer and three sheep.
REMEMBER THE RULES
Singular
man
woman
child
goose
mouse
Plural
men
women
children
geese
mice
Singular
sheep
deer
moose
fish
trout
Plural
sheep
deer
moose
fish
trout
McGraw-Hill School Division
Common and Proper Nouns
A. Read the paragraph. Decide if each underlined word is a common
noun or a proper noun. Write common or proper on the
numbered line below.
I live in a small town
1
in Colorado
2
. I go to Rio Lindo School
3
.
Mr. Banks
4
is my teacher. Every Monday
5
afternoon I play
soccer
6
. Our team plays against the team
7
from Richmond
8
. I
bring my dog
9
Scout to the field. Scout
10
likes to watch me play.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
B. Write a proper noun for each common noun.
11. day
12. school
13. city or town
14. teacher
15. street
15
At Home: Draw a picture of four or five stores in your
town. With a family member, print the name on each store.
Use a capital letter for important words.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 86–87
19
19
Practice
Name Date
•A common noun names any person, place, or thing.
boy state cat day
•A proper noun names a special person, place, or thing and
begins with a capital letter.
Juan New Mexico Tiger Tuesday
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Capitalization
10
At Home: Pick one of your favorite books at home. Have a
family member find ten proper nouns in the book. As they
read them to you, write each one using correct capitalization.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 88–89
20
A. Read each sentence. Write the proper noun in ( ) correctly on
the line.
1. Habib is reading a book called (bringing the rain to kapiti plain).
2. It tells about life in (africa).
3. The story is about a herdsman named (ki-pat).
4. The illustrations are by (beatriz vidal).
5. The author lives in (kenya).
B. Write each proper noun correctly.
6. naomi is reading the legend of the indian paintbrush.
7. The story tells how the plains indians lived.
8. The chief had a horse called runs swiftly.
9. Most of the story takes place in south dakota.
10. habib and naomi will finish their books by friday.
20
Practice
Name Date
• Begin each important word of a proper noun with a capital letter.
Sarita Alaska Echo Bridge
• Capitalize the name of a day, month, or holiday.
Saturday May New Year’s Day
• Capitalize important words in the title of a book.
The Mouse and the Motorcycle
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
A. Complete the sentences by writing the proper noun in ( ) correctly.
1. An early submarine was designed by . (david
bushnell)
2. The name of the ship was the . (turtle)
3. built a copper-covered submarine. (robert
fulton)
4. He called this submarine the . (nautilus)
5. Fulton tried to sell his invention to . (france)
B. Write each underlined noun. Write whether the noun is singular
or plural.
6. A submarine
is an underwater ship.
7. It dives and rises by filling tanks
with air or water.
8. A propeller
pushes a submarine forward.
9. The periscope
lets the navigator
see outside.
10. Small fins help submarines move through the ocean.
10
At Home: With a family member, think of something you
would like to invent. Give your invention a name. Write
three sentences about it, using common and proper nouns.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 90–91
21
21
Practice
Name Date
•A singular noun names one person, place, or thing. A plural
noun names more than one person, place, or thing.
Singular ➝ clock Plural ➝ clocks
•A common noun names any person, place, or thing. A proper
noun names a special person, place, or thing and begins with a
capital letter.
Common ➝ state Proper ➝ Florida
REMEMBER THE RULES
McGraw-Hill School Division
10
At Home: Write a note to a family member. Use singular
possessive nouns to tell about an animal or pet that you
like.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 92–93
22
22
Practice
Name Date
Singular Possessive Nouns
A. Circle the possessive noun in each sentence.
1. The Emperor penguin’s home
is in the Antarctic.
2. This seabird lives in one of the
world’s coldest climates.
3. The penguin feeds on the
ocean’s fish.
4. The seabird’s fat, round body
keeps heat inside.
5. The penguins live in groups
on the region’s ice.
B. Read each sentence. Write the possessive form of the noun in ( ).
6. The female (penguin) single egg is laid in March.
7. The (Antarctic) icy winds can chill the egg.
8. The (egg) safety is important to both parents.
9. The (male) job is to keep the egg warm.
10. The (chick) mother cares for it when it hatches.
•A possessive noun is a noun that shows who or what owns or
has something.
The bird’s feathers are blue.
I like that man’s dog.
• Add an apostrophe (’) and an -s to a singular noun to make it
possessive.
bear + ’s = bear’s
REMEMBER THE RULES
McGraw-Hill School Division
15
At Home: Brainstorm a list of five plural possessive nouns.
Take turns with a family member writing them in sentences.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 94–95
23
23
Practice
Name Date
Plural Possessive Nouns
A. Decide whether each word is a singular possessive noun or a
plural possessive noun. Write singular or plural on the line.
1. Saturday’s 6. insects’
2. friends’ 7. children’s
3. parents’ 8. teacher’s
4. Julio’s 9. Marie’s
5. women’s 10. workers’
B. Read each sentence. Write the possessive form of the plural noun in ( ).
11. The (owls) hoots floated across the water.
12. The (explorers) canoes were parked on the beach.
13. The men stared at the (bears) footprints.
14. Were the (animals) eyes watching them from behind the trees?
15. The (men) cameras clicked as they went to work.
• Add an apostrophe (’) to make most plural nouns possessive.
The buses’ wheels came to a stop.
• Add an apostrophe (’) and an -s to form the possessive of plural
nouns that do not end in s.
The people’s cabins were ready.
REMEMBER THE RULES
McGraw-Hill School Division
10
At Home: Write two short sentences about birds you have
seen near your home. Show them to a family member. Tell
how to combine the sentences using and.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 96–97
24
24
Practice
Name Date
Combining Sentences: Nouns
Read each pair of sentences. Circle the parts that are alike.
Then combine each pair of sentences.
1. During the fall, days get shorter. During the fall, days get colder.
2. Animals migrate to find food. Animals migrate to find warmth.
3. Cranes fly south. Geese fly south.
4. Birds fly along the East Coast. Birds fly along the West Coast.
5. The sun guides the birds. The stars guide the birds.
• You can make your writing more interesting by combining
sentences.
• Use the word and to join the two nouns. Leave out the words that
repeat.
Eagles have powerful wings. Snow geese have powerful wings.
↓
Eagles and snow geese have powerful wings.
REMEMBER THE RULES
McGraw-Hill School Division
15
At Home: With your family, make a chart of the names and
telephone numbers of important people, like your doctor.
Use abbreviations for people’s titles.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 98–99
25
25
Practice
Name Date
Mechanics and Usage: Abbreviations
A. Write each abbreviation correctly.
1. Dec 6. jan.
2. Sat 7. Dr Diaz
3. tues. 8. wed.
4. mrs. Lin 9. mr. Masako
5. Mar 10. Mrs Field
B. Circle the correct abbreviation for each sentence.
11. was a snowy month. Dec Dec.
12. My teacher’s name is Avila. Mr. mr
13. I saw my dentist, Hayes. Dr. Dr
14. It will be finished by noon. Fri. Fri
15. Please call night. Mon Mon.
• An abbreviation is a shortened form of a word. An abbreviation
begins with a capital letter and ends with a period.
• You can abbreviate titles before a name.
Dr. Shin Mrs. Mendez Mr. Martin
• You can abbreviate the days of the week.
Sun. Mon. Tues. Wed. Thurs. Fri. Sat.
• You can abbreviate some months.
Jan. Feb. Mar. Apr. Aug. Sept. Oct. Nov. Dec.
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
10
At Home: With a family member, cut out five nouns from
an old magazine or newspaper. Paste them on another
sheet of paper. Write the possessive form of each noun.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 100–101
26
A. Write the possessive form of each underlined noun.
1. the tiger tail
2. the elephants
trunks
3. the ringmaster
hat
4. the monkey
suit
5. the jugglers
act
B. Write each sentence. Add an apostrophe to the underlined noun
to show possession.
6. The lion
cage was big.
7. The dogs costumes were blue.
8. The children laughter was loud.
9. The clowns cars were small.
10. The trapeze artist act was wonderful.
26
Practice
Name Date
•A possessive noun shows who or what owns something.
• Add an apostrophe (’) and an -s to a singular noun to make it
possessive.
The clown’s shoes were huge.
• Add an apostrophe to make most plural nouns possessive.
The animals’ trainers taught them new tricks.
• Add an apostrophe and an -s to form the possessive of plural
nouns that do not end in -s.
The children’s seats were next to the ring.
REMEMBER THE RULES
McGraw-Hill School Division
Common Errors with Plurals and Possessives
Write each underlined word correctly on the line.
1. Peters’
dogs are beagles.
2. His grandparents
dog is a collie.
3. The dog’s
names are Ruff, Mishka, and Poco.
4. The dogs’
play in the park together.
5. At the park, they see two kittens’
.
6. One kittens
fur is orange.
7. Both kitten’s
tails are long.
8. Peters
father throws a ball to Mishka.
9. Mishkas’
mouth opens wide to catch
the ball.
10. Peoples
like to watch the dogs play
in the park.
10
At Home: With a family member, write three sentences about a
pet you would like to have. Use one singular possessive noun
and one plural possessive noun in your sentences.
McGraw-Hill Language Arts
Grade 3, Unit 2, Nouns,
pages 102–103
27
27
Practice
Name Date
•A plural noun names more than one person, place, or thing.
children parks trees
•A possessive noun shows who or what owns or has something.
• To form the possessive of a singular noun, add an ’s.
The dog’s tail is short.
• To form the possessive of a plural noun that ends in -s, add
an apostrophe (’).
The dogs’ tails are short.
• To form the possessive of a plural noun that does not end in -s,
add an ’s.
The children’s pets play in the park.
REMEMBER THE RULES
McGraw-Hill School Division
Study Skills: Library Resources
10
At Home: With a family member, go to your local library.
Look up a book in the card catalog, write down the call
number, and find the book.
McGraw-Hill Language Arts
Grade 3, Unit 2, Study Skills,
pages 110–111
28
Use the author cards to answer the questions below.
Card A
1. Who wrote this book on dolphins?
2. When was this book published?
3. What is the call number of the book?
4. What subject cards will help you find other books on dolphins?
5. Tell one thing about dolphins you will find in this book.
Card B
6. Who published this book?
7. What is the call number of this book?
8. Who wrote this book?
9. What two other subjects could help you research this topic?
10. Write one thing you might learn about animals in this book.
28
Practice
Name Date
CALL NUMBER: J599.53 CERULLO
AUTHOR: Cerullo, Mary M.
TITLE: Dolphins: What They Can Teach Us
PUBLISHED: Dutton Children’s Books,
New York: 1999
SUMMARY: Focuses on the behavior of these
large sea animals and their
interactions with humans.
SUBJECTS: 1. Sea animals
2. Dolphins
CALL NUMBER: J591.5 COSGROVE
AUTHOR: Cosgrove, Margaret
TITLE: Animals Alone and Together
PUBLISHED: Dodd, Mead and Company,
New York: 1978
SUMMARY: Examines the main groupings in
which animals live and the behavior
of animals in groups.
SUBJECTS: 1. Animal habitats
2. Group behavior in animals
Card A Card B
• To locate information in the library, use the Library Card
Catalog or PAC (Public Access Catalog).
• The card catalog lists books and materials in the library.
• The card catalog contains a title card and an author card for
every book. Each nonfiction book has a subject card.
• Every book has a call number.
REMEMBER THE RULES
McGraw-Hill School Division
Vocabulary: Compound Words
A. Read each sentence. Draw a line between
the two words that form a compound word.
1. Yesterday was Lien’s birthday.
2. Her classmates decided to surprise her.
3. We went to see her that afternoon.
4. As she came downstairs, we sang
“Happy Birthday.”
5. We gave her a sweatshirt with her name on it.
6. We went outside and played some games.
7. Then her dad built a fire in the fireplace.
8. We sat around the fire and ate popcorn.
9. Lien’s mom served cupcakes and juice.
10. At sunset we all went home.
B. Make compound words by joining a noun from Box A with a
noun from Box B. Use the compound words to solve the riddles.
11. I am something people eat for breakfast.
12. I protect a horse’s feet.
13. I am an insect with colorful wings.
14. I am a small home for a dog.
15. I am your father’s father.
B
house
fly
meal
father
shoe
A
dog
grand
butter
oat
horse
•A compound word is a word made from two or more words
joined together.
base + ball = baseball spot + light = spotlight
side + walk = sidewalk tea + cup = teacup
15
At Home: Make up some riddles that have compound
words for answers. Read the riddles to family
members. Have them guess the compound words.
McGraw-Hill Language Arts
Grade 3, Unit 2, Vocabulary,
pages 112–113
29
29
Practice
Name Date
• When you want a reader to follow ideas, events, or instructions,
present details in an order that makes sense.
• Begin with a topic sentence that states
the main idea.
• When you explain how to do
something, organize the details
in the order in which the
instructions need to be
carried out.
• Write exact, step-by-step
details.
• Choose words that help
explain the order of each step.
McGraw-Hill School Division
Composition: Organization
5
At Home: Play a game, such as checkers, with a family
member. Write down in order the steps you follow. Play
the game again and check the order of the steps.
McGraw-Hill Language Arts
Grade 3, Unit 2, Composition,
pages 114–115
30
Here are directions that tell how to make a jigsaw puzzle, but the
ideas are not in order. Number the ideas in an order that makes
sense. Write 1 next to the topic sentence. Write numbers 2 through 5
for the other ideas.
Cut out the picture and glue it smoothly onto a piece of
cardboard.
Now you can mix up the pieces, put them in a box, and play
with your puzzle on another day.
Find a pretty nature picture from a magazine to make your
own jigsaw puzzle.
Carefully cut out each piece.
Using a soft pencil, draw squiggly lines on your cardboard
picture to make 16 jigsaw puzzle shapes.
30
Practice
Name Date
McGraw-Hill School Division
Features of Explanatory Writing
Read the paragraph. Write the answers to the questions.
Beavers live in rivers, streams, and lakes. Beavers work together
in groups to build a dam. First, they choose a narrow place in a
shallow stream. Then, they cut down trees. They
do this by standing on their hind legs and gnawing
around the tree trunks with their large, powerful
teeth. When the tree falls down, the beavers break
off the branches. Next, they cut the trunk into
smaller pieces and drag the pieces into the
stream. Finally, they use sticks, stones, and mud
to keep the dam in place and to keep it watertight.
1. What specific task does the author explain?
2. What time-order words help you understand the steps?
3. Write a detail from the paragraph.
4. What space-order words does the author use?
5. What is the last step in building a dam?
5
At Home: Find out how a bird builds a nest. Explain it to a
family member, using clear, step-by-step directions.
McGraw-Hill Language Arts
Grade 3, Unit 2, Explanatory Writing,
pages 122–123
30a
30a
Practice
Name Date
Explanatory writing gives directions or explains how to do something.
Good explanatory writing:
• tells how to complete a specific task.
• presents step-by-step instructions.
• gives clear details that are easy to follow.
• uses time-order or space-order words to make instructions clear.
McGraw-Hill School Division
Prewrite: Explanatory Writing
At Home: Ask an adult family member to help you make
scrambled eggs. List the directions in order as you make
them.
McGraw-Hill Language Arts
Grade 3, Unit 2, Explanatory Writing,
pages 124–125
30b
Read these steps for making scrambled eggs. Write the steps in
order on the sequence chart.
Break the eggs into a bowl.
Enjoy eating your scrambled eggs.
Put the cooked eggs on a plate.
Pour the eggs into a pan and stir them while they cook.
Get some eggs.
Stir up the eggs in the bowl with a fork.
30b
Practice
Name Date
1.
➧
2.
➧
3.
➧
4.
➧
5.
➧
6.
McGraw-Hill School Division
Revise: Explanatory Writing
An important step in writing is revising your first draft. In this way you
can make your writing better.
A. Read the first draft below about how to make a set of wind
chimes. Then follow these steps to revise it.
• Add time-order words to help the reader understand the order of
the steps.
• Add details to make the writing more interesting.
• Fix choppy sentences by combining two short sentences with and.
Would you like to make a set of wind chimes? Collect
materials that will make a noise. These might be paper clips,
beads, pieces of wood, or keys. You will also need a wire
hanger and some string. Next, cut pieces of string. Tie pieces
of string to the objects. Then, tie the other end of the pieces of
string to the wire hanger. Hang the hanger in a place where
the wind will blow through it. Now, you can enjoy the sounds of
your wind chime!
B. Use the changes you marked to write the revised directions on
another sheet of paper.
At Home: Write a set of instructions for making a simple
craft project. Work with a family member to revise the
instructions by adding more details.
McGraw-Hill Language Arts
Grade 3, Unit 2, Explanatory Writing,
pages 130–131
30c
30c
Practice
Name Date
McGraw-Hill School Division
Proofread: Explanatory Writing
10
At Home: Ask a family member to write out a recipe for a healthy
snack. Ask them to make a few mistakes. Proofread the recipe
and show the corrections to your family.
McGraw-Hill Language Arts
Grade 3, Unit 2, Explanatory Writing,
pages 134–135
30d
Read the paragraph about making a
string telephone. Check for errors in
capitalization and punctuation. Correct
any spelling mistakes. Make sure the
writing makes sense.
A. Use the proofreading marks from the
box to mark ten errors you find. You
can use the “add” mark to show where
punctuation marks should go.
Have you ever played the Telephone Game. You can have fun making
a string telefone. first, punch a small hole. Punch one in the bottom of
two paper cups. Next, tie a knot in one end of a long peace of string. Pull
the unknotted end through the hol in the first cup. The strings knot should
be inside the cup. Then, pull the string throu the hole in the second cup.
First, tie another knot in the other end of the string. Now, you and a
friend can play the Telephone game with your string telephone!
B. Use the corrections and changes you marked to write the new
paragraph on another sheet of paper.
30d
Practice
Name Date
PROOFREADING
MARKS
new paragraph
∧ add
take out
Make a capital letter.
Make a small letter.
Check spelling.
Add a period.
sp
.
McGraw-Hill School Division
Action Verbs
A. Circle the action verb in each sentence.
1. Mark pulls the wagon to the corner.
2. Brian mixes lemonade.
3. The boys draw signs for the stand.
4. They work together.
5. Brian gets the stand ready.
6. Mark pours the lemonade into the cups.
7. Brian wants the first taste.
8. He drinks it all in one gulp!
9. People come for a drink of lemonade.
10. The boys hope for a hot day.
B. Write the action verb that belongs in each sentence. Choose the
verbs from the box.
11. First, we the lemons in half.
12. Next, we the lemon juice out.
13. Then, we sugar and water.
14. After that, we them up together.
15. Finally, we the lemonade.
15
At Home: Tell your family how to make lemonade. Use
action words.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 160–161
31
31
Practice
Name Date
• An action verb is a word that shows action.
Mark and Brian make a lemonade stand.
REMEMBER THE RULES
add cut taste squeeze stir
McGraw-Hill School Division
Present-Tense Verbs
15
At Home: Tell a family member what a character does in a
fairy tale or other story you have heard. Use present-tense
verbs.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 162–163
32
Write the verb in ( ) in the present tense. Check the spelling of
the verbs.
1. In fairy tales, the princess (find) her prince.
2. Even a frog (turn) into a prince.
3. Sometimes the princess (search) for her prince.
4. Sometimes she (wish) for the prince to come.
5. The witch (try) to keep them apart.
6. But a fairy godmother (help) them.
7. The prince (kiss) the princess.
8. The princess (marry) the prince.
9. The town (buzz) about the news.
10. The couple (live) happily ever after.
11. A fairy tale (tell) a make-believe story.
12. Someone in the story (use) magic powers.
13. The fairy godmother (fix) the problem.
14. The bad witch (lie) to the princess.
15. The princess (know) the truth in the end.
32
Practice
Name Date
• Add -s to most singular verbs in the present tense.
run runs
• Add -es to verbs that end in sh, ch, ss, zz, or x.
wash washes
• Change y to i and add -es to verbs that end with a consonant
and y.
try tries
REMEMBER THE RULES
McGraw-Hill School Division
Subject-Verb Agreement
A. Draw a line under the subject. Circle the verb that agrees.
1. We learn in many ways.
2. Children listen to stories.
3. You ask questions.
4. Students read good books.
5. They also play computer games.
B. Write each sentence. Use the correct form of the verb in ( ).
6. Many people (work) on computers.
7. Artists (draw) pictures on computers.
8. Doctors (look) at the inside of patients.
9. A police officer (find) suspects.
10. A teacher (grade) students.
10
At Home: Discuss with your family how computers help us
in our lives. Use correct subject-verb agreements.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 164–165
33
33
Practice
Name Date
• A verb in the present tense must agree with its subject.
Hank works on a computer.
• Do not add -s or -es to a present-tense verb when the subject
is I or you or is plural.
I work on a computer.
You work on a computer.
They work on a computer.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Letter Punctuation
10
At Home: With a family member, write a letter to a relative.
Be sure to write the greeting and closing correctly.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 166–167
34
34
Practice
Name Date
• The greeting and closing of a letter begins with a capital letter
and ends with a comma.
Dear Sarah,Sincerely,
Martin Miller
REMEMBER THE RULES
Write each item correctly.
1. Dear Mrs. Zelinsky
2. yours truly,
Saul
3. Dear carmen,
4. Sincerely
Aaron
5. Love,
Grandpa joe
6. dear Dr. DeSoto
7. Your friend
Alex
8. Dear Anastasia
9. Forever yours
Bea
10. love
Bill
McGraw-Hill School Division
Mixed Review
A. Read each sentence. Circle the action verb.
1. Several people work on the new fence.
2. One man carries some long boards.
3. Another man stacks boards on the platform.
4. One worker places the boards side by side.
5. She quickly cuts the boards into thin pieces.
6. One worker finds the hammer and nails.
7. Another worker nails the boards in place.
8. Together, they build the fence quickly.
9. My friends and I paint the new fence.
10. We finish the job in two hours.
B. Read each sentence. Write the correct form of the verb
on the line.
11. My cousin (repair) houses.
12. He (spread) new plaster on the walls.
13. He (fix) the doors and windows.
14. He and a friend (replace) the roof.
15. Then they (paint) the house inside and out.
15
At Home: With a family member, think of an activity you do
around the house. Write three sentences about the activity.
Use action verbs correctly.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 168–169
35
35
Practice
Name Date
• An action verb shows action.
• Add -s or -es to most singular verbs in the present tense. If a
verb ends with a consonant and y, change the y to i and add -es.
My neighbor builds a fence.
He studies a plan to build it.
• If the subject of a sentence is plural or is I or you, do not add -s
or -es to the verb in the present tense.
I watch him build the fence.
REMEMBER THE RULES
McGraw-Hill School Division
Past-Tense Verbs
10
At Home: Ask your family what inventions have changed
their lives. Listen for past-tense verbs.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 170–171
36
Write the sentence using the past tense of the verb in ( ).
1. We (study) about inventions last month.
2. We (talk) about different ideas.
3. We (decide) on an invention.
4. We (work) together on it.
5. The teacher (help) us.
6. Ahmed (plan) the work.
7. I (create) the design.
8. We (gather) the materials.
9. Some of us (glue) the parts.
10. Jan (spill) the glue!
36
Practice
Name Date
• A verb in the past tense tells about an action that has already
happened.
• Add -ed to most verbs to form the past tense.
walk + ed = walked
REMEMBER THE RULES
McGraw-Hill School Division
Future-Tense Verbs
Write each verb in ( ) in the future tense.
1. We (have) a talent show.
2. The students (love) the show.
3. Mrs. Patterson (play) the piano.
4. A group of girls (dance) in the show.
5. Lisa (perform) gymnastics.
6. Everyone (clap) a lot for her.
7. Roy and his brother (do) magic tricks.
8. Erin (tell) funny jokes.
9. The show (start) after school.
10. We (see) many talented students!
11. The audience (sit) in the chairs.
12. We (pull) the curtains open.
13. Mr. Nguyen (operate) the lights.
14. Mrs. Patterson (start) the music.
15. Everyone (cheer) for the performers.
15
At Home: Ask your friends and family how they will use
their talents. Use future-tense verbs to tell them what you
plan to do.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 172–173
37
37
Practice
Name Date
• A verb in the future tense tells about an action that is going to
happen.
• Use will with action verbs in the future tense.
I will sing at the show.
I will win first prize.
REMEMBER THE RULES
McGraw-Hill School Division
Combining Sentences: Verbs
5
At Home: Read a recipe with one of your family members.
Then use and to retell how to make the recipe.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 174–175
38
Join each pair of sentences by using and to combine the predicates.
1. We washed our hands. We gathered the ingredients.
2. I poured the milk. I mashed the bananas.
3. Terri mixed in the oil. Terri stirred in the raisins.
4. Rita measured the flour. Rita added it to the batter.
5. Mother filled the pan. Mother put it in the oven.
38
Practice
Name Date
• You can combine two sentences with the same subject by joining
the predicates.
• Use and to join the predicates of two sentences with the same
subject.
Separate: Mother invited us inside.
Mother asked us to help her.
Combined: Mother invited us inside and
asked us to help her.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Commas in Dates and Places
A. Write the dates on the lines following the sentences. Add commas
where they are needed.
1. The Clark family’s vacation starts on June 10 2002.
2. Mrs. Clark was born in Chicago on August 7 1960.
3. Sarah’s date of birth is November 18 1991.
4. They moved on March 3 1996.
5. They will return from vacation on July 6 2002.
B. Write the underlined place names on the lines following the
sentences. Add commas where they are needed.
6. Sarah Clark hopes to visit Chicago Illinois
.
7. Mr. Clark comes from Amarillo Texas.
8. Sarah was born in Charleston South Carolina.
9. The Clarks live in Nashville Tennessee.
10. The family moved there from Dallas Texas.
10
At Home: Talk with your family about the places they have
visited. Write a list of the cities and states. Use commas
between the cities and states.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 176–177
39
39
Practice
Name Date
• Use commas to separate the items in dates and names of
places.
June 21, 1990
Boston, Massachusetts
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
10
At Home: With your family, play Verb Charades. A player
acts out two actions. Another person must use a combined
sentence with and to describe the two actions.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 178–179
40
Write each pair of sentences as one sentence. Use and to combine the
predicates. Then, write past tense or future tense to describe the verbs.
1.–2. The crow perched on a branch in the woods. The crow squawked.
3.–4. The gull glided over the pond. The gull searched for food.
5.–6. The flower’s leaves will open during the day. The flower’s leaves will
close at night.
7.–8. An elk peered from under the branches. An elk checked for signs of
danger.
9.–10. The rain will soak the roots of the tree. The rain will fill the pond.
40
Practice
Name Date
• Add -ed to most verbs to show an action that happened in the past.
Yesterday, I walked in the woods with my family.
• Use will with action verbs to tell about something that is going to
happen in the future.
Tomorrow, we will skate in the park.
• Use and to join the predicates of two sentences with the same subject.
We will skate in the park. We will walk in the woods.
We will skate in the park and walk in the woods.
REMEMBER THE RULES
McGraw-Hill School Division
Common Errors with Subject-Verb Agreement
Choose the verb in ( ) that agrees with the subject. Write the correct
verb on the line.
1. We (go, goes) to the mountains.
2. Max’s dad (bring, brings) a big tent.
3. He (help, helps) us set it up.
4. Bill (gathers, gather) sticks for the fire.
5. We all (sing, sings) songs.
6. Bill (sleeps, sleep) in a sleeping bag.
7. Gloria (watch, watches) the stars.
8. Max (write, writes) letters by the fire.
9. We (hear, hears) a coyote howl.
10. I (try, tries) to sleep, but I can’t!
10
At Home: Play a game of charades with your family. Act
out verbs like jump, bend, point. Then write what each
person is doing. Make the subjects agree with the verbs.
McGraw-Hill Language Arts
Grade 3, Unit 3, Verbs,
pages 180–181
41
41
Practice
Name Date
Remember that the subject and verb in a sentence must agree.
• If the subject is one person or thing, then the verb must tell about
one person or thing. Add -s or -es to the verb.
This sentence is not
correct: My Dad serve the spaghetti.
This sentence is correct: My Dad serves the spaghetti.
• If the subject is more than one person or thing, then the verb
must tell about more than one person or thing.
This sentence is not
correct: My two aunts sips water.
This sentence is correct: My two aunts sip water.
• If the subject has two nouns joined by and, then the verb must
tell about two subjects.
This sentence is not
correct: Li and I asks Dad for more.
This sentence is correct: Li and I ask Dad for more.
REMEMBER THE RULES
McGraw-Hill School Division
Study Skills: Note-Taking and Summarizing
10
At Home: With a family member, find an interesting
magazine article. Choose a paragraph to summarize.
Together, look for the main idea and important facts.
McGraw-Hill Language Arts
Grade 3, Unit 3, Study Skills,
pages 188–189
42
Read the article. Follow the directions to write notes. Use single
words, groups of words, or sentences.
The red kangaroo keeps cool in Australia’s hot, dry climate.
These animals can go for long periods without water. They feed
in the evening, grazing on grass and leaves. During the day,
they rest in the shade. On very hot days, they may cool off in a
hole they dig in the soil. If the temperature gets very high, you’ll
see them licking their front legs to cool off, or panting heavily to
get rid of body heat.
1. Write a note on the main idea of this paragraph.
2. Write about the red kangaroo’s need for water.
3. Write a note about how they spend time at night.
4. Write a note about how they stay cool during the day.
5. Write about how they get rid of body heat.
B. Use your notes to write a summary of the article on another sheet
of paper. Briefly state the main idea. Then add the important
details. Use five complete sentences for your summary.
42
Practice
Name Date
• To remember facts that you find in a newspaper, magazine, or
encyclopedia, take notes.
• Take notes on the main idea and the important details.
• Write single words, groups of words, or sentences.
REMEMBER THE RULES
McGraw-Hill School Division
Vocabulary: Prefixes
A. Add un- or re- to each underlined word. Write the new word.
1. Mia is able
to go to the game.
2. She has to write
her book report.
3. It is fair
that she has to miss the game.
4. We will play
the videotape for her.
5. We have to wind
the tape first.
B. Add un-, re-, or dis- to each underlined word. Write the new word.
6. Let’s pack
the video camera
and film right now.
7. Please play
the tape of
the game.
8. That player is willing
to accept the
umpire’s decision.
9. Now the coach and the umpire
are agreeing
.
10. The fans like
waiting for the action
to start.
•Aprefix is a word part that is added to the beginning of a word. It
changes the meaning of the base word.
Prefix Meaning Example
dis- not, the opposite of disagree
dislike
re- again, back rewrite
replace
un- not, opposite unkind
untie
10
At Home: Have a book chat with a family member.
Show them books that you like to reread. Invite them
to tell you about any books they like to reread.
McGraw-Hill Language Arts
Grade 3, Unit 3, Vocabulary,
pages 190–191
43
43
Practice
Name Date
McGraw-Hill School Division
Composition: Leads and Endings
10
At Home: Talk with your family about special places you have gone.
Make up good leads and endings together to tell the stories of your
adventures. Looking at photographs may help you remember.
McGraw-Hill Language Arts
Grade 3, Unit 3, Composition,
pages 192–193
44
Read each topic and the sentences that follow. Write lead or ending
on the line to identify each sentence.
A Visit to the Zoo
1. We didn’t know what kind of animals we would see at the zoo.
2. Our day at the zoo turned out to be unforgettable.
Making Homemade Applesauce
3. Finally, put the applesauce in a bowl and eat it.
4. You can make applesauce at home, and here’s how.
The Day My Best Friend Moved
5. My worst day was when my best friend moved.
6. I waved good-bye as they drove away.
My First Boat Ride
7. That was a ride I will always remember.
8. One day I went for a ride on my uncle’s boat.
Announcing a School Carnival
9. Come to the school carnival for fun and games.
10. So come one, come all, and join the fun!
44
Practice
Name Date
• The lead is the opening of a piece of writing.
• A good lead makes the readers want to read more.
• The lead may give the main idea.
• The ending is the last part of a piece of writing.
• A good ending makes the readers feel the writing is finished.
• The ending may draw a conclusion, restate the main idea, or sum
up what the writer said.
Lead → Guess what I saw this morning?
Ending → I never saw that skunk again!
McGraw-Hill School Division
Features of Persuasive Writing
Read the persuasive writing below. Then write the answers to
the questions.
I believe we need to save our rain forests! Every
day many acres of rain forest are destroyed. Many
products we use, like foods and medicine, come from
rain forests. Many of the world’s animals and plants
are found in rain forests. We should not destroy the
rain forests, or we will be destroying places where
many animals and plants live.
1. What is the writer’s opinion?
2. What words in the first sentence express an opinion?
3. What is the first reason the writer gives to support this opinion?
4. What is another reason the writer gives to support this opinion?
5. What opinion words does the writer use?
5
At Home: With a family member, write a persuasive
paragraph about something in your community you would
like to change. Give your opinions and reasons.
McGraw-Hill Language Arts
Grade 3, Unit 3, Persuasive Writing,
pages 200–201
44a
44a
Practice
Name Date
Persuasive writing tries to make people think or act in a certain way.
Good persuasive writing:
• clearly states an opinion about a topic.
• gives convincing reasons and facts to support the main idea.
• organizes the reasons in an order that makes sense.
• uses opinion words:
think believe can must need should
McGraw-Hill School Division
Prewrite: Persuasive Writing
At Home: With a family member, look at advertisements in
magazines. Decide whether sentences in them express facts
or opinions. Decide if the opinions are supported by facts.
McGraw-Hill Language Arts
Grade 3, Unit 3, Persuasive Writing,
pages 202–203
44b
Think of a project you think your class should do. State your opinion
in the first Opinion box below. List your reasons. In the second
Opinion box, state your opinion on how to do the project. Then list
your reasons.
44b
Practice
Name Date
Reason
Reason
Reason
Opinion:
Opinion:
Reason
Reason
An important step in writing is revising your first draft. In this way you
can make your writing better.
A. Read the first draft below. Then follow these steps to revise it.
• Add an opinion word to “sell” your idea.
• Add a fact to support your opinion.
• Give reasons in an order that makes sense.
Our class should make bird feeders and place
them outside our classroom windows. There
are lots of birds in our neighborhood. Winter
is coming.
I think an empty carton makes a nice bird
feeder. You can cut off the front of the
carton to make a place for the seed. We
could learn a lot about birds by watching
them. You can make a roost for the birds.
Just cut holes in the bottom of the carton
and push a pencil through the holes.
B. Use the changes you marked to write the revised persuasive
paragraph on another sheet of paper.
McGraw-Hill School Division
Revise: Persuasive Writing
At Home: Write a paragraph to persuade your family about
what is the best sport. Ask if they were persuaded. Then
revise what you wrote, adding facts to support your opinion.
McGraw-Hill Language Arts
Grade 3, Unit 3, Persuasive Writing,
pages 208–209
44c
44c
Practice
Name Date
McGraw-Hill School Division
Proofread: Persuasive Writing
10
At Home: Ask family members to write an address and a date
with mistakes. Use proofreading marks to make the corrections.
McGraw-Hill Language Arts
Grade 3, Unit 3, Persuasive Writing,
pages 212–213
44d
Read the first part of a letter to Principal
Jones. Check to see if there are any
errors in the agreement of verbs. See if
commas and capital letters have been
used where they belong. Also, look for
spelling errors.
A. Use the proofreading marks from the
box to mark ten errors you find. You
can use the “add” mark to show where
punctuation marks should go.
345 Westlake avenue
Sleepy Lake OH 45201
march 12, 2001
Dear Principal Jones
Our class beleives we should make bird feeders and place them
outside our classroom windows.
We has noticed that there are many birdes in the nieghborhood.
Winter is coming and food are hard to find. Also, we can learn a
lot about birds by watching them use our bird Feeders.
B. Use the corrections and changes you marked to write the new
letter on another sheet of paper.
44d
Practice
Name Date
PROOFREADING
MARKS
new paragraph
∧ add
take out
Make a capital letter.
Make a small letter.
Check spelling.
Add a period.
sp
.
A. Circle the main verb in each sentence.
1. I am squirting water from the hose.
2. Dad is scrubbing the tires.
3. Mom will wipe the windows.
4. My sister has vacuumed the inside.
5. Our family will ride in a clean car.
B. Write each sentence. Draw one line under the main verb.
Draw two lines under the helping verb.
6. Our family is driving to the mountains.
7. We are singing silly songs.
8. I am looking for license plates.
9. My sister is listening to music.
10. We will stop for lunch soon.
McGraw-Hill School Division
Main and Helping Verbs
10
At Home: Ask a family member to name a favorite hobby.
Write three sentences about the hobby using main and
helping verbs.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 240–241
45
45
Practice
Name Date
• The main verb tells what the subject does or is.
Dad is washing the car.
• The helping verb helps the main verb show an action.
Dad is washing the car.
REMEMBER THE RULES
McGraw-Hill School Division
Using Helping Verbs
10
At Home: With a family member, talk about a special meal
your family has had. Write three sentences about the meal,
using at least one helping verb with a main verb.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 242–243
46
A. Circle the correct helping verb in each sentence.
1. Rosa’s children (have, has) cleaned the house.
2. Rosa’s husband (have, had) vacuumed the living room.
3. My aunt (have, has) dressed in her best clothes.
4. Mrs. Reinstein (has, have) brought Rosa some flowers.
5. Rosa (has, have) placed the flowers in a vase.
B. Write each sentence. Choose the correct helping verb in ( ).
6. Rosa (have, has) made a wonderful dinner.
7. She (have, had) followed a new recipe.
8. Anna (have, had) helped with the salad.
9. The guests (have, has) tasted the food.
10. The Reinsteins (have, has) enjoyed the meal.
46
Practice
Name Date
• Use the helping verbs has, have, and had to help main verbs
show an action in the past.
• Both the main verb and the helping verb must agree with the subject.
Rosa has planned a dinner.
She had sent an invitation to Mrs. Reinstein.
The Reinsteins have said yes.
REMEMBER THE RULES
McGraw-Hill School Division
Linking Verbs
A. Draw a line under each verb. Write linking verb or action verb to
describe each verb.
1. The zoo is quiet today.
2. The lions are in their cave.
3. I looked for an elephant.
4. The elephant is behind the tree.
5. The animals sleep in their cages.
B. Read each sentence. If the sentence has an action verb, circle the
verb. If the sentence has a linking verb, underline the verb.
6. We are at the reptile exhibit.
7. A snake slithers in its cage.
8. My sister is afraid of snakes.
9. Some lizards sleep under rocks.
10. My mom and I watch the reptiles.
10
At Home: Ask family members to tell about their favorite
zoo animals. Write three sentences about the animals. Use
action verbs and linking verbs.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 244–245
47
47
Practice
Name Date
• An action verb shows action.
We drove in our car to the zoo.
• The linking verb be does not show action.
We are so excited!
REMEMBER THE RULES
McGraw-Hill School Division
Using Linking Verbs
10
At Home: Ask members of your family what hobby or
sport they like to do. Write their responses in complete
sentences. Use one linking verb for each sentence.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 246–247
48
A. Circle the correct linking verb. Write it on the line.
1. Today my first day at camp. is are
2. I very excited. is am
3. Mandy and Eric at camp, too. is are
4. Last year, painting my favorite activity. was were
5. Mandy and I the best artists. was were
B. Rewrite each sentence using the correct form of the linking verb be.
6. My friends and I (are, is) in soccer class.
7. I (is, am) a soccer goalie.
8. Eric (is, are) good at soccer.
9. Our coach (was, were) on the Olympic team.
10. He and his team (were, was) medal winners.
48
Practice
Name Date
• Use is, am, and was with singular subjects.
Leroy is my friend.
• Use are and were with plural subjects and you.
Leroy and Jeff are in my class.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Commas in a Series
A. Read each sentence. Underline the words in a series.
1. Sam, Charlie, and I went to the lake.
2. My friends and I like to swim, fish, and sail.
3. I caught a trout, a bass, and a catfish.
4. The sail on our boat is red, white, and blue.
5. We enjoy splashing, swimming, and diving in the lake.
B. Write each sentence. Add commas where needed.
6. Sam Charlie and I went hiking.
7. We passed woods fields and flowers.
8. We saw butterflies squirrels and birds.
9. A wren a jay and a robin flew by.
10. We snacked on nuts fruit and popcorn.
10
At Home: With a family member, talk about an outside
activity you enjoy. Write a sentence about three things you
like about the activity. Be sure to place commas as needed.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 248–249
49
49
Practice
Name Date
• Use commas to separate words in a series.
Sam, Charlie, and Phil are my best friends.
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
10
At Home: With a family member, think about a place you
both would like to visit. Write a story about going there.
Use main verbs and helping verbs.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 250–251
50
A. Circle the main verb. Draw a line under the helping verb.
1. Uncle Tony and Aunt Greta are seeing wonderful things in Australia.
2. They have sailed in Sydney Harbor.
3. Uncle Tony has petted a koala!
4. Aunt Greta is writing to us every week.
5. They had promised to take lots of pictures.
B. Circle the correct verb in ( ). Then write each sentence.
6. Last week, Uncle Tony in a mine. (were, was)
7. Aunt Greta beautiful coral. (have seen, has seen)
8. Uncle Tony pictures the day before. (had taken, have taken)
9. Today they the desert. (is seeing, are seeing)
10. I they come home soon! (were hoping, am hoping)
50
Practice
Name Date
• The main verb tells what the subject is or does. The helping
verb helps the main verb show action.
My aunt is visiting Australia.
• Use the helping verbs has, have, and had to show an action
in the past.
• The linking verb be does not show action.
• Use is, am, and was with singular subjects.
• Use are and were with plural subjects and you.
REMEMBER THE RULES
McGraw-Hill School Division
Irregular Verbs
A. Circle the irregular verb in each sentence.
1. I went to California with my family.
2. My grandmother came with us.
3. Dad did all the driving.
4. We saw the beautiful ocean.
5. Grandmother had seen the ocean many times before.
B. Rewrite each sentence. Change each verb in ( ) to past tense.
6. Dad (say) the trip would take several hours.
7. We had (go) about 150 miles.
8. We (come) to a rest stop.
9. My sister and I (run) outside.
10. I (do) a few jumping jacks.
10
At Home: Talk to a family member about a vacation you
have taken or would like to take. Write about it. Be sure to
use two irregular verbs in your writing.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 252–253
51
51
Practice
Name Date
• Irregular verbs have a special spelling for the past tense.
We go on vacation.
We went on vacation.
• Some irregular verbs change their spelling when used with the
helping verb have.
We see many exciting sights.
We have seen many exciting sights.
REMEMBER THE RULES
McGraw-Hill School Division
More Irregular Verbs
10
At Home: Write about a special gift you have given to
someone. Be sure to use at least one irregular verb. Show
your writing to a family member.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 254–255
52
A. Circle the irregular verb in each sentence.
1. We gave Liona a surprise party.
2. Everyone brought gifts.
3. We sang a song for her.
4. Everyone ate a lot of good food.
5. I grew tired by the end of the party.
B. Write each sentence. Change each verb in ( ) to past tense.
6. Dad had (bring) some flowers.
7. He (give) the flowers to Liona.
8. Liona (begin) to thank him.
9. Then Dad (sing) Liona a special song.
10. Dad had (give) the best gift.
52
Practice
Name Date
• Irregular verbs do not add -ed to form the past tense.
• Irregular verbs have a special spelling for the past tense.
We eat pizza.
We ate pizza.
REMEMBER THE RULES
McGraw-Hill School Division
Contractions with Not
A. Circle the contraction in each sentence. Write the two words that
make up the contraction.
B. Combine each word from the
box with the word not to form a
contraction. Write the contractions
on the lines.
10
At Home: Listen for contractions that members of your
family use when they talk. Write four contractions you hear.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 256–257
53
53
Practice
Name Date
•A contraction is a shortened form of two words.
• An apostrophe (’) shows where one or more letters are missing.
do + not = don’t are + not = aren’t
• The word won’t is a special contraction. The spelling of will changes.
will + not = won’t
REMEMBER THE RULES
1. My mom says that years ago there
weren’t any telephones.
2. I can’t imagine life without a
telephone.
3. I wouldn’t be able to call my
friend Mandy.
4. We couldn’t share our secrets.
5. Aren’t you glad Alexander Graham
Bell invented the telephone?
will had
is was
does
6.
7.
8.
9.
10.
McGraw-Hill School Division
Combining Sentences: Verbs
5
At Home: Ask a family member to tell one sentence about
the weather. Add a sentence of your own. Combine the two
sentences using and.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 258–259
54
Read each pair of sentences. Circle the subjects that are the same.
Write each pair of sentences as one sentence. Use the word and to
join the predicates.
1. Carmen saw a movie about volcanoes.
Carmen wanted to learn more.
2. The earth contains melted rocks.
The earth is filled with hot gases.
3. The melted rock moves upward.
The melted rock breaks through.
4. Some volcanoes erupt loudly.
Some volcanoes throw rocks up.
5. The lava flows down quickly.
The lava is very hot.
54
Practice
Name Date
• You can combine two sentences with the same subjects. Use the
word and to join the predicates.
The volcano erupted.
The volcano sent lava down the hillside.
The volcano erupted and sent lava down the hillside.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Apostrophes
A. Circle each word that contains an apostrophe. Write contraction
on the line if the word is a contraction.
1. It isn’t hard to design a T-shirt.
2. Wouldn’t you like to try?
3. We can use our friends’ computer.
4. It shouldn’t be hard with graphic software.
5. Don’t forget the transfer paper.
B. Underline each word that contains an apostrophe. Write
possession or contraction to show how the apostrophe is used.
6. It doesn’t take long to choose a nice design.
7. Next, type in the club’s name.
8. Place the transfer paper on the printer’s tray.
9. Aren’t you proud of your design?
10. Mom won’t mind pressing it onto your shirt.
10
At Home: Ask your family to talk about what they did
today. Listen for any contractions they use. Explain how to
use an apostrophe in contractions.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 260–261
55
55
Practice
Name Date
• Use an apostrophe (’) with nouns to show possession.
• Add ’s to singular nouns or plural nouns that do not end in -s.
Ana’s T-shirt
• Add an apostrophe to plural nouns ending in -s.
artists’ paintings
• Use an apostrophe in a contraction to show where letters are
missing.
do not → don ’t
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
10
At Home: With a family member, draw a design for a kite.
Write two sentences describing it. Then show how to
combine the two sentences.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 262–263
56
A. Write the past-tense form of a verb from the box to complete
these sentences. Use each verb only once.
1. Grandpa us new kites.
2. Today we them to the beach.
3. The wind to blow.
4. We fast along the sand.
5. Our colorful kites up high.
B. Write each pair of sentences as a combined sentence.
6. My grandmother designs kites. My grandmother makes them.
7. She finds colorful material. She uses strong string.
8. She creates patterns. She cuts them out.
9. Grandma draws butterflies. Grandma sews them into kites.
10. Her kites have tails. Her kites look wonderful.
56
Practice
Name Date
• Irregular verbs do not add -ed to form the past tense. Irregular
verbs have a special spelling.
Present Past
run → ran
bring → brought
hear → heard
• To combine two sentences with similar subjects, use the word
and to join the predicates.
REMEMBER THE RULES
bring
go
begin
run
give
McGraw-Hill School Division
Common Errors with Past-Tense Verbs
A. Write the past tense of the verb in ( ).
1. My brother and I (go) outside.
2. It (begin) to rain.
3. We (run) through the puddles.
4. After the storm, the sun (come) out.
5. We (see) a rainbow across the sky.
B. Write each sentence. Replace the incorrect verb in
( ) with the correct verb.
6. The rainbow had (gived) my brother and me an idea.
7. We had (saw) a cartoon about a leprechaun.
8. The leprechaun had (went) to the end of the rainbow.
9. We (bringed) an umbrella.
10. We (beginned) our adventure.
10
At Home: With a family member, tell a fantasy story about
seeing a pot of gold at the end of a rainbow. Use some of
the irregular verbs used in the sentences above.
McGraw-Hill Language Arts
Grade 3, Unit 4, Verbs,
pages 264–265
57
57
Practice
Name Date
• Some verbs have special spellings to show the past tense. They
are called irregular verbs.
do → past tense = did
This sentence is not
correct: We done all of our homework.
This sentence is correct: We did all of our homework.
• Some irregular verbs have a different spelling when used with
the helping verb have.
do → past tense with helping verb = have done
This sentence is not
correct: We have did our homework.
This sentence is correct: We have done our homework.
REMEMBER THE RULES
McGraw-Hill School Division
Study Skills: Graphs
10
At Home: Take a survey of the favorite television shows of
family members. Show the information on a graph.
McGraw-Hill Language Arts
Grade 3, Unit 4, Study Skills,
pages 272–273
58
A. Write which graph (the bar graph, the circle graph, or the line
graph) would help you answer the following questions.
1. What time do most children watch TV?
2. How many children like to watch sports?
3. How many children watch TV at 8:00?
4. How much TV do four children watch?
5. How many children like watching the news best?
B. Can you find the information on one of these graphs? Write yes or no.
6. Children like playing outdoors more than watching TV.
7. Four children watch between 3 and 4 hours of television.
8. More children watch TV at 5:00 than at 6:00.
9. Ten children eat dinner at 6:00.
10. Children like watching cartoons more than the weather.
58
Practice
Name Date
•A graph is a diagram that shows the relationship between two or
more things. You can use a graph to compare information.
•A bar graph uses bars to show and compare information.
•A circle graph compares parts of a whole.
•A line graph shows changes over a period of time.
REMEMBER THE RULES
News
Sports
Movies
Cartoons
Weather
Number of children
Favorite Television Programs
12345678910
Number of Hours
Spent Watching Television
2 children
watch less
than 1
hour
8 children
watch 4 or
more hours
of TV
10 children
watch 1 or
2 hours of TV
4 children
watch 3 to
4 hours
of TV
7
6
5
4
3
2
1
0
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00
When Children Watch Television
bar graph circle graph line graph
McGraw-Hill School Division
Vocabulary: Suffixes
A. Read each sentence. Circle each word with a suffix.
1. The Rockets were hopeful about the game.
2. Although winless, the team prepared for a win.
3. They had practiced seriously all week.
4. Every player worked hard.
5. With hard work, a victory was attainable.
B. Read each sentence. Underline each word with a suffix. Then
write the word with a suffix on the line.
6. The Rockets were fearless.
7. With teamwork, they would be successful.
8. Kathleen was the Rockets’ best kicker.
9. Kathleen aimed every shot perfectly.
10. The Rockets’ goal of a win was reachable.
10
At Home: With a family member, remember a sporting event
you went to or watched on TV. Write three sentences about the
event. Be sure to include at least three words with suffixes.
McGraw-Hill Language Arts
Grade 3, Unit 4, Vocabulary,
pages 274–275
59
59
Practice
Name Date
•A suffix is a word part added to the end of a base word.
• A suffix changes the meaning of the base word.
Suffix Example Meaning
-er kicker
one who kicks
-or visitor
one who visits
-less winless
without winning
-able avoidable
able to be avoided
-ly seriously in a serious way
-ful joyful
full of joy
McGraw-Hill School Division
Composition: Writing Descriptions
10
At Home: Choose a food item that you would eat at the beach.
With a family member, talk about some sensory details that
describe this food. Then write a paragraph to describe it.
McGraw-Hill Language Arts
Grade 3, Unit 4, Composition,
pages 276–277
60
A. In each sentence, circle the word or words that describe how
something looks, sounds, smells, tastes, or feels.
1. The beautiful ocean beach is my favorite place to play.
2. I can smell the fresh salt air as soon as we get out of the car.
3. I can’t wait to take off my shoes and feel the hot sand on my feet.
4. When I get thirsty, Mom gives me the sweet lemonade we brought.
5. If I get tired, the waves crashing on the shore put me to sleep.
B. Add a sensory detail on the line to complete each sentence.
6. Yesterday we went to the beach.
7. I packed some sandwiches that smelled .
8. On the way, we drove past trees.
9. The music on the car radio made me happy.
10. When I felt the water at the beach, it was .
60
Practice
Name Date
• A writer uses description to paint a clear and colorful picture for
the reader.
•A description can describe persons, places, or things.
• A descriptive paragraph has a main idea sentence.
• Use sensory details to describe how things look, sound, smell,
taste, and feel.
• Include only details that say something important about the main idea.
• Put the details in an order that makes sense.
• Use similarities and differences in writing that compares.
McGraw-Hill School Division
Features of Writing That Compares
Choose one of the following pairs of things to compare. Circle
your choice.
Write at least two ways the items are alike.
1.
2.
Write at least two ways the items are different.
3.
4.
5. On another sheet of paper write a paragraph comparing the two
items. Use descriptive details and words that compare and
contrast.
5
At Home: Look for two items to compare. With a family
member, write at least three sentences comparing these
two items. Read your sentences to your family.
McGraw-Hill Language Arts
Grade 3, Unit 4, Writing That Compares,
pages 284–285
60a
60a
Practice
Name Date
Writing that compares looks at two things and describes how they
are alike and how they are different. Successful writing that compares:
• explains how two things are alike.
• explains how two things are different.
• uses compare and contrast words.
a penny and a nickel
a frog and a toad
a pumpkin and an orange
McGraw-Hill School Division
Prewrite: Writing That Compares
At Home: With a family member, compare two rooms in
your house. Make a Venn diagram to organize your
information.
McGraw-Hill Language Arts
Grade 3, Unit 4, Writing That Compares,
pages 286–287
60b
Choose two insects you would like to compare. Write their names on
the lines below. Brainstorm a list of several facts about each insect.
Use the Venn diagram to organize your facts about the two insects.
60b
Practice
Name Date
How they are different: How they are different:
How they
are alike:
McGraw-Hill School Division
Revise: Writing That Compares
One way to revise your writing when you are comparing two things is
to elaborate. When you elaborate, you add details that help make
your writing clearer.
A. Read the first draft of a report about bees and wasps. Add the
numbered information below to make the report more informative.
Write the number of each piece of information where you want to
add it. Use the “add” symbol
^
. The first one is done for you.
1. using their four wings
2. female
3. Like all insects,
4. For instance,
5. ,which builds its home from mud.
B. Use the changes you marked to write the revised report on
another sheet of paper.
At Home: Choose two insects and draw a picture of each
one. Write sentences comparing the two insects. Read
your sentences to a family member.
McGraw-Hill Language Arts
Grade 3, Unit 4, Writing That Compares,
pages 292–293
60c
60c
Practice
Name Date
At first glance bees and wasps are very similar. You can find
both kinds of insects flying around the garden. The bee and
wasp both can sting. Bees and wasps have six legs and three
body parts.
But there are several differences between the bee and the
wasp. Bees live in hives, unlike the wasp. Bees eat the nectar
from flowers, but wasps eat other insects.
∧
1
McGraw-Hill School Division
Proofread: Writing That Compares
10
At Home: Write a paragraph comparing two things in your
home, such as two lamps or two toys. Ask a family member
to proofread your paragraphs with you.
McGraw-Hill Language Arts
Grade 3, Unit 4, Writing That Compares,
pages 296–297
60d
Read these paragraphs about bees and wasps.
Check for spelling and punctuation errors. See
if capital letters are used correctly. Read aloud
to check for correct forms of linking verbs.
A. Use the proofreading marks to mark
the ten errors in the report.
Bees and Wasps
At first glance, bees and wasps is very similar. You can find both kinds
of inseks flying around the garden using their four wings. The Female
bee and female wasp can both sting Like all insects, bees and wasps
have six legs and three body parts.
But their is several differences between the be and the wasp. For
instance, bees live in hives, but wasps bild their homes from mud. bees
eat the nectar from flowers, but wasps eat other insects
B. Use the corrections and changes you marked to write the new
paragraphs on another sheet of paper.
60d
Practice
Name Date
PROOFREADING
MARKS
new paragraph
∧ add
take out
Make a capital letter.
Make a small letter.
Check spelling.
Add a period.
sp
.
McGraw-Hill School Division
Pronouns
Rewrite each sentence. Replace the underlined words. Use the
correct pronoun in ( ).
1. The boys
decided to buy lunch. (He, They)
2. Jared realized that he did not have money. (He, You)
3. Just then Jared saw his sister walk by. (her, it)
4. Marcia
was sure to have money for lunch. (She, They)
5. Marcia told Jared she would lend the money
to him. (it, them)
6. Now Jared and Josh could buy lunch. (they, he)
7. Marcia had lunch with the boys. (them, it)
8. Marcia, Jared, and Josh ordered a pizza. (They, We)
9. Jared wanted the pizza to have extra cheese. (them, it)
10. Marcia said, “Josh and I don’t want extra cheese.” (We, You)
10
At Home: Ask a family member to help you name your
relatives. Use pronouns to tell how they are related to you.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 322–323
61
61
Practice
Name Date
•A pronoun is a word that takes the place of one or more nouns.
Jenna plays the piano. → She plays the piano.
REMEMBER THE RULES
McGraw-Hill School Division
Subject Pronouns
15
At Home: Talk to a member of your family about any topic
for five minutes. Listen for subject pronouns as you talk.
Make a list.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 324–325
62
A. Circle the subject pronoun in each sentence.
1. We did all of our homework.
2. They knew all of the answers on the test.
3. It was a very hard test.
4. Last week I spent more time studying.
5. You never know when the teacher will give a surprise test.
6. Tonight we will do our homework after supper.
7. He can help us with the math.
8. She always does her work before going out to play.
9. This time I will get a good grade on the test.
10. Now we are very proud of our grades.
B. Rewrite the sentences. Replace each underlined subject with a
subject pronoun.
11. Ushi and her brother Liko
woke up late for school.
12. The alarm clock did not ring.
13. Ushi gets very upset when she is late.
14. Liko does not worry if he is late.
15. You and I
can be late together.
62
Practice
Name Date
• Use a subject pronoun as the subject of a sentence.
Roberto took a picture. → He took a picture.
REMEMBER THE RULES
McGraw-Hill School Division
Object Pronouns
A. Read each sentence. Then write subject pronoun or object
pronoun to tell what each underlined word is.
1. I
have to go out in the rain this morning.
2. If I wear my new shoes, I will ruin them
.
3. Luckily, Dad bought boots for me
.
4. I must remember to thank him
.
5. They
will protect my new shoes from the rain.
B. Rewrite the sentences. Replace each underlined noun or nouns
with an object pronoun.
6. My brother Sam took Linda and me
to the movies.
7. We were very excited to see the new movie.
8. Everyone who wanted tickets had to wait in line.
9. Sam bought something to eat for Linda and me.
10. We ate the food while we waited for our tickets.
10
At Home: Draw a picture of a scene from your favorite
movie. Show the picture to a family member. Use object
pronouns to tell about your drawing.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 326–327
63
63
Practice
Name Date
• Use an object pronoun after an action verb or after words
such as for, at, of, with, and to.
Julia chased the rabbits.
↓
Julia chased them.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Using I and Me
10
At Home: Write two sentences about something you do
that takes practice. Use I and me correctly in your
sentences. Show them to a family member.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 328–329
64
A. Write I or me to complete each sentence.
1. want to go out to play.
2. My friends and will go to the park.
3. They want to come now.
4. cannot go yet.
5. It is time for to practice playing the piano.
B. Read the sentences. If the underlined word is correct, write correct on
the line. If it is incorrect, rewrite the sentence to make it correct.
6. Miko played tag with Gina and I
.
7. I fell down while running away.
8. Gina helped me get up.
9. Gina and me started running again.
10. Miko, Gina, and I played until dark.
64
Practice
Name Date
• Use the pronouns I and me to write about yourself.
• Use I in the subject of a sentence.
finished all my homework.
• Use me after an action verb and words such as in, for, with, by, or at.
Bryant visited .
me
I
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
A. Write a pronoun to replace the underlined word or words.
1. Ashley and Maria
play the violin.
2. Every day, Pam and I
hear them practice.
3. Our office
is next to the practice room.
4. The music doesn’t bother Pam or me.
5. Pam enjoys listening to the music.
B. Read each sentence. Write a pronoun to replace the underlined
word. Write S beside the subject pronouns. Write O beside the
object pronouns.
6. Dr. Willis works one office away.
7. He and his daughter
are dentists.
8. The violins inspire Dr. Willis
to sing.
9. The violins inspire his daughter
to hum.
10. Our office building
is a musical place.
10
At Home: Play a pronoun game. Ask a family member to
say something about a famous person, using a pronoun
instead of his or her name. Try to guess who the person is.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 330–331
65
65
Practice
Name Date
•A pronoun is a word that takes the place of one or more nouns.
• A pronoun must match the noun it replaces.
• Use a subject pronoun as the subject of a sentence.
• Use an object pronoun after an action verb, or after words such
as for, at, of, with, and to.
Louise plays the trombone. → She plays the trombone.
Miguel sings with Mr. Bartlett. → Miguel sings with him.
REMEMBER THE RULES
McGraw-Hill School Division
Pronoun-Verb Agreement
15
At Home: Make flashcards for She, He, It, We, You, and
They. With a family member, take turns making up
sentences that begin with these pronouns. Use present-
tense action verbs.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 332–333
66
A. Circle the subject pronoun. On the line, write the verb in ( ) that
agrees with the subject pronoun.
1. We (need, needs) a new computer.
2. He (like, likes) to play games on the computer.
3. I (want, wants) to use it to do my homework.
4. We (go, goes) to the computer store.
5. They (show, shows) us a great computer.
6. I (ask, asks) if I can use it for homework.
7. She (say, says) it will work well for homework.
8. He (hope, hopes) it comes with games.
9. She (point, points) to many games.
10. We (buy, buys) a new computer.
B. Read the sentences. If the underlined verb is correct, write correct
on the line. If it is incorrect, rewrite the sentence to make it correct.
11. She visit
her friend.
12. He feels tired today.
13. You needs
to rest.
14. We lets
him go to sleep.
15. They play the next day.
66
Practice
Name Date
• A verb in the present tense must agree with its
subject pronoun.
She needs help with homework.
They help Maria.
REMEMBER THE RULES
McGraw-Hill School Division
Possessive Pronouns
A. Read each sentence. Circle the possessive pronoun and
underline the noun that belongs with it.
1. Stephen and I are riding our bikes this morning.
2. We are going to a sports store in his neighborhood.
3. I would like to replace my helmet.
4. Stephen is shopping for a baseball glove for his sister.
5. The sports store has not opened its doors yet.
6. Finally, the owner arrives carrying her keys.
7. “Where are your helmets?” I ask eagerly.
8. Soon she is busy helping other customers with their questions.
9. Stephen and I see a helmet and ask the store owner for her opinion.
10. She agrees that our choice is a good one.
B. Write each sentence using the correct possessive pronoun in ( ).
11. Stephen wants to buy Carey a glove like (my, mine).
12. I tell him, “(Your, Yours) sister will like this one.”
13. Stephen pays for the glove and puts it in (he, his) backpack.
14. We see Carey park (her, hers) bike outside the store.
15. Stephen says, “She almost saw (mine, my) surprise!”
15
At Home: Find three items at home that belong to other
family members. Use possessive pronouns to tell who
owns the items.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 334–335
67
67
Practice
Name Date
•A possessive pronoun shows who or what owns something.
It takes the place of a possessive noun.
John’s house is in the country.
His house is in the country.
REMEMBER THE RULES
McGraw-Hill School Division
Pronoun-Verb Contractions
10
At Home: Write “You’re__.” “I’m___.” “It’s___.” and
“We’re___.” on index cards. With a family member, take
turns picking cards and completing the sentences.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 336–337
68
Replace the underlined contractions with the two words that make up
the contraction. Write the new sentence.
1. I’ve been invited to the game.
2. It’s
the biggest event of the year.
3. We’ve
been practicing for a long time.
4. He’ll help me get more practice time.
5. The coach told me, “You’ll win!”
6. He’s a good coach and he works hard.
7. We’re good players, my parents said.
8. They’re excited about the game.
9. I’ll ride with my team on the bus.
10. We’ll have fun on the trip.
68
Practice
Name Date
•A contraction is a shortened form of two words.
• An apostrophe (’) replaces any letters that are left out in a
pronoun-verb contraction.
They are big basketball fans. → They’re big basketball fans.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage:
Contractions and Possessive Pronouns
Rewrite each sentence using the correct word in ( ).
1. (Your, You’re) telephone is ringing.
2. (Its, It’s) probably a friend calling.
3. (Your, You’re) going to answer it, aren’t you?
4. The phone stops (its, it’s) ringing.
5. Your friends ride (their, they’re) bikes.
6. They arrive at (your, you’re) house.
7. (They’re, Their) knocking on the door.
8. They say, “You didn’t answer (you’re, your) phone.”
9. (It’s, Its) because you were eating.
10. Now that (their, they’re) here, you can play.
10
At Home: Write a pair of words on slips of paper. For
example, its, it’s; your, you’re. With your family, take turns
using them in sentences.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 338–339
69
69
Practice
Name Date
• The words its, your, and their are possessive pronouns.
They have to do their chores before they can play.
• The words it’s, you’re, and they’re are contractions.
They’re going to do the chores quickly so they can play.
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
15
At Home: Ask permission to gather together books or
other objects that belong to members of your family. For
each object, write a label that uses a possessive pronoun.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 340–341
70
A. Read each sentence. Circle the correct pronoun or contraction.
1. Is that (your, you’re) book?
2. (My, mine) book is written by the same author.
3. Jim likes (he’s, his) new book about airplanes.
4. Rita and Angela say that (they’re, their) books are about horses.
5. Camilla says that (she’s, hers) tells about animals of the sea.
6. Today our library got (its, it’s) loan from the city library.
7. Let’s see if (their, they’re) books on tropical fish arrived.
8. (Its, It’s) possible they did not have those books.
9. We can use (their, they’re) book list to order other books.
10. (Your, You’re) going to like this book on aquariums.
B. Read each sentence. Write the contraction for the two words in
parentheses.
11. (You will) plan the Book Swap.
12. (I am) making signs to display.
13. (He will) set up the shelves.
14. (I have) spoken to the librarian.
15. (We are) sharing our books.
70
Practice
Name Date
•A possessive pronoun shows who or what owns something.
the book that belongs to you ➝ your book
•A contraction is a shortened form of two words. An apostrophe (’)
replaces the letters that are left out.
you are ➝ you’re
• Do not confuse possessive pronouns with contractions.
Possessive Pronouns: their, your, its
Contractions: they’re, you’re, it’s
REMEMBER THE RULES
McGraw-Hill School Division
Common Errors with Pronouns
Write the correct pronoun from the box to replace each underlined word or
words. You will use some pronouns more than once.
1. Mom and I
went scuba diving last week.
2. The big tank helped myself
breathe underwater.
3. Our guide led Mom and me
toward some pink rocks.
4. The guide
turned over a rock and tiny fish swam out.
5. The clear mask helped the guide
see the fish.
6. Mom
saw some giant clams.
7. Dad and Mom
took pictures of the boats.
8. Dad let myself
take pictures of a seal.
9. You could barely see it’s
nose above the water.
10. Mom asked Dad and me
to pose for a picture.
10
At Home: Play Pronoun Charades with your family. Each
person acts something out. Say what the person is doing,
using a pronoun in place of the person’s name.
McGraw-Hill Language Arts
Grade 3, Unit 5, Pronouns,
pages 342–343
71
71
Practice
Name Date
It is important to use the right subject and object pronouns.
• Use a subject pronoun as the subject of a sentence.
This sentence is not
correct: Me learned to scuba dive last year.
This sentence is correct: I learned to scuba dive last year.
• Use an object pronoun after an action verb or after words such
as for, at, of, with, and to.
This sentence is not
correct: Mom took I to the scuba class.
This sentence is correct: Mom took me to the scuba class.
• Use an apostrophe (’) in a contraction but not with a possessive noun.
This sentence is not
correct: Its fun to go scuba diving!
This sentence is correct: It’s fun to go scuba diving!
REMEMBER THE RULES
we me him its
us he they she
McGraw-Hill School Division
Study Skills: Encyclopedia
10
At Home: Look up your state in an encyclopedia. Write one
interesting new thing you learned about your state. Share
this information with a family member.
McGraw-Hill Language Arts
Grade 3, Unit 5, Study Skills,
pages 350–351
72
In which volume would you find an article on the topics listed below?
Write the correct volume number and letter or letters on the lines.
1. fly fishing
2. iguanas
3. Quebec
4. xylophone
5. Edgar Degas
6. computers
7. Senegal
8. Minnesota
9. Beverly Cleary
10. photography
72
Practice
Name Date
• An encyclopedia is a set of books that contains information
about people, places, and things. Each book in an encyclopedia
is called a volume.
• The letter or letters on the spine of a volume show what articles
are in the volume. The articles are in alphabetical order.
• The numbers on the spines of the volumes help people keep the
volumes in order.
• An encyclopedia has an index volume that lists all the topics in
the encyclopedia in alphabetical order.
• An encyclopedia on CD-ROM contains all the information in a
set of encyclopedias on a computer disk.
REMEMBER THE RULES
ABCh DEFGH I
C
Cz
Ci
JK L
M NO P QR Sn
S
Sz
So
TUVYZ
WX
INDEX
22212019181716151413121110987654321
McGraw-Hill School Division
Vocabulary: Homophones
Choose the correct homophones to complete the rhyme. Write each
correct homophone on the line.
1. The day was fine. The sky was (blue, blew).
2. Hong See wondered what to (do, due).
3. “I (know, no) that I could work,” she said.
4. “I think I’ll (roe, row) my boat instead.”
5. She drove her car along the (road, rode).
6. Behind her car a boat she (towed, toad).
7. The trip took Hong See just two (ours, hours).
8. She parked her car behind some (flowers, flours).
9. The winding (creak, creek) looked so inviting!
10. Now Hong See’s day (would, wood) be exciting.
• Words that sound alike but have different spellings and different
meanings are called homophones.
blew, blue no, know there, their
sun, son to, two, too creak, creek
rode, road, rowed ours, hours would, wood
10
At Home: Write a shopping list using incorrect homophones
for the words one, two, four, and eight. Show the list to
family members. Explain the homophones.
McGraw-Hill Language Arts
Grade 3, Unit 5, Vocabulary,
pages 352–353
73
73
Practice
Name Date
McGraw-Hill School Division
Composition: Outlining
5
At Home: With family members, think of fun things the family
could do outdoors on weekends. Make an outline, listing them
under the topic “Outdoor Fun.”
McGraw-Hill Language Arts
Grade 3, Unit 5, Composition,
pages 354–355
74
Juan learned some interesting facts about giant pandas. He made a
list of things he learned.
✔ Climbs trees to escape its enemies ✔ Eats bamboo and bamboo shoots
✔ Black and white coat ✔ The size and shape of a bear
✔ Found only in China ✔ Has short black ears
✔ Has long, strong claws ✔ Large black patches around its eyes
Juan made an outline. His first main idea is listed beside I on the
outline. Choose five facts that belong with this idea. Write one fact
beside each letter in the outline.
74
Practice
Name Date
• Use an outline to organize
your ideas. Write the topic at
the top of the outline.
• List the main ideas. Give each
main idea a Roman numeral
and a period.
• List supporting details under
each main idea. Give each
detail a letter.
• Use words, phrases, questions,
or sentence fragments in an outline.
Cities
I. Kinds of Buildings
A. Museums
B. Skyscrapers
C. Stores
II. Transportation
A. Cars
B. Buses
C. Subways
Topic: The Giant Panda
I. Body features of the giant panda.
A.
B.
C.
D.
E.
McGraw-Hill School Division
Features of Expository Writing
Read the paragraph about weather vanes. Then answer the questions.
1) A weather vane can decorate your home and tell you the
wind’s direction. 2) It is shaped like an arrow with big fancy letters
that stand for the four directions: North, South, East, and West.
3) Sometimes the arrow is painted gold and has a gold rooster
standing on it. 4) As the wind blows, the arrow swings around to
show the wind’s direction. 5) The arrow always points into the wind.
6) In summary, people like weather vanes because they look nice
and tell about the wind, too.
Write the number of the sentence or sentences that answer each
question.
1. Which sentence introduces
the main idea?
2. Which sentences give details about
the main idea?
3. Which sentences tell how a weather
vane looks?
4. Which sentence begins with connecting
words?
5. Which sentence draws a conclusion?
5
At Home: With a family member, find a useful tool such as
a hammer or a screwdriver. Write a paragraph describing
this tool, using a main idea and supporting details.
McGraw-Hill Language Arts
Grade 3, Unit 5, Expository Writing,
pages 362–363
74a
74a
Practice
Name Date
Expository writing gives information about a topic.
Good expository writing:
• introduces a main idea and supports it with details.
• summarizes information from different sources.
• uses connecting words to go from one idea to the next.
• draws a conclusion based on the facts.
McGraw-Hill School Division
Prewrite: Expository Writing
At Home: Make a chart with the topic “Thoughtful Behavior Between
Family Members.” Write three main ideas. Ask family members to
help you add supporting details for each main idea.
McGraw-Hill Language Arts
Grade 3, Unit 5, Expository Writing,
pages 364–365
74b
Think of a topic for a report about pets. You may wish to write a
report on caring for a pet. Write your topic. Now plan your report.
What main ideas fit under the topic of caring for a pet? What
supporting details would fit under each main idea? Write main ideas
and details where they belong on the outline chart below.
74b
Practice
Name Date
Topic:
I.
A.
B.
II.
A.
B.
III.
A.
B.
An important step in writing is revising your first draft. In this way you
can polish your writing and add or take out information.
A. Read the first draft below. Then follow these steps to revise it.
• Add important details that will help the reader understand
exactly what you mean.
• Use a connecting word to connect one thought with another.
Feed your pet every day. You can buy prepared food for
most pets. These foods have the vitamins and minerals your
pet needs.
Make sure your pet has a home. Pet birds should live in
cages that are large enough for them. Indoor pets like dogs and
cats need a place to sleep. They should have a pet bed or a
basket. If your dog lives outdoors, provide it with a doghouse.
It takes time and planning to take care of a pet. A pet is a
wonderful friend. Do your part to keep the friendship going.
B. Use the changes you marked to write the revised report on pets
on another sheet of paper.
McGraw-Hill School Division
Revise: Expository Writing
At Home: With a family member, brainstorm a list of
important things that have to be done when you have a pet.
McGraw-Hill Language Arts
Grade 3, Unit 5, Expository Writing,
pages 370–371
74c
74c
Practice
Name Date
McGraw-Hill School Division
Proofread: Expository Writing
10
At Home: Write a paragraph about household chores and
responsibilities, using incorrect pronouns. Proofread the paragraph
with a family member, and explain how to correct the mistakes.
McGraw-Hill Language Arts
Grade 3, Unit 5, Expository Writing,
pages 374–375
74d
Read the paragraphs from a report on caring for
your pet. Check to see if there are any errors in
writing contractions. Make sure that possessive
pronouns are used correctly.
A. Use the proofreading marks from the
box to mark ten errors you find. You
can use the “add” mark to show where
punctuation marks should go.
Dont give your dog or cat a bath too often. To many baths will
make your pets skin dry and itchy If your cat or dog’s coat gets
muddy, wipe off the mud and let its coat drye. Then brush it well.
If you have pet birds or gerbils, be sure to clean they’re cages
often. keep their food dishs full Give them, fresh water every day.
B. Use the corrections and changes you marked to write the new
paragraphs on another sheet of paper.
74d
Practice
Name Date
PROOFREADING
MARKS
new paragraph
∧ add
take out
Make a capital letter.
Make a small letter.
Check spelling.
Add a period.
sp
.
McGraw-Hill School Division
Adjectives That Tell What Kind
A. Draw a line under each adjective. Draw two lines under the noun
the adjective describes.
1. A helpful woman answered questions.
2. Bright sun helps the flowers grow.
3. Ferns like moist soil and shade.
4. Vines will climb the stone wall.
5. Here are tall plants.
6. They have purple flowers.
7. We’ll plant flowers in the back row.
8. I found short plants for the front.
9. We also need new tools.
10. We’ll have a beautiful garden.
B. Complete each sentence with an adjective from the box.
11. Planting a garden is work.
12. Our shovels dig holes.
13. Help me move this rock.
14. Here is a pail of water.
15. We planted the plants carefully.
15
At Home: Look for flower pictures in books or magazines
with a family member. Take turns using adjectives to
describe them.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 398–399
75
75
Practice
Name Date
• An adjective is a word that describes a noun.
Look at the wonderful plants.
• An adjective can tell what kind.
Let’s plant a new garden.
REMEMBER THE RULES
deep full hard large young
McGraw-Hill School Division
Adjectives That Tell How Many
15
At Home: Ask a family member to help you write a
description of a game you like to play. Use adjectives
that tell how many.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 400–401
76
A. Draw a line under each adjective that tells how many. Circle the
noun that the adjective describes.
1. Many children are on the playground.
2. Three teachers are here, too.
3. Four children play hopscotch.
4. Several children stand in a circle and play catch.
5. They are juggling with three balls.
6. A few children are on the climbing bars.
7. Two girls have climbed high.
8. One boy suggests a game of tag.
9. He calls to several classmates.
10. I jump rope with five friends.
B. Complete each sentence. Write an adjective that tells how many.
11. teacher knows a new game.
12. children want to learn the game.
13. We line up in lines.
14. children are in each line.
15. Suddenly bells announce the end of recess.
76
Practice
Name Date
• An adjective can tell how many.
• Few, many, and several are special adjectives that tell
how many.
Four children are on the swings.
Many children are playing tag.
REMEMBER THE RULES
McGraw-Hill School Division
Articles
A. Circle the correct article in ( ) to complete each sentence.
1. (A, An) river otter is a large animal.
2. (A, An) otter’s body may be over three feet long.
3. (The, A) otter’s fur is dark brown.
4. A young otter is called (an, a) cub.
5. Otters live near (an, a) river or stream.
6. Otters often live at (a, the) end of a river.
7. They eat (an, the) fish that live in the river.
8. (A, An) adult otter is a wonderful swimmer.
9. (A, The) otter’s den is usually in the riverbank.
10. Otters look for (a, an) hole or stump for their den.
B. Write a, an, or the to complete each sentence.
11. Cora saw otter once.
12. She watched it in otter pool at the zoo.
13. otter swam and played in the water.
14. A zoo worker brought it basket of fish.
15. Cora hoped otter was happy.
15
At Home: With a family member, read a library book about
an animal you like or have seen. Count the articles a, an,
and the on at least one page.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 402–403
77
77
Practice
Name Date
• Articles are the special adjectives a, an, and the.
• Use a before singular nouns that begin with a consonant.
• Use an with singular nouns that begin with a vowel.
• You can use the before both singular and plural nouns.
a den an animal the river
REMEMBER THE RULES
McGraw-Hill School Division
Adjectives That Compare
15
At Home: Use adjectives to compare yourself to your
family members. Make up a few sentences, for example:
I am taller than my sister.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 404–405
78
A. Underline the correct adjective in ( ) to complete the sentence.
1. Gina is (taller, tallest) this year than last year.
2. Her legs are (longest, longer) than her pant legs.
3. Her sleeves are (shorter, shortest) than her arms.
4. Her brother’s clothes are (newest, newer) than hers.
5. This dress is the (cool, coolest) one Gina has ever seen.
6. Its colors are the (brighter, brightest) of all.
7. This sweater is (softer, softest) than the red one.
8. Gina’s jeans are (dark, darker) than her sister’s jeans.
9. We wear these jackets in the (colder, coldest) weather of all.
10. Gina’s green hat is (warmer, warmest) than her old red hat.
B. Write the correct form of an adjective from the box to complete
each sentence.
11. Gina puts her clothes in a pile to give away.
12. Gina is the of three sisters.
13. Her old clothes will fit her
sister, Kate.
14. Olivia is the middle sister, but she
is than Kate.
15. Olivia is the
of the girls.
78
Practice
Name Date
• Add -er to an adjective to compare two nouns.
I am shorter than Mia and Meg.
• Add -est to an adjective to compare more than two nouns.
I am the shortest girl in the class.
REMEMBER THE RULES
old tall short small young
McGraw-Hill School Division
Spelling Adjectives That Compare
A. Write the correct form of the adjective in ( ) to complete
each sentence.
1. Today is the day all week. (sunny)
2. It is the day to pick apples. (nice)
3. The apples are on this tree. (big)
4. This is the apple I’ve ever seen. (huge)
5. This apple is the of all. (shiny)
B. Write the correct form of an adjective from the box to complete
each sentence.
6. Let’s get a basket than this one.
7. The ground is over here.
8. My shoes are than yours!
9. Look! Dad’s shoes are of all.
10. Dad carried the bag of apples.
10
At Home: Take a poll of your family members about the
fruits they like. Ask them to compare the fruits. Write the
adjectives they use.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 406–407
79
79
Practice
Name Date
• For adjectives ending in a consonant sound and y, change
the y to i and add -er or -est.
tasty tastier tastiest
• For adjectives ending in e, drop the e, and add -er or -est.
rare rarer rarest
• For adjectives that have a single vowel sound before a final
consonant, double the final consonant and add -er or -est.
red redder reddest
REMEMBER THE RULES
dirty dry heavy large muddy
McGraw-Hill School Division
Mechanics and Usage: Using Commas
15
At Home: With a family member, write down a story
conversation. Each of you write what one character says.
Use commas correctly after first words.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 408–409
80
A. Add a comma where it belongs in each sentence.
1. Girls and boys this is our aquarium guide.
2. Students this is what we’ll see today in the aquarium.
3. Carlos you can watch the seals in the outside pool.
4. Jenna I’ll take you to the inside tide pool.
5. Children you’ll all see the huge tank inside.
6. Mr. Jackson will we see sharks?
7. Yes there are several sharks in the huge tank.
8. Okay are there any more questions?
9. Angie I can’t wait to see the seals!
10. No you can’t feed the sharks.
B. Write more sentences about seals, sharks, or other animals you
might see at the aquarium. Begin three sentences with a person’s
name. Begin two sentences with words such as yes, no, and
okay.
11.
12.
13.
14.
15.
80
Practice
Name Date
• Use a comma after the name of a person being spoken to.
Willie have you been to the aquarium?
• Use a comma after words such as yes and no when they begin
a sentence.
Yes my class went there last year.
,
,
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
Circle the correct article in ( ) in each sentence. Then, write the
sentence on the lines, using the correct form of the underlined adjective.
1.–2. The large
number of natural arches in the world is in (an, a) park in
Utah.
3.–4. The funny
animal I saw in the Everglades was (an, a) otter.
5.–6. In Acadia, the black skimmer is (a, an) pretty
bird than the gull.
7.–8. Crater Lake is (a, an) color that looks dark
than ink.
9.–10. The scary
snake I saw was (an, a) rattlesnake in Big Bend National
Park.
10
At Home: Think of a place you visited. With a family
member, write some sentences about what you saw there.
Use adjectives that compare.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 410–411
81
81
Practice
Name Date
• An adjective can tell what kind or how many.
The United States has wonderful vacation spots.
There are fifty national parks.
• Add -er to an adjective to compare two nouns.
Yosemite National Park in California is larger than Acadia in Maine.
• Add -est to an adjective to compare more than two nouns.
Yellowstone is the oldest of all the national parks.
• Use the article an before singular nouns that begin with a vowel.
Use a before singular nouns that begin with a consonant.
REMEMBER THE RULES
McGraw-Hill School Division
Adverbs
15
At Home: How would you decorate your home for a party?
Take turns with a family member describing the decorations
and how you would make them. Use adverbs.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 412–413
82
A. Draw one line under the verb in each sentence. Circle the adverb
that tells about the verb.
1. We decorate outside for the party.
2. Mary and I move the table there.
3. We neatly arrange the chairs.
4. Yesterday, Mr. Malik bought the party food.
5. Later, we will help Mr. Malik.
B. Circle the adverb in each sentence. Write on the line whether it
tells when, where, or how about the verb.
6. Tomorrow Leila will make some decorations.
7. She always makes wonderful and colorful things.
8. She never has food on the table when she works.
9. Music plays softly while she makes a paper dragon.
10. Pieces of colored paper are everywhere.
11. She carefully cuts and pastes the parts.
12. She puts the finished dragon inside to dry.
13. When it is dry, she quickly attaches it to a string.
14. We bring the dragon outside and hang it on the porch.
15. The paper dragon sways gently in the wind.
82
Practice
Name Date
• An adverb is a word that tells more about a verb.
• An adverb tells where, when, or how.
Mary and Leila come here to help. → where
We secretly make plans. → how
Tomorrow, Ema will be surprised. → when
REMEMBER THE RULES
McGraw-Hill School Division
Adverbs That Tell How
A. Underline the adverb that tells how in each sentence. Circle the
verb that the adverb describes.
1. The day started early.
2. I eagerly ate breakfast.
3. Carelessly, I dropped my cereal bowl.
4. Buster the dog barked loudly at me.
5. I spoke to Buster sternly.
6. Grandma gently calmed me.
7. I quickly headed to school.
8. Something unexpectedly tripped me.
9. My math book dropped suddenly into a puddle.
10. I entered the school nervously.
B. Write each sentence. Add -ly to the word in ( ) to form an adverb.
Circle the verb it describes.
11. My teacher greeted me . (kind)
12. I explained about the book. (sad)
13. I waited for more disasters. (anxious)
14. The day passed . (slow)
15. I went home that afternoon . (careful)
15
At Home: Write three sentences about your day. Use
adverbs to describe the verbs you use. Share your
sentences with a family member.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 414–415
83
83
Practice
Name Date
• Some adverbs tell how an action takes place.
• Adverbs that tell how often end with -ly.
I sleep soundly at night.
REMEMBER THE RULES
McGraw-Hill School Division
Adverbs That Tell When or Where
15
At Home: Make up an adventure with a family member.
Use adverbs that tell when and where.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 416–417
84
A. Circle the adverb in each sentence. Underline the verb
it describes.
1. Tami often dreams about boats.
2. First, she pictures ocean waves.
3. Small boats sail everywhere.
4. Next, Tami imagines ocean sounds.
5. She hears seagulls overhead.
6. Now Tami sits in her own boat.
7. She looks ahead.
8. A large ship sails close.
9. Tami turns her boat away.
10. The wind and waves carry her far.
B. Circle the adverb in each sentence. Write when or where to show
what the adverb tells.
11. Soon Dad calls her for dinner.
12. Tami goes inside.
13. Then she tells Dad about the boats.
14. We’ll go to the library tomorrow.
15. There we’ll find books about boats.
84
Practice
Name Date
• Some adverbs tell when or where an action takes place.
Soon the school day ends. → when
Tami sits outside and dreams. → where
REMEMBER THE RULES
McGraw-Hill School Division
Combining Sentences: Adjectives and Adverbs
A. Add an adjective or adverb to one of the sentences in each pair. Write the
new sentence.
1. We watch the cardinals. The cardinals are red.
2. The cardinals sing. They sing cheerfully.
3. One cardinal takes a seed. It is a black seed.
4. The cardinal flies away. The cardinal flies quickly.
5. The cardinal will return. It will return soon.
B. Combine the sentences, using the adjectives. Write the new sentence.
6. Al has a lizard.The lizard is green.
7. The snake lives in a terrarium. The terrarium is small.
8. Jamie’s pet is a bird. The bird is noisy.
9. The bird squawks in its cage. The bird squawks often.
10. Amy has a cat. The cat is smart.
10
At Home: Watch an animal and write sentences about what
it does. Ask a family member to help you combine
sentences that are similar.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 418–419
85
85
Practice
Name Date
• Two sentences can be combined by adding an adjective
or an adverb to one sentence.
We hung a birdfeeder. We hung it outside.
We hung a birdfeeder outside.
REMEMBER THE RULES
McGraw-Hill School Division
Mechanics and Usage: Quotation Marks
15
At Home: Play Alphabet Spy with a family member. Write
the sentences each person says as you play the game.
Don’t forget to add the quotation marks.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 420–421
86
A. Add quotation marks where they are needed in each sentence.
1. Let’s play Alphabet Spy, said Beni.
2. Does everyone know how to play? he asked.
3. Then he said, You start, Kara.
4. I see an acorn, Kara said.
5. There’s a ball! called out Sandy.
6. I spy a chipmunk, added Fred.
7. Sandy laughed and said, That’s not a chipmunk.
8. It’s a red squirrel, Kara explained.
9. Okay, I spy a car, said Fred loudly.
10. I can see a dog, said Beni eagerly.
B. Rewrite these sentences to continue the game. Add quotation
marks where they are needed.
11. I see your elbow, Kara said to Sandy.
12. Sandy said to Fred, I see your feet.
13. I’m looking at a gate, Fred said to Kara.
14. Beni announced, Look, there’s a horse!
15. Kara added, I can see some ivy.
86
Practice
Name Date
• Quotation marks (“ ”) come at the beginning and end of the exact
words a person says.
“I have an idea,” Beni said.
REMEMBER THE RULES
McGraw-Hill School Division
Mixed Review
A. Read each sentence. Circle each adverb. Draw a line under each
verb. Write how, when, or where to tell about each adverb.
1. Sonia strums her guitar wildly.
2. She always breaks the strings.
3. Danielle practices the piano quickly.
4. Her friends are waiting for her nearby.
5. They ask her to play later.
B. Combine each pair of sentences by adding an adjective or an
adverb to one of the sentences. Write the new sentence on the
line.
6. Mr. Trent teaches music. He teaches music happily.
7. Jamal takes drum lessons. He takes drum lessons often.
8. Walter plays a violin. It is small.
9. Amelia comes to band practice. She comes early.
10. Mr. Trent leads the band. The band is talented.
10
At Home: Write some sentences about when you played or
listened to music. Use adverbs that tell how, when, and
where. Read your sentences to a family member.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 422–423
87
87
Practice
Name Date
• An adverb is a word that tells more about a verb.
• Adverbs that tell how often end with -ly.
Simon plays the violin beautifully.
• Some adverbs tell when or where an action takes place.
He plays downstairs.
• Two sentences can be combined by adding an adjective or an
adverb to one sentence.
Mr. Trent listens. He listens eagerly. Mr. Trent listens eagerly.
REMEMBER THE RULES
McGraw-Hill School Division
Common Errors with Adjectives
10
At Home: With a family member, write three
sentences about a favorite movie or event. Use
adjectives that compare to describe the event.
McGraw-Hill Language Arts
Grade 3, Unit 6, Adjectives and Adverbs,
pages 424–425
88
Circle the correct adjective in ( ) in each sentence.
1. Our town has the (most greatest, greatest) carnival in the county.
2. The Ferris wheel is (bigger, more bigger) than the one at the park.
3. The tent is (prettier, more pretty) than the one at the zoo.
4. Even the popcorn is the (tastyest, tastiest).
5. The stuffed dog I won is (more cuter, cuter) than the one I already have.
6. We saw the (most wonderful, wonderfulest) puppet show.
7. It was the (funnyest, funniest) puppet show I have ever seen.
8. One puppet had a (larger, largest) head than mine!
9. The puppets were (beautifuler, more beautiful) than in the last show.
10. The colors were the (most brightest, brightest) I have ever seen.
88
Practice
Name Date
• For most short adjectives, add -er to compare two nouns and
-est to compare more than two.
clean + er = cleaner clean + est = cleanest
• For long adjectives, use more to compare two nouns and most
to compare more than two.
Not Correct: The blue dress is beautifuler than the pink dress.
Correct: The blue dress is more beautiful than the pink dress.
The lavender dress is the most beautiful dress of all.
• When an adjective ends in a consonant and y, change the y to i
before adding -er or -est.
Not Correct: funny + er = funnyer or funny + est = funnyest
Correct: funny + er = funnier funny + est = funniest
• When an adjective ends with a single vowel and a single
consonant, double the consonant before adding -er or -est.
red + er = redder red + est = reddest
REMEMBER THE RULES
McGraw-Hill School Division
Study Skills: Thesaurus
The thesaurus page above shows the entry words quiet and right.
Use these entries to answer the questions.
1. What are two synonyms for quiet?
2. What are two antonyms for right?
3. What is the definition of right?
4. What part of speech is quiet?
5. What definition is given for peaceful?
6. What are two antonyms for quiet?
7. What are two synonyms for right?
8. What is the definition of quiet?
9. What part of speech is right?
10. What example sentence is given for quiet?
10
At Home: Play a synonym game with your family. They call
out a word and you call out a synonym for the word. Give
points for each correct synonym. Keep score.
McGraw-Hill Language Arts
Grade 3, Unit 6, Study Skills,
pages 432–433
89
89
Practice
Name Date
• Synonyms are words that have almost the same meaning.
cold ➝ chilly
• Antonyms are words that have opposite meanings.
cold ➝ hot
•A thesaurus is a book that can help you find the exact word you
want to use to make your meaning clear.
REMEMBER THE RULES
quiet adj. with little or no noise.
The town is quiet after a
snowstorm.
calm free of excitement or strong
feeling; quiet. The sea was calm.
peaceful calm; undisturbed.
The woods are peaceful at the
end of the day.
antonyms: loud, noisy
right adj. free from error; true.
Theo’s answer was right.
correct agreeing with fact or truth.
Let me show you the correct way
to mow the lawn.
exact very accurate; completely
correct. Larry knew the exact
number of books in the pile.
antonyms: wrong, mistaken
McGraw-Hill School Division
Vocabulary: Synonyms and Antonyms
10
At Home: Play antonym charades with your family. Take
turns acting out action words. Then call out an antonym
for the word.
McGraw-Hill Language Arts
Grade 3, Unit 6, Vocabulary,
pages 434–435
90
A. Read the sentences. Write the synonym in ( ) for each
underlined word.
1. My uncle is a fine
musician.
(good, tall)
2. When he was a boy, he saw
many concerts on television.
(read, watched)
3. He loved
the sound of the piano.
(looked, liked)
4. He told his family he wanted
to learn to
play it. (liked, wished)
5. He took lessons and he learned very quickly
.
(much, fast)
B. Draw lines to match each word on the left with its antonym on
the right.
6. brave last
7. clean smooth
8. first slow
9. rough cowardly
10. quick dirty
• Synonyms are words that have the same or almost the
same meaning.
small and little cry and weep
• Antonyms are words that have opposite meanings.
high and low sweet and sour
90
Practice
Name Date
McGraw-Hill School Division
Composition: Beginning, Middle, End
A. Read the sentences in the scrambled story below. Put them in an
order that makes sense. On the lines, write whether the sentence
is a beginning, middle or end.
1. Timmy hung a bell on the cat.
2. One day the mice had a meeting.
3. The mice were never afraid of the cat again.
4. Timmy Mouse had an idea.
5. They all agreed on a plan.
B. Write a good beginning or end for these topics.
6. The Little Pig (beginning)
7. Wait Until It Snows (end)
8. Grandmother’s Attic (beginning)
9. The Frogs’ Holiday (end)
10. The Treasure Hunt (beginning)
10
At Home: Make up a story with your family. One person starts
with a beginning. The next tells the middle. Continue until
everyone has had a chance. The last person tells the end.
McGraw-Hill Language Arts
Grade 3, Unit 6, Composition,
pages 436–437
91
91
Practice
Name Date
• All good writing has a beginning that grabs the reader’s
attention, a middle that tells what happens, and an end that tells
how everything turns out.
• Beginning: tells who and what the story is about and when and
where it takes place
• Middle: tells the story events, actions, and problems
• End: tells how it all turns out in a way that makes sense
McGraw-Hill School Division
Features of a Story
5
At Home: With your family, talk about an exciting event that
happened to you or someone you know. Write the story of the
event. Be sure to include a beginning, middle, and end.
McGraw-Hill Language Arts
Grade 3, Unit 6, A Story,
pages 444–445
91a
A. Follow the directions.
1. Draw a circle around a topic you would like to write about. Or you can
choose another topic.
A Space Trip It Lives Under My Bed
Best Day of the Week The Problem with Moving
My topic is:
2. Describe the main character.
3. Where will the story take place? Describe the setting.
4. What problem will your main character have to solve?
5. How will your story end?
B. Write your story. Include describing words to tell about the characters,
setting, and events. Use another sheet of paper.
91a
Practice
Name Date
Stories can be real or make-believe. A good story:
• has an interesting beginning, middle, and end.
• has a plot with a problem that needs to be solved.
• has characters who make things happen and a setting
where the action takes place.
• uses describing words to tell about the characters,
setting, and events.
McGraw-Hill School Division
Prewrite: A Story
Choose a topic for a story. Use one from this list or use an idea
of your own.
A Day on an Island A Strange Sound Life on Mars
A good story has a beginning, a middle, and an end. Complete the
story map to help you organize your ideas.
At Home: Write a story with your family. Choose a topic
from this page, or think of a new one. Then take turns
writing the beginning, middle, and end of the story.
McGraw-Hill Language Arts
Grade 3, Unit 6, A Story,
pages 446–447
91b
91b
Practice
Name Date
Main character:
Setting:
Beginning:
Middle:
End:
McGraw-Hill School Division
Revise: A Story
At Home: Write a story with your family about a trip you would
like to take. Have one person start the story and the others take
turns adding to it. Make sure it has a beginning, middle, and end.
McGraw-Hill Language Arts
Grade 3, Unit 6, A Story,
pages 452–453
91c
An important step in writing your story is revising your first draft. In
this way you can make your story clearer for readers.
A. Read the story below. Then follow these steps to revise it.
• Use vivid words that create a clear picture.
• Take out a sentence that does not support the main idea.
• Add a sentence to give the story a better ending.
• Add a title.
As the airplane landed in Ecuador, South America, Stanley
thought this would be his worst vacation. Why had his parents
made him travel with his uncle to some faraway islands?
Stanley’s vacation last year to Florida was a lot of fun. The tour
guide met Stanley and his uncle at the airport and took them to
the islands. On the islands, Stanley saw many sights. He saw
dolphins, sea lions, penguins, tortoises, and iguanas. Everywhere
he looked, he saw volcanoes and other interesting landforms.
The Galapagos Islands were nice.
B. Use the changes you marked to write the revised story on another
sheet of paper.
91c
Practice
Name Date
McGraw-Hill School Division
Proofread: A Story
Read the story about Stanley’s vacation.
See if there are any spelling errors.
Check for correct capitalization and end
punctuation. Are there quotation marks
at the beginning and end of a person’s
exact words?
A. Use the proofreading marks from the
box to mark ten errors you find. You
can use the “add” mark to show where
punctuation marks should go.
A Vacation to Rember
As the airplane landed in Ecuador, South america, Stanley
thought this would be his worst vacation. Why had his parents
made him travel with his unkle to some faraway islands. The tour
guide met Stanley and his uncle at the airport and took them to
the ilans. On the islands, Stanley saw many fascinating sights. He
saw dolphins, sea lions, Penguins, tortoises, and iguanas?
Everywhere he looked, he saw volcanoes and other beautiful
landforms. The Galapagos Islands were Spectacular. “This turned
out to be my best vacashion ever! exclaimed Stanley.
B. Use the corrections and changes you marked to write the new
story on another sheet of paper.
10
At Home: Ask a family member to write a short paragraph about a
favorite place, making five grammar or spelling errors. Then
proofread the paragraph to find the errors.
McGraw-Hill Language Arts
Grade 3, Unit 6, A Story,
pages 456–457
91d
91d
Practice
Name Date
PROOFREADING
MARKS
new paragraph
∧ add
take out
Make a capital letter.
Make a small letter.
Check spelling.
Add a period.
sp
.
