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GRADE 3 Grammar and Writing Handbook ISBN: 0–328–07539–6 Copyright © 2004, Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Permissions Department, Scott Foresman, 1900 East Lake Avenue, Glenview, Illinois 60025. 1 2 3 4 5 6 7 8 9 10 V000 09 08 07 06 05 04 scottforesman.com Editorial Offices: Glenview, Illinois • Parsippany, New Jersey • New York, New York Sales Offices: Parsippany, New Jersey • Duluth, Georgia • Glenview, Illinois Coppell, Texas • Ontario, California • Mesa, Arizona
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WRITER’S GUIDEWRITER’S GUIDE Ideas and Content Before you write, you need to have a main idea and a reason, or purpose, for writing. The main idea is the most important point you want to make. Your purpose may be to persuade, to inform, to describe, or just to entertain your readers. A note to a friend has a main idea and a purpose. Main Idea Convince a friend to Jorge, see your new kitten Come to my house Purpose To persuade someone tomorrow to see my new, fluffy kitten. She loves Details Lively and interesting words, to purr and leap. Avi such as fluffy, purr, and leap, make word pictures for your reader. Details give important information. The birds are eating. (no details) FOCUS The gray pigeons peck at the dry bread. Stay on your topic and (details to show what is happening) use only details that are about your main idea. Strategies for Choosing a Main Idea and Purpose • Choose something you know well or would like to learn about. Your topic could be your favorite aunt or the planets. • Think about your purpose for writing. An adventure story would entertain. A how-to report would inform readers. 6 Writing Ideas and Content
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WRITER’S GUIDEWRITER’S GUIDE A Match the number of each sentence with the purpose that it fits best. A Inform B Persuade C Describe D Entertain 1. Green plants help clean the air we breathe. 2. Let me tell you a funny story about my dad. 3. Doctor Jackson is tall and thin and has bright red hair. 4. Our school really needs a new gym. B Some sentences below do not stay on the topic of the circus. Write the letters of those sentences. A The wrinkly elephants swayed to the loud music. B My new sandals were very comfortable. C Three white poodles pranced around the ring. D A jolly clown with fuzzy, orange hair juggled balls. E Loreen and her mom went to the beach last week. F The fierce lions leaped through fiery hoops. C Choose one of the main-idea sentences below. Then write three sentences about the topic. Remember to use clear details. • My best friend is an interesting person. • I had an exciting adventure last month. • Girls and boys can be good friends. Writing Ideas and Content 7
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WRITER’S GUIDEWRITER’S GUIDE Organization A careful writer tells about events and details in order. Your organization builds a frame to hold your writing. The frame keeps your ideas in place. Here are some ways to organize your writing. • a story with a beginning, middle, and end • a comparison-contrast • a description from top to bottom • a how-to explanation Before you write your first word, think about how you will build your writing. For example, if you want to tell what happened at a school meeting, you would write a report. If you want to explain how to ride a scooter, you would write a how-to explanation. Once you decide on your frame, choose the details you want to include. You will also have to think about how to arrange your details from beginning to end. Strategies for Organizing Ideas GRAPHIC ORGANIZER • Begin with the most important detail A graphic organizer such as a chart, story or save it for last. map, or web can help • Use order words such as first, later, and last. you organize your ideas. • Put details that are alike in the same paragraph. 8 Writing Organization
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WRITER’S GUIDEWRITER’S GUIDE A Match the number of the topic with the letter of the kind of organization that works best. 1. Our green parakeet, Snuffles A Comparison-contrast 2. How to make apple muffins B Story 3. Car or train: which is better? C Description 4. What happened on my vacation D How-to explanation B Choose a detail from the box to complete each sentence. Write the paragraph. parrot first pair of skates new sweater skating rink read a book library slipped and fell helped her up started to cry Marie’s First Try 5. My cousin Marie bought her _____ last Monday. 6. The next day, she went to the _____. 7. As she stepped onto the ice, Marie _____. 8. She wasn’t hurt, but she _____. 9. We skated over to her and _____. C Think of a time when you learned something new. Tell how you learned each step. Use order words such as first, then, and next to organize the details. Writing Organization 9
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WRITER’S GUIDEWRITER’S GUIDE Voice Your writing shows your special style and personality. Use your writer’s voice to shape your writing. A writer’s voice may be funny or serious. It could be friendly or formal. When your writing voice is strong and clear, readers believe what you have to say. • I was so tired that I got into bed early. (weak voice) • I was so worn out that I crawled into bed an hour before dinnertime. I didn’t wake up until Dad shouted that breakfast was ready. (strong voice) Strategies for Developing a Writer’s Voice • Think about your readers and about your VOICE reason for writing. Use a light, friendly voice Try reading your when you write a letter to a cousin or when work aloud to see you tell a funny story. Use a more serious if your writing voice for a book report or for directions. sounds like you. If it doesn’t, think • Your choice of words should match your about what might voice. In informal writing, you might use be missing from it. contractions or slang to make your writing sound like your everyday voice. A letter to the editor of your school newspaper would have a more serious voice. • Use your writer’s voice to speak directly to your audience. If your voice is strong, readers want to keep on reading. 10 Writing Voice
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WRITER’S GUIDEWRITER’S GUIDE A Match each opening sentence with the letter of the reader it fits best. A Aunt Kira in Texas C The school principal B The head zookeeper D A group of classmates 1. We would like another microscope for the science room. 2. Thanks for that great new game you sent me. 3. May we please have a special tour of the jungle exhibit? 4. Let’s throw a party for Miss Peters! B Read each sentence. Write E if you would use an everyday voice in your writing. Write S if you would use a serious voice. 5. You are writing to the editor of the local newspaper. 6. You are writing a note to your best friend. 7. You are writing an e-mail message to your cousin. 8. You are writing a report about sea turtles. C Choose one of the following opening sentences. Add sentences to write a paragraph about the topic. Use a voice that fits the main idea and the audience. • Would you like to make a bowl of cereal? • Dear Editor, The schoolyard needs some new paint. • Spring and fall are my favorite seasons, but for different reasons. Writing Voice 11
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WRITER’S GUIDEWRITER’S GUIDE Word Choice Words are the writer’s handiest tool. Build your writing with exact nouns, strong verbs, and vivid adjectives. Your style will be interesting and lively. • I like the bakery because it smells good. (dull and plain) • The bakery smells like sweet cinnamon rolls and fresh, crusty bread. (lively and detailed) Strategies for Choosing the Right Words • Choose exact nouns. (spaniel instead of dog, WORDS WITH PEP broccoli instead of vegetable) When you want • Use strong verbs. (shatter instead of break, to spice up your writing, think shriek instead of yell) about exciting • Replace dull words such as nice, bad, and words such as thing with clear words. (“The owner was sparkle, zoom, velvety, and lumpy. greedy and cruel” instead of “The owner was bad.”) • Include words that use our senses. (“The sun was as warm as a blanket” instead of “The sun was warm.”) • Don’t be wordy. (suddenly instead of “with great suddenness”) • Include specific details. (“Dan slurped up soup and ate crackers” instead of “Dan was a noisy eater.”) 12 Writing Word Choice
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WRITER’S GUIDEWRITER’S GUIDE A Replace the underlined words with more exact words from the box. Write the paragraph. delicious stirs onions and garlic dips beams bubbles and steams 1. The cook makes the spicy soup. 2. The kitchen smells like food. 3. She puts her finger into the pot for a taste. 4. The soup is hot. 5. The cook smiles and nods. 6. Her meals are always good. B Change each underlined word to a more vivid word of your own. Write the sentences. 7. Jeff and Pooch went through the park. 8. It was a nice autumn day. 9. Then Pooch saw something in the grass. 10. He went across the park. 11. The little squirrel was fast. 12. It went up a tree. 13. Pooch looked sadly at the tree. 14. The squirrel had gone! C Write a description of an animal you have seen. Use strong, vivid words to make your writing come alive. Writing Word Choice 13
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WRITER’S GUIDEWRITER’S GUIDE Sentences Good writing has a natural flow. Different kinds of sentences should make it sound smooth and clear. When you hear a story read aloud, listen to the style and the rhythm of the sentences. Here are some ways to improve your sentences. • Use different kinds of sentences. Questions, commands, and exclamations add style to your writing. • Make sure your sentences are not all short and choppy. Sometimes a longer sentence helps the writing flow. • Use different beginnings. Starting too many sentences with I, she, the, or a can be boring. • Use connecting words. Words such as even though, because, while, and so can join sentences to make them more interesting to read. Strategy for Improving Your Sentences Read a piece of your writing. Each time you start a sentence with I, she, the, or a, circle the word. Underline all the short, choppy sentences. See how many different kinds of sentences you use. Write this information on scratch paper. Then see which things you can change to make the writing better. Have you used too many statements instead of other kinds of sentences? Are most of your sentences short and choppy? Keep this information in a writing folder to help you improve your writing. 14 Writing Sentences
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WRITER’S GUIDEWRITER’S GUIDE A Use the connecting words in ( ) to join the two sentences. Write the sentences. 1. We went to the seashore. We could splash in the waves. (so) 2. Hal loves the winter. Our state has tons of snow. (even though) 3. Our kitten meowed loudly. I got her food ready. (while) 4. The dog needed a bath. He had rolled in the mud. (because) B Rearrange the words in sentences 6.–9. so that I is not the first word. Start with the underlined phrase. Example: I jumped out of bed this morning. Answer: This morning I jumped out of bed. 5. I could not find one brown sock. 6. I searched everywhere before breakfast. 7. I caught the school bus just in time. 8. I opened my lunchbox at noon. 9. I found the sock on top of my sandwich! C Write a short story about finding something that you thought you had lost. Use different kinds of sentences. Be sure to start your sentences with different words. Writing Sentences 15
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WRITER’S GUIDEWRITER’S GUIDE Conventions Conventions are rules for writing. Capital letters show where a sentence begins. A period, question mark, or exclamation mark signals the end of a sentence. A new paragraph begins with an indentation. Grammar and spelling follow patterns. • joe asted his techur for a pensul then he could gets to work. (weak conventions) • Joe asked his teacher for a pencil. Then he could get to work. (strong conventions) Strategies for Conventions of Writing • Start sentences with a capital letter PROOFREADING MARKS and end with a punctuation mark. New paragraph • Make sure each sentence tells a complete Capital letter idea. Each subject and verb should agree. • Don’t change verb tenses without Lowercase letter a good reason. • Be sure special names are capitalized Correct the spelling. correctly. • Check for correct punctuation. Add something. Follow rules for commas, apostrophes, Remove and other punctuation marks. something. • Use a dictionary or spell-checker for difficult words. 16 Writing Conventions
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WRITER’S GUIDEWRITER’S GUIDE A Choose the correct word in ( ) to complete each sentence. Write the sentences. 1. Winter (is, are) my favorite time of year. 2. My family and (us, I) love to sled and throw snowballs. 3. We certainly (enjoy, enjoying) the cold. 4. I have (took, taken) my friends skiing too. 5. They all (likes, like) winter sports a lot. B Look at each sentence. Correct any mistakes in punctuation, grammar, and spelling. Write the paragraph. 6. The united states is a large country. 7. Have you seen our land from coast to coast. 8. Mountains and valleys is in almost every state. 9. Swimers and boaters enjoy the lakes and rivers. 10. try to see some part of our wonderful country on your next vacation. C Write three sentences about one of the PROOFREADING topics below. Remember to follow the rules When you proof- for capitalization, punctuation, grammar, read, look carefully and spelling. Trade papers with a classmate for mistakes. Use a ruler to check each and look for anything that should be changed. line from start to • A sport I would like to learn finish. Read aloud to catch errors. • A trip I would like to take • A job that seems interesting Writing Conventions 17
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WRITER’S GUIDEWRITER’S GUIDE Using a Scoring Rubric What makes a piece of writing excellent? When is writing good, or not good? One way to judge a piece of writing is to use a scoring rubric. A rubric is a checklist of qualities, or things to look for. See pages 6–17 for a discussion of these qualities. Rubrics give a number score for each thing you are looking for. You can use a rubric such as the one below to judge your writing. WORD SCORE IDEAS/CONTENT ORGANIZATION VOICE CHOICE SENTENCES CONVENTIONS 4 Clear, focused, Smooth flow Honest, Precise, Smooth, Excellent well-supported of ideas from engaging, interesting, varied, and control with ideas beginning to lively and accurate rhythmic only minor end, with writing words sentences errors connecting words 3 Ideas usually Information At times Correct and Generally Good control; focused and given in reveals adequate smooth, no serious supported some order writer’s words varied errors prevent personality sentences understanding 2 Ideas sometimes Little direction Fails to Limited Awkward Weak control unfocused and from beginning engage vocabulary; or wordy with errors undeveloped to end audience lacks sentences that make or show freshness with little writing hard emotion variety to read 1 Ideas confusing Ideas hard to Flat writing Incorrect, Choppy Many errors and unsupported follow with no with no dull, or sentences; that prevent direction feeling overused run-ons understanding words or fragments; and overused as connector 18 Using a Scoring Rubric
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WRITER’S GUIDEWRITER’S GUIDE Following are four responses to a prompt. Read each response and the notes below it. This will show how each piece got its score. Writing Prompt: Write about a time when someone helped you feel better or you helped someone else feel better. One day I got the flu. I was sick to my stomack and felt really dizzy. Then my dad said to lie down. Next, he brought me ginger ale with a twisty straw. Finally, my stomack stopped aching. My parents and my brother had helped me feel better. Then everybody else got sick! Even the dog was droopy! I carried up ginger ale on a fancy tray. I hope we never get sick like this again. Score 4 Ideas/Content Focused and supported by many details Organization Order words then, next, and finally move story along; has a clear ending Voice Strongly engages readers (“Even the dog was droopy!”) Word Choice Vivid word choice and images (twisty, fancy tray) Sentences Clear, smooth sentences Conventions Few mistakes; a misspelling (stomack) Writing Models 19
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WRITER’S GUIDEWRITER’S GUIDE One day I helped my next-door naybor clean up his backyard. We raked and put leaves in blue bags to recycle them. Then we sawed some branches off the tree that was leening against his house. My help made him feel better because his wife just passd away. The next day I went back to bring him a piece of cake and a little card I made. He said, “Matthew, you are like a grandkid.” that made me feel good. Score 3 Ideas/Content Focused on the idea of making someone feel better and supported with details (blue bags, piece of cake, little card) Organization Story has a beginning, middle, and end; order words to make order of events clear Voice Expresses feelings (“that made me feel good”) Word Choice Good use of verbs (raked, sawed); exact nouns (leaves, branches) Sentences Varied and smooth sentences Conventions Some mistakes; some spelling errors (naybor, leening, passd); a capitalization error (“that made me feel good.”) 20 Writing Models
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WRITER’S GUIDEWRITER’S GUIDE Someone made me feel better when I busted my head. And my mom made me feel better. They took me to the hospitil. And they bought me a toy and it made me feel better. And the next day they brought me more stuff and they bought me moovies and games. And then at 8:00 I fell asleep. And in the morning I feel a little better. I’m never going to do that again. Score 2 Ideas/Content Focused on the idea of someone who is helped to feel better, but needs more details Organization Moves from a beginning to an end Voice Gives reader a sense of who the writer is Word Choice Many dull or repeated words (took, stuff, feel) Sentences Opening not very clear; too many choppy sentences; most sentences begin with And Conventions Misspellings (hospitil, moovies); change in verb tense (“I feel a little better”); grammar error (busted) Writing Models 21
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WRITER’S GUIDEWRITER’S GUIDE My mom halp me when I am skare. She trn on the Light so I whent Be skare all night. Score 1 Ideas/Content Main idea not supported by details Organization Time order not clear Voice Writer not involved Word Choice Dull word choice Sentences Sentences difficult to understand Conventions Incorrect capitalization (Light, Be); misspellings (halp, skare, trn, whent); incorrect use of verb tense and form (halp, trn) 22 Writing Models
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