Grammar C

Level C

Grammar and Writing

This book belongs to

Name Address Telephone School Teacher Grade

Grammar and Writing Written and Edited by: Yehudis Leitner, Fraydel Sharf Miriam Shulamis Eisemann, M. Jakubowicz Layout: Branko Pejovic

Front cover: Mirko Zunic

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Level C

O INTR

DUCTION LETTE

R

Welcome to the Lighthouse Grammar and Writing Workbook!

Dear Educators, We are excited to introduce the Lighthouse Grammar and Writing Workbook, crafted to enhance your teaching with an innovative approach to mastering English. This workbook combines structured grammar lessons with practical writing exercises, providing a comprehensive and engaging resource for you and your students.

Each grammar section features clear explanations and easy-to-follow instructions, followed by writing activities that let students apply their new knowledge. This approach bridges the gap between understanding grammar rules and using them effectively, helping to develop their writing skills step by step for clearer and more creative communication.

Every lesson encourages the exploration of different writing styles while reinforcing essential grammar concepts. Our goal is to make teaching both enjoyable and impactful, equipping you with the tools to cultivate confident and proficient communicators in your classroom.

Thank you for choosing the Lighthouse Curriculum. We look forward to supporting you and your students on this journey to language mastery!

© Lighthouse Curriculum. Copying strictly prohibited.

Sincerely,

Lighthouse Grammar and Writing Level C

ISBN 978-1-955773-70-6

Lighthouse Curriculum 718.285.7100 • info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com ©Copyright 2025 Lighthouse Curriculum Inc. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, stored in a database and/or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. To obtain permission to use portions of material from this publication, please contact Lighthouse Curriculum.

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Table of Contents 1

1 Nouns

10

2 Singular and Plural Nouns

12

3 Plural Nouns -s

14

4 Plural Nouns -s and -es

16

5 Plural Nouns -y to -ies

18

6 Irregular Plural Nouns

20

7 Review Nouns

22

UNIT

2

Verbs

8 Action Verbs

24

9 Plain Form of a Verb

26

10 Verb Form -s

28

11 Verb Forms -y to -ies

30

12 Review Verbs

32

UNIT

3

Nouns

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UNIT

Past Form Verbs

13 Past Form Verbs with -ed

34

14 Past Form Verbs with -d, -ed

36

15 Irregular Verb Forms -y, -ied

38

16 Irregular Past Form Verbs

40

17 Review Past Form Verbs

42

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5

Table of Contents UNIT

4

18 Forming Complete Sentences

44

19 Identifying the Subject

46

20 Identifying the Predicate

48

21 Sentence Fragments

50

22 Review Sentence Structure

52

UNIT

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5

6

Pronouns

23 Subject Pronouns

54

24 Object Pronouns

56

25 I and Me

58

26 He and Him

60

27 She and Her

62

28 We and Us

64

29 They and Them

66

30 Pronouns and Antecedents

68

31 Review Pronouns

70

UNIT

6

Sentence Structure

Sentence Capitalization and Punctuation

32 Capitalization in Sentences

72

33 Basic Types of Sentences

74

34 End of Sentence Punctuation

76

35 Review Sentence Capitalization and Punctuation

78

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7

Questions in Sentences

36 Word Order

80

37 Question Words

82

38 Word Order in Questions

84

39 Review Questions in Sentences

86

UNIT

8

Capitalization

40 Capitalization of Words in Book Titles

88

41 Capitalization of Names

90

42 Capitalization of Titles of Respect

92

43 Capitalization of Cities, States, and Countries

94

44 Capitalization of Months and Holidays

96

45 Review Capitalization

98

UNIT

9

Quotations and Commas

46 Quotation Marks in Dialogue

100

47 Commas in Dialogue

102

48 Commas in Addresses

104

49 Review Quotations and Commas

106

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UNIT

UNIT

10 Adjectives and Adverbs 50 Adjectives

108

51 Adjectives That Compare

110

52 Adverbs

112

53 Adverbs That Compare

114

54 Review Adjectives and Adverbs

116

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7

Table of Contents UNIT

11 Possessive Forms 55 Singular Possessive Form

118

56 Plural Possessive Form

120

57 Review Possessive Forms

122

UNIT

12 Forms of Be 58 Forms of "Be"

124

59 Present Forms of "Be": Am, Is, Are

126

60 Past Forms of "Be": Was, Were

128

61 Review Forms of Be

130

UNIT

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13 Contractions

8

62 Contractions

132

63 Contractions with Subject and Verb

134

64 Contractions with "Not"

135

65 Its vs. It's

138

66 Review Contractions

140

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UNIT

14 Helping Verbs 67 A and An

142

68 Common Helping Verbs , Have, Has

144

69 Began-Begun, Forgot-Forgotten

146

70 Drew-Drawn, Hid-Hidden

148

71 Review Helping Verbs

150

UNIT

15 Vocabulary Building 72 Synonyms

152

73 Antonyms

154

74 Homophones

156

75 Review Vocabulary Building

158

UNIT

76 Alphabetical Order

160

77 Dictionary Alphabetical Order

162

78 Guide Words

164

79 Review Alphabetical Order

166

Word Bank

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16 Dictionary

168

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Level C

9

Unit 1

Lesson 1

Nouns

Nouns A noun is a word that names a person, animal, place, or thing.

Example: The boy kicked the ball in the park.

Circle all the nouns in each sentence.

1. We saw a squirrel climb a tree.

2. Teddy was flying a kite.

3. I picked a bright red flower.

4. The duck swam in the pond.

5. A butterfly flew past my face.

6. Rain fell on the grass.

7. The sun is shining on the park. © Lighthouse Curriculum. Copying strictly prohibited.

8. Bill ate lunch at twelve o’clock.

9. A red balloon floated in the sky.

10. The playground was busy.

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Level C

Unit 1

Lesson 1

Descriptive Writing

Create a new friend!

Your friend can be a person or even an animal. Friends make us happy. We play, talk, and have fun with them.

Draw your friend in the box. Write three sentences to tell others about your friend. Underline all the nouns you use.

Let’s Brainstorm!

Think about your friend’s name • age • what he looks like • what he likes to do • his favorite color • his favorite food • games he likes • where he lives • or what he wears.

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Example: My friend is Tom. He wears a red hat.

He loves playing in the park.

Tom is a little dog. He lives in a yellow house.

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Unit 1

Lesson 2

Nouns

Singular and Plural Nouns A singular noun names one person, animal, place, or thing.

A plural noun names more than one person, animal, place, or thing.

Examples:

car

cars

book

books

Look at each picture and circle the correct singular or plural noun.

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1.

2.

pencil pencils

egg eggs 6.

7.

block blocks

12

3.

4.

tree trees 8.

chair chairs

5.

apple apples 9.

eraser erasers

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box boxes

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glass glasses

Level C

boy boys

Unit 1

Lesson 2

Comparative Writing

Some things are similar (almost the same), and some things are different.

Pick two toys or games.

Write two sentences telling how they are the same. Write two sentences telling how they are different. Underline any nouns you use.

Example: b all and car Both toys are fun to play with.

Both toys can move fast when pushed on the floor. I play with my ball outside and with my car inside. My ball is red, and my car is blue.

Toy/Game 1:

Toy/Game 2:

Different:

Let’s Brainstorm!

What do the toys look like? How do they feel—are they soft, hard, rough, or smooth? What color, shape, or size are they? How do you play with them?

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Similar:

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Unit 1

Lesson 3

Nouns

Plural Nouns -s Plural forms are used when we talk about more than one.

Add -s to most nouns to make them plural.

Example: one teacher → two teachers

Rewrite each word in ( ) in plural form.

1. The (girl)

like to bake.

2. They took out two (bowl)

.

3. Anne added three (cup)

of flour.

4. Sue cracked four (egg)

.

5. Anne and Sue used (spoon)

to mix.

6. They shaped the dough into (square) © Lighthouse Curriculum. Copying strictly prohibited.

7. Anne put all the (tray) 8. The (cookie)

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. into the oven.

are yummy!

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Level C

Unit 1

Lesson 3

Descriptive Writing

Descriptive writing helps readers picture in their mind exactly what you are describing.

Think about your favorite season.

Is it spring, summer, fall, or winter? Each season is special. Think about how each season makes you feel, the clothes you wear, and the special things you do.

Example: I t is spring now. I see colorful flowers in gardens. The trees all look green. I hear the birds chirping.

My favorite season is: 1.

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Write four sentences about what you see, feel, or do in your favorite season. How many nouns can you use in your writing? Circle the nouns ending with -s.

2.

3.

4.

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Level C

15

Unit 1

Lesson 4

Nouns

Plural Nouns -s and -es A plural noun is when we talk about more than one person, place, or thing.

Add an -s or -es to a word to make the noun plural (more than one).

Add -s to most nouns to make them plural.

Example: one teacher → two teachers

Add -es to nouns that end in s, x, z, ch, or sh.

Example: one class → two classes

Circle the correct plural spelling for each example.

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SINGLE

16

PLURAL

1. one brush

two brushs

/

two brushes

2. one door

two doors

/

two doores

3. one cake

two cakes

/

two cakees

4. one watch

two watchs

/

two watches

5. one bus

two buss

/

two buses

6. one fox

two foxs

/

two foxes

7. one book

two books

/

two bookes

8. one clown

two clowns

/

two clownes

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Level C

Unit 1

Lesson 4

Descriptive Writing

Looking at a picture can help give you ideas of what to write about.

Look at the picture below.

Example: b oxes — I see three boxes on the table. paintbrushes — There are paintbrushes on the table.

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Look closely at all the different things. Who is in the picture, what is he doing, what objects do you see? Are there people, animals, toys, or furniture? What colors do you notice? Find items that have more than one. Write the plural ending with -s or -es. Then, write a sentence about it.

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Unit 1

Lesson 5

Nouns

Plural Nouns -y to -ies Plural nouns are used when we talk about more than one person, animal, place, or thing.

When a noun ends with a consonant followed by -y, change the -y to -ies.

Example: baby → babies

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Rewrite each noun as a plural using -ies.

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1. puppy

7. family

2. penny

8. city

3. lady

9. party

4. army

10. candy

5. pony

11. berry

6. cherry

12. cavity

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Level C

Unit 1

Lesson 5

Descriptive Writing

Think about your five senses: sight, touch, smell, taste, and hearing. Picture yourself somewhere else. What do you see? What can you feel?

Write sentences describing what your senses are feeling.

Include at least two plural nouns that change from -y to -ies. Circle each noun ending with -ies.

You can use words from the grammar lesson.

Let’s Brainstorm!

You can picture yourself: in the bakery • at the park • at the zoo • in the fruit store

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Example: p astry → pastries, berry → berries I walk into the bakery and smell warm pastries.

I see sweet pies filled with berries. I hear the oven beeping in the back.

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Unit 1

Lesson 6

Nouns

Irregular Plural Nouns Some words don't follow the usual rule of adding -s or -es. These are called irregular plural nouns. They change in a special way to show that there is more than one.

One

tooth

goose

foot

die

More than one

teeth

geese

feet

dice

One

man

woman

child

mouse

More than one

men

women

children

mice

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Is the noun in singular or plural form? Circle the correct answer.

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1. man

singular / plural

2. children

singular / plural

3. dice

singular / plural

4. goose

singular / plural

5. teeth

singular / plural

6. women

singular / plural

7. mouse

singular / plural

8. foot

singular / plural

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Level C

Unit 1

Lesson 6

Mystery Writing

A mystery is like a puzzle or secret. Clues can help you find the answer.

Create a mystery story about something that might be lost, hidden, or strange. See if you can include an irregular plural noun.

Introduction: Who is the main character, and where does the story happen?

Example: A t the zoo, we were watching a pretty goose.

Problem: Describe what happened next.

Example: Suddenly, the goose ran away. He was hiding from us.

Clues: Give hints to help solve the problem or mystery.

Solution: The answer to the problem or mystery. How was it solved?

Example: We found a few geese hiding in the bushes.

Let’s Brainstorm!

You can write about: hidden mice in the classroom • missing dice from a game • lost teeth under a pillow

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Level C

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Example: T hen we heard loud noises. The leaves on the bushes were shaking.

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Unit 1

Lesson 7

Nouns

Review Nouns A singular noun names one person, animal, place, or thing.

A plural noun names more than one person, animal, place, or thing.

Add -s to most nouns to make them plural.

Example: cat → cats

Add -es to nouns that end in s, x, z, ch, or sh.

Example: box → boxes

Change the -y to -ies when nouns end with a consonant followed by -y.

Example: baby → babies

Underline the nouns in the following sentences.

1. Sarah played with her new toy. © Lighthouse Curriculum. Copying strictly prohibited.

2. The teacher read a book to the class.

3. We saw a butterfly in the garden.

4. My dad bought apples at the store.

Write S for singular or P for plural next to each noun.

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5. chair

7. cars

9. book

6. pencils

8. child

10. roses

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Level C

Circle the correct plural noun.

1. Many (dogs / doges) are barking.

2. We saw three (fox / foxes) in the woods.

3. Three (family / families) went on a trip together.

4. The (child / children) played outside.

5. She packed two (boxs / boxes) for the trip.

6. boxs

boxes

7. teeth

tooths

8. ladys

ladies

9. cities

citys

10. man

men

11. handes

hands

12. women

woman

13. mouse

mice

Write sentences using a singular noun and a plural noun.

14. Singular noun:

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Circle the plural nouns that are spelled correctly.

15. Plural noun:

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Level C

23

Unit 2

Lesson 8

Verbs

Action Verbs Action verbs are words that tell us an action someone or something is doing.

Examples:

run, jump, eat, sleep, write, sing The rain falls on the green grass. (Falls tells us what the rain is doing.)

Underline the action verb in each sentence.

1. The boy laughs out loud.

2. Birds fly over the pond.

3. My friends play tag.

4. The dog chases the stick.

5. We run on the path.

6. The children blow bubbles. © Lighthouse Curriculum. Copying strictly prohibited.

7. I ride my bike to the park.

8. The squirrel climbs up the tree.

9. Jill reads a book on the bench.

10. The man is painting the slide.

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Level C

Unit 2

Lesson 8

Narrative Writing

Think about something interesting that happened to you today.

Write three to four sentences to tell the story.

Use action verbs to make it exciting and fun to read!

Example: When: during recess Where: the school playground During recess, I raced my friend to the swings. We jumped off when we got really high. Then, we ran to the slides. We climbed up and waved to our friends.

Where:

Let’s Brainstorm!

You can write about: when you woke up • on your way to school • during class • during recess • taking a test

Action Verb Bank — Use these or your own! run, jump, sing, speak, read, write, eat, sleep, play, laugh, feel, see, hear, smell, touch, break, kick, throw, catch, build, fix, open, close, turn, push, pull, move, stay, go, come, leave, enter, smile, frown, sneeze, breathe, shout, whisper, yell, clap, wave, shake, fall, climb, skip, hop, roll, slide, bend, reach, grab, hold, carry

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Level C

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When:

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Unit 2

Lesson 9

Verbs

Plain Form of a Verb A verb tells what someone or something is doing.

The plain form of a verb is used with nouns that name more than one.

Example: Bees smell the flowers.

Fill in each sentence using a plain form of a verb from the box.

trim

fall

pour

grow

dig

rake

plant

throw

pull

swim

1. Boys 2. Gardeners

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3. Helpers 4. Dogs 5. Leaves

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seeds. water on the seeds. out the weeds in the garden. in the dirt. from the trees.

6. My friends

the leaves.

7. The bushes

very tall.

8. People

the bushes.

9. Ducks

in the pond.

10. Boys

bread to the ducks.

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Level C

Unit 2

Lesson 9

Daily Routine Writing

A daily routine is something a person does every day, usually in the same order. When describing our routine we use transition words like first, then, next, and lastly to show the order of events.

We all have routines! We wake up, go to school, play, eat, and go to sleep. Now it's your turn to write about the daily routine of someone—or something—fun!

Circle all the verbs in your writing.

Example: A bout: School backpack First, the backpack waits by the door.

Then, it rides on a student’s back.

Next, it sits by the desk quietly.

Lastly, it rests on the floor waiting until tomorrow.

First,

Then,

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Next,

Lastly,

Let’s Brainstorm!

Some ideas: the routine of a bus driver • teacher • doctor • bird • cow

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Level C

27

Unit 2

Lesson 10

Verbs

Verb Form -s A verb is a word that tells what someone or something does.

The -s form of a verb is used with nouns that name one.

Example: The bee smells the flowers.

Add an -s to the verbs in the box. Then, fill in the blanks.

trim

fall

pour

grow

dig

rake

plant

throw

pull

swim

1. The boy

seeds.

2. Our gardener

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3. The helper

out the weeds in the garden.

4. His dog

in the dirt.

5. A leaf

off the tree.

6. My friend

the leaves.

7. The bush

very tall.

8. Jim

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water on the seeds.

the bush.

9. A duck

in the pond.

10. The boy

bread to the ducks.

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Level C

Unit 2

Lesson 10

Descriptive Writing

Create your own character.

Choose one of these animals. Give the animal a name. Think about what your animal likes to do. Write three sentences about your character. Try to use at least three verbs.

Example: A nimal: Squirrel Name: Sammy Sammy the squirrel collects acorns. He climbs trees.He eats nuts. Sammy sleeps most of the winter.

Name:

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Animal:

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Level C

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Unit 2

Lesson 11

Verbs

Verb Forms -y to -ies Plain forms of verbs ending with ‘y’ and following ‘he,’ ‘she,’ or ‘it’: If the plain form of a verb ends in a consonant + y, change the -y to -ies.

If the plain form of a verb ends in a vowel + y, add -s after the -y.

Example: cry → cries You cry.

Sam cries.

Example: enjoy → enjoys We enjoy the game.

Sara enjoys the game.

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Change each word by adding -s or -ies.

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1. dry

He

his hands.

2. fly

It

away.

3. party

She

after the test.

4. tally

He

the points.

5. copy

She

the notes.

6. spy

He

on his neighbor.

7. empty

He

the garbage.

8. reply

She

to her friend.

9. play

It

loud music.

10. buy

He

a snack.

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Level C

Unit 2

Lesson 11

Descriptive Writing

Draw a fun or silly picture!

You can draw an animal doing something funny, a robot building something, or even a clown juggling pies.

Then, write three to five sentences describing what is happening. Use "he," "she," or "it" in your sentences. Try to include at least one action verb that end in -ies.

Example: T he bird flies into the classroom and carries a crayon in its beak. When the teacher comes in, the bird cries and flies away.

Let’s Brainstorm!

Try: a bird in a classroom • a flying backpack • a puppy at a party • a monkey that copies kids • a robot that carries snacks

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Level C

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Who or what is in your picture?

31

Unit 2

Lesson 12

Verbs

Review Verbs An action verb tell us what someone or something does or did.

Circle all the action verbs. Put an X over all the nouns.

2.

run

3.

book

4. celebrate

5.

school

6.

rest

7.

search

8.

eat

9.

bus

10.

duck

11.

laugh

12.

sleep

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1.

32

stand

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Level C

The plain form of a verb is used with nouns that name more than one.

The -s form of a verb is used with nouns that name one.

Circle the correct form of a verb in each sentence.

1. Every morning, she (brush / brushes) her teeth.

3. My brother (play / plays) with blocks.

4. The teacher (explain / explains) the lesson clearly.

5. We (eat / eats) lunch at noon.

6. Ben (color / colors) a paper before bedtime.

7. The baby (sleep / sleeps) in the crib.

8. Mom (cook / cooks) dinner every night.

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2. They (walk / walks) to school together.

9. The cat (chase / chases) the mouse in the yard.

10. I (help / helps) my dad in the garden.

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Level C

33

Unit 3

Lesson 13

Past Form Verbs

Past Form Verbs with -ed Past form verbs tell us an action that already happened.

We add -ed to the end of most verbs to make them past tense.

Example: watch → watched

Add -ed to each word to make it past tense.

1. walk 2. ask 3. color 4. look 5. jump 6. help © Lighthouse Curriculum. Copying strictly prohibited.

7. fix 8. clean 9. wash 10. brush 11. listen 12. kick 13. act 14. learn

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Level C

Unit 3

Lesson 13

Adventure Writing

An adventure is something fun, exciting, or different that happened. It can be real (something that really happened) or made up (something you imagine).

Write an adventure story that already happened using verbs with -ed.

Example: O ne day, I opened a door and found a magic tunnel. I walked inside and landed in a candy world! I picked up jelly beans and tasted chocolate trees. It was a fun day.

Is your story real or made up?

What is your story about?

Let’s Brainstorm!

Writing ideas: a trip to a new place • a time you helped someone • a day you got lost and found your way • a dream you had

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Level C

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What happened?

35

Unit 3

Lesson 14

Past Form Verbs

Past Form Verbs with -d, -ed Past form verbs tell us an action that already happened. We add -ed to the end of most verbs to make them past tense.

For verbs ending in e, we just add -d to to make it past tense.

Example: watch → watched

save → saved

Add -d or -ed to each word to make it past tense.

show

wipe

crack

like

stare

spill

watch

move

scramble

paint

Then, choose a word from the box to help tell the story that happened.

1. I

open an egg.

2. Then, I

it.

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3. The drink 4. I

it up.

5. Ben

out the window.

6. He

a red car park.

7. I

my baby a book.

8. He

it.

9. We

to a new house.

10. My new room is 36

.

blue.

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Level C

Unit 3

Lesson 14

Dialogue Writing

A conversation is when two people talk to each other. It helps us understand how they feel and think.

Write a short conversation between two friends.

Use at least two action words ending with -ed.

Draw a picture to show what is happening in the conversation.

Let’s Brainstorm!

Try writing a conversation where someone: cracked an egg • played a game • missed the bus • forgot homework • shared a snack

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Level C

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Example: I dropped my pencil.

Don't worry, I picked it up for you.

Thanks! You really helped me.

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Unit 3

Lesson 15

Past Form Verbs

Irregular Verb Forms -y, -ied Past form verbs tell us an action that already happened.

Verbs ending in a consonant + "y," change the "y" to "i" and add -ed.

Example:

cry → cried

Verbs ending in a vowel + "y," add -ed after the "y."

Example:

play → played

Change each word to past tense by adding ‘ied’ or ‘ed.’

6. spy

2. fry

7. worry

3. carry

8. study

4. hurry

9. stay

5. copy

10. enjoy

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1. dry

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Level C

Unit 3

Lesson 15

Story Writing

Write a real or made up short story about a day when you tried something new. Tell what you did and how you felt.

Example: W hat did you try? Riding a bike How did you feel? Happy Story Yesterday, I tried riding my bike without training wheels. I wobbled and hurried to catch my balance. I fell and cried a little, but I got up. My dad stayed with me and helped me try again. I finally rode down the block and smiled.

What did you try?

How did you feel?

Let’s Brainstorm!

Try writing about: swimming without a tube • tying your shoes • writing a story • playing a new game • tasting a new food • building a LEGO set • playing the piano

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Level C

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Your story:

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Unit 3

Lesson 16

Past Form Verbs

Irregular Past Form Verbs Irregular past forms are verbs that do not follow the pattern of adding -ed or -d to form the past tense word. These verbs change in different ways. eat → ate

go → went

run → ran

get → got

sit → sat

stand → stood

make → made

sing → sang

come → came

Examples:

Fill in each blank with the irregular past form of the verb shown in ( ).

1. Gabe 2. His friends 3. Everyone

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(sit) in the front row. (stand) and clapped.

4. Gabe

(run) off the stage.

5. John

(make) a drawing.

6. The class 7. The children 8. They

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(sing) on stage.

(go) back to the classroom. (get) excited. (eat) their snack.

9. The host

(come) to the mic.

10. The singer

(sing) again.

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Level C

Unit 3

Lesson 16

Story Writing

A contest is a fun game or challenge where people try to win something.

Write about a contest you entered—or make one up from your imagination!

When we write a story, it helps to think in three parts: • The beginning tells who is in the story and what is happening.

Example: Yesterday, I went to a pizza-eating contest with my friend.

• The middle tells what the characters do or what the problem is.

Example: I ate five slices in five minutes while my friend ran to get napkins.

Everyone clapped and cheered.

• The end tells how it finishes and how the characters feel.

Example: I won a trophy and took home a free pizza! I felt proud and excited.

Beginning

End

Let’s Brainstorm!

Contest can be: singing or talent show • race or ball game • baking contest • drawing contest • spelling bee • biggest jump • fastest banana eater

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Level C

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Middle

41

Unit 3

Lesson 17

Past Form Verbs

Review Past Form Verbs Past form verbs tell us an action that already happened.

We add -ed to the end of regular verbs to make them past tense.

For verbs ending in "e", we just add -d to make them past tense.

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Read the story. Add -d or -ed to change the story to past tense.

Bob like

to bake. He measure

into the bowl. Next, he crack

some eggs. Alex help

the rest of the ingredients. When they finish

they add clean

the flour. Then, he pour

up the kitchen. Alex wash

baking, Bob

the cake. The whole family taste

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away

for the cake to cool. a piece. What a yummy

cake!

42

him. Together,

the mixer. He also pack

the sugar. Now the cake was ready. They wait Alex slice

the flour

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Level C

Writing

Write the past form of each verb.

1. eat

7. make

2. get

8. copy

3. run

9. come

4. dry

10. go

5. sit

11. sing

6. stand

12. stay

Complete the sentences using any of the past form verbs from the list.

13. I

down on my chair.

14. I

a cookie. to visit me.

16. He

all afternoon.

17. We

songs together.

Write two sentences using any past form verb from the words filled in above.

18.

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15. My friend

19.

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Level C

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Unit 4

Lesson 18

Sentence Structure

Forming Complete Sentences A complete sentence has a subject and a predicate.

Subject: This tells us who or what the sentence is about. It can be a person, animal, place, or thing.

Example: The boy runs in the yard.

Predicate: This tells us what the subject does or what happens to the subject. It usually starts with a verb (an action word).

Example: The boy runs in the yard.

Match up a subject and predicate to make a complete sentence.

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Subject

Predicate

1. Bells

•

2. The sun

• • ring.

3. Dogs

• • eat acorns.

4. The bird

• • shines.

• bark.

5. Squirrels • • cries.

6. The baby •

44

• is sweet.

7. The car

• • flies.

8. Sugar

• • drives.

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Level C

Unit 4

Lesson 18

Grammar-Based Writing

Write three sentences using subjects and predicates.

Example: Subject: The cat My friend

Predicate: chased the mouse. ate a jelly sandwich.

Silly Sentence Mix-Up Activity

SUBJECT

PREDICATE

Cut a blank piece of paper into four pieces. Choose your two favorite sentences. On each piece of paper, write one subject or one predicate from the sentences. Now, mix up your subjects with your classmates. In a separate pile, mix up all the predicates.

Take out one subject and one predicate and read a funny sentence!

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SUBJECT PREDICATE

Example: The cat ate a jelly sandwich.

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Level C

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Unit 4

Lesson 19

Sentence Structure

Identifying the Subject The subject tells us who or what the sentence is about. It can be a person, place, thing, or idea. The subject is usually the first part of a sentence.

Example: The boy runs in the yard.

Underline the subject in each sentence.

1. The children played on the swings.

2. The truck sold ice cream.

3. The sun shone brightly.

4. A blanket lay on the ground.

5. The birds sang songs.

6. The bench was empty. © Lighthouse Curriculum. Copying strictly prohibited.

7. My brother rode his bike.

8. The kite flew high.

9. A squirrel ran up a tree.

10. The park was full of people.

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Level C

Unit 4

Lesson 19

Creative Writing

Characters are the people or animals in a story. Good stories have characters that do interesting things!

Use the subject starters to write sentences.

See if you can make it into a story.

Then, change the subject to create a funny story.

Example: T he students ran to their desks. → The books ran to their desks.

The teacher walked in. → A rabbit walked in.

The class sang a song. → Some birds sang a song.

The truck

A squirrel

Let’s Brainstorm!

Try using funny or surprising subjects like: a banana • some crayons • the mailbox • a robot • three pillows • the sandwich

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Level C

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The kite

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Unit 4

Lesson 20

Sentence Structure

Identifying the Predicate The predicate tells us what the subject does or what happens to the subject.

It usually starts with a verb (an action word). The predicate is usually the second part of a sentence.

Example: The boy runs in the yard.

Underline the predicate in each sentence.

1. The children visited the zoo.

2. The lion roared loudly.

3. The monkey swung on the trees.

4. The elephant splashed water.

5. A bird flew in the sky.

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6. The penguin slid on the ice.

7. My dad took pictures.

8. The giraffe ate leaves from the tree.

9. The kangaroo jumped around.

10. The zoo had many visitors.

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Level C

Unit 4

Lesson 20

Paragraph Writing

A paragraph is a group of sentences that all talk about the same idea.

Write a paragraph about something fun you like to do.

Example: Topic: Playing ball I love playing ball. My friends play every day during recess. We run and kick the ball. Sometimes, we also play after school! I play ball whenever I have a chance.

Topic: Topic Sentence: What is the paragraph about?

Closing Sentence: Ending the story

Let’s Brainstorm!

Fun things you could write about: going to the park • drawing or painting • riding a bike or scooter • cooking or baking

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Level C

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Details: Two sentences giving more detail about your topic

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Unit 4

Lesson 21

Sentence Structure

Sentence Fragments A sentence fragment is an incomplete sentence.

It is missing a subject, a predicate, or both.

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Color in the þ for a complete sentence.

Color in the ý for a sentence fragment.

50

1.

The rain started pouring down.

2.

A small, red umbrella.

3.

He ran quickly to the bus stop.

4.

The wind blew hard against his face.

5.

Wet clothes on his skin.

6.

Waited for the bus to arrive.

7.

The trees shook in the storm.

8.

Looking at the sky.

9.

Finally, the bus pulled up.

10.

Glad to be out of the rain.

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Level C

Unit 4

Lesson 21

Peer Writing

A peer review means you and a partner look at each other’s writing and give helpful ideas to improve it. Good writers always check if their sentences make sense.

Work with a partner. Write sentence fragments. Then, exchange writings with your partner. Help each other fix the sentence fragments.

Example: O n the swings.

We played on the swings.

You: Peer:

You: © Lighthouse Curriculum. Copying strictly prohibited.

Peer:

You: Peer:

You: Peer:

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Level C

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Unit 4

Lesson 22

Sentence Structure

Review Sentence Structure The subject tells us who or what the sentence is about.

The predicate tells us what the subject does or what happens to the subject.

A complete sentence must have both a subject and a predicate.

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Look at each picture. Write a sentence to explain the picture.

Use a subject and predicate to create a complete sentence.

1. The

is

.

2. The

is

.

3. The

has

.

4. A

is

5. These

6.

52

.

are

.

is

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.

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Level C

Write C for complete sentence or F for sentence fragment.

1. Down the hill.

2. The dog barked loudly.

3. The car drove away.

4. Ate a big slice of pizza.

5. The sun shines brightly.

6. With a loud crash.

Complete each sentence fragment using words from the word bank.

The snowman

The students

The baby

swim

shines

flies

7. The moon

.

8. The airplane 9. The fish

.

10.

raise their hands.

11.

shakes his rattle.

12.

melts in the sun.

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Level C

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.

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Unit 5

Lesson 23

Pronouns

Subject Pronouns A pronoun is a word that takes the place of a noun in a sentence.

A subject pronoun takes the place of the subject in a sentence. It tells us who or what is doing the action.

There are seven subject pronouns: I, you, he, she, it, we, they Example: B rownie and Whitey are rabbits.

They are rabbits.

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Read the story. Circle all subject pronouns.

I went to my friend's house. He has two bunnies. They are fun to play with.

One bunny is called Brownie. She is really smart. Here is a toy. I showed it to Brownie. She jumped into my lap. We played together. You can also come to play.

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Level C

Unit 5

Lesson 23

Descriptive Writing

Draw a picture of your family.

Meet my family Choose two to three family members and write something special about them.

Family member name: Something special:

Family member name:

Family member name: Something special:

Let’s Brainstorm!

Writing ideas: • What are their favorite foods, songs, books, etc.?

• What makes them special? • What do you do together? • What do they do for you?

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Level C

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Something special:

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Unit 5

Lesson 24

Pronouns

Object Pronouns Pronouns are used to take the place of nouns.

Object pronouns are words that take the place of nouns when they are receiving the action after an action verb.

Object pronouns: me, you, him, her, it, us, them Example: Play with Brownie and Whitey. Play with them.

Read the story. Circle all the object pronouns.

1. Follow me to Whitey's house!

2. Feed her some hay.

3. Whitey loves to eat it!

4. Bill wants to come. Should we invite him?

5. Call him to play. © Lighthouse Curriculum. Copying strictly prohibited.

6. Hold her gently.

7. They will play with us.

8. Join them for playtime!

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Level C

Unit 5

Lesson 24

Writing Poems

Poems share feelings or ideas in short, creative ways. Poems can rhyme or use fun words. Poetry can be short or long, serious or funny.

Write a short poem in four lines. Use pronouns to show who is involved.

Starting line ideas:

We read a book with a

I wake up early and go to

Let’s Brainstorm!

Some rhyme ideas: cat-hat-mat-bat • fun-sun-run-done • dayplay-stay-away • bright-light-night-kite • smile-mile-while-pile • cheer-here-near-dear • cool-school-rule-tool • friend-sendbend-pretend • book-look-cook-took

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Level C

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Example: Y ou smile brightly, full of cheer, She laughs loudly, glad you're here.

We play games beneath the sun, Together, we have so much fun.

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Unit 5

Lesson 25

Pronouns

I and Me The words I and me are pronouns. Use these words when talking about yourself.

Use I as the subject (doing the action).

Example: I made a cake.

Use me as the object after an action verb (receiving the action).

Example: Mom gave me cake.

Fill in each blank with I or me.

1.

love reading books.

2. Grandma gave 3.

a warm hug.

cleaned my room.

4. Can you help © Lighthouse Curriculum. Copying strictly prohibited.

5.

with my homework?

am going to the park later.

6. Dad took

to the store.

7. Sam gave

a toy.

8.

saw a bird outside.

9. The teacher showed 10.

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a book.

am happy today.

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Level C

Unit 5

Lesson 25

All About Me

“All About Me” writing is a way for you to tell others about who you are. You can tell your name and age, what you like to do, and anything special or interesting that makes you — you.

Write details about yourself so others can get to know more about you.

Example: M y name is Sam. I am eight years old. I like to read books and play with my rabbits. My favorite food is pizza. I am really good at building Lego sets. When I grow up, I want to be a doctor.

Everyone calls me

.

I live with

.

I feel happy when

.

I like to eat

.

My family helps me

.

My friends play with me

. .

Let’s Brainstorm!

You can write about: your favorite food, toy, book, color, shirt, park • something you're good at • who you live with • what makes you happy

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Level C

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years old.

I am

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Unit 5

Lesson 26

Pronouns

He and Him The words he and him are pronouns. They take the place of a boy’s name.

Use he as the subject (doing the action).

Example: He cleaned up.

Use him as the object after an action verb (receiving the action).

Him will often come after words like in, on, at, to, from, with, for, of, by.

Example: Dad smiled at him.

Fill in each blank using he or him.

1.

washed the dishes.

2.

picked up his toys.

3. The room was swept by 4.

.

put his shoes away.

© Lighthouse Curriculum. Copying strictly prohibited.

5. Grandpa thanked 6.

for helping.

took out the trash.

7. Dad smiled at 8.

.

made his bed neatly.

9. Dad bought

a treat.

10. The treat was for

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Level C

Unit 5

Lesson 26

Descriptive Writing

Write an advertisement to help return a lost item you found.

Use descriptive words to explain what the item is and where you found it.

Example: FOUND! I found a small blue pencil case with a rocket ship sticker on top.

It was under the bench near the swings during second recess.

It has crayons, markers, and a note that says “To Jason.”

Come see me (Robert) in Room 7 to get it back.

DID YOU LOSE THIS?

Where did you find it? When did you find it?

Add some more important details about what you found.

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Describe the item you found.

How can the owner get it back?

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Level C

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Unit 5

Lesson 27

Pronouns

She and Her The words she and her are pronouns. They take the place of a girl’s name.

Use she as the subject (doing the action).

Example: She cleaned up.

Use her as the object after an action verb (receiving the action).

Her will often come after words like in, on, at, to, from, with, for, of, by.

Example: Mom thanked her for cleaning up.

Fill in each blank using she or her.

1. Mom added the flour for

© Lighthouse Curriculum. Copying strictly prohibited.

2. Sue helped

.

mix the batter.

3.

stirred the batter in a big bowl.

4.

prepared a yummy cake.

5. Mom put the cake in the oven for 6. Lilly smiled at 7.

.

cleaned the table.

8. Mom gave

frosting to taste.

9. Lilly put the cake by 10.

62

.

place.

shared the cake with Sue.

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Level C

Unit 5

Lesson 27

Persuasive Letter

Persuasive letters try to convince someone about an idea. You tell them why your idea is good.

Write a short letter using three to four sentences to explain why Sara should win, or get, or be something. Use "she" and "her."

Example: D ear Judges, Sara is a very kind girl.

She makes everyone smile and people want to be around her. You should give her the prize because she always helps others.

Dear Judges, (Describe her) Sara is

(Why does she deserve it) Sara deserves

Let’s Brainstorm!

Writing ideas: class leader • extra recess • student of the week • hall monitor • team captain • lunch server • first in line • reading star

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Level C

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(Details about her) She

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Unit 5

Lesson 28

Pronouns

We and Us The words we and us are pronouns. They take the place of people when talking about yourself together with others: Use we as the subject (doing the action).

Example: We went on a trip.

Use us as the object after an action verb (receiving the action).

Us will often come after words like in, on, at, to, from, with, for, of, by.

Example: Dad took us on a trip.

Fill in each blank using we or us.

1. Dad took

to the zoo.

2.

bought tickets at the gate.

3.

saw the seals first.

© Lighthouse Curriculum. Copying strictly prohibited.

4. They made a show for 5. Next, 6.

we went to see the bears. took pictures of the elephants.

7. Dad gave

snacks.

8.

watched the monkeys swing from trees.

9.

ate lunch at the picnic tables.

10. Dad was proud of

64

.

for being so good.

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Level C

Unit 5

Lesson 28

Compliment Writing

Compliments are positive words that make people feel good. Compliments say nice things about someone. Giving compliments helps people know they are appreciated.

Write a few sentences to compliment a friend. Use "we" and "us" to say nice things about what you like to do together.

Example: F riend: Bill Bill always invites me to his house. We play games together. He makes me laugh, and we have so much fun.

Let’s Brainstorm!

Try giving compliments like: You are a good friend. • We always have fun together. • You help me when I need it. • You are kind and thoughtful. • We make a great team.

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Level C

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Friend:

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Unit 5

Lesson 29

Pronouns

They and Them The words they and them are pronouns. They take the place of people when talking about a group of people: Use they as the subject (doing the action).

Example: They sat down to eat lunch.

Use them as the object after an action verb (receiving the action).

Them will often come after words like in, on, at, to, from, with, for, of, by.

Example: Mom gave them sandwiches to eat.

Fill in each blank using they or them.

1.

played tag in the yard.

2. I hid from

.

© Lighthouse Curriculum. Copying strictly prohibited.

3. Leaves from the tree fell on 4.

ran around the yard.

5.

laughed and had fun.

6. I called out to

to come to me.

7. I prepared cold water for 8.

9. I brought 10.

66

.

.

sat down on the grass. snacks. helped clean up the yard.

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Level C

Unit 5

Lesson 29

Collaborative Writing

Group stories are fun because you write them together with friends or classmates. Everyone adds their ideas to create an exciting story.

With a partner, write four to five sentences about an adventure.

Example: M y friends visited the old castle. They walked through dark hallways together.

Other friends joined them on the adventure. Suddenly, they found a secret room.

Inside, they saw treasures that amazed them.

Story starter: Did you hear about the

(Write the adventure idea here.)

adventure?

You: Friend:

Friend: You:

Let’s Brainstorm!

Your story can be about a: time machine • secret cave • flying bus • treasure hunt • school trip • snowy day • treehouse • lost backpack • bike ride • class project

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Level C

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You:

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Unit 5

Lesson 30

Pronouns

Pronouns and Antecedents A pronoun is a word that takes the place of a noun.

An antecedent is the noun that the pronoun is talking about.

Examples: T he children went to the store. They bought a book.

Sally bought an apple. She ate it for snack.

Single

Plural

Joe → he

Bill and I → we

Ann → she

Nan and Lisa → they

The book → it

Look at the underlined antecedent in each sentence.

Write the correct singular or plural pronoun to complete each sentence.

1. Tom is my friend.

is very nice.

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2. Tom and I are reading.

3. Jill had a snack.

shared it with me.

4. The snack is done.

5. Dan and Mike are here.

68

like to read.

was good. came to visit.

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Level C

Unit 5

Lesson 30

Diary Writing

A diary is like a special notebook where you write about your day, your thoughts, and your feelings. It's a place where you can write whatever you want! You can write about things that made you happy, sad, excited, or even confused. It's just for you (unless you want to share it!).

Think about something you did or a place you went. Write the date. Then, write what happened.

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Example: October

26, 2023 Dear Diary, Today was a really fun day! My family and I went to the zoo. We saw so many animals! My favorite was the monkeys. They were so funny!

Dear Diary,

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Level C

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Unit 5

Lesson 31

Review

Review Pronouns Subject pronouns are used to name the noun doing the action.

I you he she it we they Object pronouns are used to name the noun receiving the action. me you him her it us them An antecedent is the noun that the pronoun is talking about.

© Lighthouse Curriculum. Copying strictly prohibited.

Underline the subject pronouns and circle the object pronouns.

1. I gave a gift to her.

4. We shared cake with them.

2. She handed a balloon to me.

5. He showed the games to him.

3. They invited us to the party.

6. You played tag with them.

Underline the antecedents and circle the pronouns in each sentence.

1. The bus is late. It will be here in five minutes.

2. Mr. Brown is here. He is the bus driver.

3. Joe and Alex are running. They want the front seat.

4. Bob and I are walking. We will take any seat.

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Level C

Use he, she, we, they when someone is doing the action.

Example: He has two bunnies. They are fun to play with.

Use him, her, us, them when something is done to or for someone, especially after these words: in, on, at, to, from, with, for, of, by.

Example: I like to play with them.

Fill in each sentence with the correct pronoun.

David has two girl bunnies. Their names are Brownie and Whitey.

1. I gave a carrot to she/her

sat next to the bunny.

3. The bunny ran to they/them 4. We/us

.

played with the bunnies in the yard.

5. I held Whitey and fed the hay to she/her

.

6. You can visit the bunnies with we/us

.

7. Brownie jumped on both of we/us 8. We/us

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2. He/Him

.

.

watched the bunnies play together.

9. We brought a toy for they/them

.

10. The bunnies are smart, and I like playing with

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Level C

they/them.

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Unit 6

Lesson 32

Sentence Capitalization and Punctuation

Capitalization in Sentences Capitalization means using a capital letter.

The first letter in every sentence is a capital letter.

This helps make the sentence clear and easy to read.

Example: the car is red. → The car is red.

Read the story. Rewrite the first word in each sentence using a capital letter. a little dog saw a big red ball. the dog ran after it. then, a bird flew down. i don’t know."

he picked it up with his mouth. "is that my ball?" asked the bird. the dog and bird played together all day.

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"

it rolled into the grass.

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Level C

Unit 6

Lesson 32

Sequence Writing

Use your thinking cap to put a story in the correct order. Also, use it to remind you that the first letter in each sentence must be a capital letter!

Put the four pictures in order of how it happened. Write a sentence to tell about each picture.

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Example: 1 . Someone left a double scoop ice cream on the table.

2. It was a very hot day.

3. The chocolate ice cream melted quickly.

4. There was a puddle of chocolate on the table.

1.

2.

3.

4.

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Level C

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Unit 6

Lesson 33

Sentence Capitalization and Punctuation

Basic Types of Sentences Sentences can do two things: tell you something or ask you something.

A statement is a telling sentence. It gives you information.

Statements end with a period (.).

Example: The sun is shining.

A question is an asking sentence. It asks a question.

Questions end with a question mark (?).

Example: Is the sun shining?

Read each sentence below and decide if it is a statement or question. Write S for statement and Q for question.

1. Where is the ball?

2. The ball is in the yard.

3. What time is it? © Lighthouse Curriculum. Copying strictly prohibited.

4. It is 3 o’clock.

5. I like to eat apples.

6. Do you like apples?

7. The baby is crying.

8. Why is the baby crying?

9. My bike is new.

10. Can I ride your bike?

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Level C

Unit 6

Lesson 33

Telling and Asking Sentences

When we talk to people, we often ask questions to learn something.

Write a sentence with a question you would want to ask your friend, teacher, or sibling. Then, write a sentence with a statement saying how you hope they would answer.

Example: Q uestion to teacher: What are we having for homework today?

Answer: Today, there will be no homework.

Question to

:

Question to

:

Answer:

Let’s Brainstorm!

You can ask about: lunch • recess • game • trip • extra credit • test • party • winter • snack • toy • visit • book

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Level C

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Answer:

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Unit 6

Lesson 34

Sentence Capitalization and Punctuation

End of Sentence Punctuation Statements and questions are different types of sentences.

A statement sentence tells something. It ends with a period (.).

Example: The sun is shining. (statement)

A question sentence asks something. It ends with a question mark (?).

Example: Is the sun shining? (question)

Read each sentence. Circle statement or question to show the sentence type.

Add a period (.) to each statement and a question mark (?) to each question.

1.

Is it sunny outside

2. The sun is shining

statement / question

3. I have a red balloon

statement / question

statement / question

4. Do you want a balloon

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5. Is the baby happy

statement / question

6. The baby is laughing

7. I like to draw pictures

statement / question

9. Is the car going fast

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statement / question

8. Can you draw pictures

10. The car drove away

statement / question

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statement / question statement / question statement / question

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Level C

Unit 6

Lesson 34

Question and Answer Writing

We can ask questions to learn more about something.

Think about your favorite place, such as your home, school, or a park. Write three question sentences. Put a question mark at the end of each question.

Then, answer each question with a statement. Add a period at the end of each answer.

Example: Question: What can you see in the park?

Answer: I can see slides and swings.

Question: Answer: Question:

Question: Answer:

Let’s Brainstorm!

Think about places like: your bedroom • the lunchroom • the zoo • a grandparent’s house. Ask questions like: What do you see?

• Who are you with? • How do you feel when you’re there?

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Level C

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Answer:

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Unit 6

Lesson 35

Sentence Capitalization and Punctuation

Review Sentence Capitalization and Punctuation Every sentence starts with a capital letter and ends with a punctuation mark.

A statement sentence tells something. It ends with a period (.).

A question sentence asks something. It ends with a question mark (?).

Circle the letter in each sentence that should be capitalized.

1. the sun is shining.

2. my favorite color is blue.

3. we went to the park today.

4. does the snack taste good?

5. i love to read books.

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Write one telling sentence about something you did today.

Remember to start with a capital letter and end with a period.

Example: I ate my lunch.

Write one asking question about something you want to know.

Remember to start with a capital letter and end with a question mark.

Example: Where is my book?

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1. The sun is shining

statement / question

2. My favorite color is blue

statement / question

3. Are you coming to the party

statement / question

4. Is it raining outside

statement / question

5. The flowers are blooming

statement / question

6. Can we go to the park

statement / question

7. I love reading books

statement / question

Write two question sentences. Remember to end them with a question mark.

Choose one question sentence. Rewrite it as a statement ending with a period.

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Level C

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Add the correct punctuation to the end of each sentence. Circle if it is a statement or question.

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Unit 7

Lesson 36

Questions in Sentences

Word Order Words are put in a certain order to make sentences easy to understand.

Subject + Verb + Rest of the Sentence Subject: Who or what the sentence is about

Verb: What the subject is doing

Rest of Sentence: The other parts that finish the sentence

Example: T he dog My friend

Example: runs eats

Example: i n the yard pizza for lunch

The dog runs in the yard.

My friend eats pizza for lunch.

Write each group of words in the correct word order to create a sentence.

1. new shoes Carl bought.

2. his arm broke Eddie.

3. likes to play ball my friend.

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4. rolls down the hill the ball.

5. reads a book Henry.

6. a cake baked Sam.

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Level C

Unit 7

Lesson 36

Word Order

Fill in the missing parts of each sentence.

Verb shares

End of Sentence his snack with me.

SUBJECT VERB END OF SENTENCE The turtle My classmate laughed baked

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Example: S ubject My friend

cupcakes for dessert. a bike down the street.

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Level C

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Unit 7

Lesson 37

Questions in Sentences

Question Words Question words are words we use to ask questions. They help us get more information about something. The most common question words are: Who asks about people.

Where asks about places.

What asks about things or objects.

Why asks about reasons.

When asks about time.

How a sks about the way something is done.

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Read each sentence below and fill in the blank with a question word.

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1. Who/Where/How

is coming with us to the zoo?

2. Who/Where/How

can we get to the zoo?

3. What/When/Why

does the zoo close today?

4. What/When/Why

animals do you want to see?

5. What/When/Why

do the elephants have big ears?

6. Who/Where/How

is the giraffe cage?

7. Who/Where/How

long can we stay at the zoo?

8. What/When/Why

is your favorite animal?

9. Who/Where/How

can we find the penguins?

10. Who/Where/How

is feeding the lions today?

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Level C

Unit 7

Lesson 37

Interview Writing

An interview is a conversation where you ask someone questions to find out more about them.

Work with a partner. Write three questions you will ask your friend using different question words, such as who, what, when, where, why, or how.

Then, write down the answers.

© Lighthouse Curriculum. Copying strictly prohibited.

Example: Question: What is your favorite snack?

Answer: My favorite snack is pretzels.

1. Question: Answer: 2. Question: Answer: 3. Question: Answer:

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Level C

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Unit 7

Lesson 38

Questions in Sentences

Word Order in Questions A statement sentence tells something. It ends with a period.

A question sentence asks something. It ends with a question mark.

The order of words is different for a statement and a question.

Example: S tatement: We are going to the park.

Question: Are we going to the park?

Change each sentence to a question starting with the question word given.

Remember to add a question mark at the end.

1. The boy can run. Can 2. He is playing ball. Is 3. They are sitting on the grass. Are 4. The sun is shining. Is 5. We are eating snacks. Are © Lighthouse Curriculum. Copying strictly prohibited.

6. The tree is tall. Is 7. The grass is cut. Is 8. They are jumping in the grass. Are

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Level C

Unit 7

Lesson 38

Word Order in Questions

A survey is a list of questions that people are asked to learn what they think, like, or do.

Write a list of questions to find out what is most popular in your class.

Give three options for your friends to choose from. You can make a line under each option that your friends like best to see which option is the class favorite.

Example: What is your favorite lunch?

pizza

sandwich

|||||||||

pasta

|||| |||

Question: Options:

Question:

Question: Options:

Let’s Brainstorm!

You can ask about: favorite snacks • sports • pets • school subjects • games • colors • books • places to go on a class trip

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Level C

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Options:

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Unit 7

Lesson 39

Questions in Sentences

Review Questions in Sentences Sentences usually follow the order Subject (S) + Verb (V) + Rest of sentence (R).

Example: “I (S) eat (V) chicken(R).”

Put the words in the correct order to make a proper sentence.

1. ( eat / They / sandwiches ) 2. ( sings / My brother / all day ) 3. ( The cat / naps / on the sofa ) 4. ( ride / I / my bike)

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We use question words to ask specific information Who (people)

What (things)

When (time)

Where (place)

Why (reason)

How (method)

Add a question word to complete each question.

86

1.

do you go to sleep?

2.

is your favorite food?

3.

did you drop that?

4.

is Ben hiding?

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Level C

1. Who

•

• at school

2. What

•

• by car

3. When

•

• because I am hungry

4. Where

•

• my teacher

5. Why

•

• a book

6. How

•

• at 3:00 p.m.

Fill in the blanks to complete the questions.

1. Who went 2. When will Bill 3. Why did John 4.

did Alex travel to visit his cousins?

5.

is the closest grocery store?

6.

time do I have to go to bed?

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Level C

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Draw a line from the question word to the type of answer it asks for.

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Unit 8

Lesson 40

Capitalization

Capitalization of Words in Book Titles Capitalize the first and last words of the title.

Example: Winnie the Pooh

Capitalize important words.

Example: The Wonderful Wizard of Oz

Do not capitalize short words like articles (a, an, the), conjunctions (and, or, but), or prepositions (in, on, at) unless they are the first or last word of the title.

Example: The Cat in the Hat

Circle the letters in the titles that should be capitalized.

Underline the words that don’t need a capital letter.

1. charlotte's web 2. the very hungry caterpillar 3. the tale of peter rabbit © Lighthouse Curriculum. Copying strictly prohibited.

4. the lion and the mouse 5. little red riding hood 6. the adventures of tom sawyer 7. charlie and the chocolate factory 8. the ugly duckling

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Level C

Unit 8

Lesson 40

Book Review

A book review tells about a book. You can tell what happens in the book, describe the characters, or share why you enjoyed or didn't enjoy reading it.

Write a short paragraph (three to four sentences) about your favorite book.

Explain why you like this book. Be sure to capitalize the title correctly each time you mention it.

Example: M y favorite book is Charlotte's Web. I like Charlotte's Web because it's about friendship.

My favorite book is: The book is about:

Let’s Brainstorm!

Think about what happens in the story: who the characters are • what you enjoyed most • what surprised you • if there was anything you didn’t enjoy.

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Level C

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I like this book because:

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Unit 8

Lesson 41

Capitalization

Capitalization of Names When we write people's names, we always use capital letters for the first and last names. This helps us know that the name is important.

Example: Bill Miller, Sam Taylor

Read the story below and circle the first and last names that need to be capitalized.

A Fun Day at the Park One sunny day, ben parker, tom harris, and alex smith went to the park.

They met mike jones and jack brown, who were already there. ben said, "Let’s play a game!" tom and mike agreed. alex and jack played with a frisbee. After a while, they all sat on the grass.

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tom said, "This was a fun day!" mike and alex agreed and said they should play again tomorrow.

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Level C

Unit 8

Lesson 41

Biography Writing

A biography is a true story about a person’s life. It tells who they are, what they do, and what makes them special.

Write a short biography (three to five sentences) about someone you know or a famous person.

Example: I am writing about my mom. She is from New York. One interesting thing about her is that she is a good storyteller.

She reads me a bedtime story every night. I chose this person because she takes care of me and makes me feel happy.

I am writing about

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He/She is from One interesting thing

I chose this person because

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Level C

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Unit 8

Lesson 42

Capitalization

Capitalization of Titles of Respect We capitalize titles before a person's name. This helps show respect.

Examples: M r. Smith, Mrs. Johnson, President "How are you, Dr. Jones?" asked Tim.

Write the title correctly by changing the first letters to capital letters.

1. mr.

2. doctor

© Lighthouse Curriculum. Copying strictly prohibited.

3. I saw mrs.

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Harris is our principal.

Green helped me with my tooth.

Walker at the park.

4. king

Charles rules the kingdom.

5. queen

Elizabeth ruled England.

6. mr.

Brown is my teacher.

7. dr.

Smith gave us a flu shot.

8. We saw mrs.

Johnson at the store.

9. Hello, coach

, how was the game?

10. president

Trump will speak soon.

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Level C

Unit 8

Lesson 42

Letter Writing

An appreciation letter is a note you write to someone who helps you, like a teacher or doctor. It usually starts with a greeting and ends with a friendly closing.

Write a short letter of appreciation to someone special, like a doctor, teacher, or principal. Use this person's correct title (Mr., Mrs., Dr.) each time you mention his or her name in your letter.

Example: D ear Dr. Smith,

greeting

Dear

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Thank you for helping me feel better. You were very gentle and did not hurt me when you gave me a shot.

Sincerely, closing Tom Jones

,

Thank you for

Sincerely,

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Level C

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Unit 8

Lesson 43

Capitalization

Capitalization of Cities, States, and Countries When we write the names of cities, states, and countries, we use capital letters to show that these names are important. Just like names of people, these names are always capitalized.

Examples: City: New York, London, Paris State: California, Texas Country: United States, Canada, France

Write the names correctly by capitalizing the city, state, and country.

© Lighthouse Curriculum. Copying strictly prohibited.

1. paris

, france

2. We are planning to travel to toronto

in canada

3. sydney

.

is in australia

4. I want to go to new york

this summer.

5. We are going to california

for a visit.

6. france

.

8. london

is a large city in england

9. tokyo

is the capital of japan

10. mexico city

.

is famous for its food.

7. My cousin lives in texas

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, is known for the Eiffel Tower.

. .

is the capital of mexico

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Level C

.

Unit 8

Lesson 43

Postcard Writing

A postcard is a short message you send from a place you visited. It describes interesting things you see or activities you do in that place. Postcards help others picture your travels.

Think about a place you visited. It could be far away or near your home. Tell where you are, what you're doing, and how you feel. Be sure to capitalize the name of the city and state.

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Example: H ello from Denver, Colorado!

Denver is a beautiful city. We visited a beautiful garden there. You should visit there one day.

From, Jo

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Level C

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Unit 8

Lesson 44

Capitalization

Capitalization of Months and Holidays We always capitalize the names of months and holidays.

Example: January, December, Independence Day

Rewrite each month and holiday using correct capitalization.

1. january

7. july

2. february

8. august

3. march

9. september

4. april

10. october

5. may

11. november

6. june

12. december

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13. labor day 14. passover 15. memorial day 16. veterans day

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Level C

Unit 8

Lesson 44

Narrative Writing

Narrative writing tells about events or things that happen. When describing your favorite month or holiday, you can talk about special things you do with family or friends and why this is important to you.

Think about your favorite month or holiday. Write three sentences describing why you like it. Remember to capitalize the holiday and the month.

Example: M y favorite month is December. I love when it snows and we drink hot cocoa. Our family spends cozy time together.

My favorite month or holiday is

Let’s Brainstorm!

You can write about: the season • family time • vacation • camp • games • friends

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Level C

© Lighthouse Curriculum. Copying strictly prohibited.

It is my favorite because

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Unit 8

Lesson 45

Capitalization

Review Capitalization Capitalize the first letter of:

• the first word in a sentence

• the first and last word in a title

• important words in the middle of a title

• names • titles of respect • cities, states, countries • days, months, holidays

Rewrite the sentences with the correct capitalization.

1. mr. brown is not working in march.

2. i am going to the store on monday.

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3. we live in new york city.

4. my best friend is sara johnson.

5. the book title is the lion and the mouse.

6. president lincoln was a great leader.

7. is dr. brown working on labor day?

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Complete the exercise below using correct capitalization.

1. My full name is: 2. I live in city:

state:

3. My favorite holiday is: 4. My favorite book is: 5. My teacher's name is: 6. Today’s date is:

Circle all the words in the story that need to be capitalized. on wednesday, john went to the library at lincoln elementary school. he borrowed a book titled "the adventures of tom sawyer." john met his

© Lighthouse Curriculum. Copying strictly prohibited.

7. My birthday is:

teacher, mr. brown, who told him it is a great book. john read the book in the summer, on independence day.

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Level C

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Unit 9

Lesson 46

Quotations and Commas

Quotation Marks in Dialogue Quotation marks are used to show the exact words someone is saying.

They are placed around the words that are spoken.

Example: “Hello,” said Anna.

Beth answered, “It’s great to see you.”

Put quotation marks around the exact words someone says or said.

Start the quotation with a capital letter.

Add the missing quotation marks to each sentence.

Circle the letters that should be capitalized.

1. Bill said, I will go to the store.

2.

can I come with you? Mike asked.

3. Alex said, I forgot my jacket.

4.

it is a nice day, Joe said happily.

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5. Peter cheered, let’s go!

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6. Alex called out, wait for me!

7. I’m ready, Joe shouted.

8. Bill said, I will bring the drinks.

9. Mike asked, where are we going?

10. Dan replied, I’m not sure.

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Level C

Unit 9

Lesson 46

Conversation Writing

A conversation is when two or more people talk to each other.

Write a conversation you can have with someone about this picture.

Make sure to put the words being said into quotation marks.

Example: “ Let’s pick fruit,” Dad said.

“I want bananas,” Sam replied.

“Is that your favorite fruit?” Dad asked.

“Yes! I love them.” Sam answered.

Person 1:

Person 2:

Person 2:

Let’s Brainstorm!

Talk about: your favorite fruit or vegetable • a healthy snack you like • something you tried for the first time • what you would make with the food you see.

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Level C

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Person 1:

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Unit 9

Lesson 47

Quotations and Commas

Commas in Dialogue A comma is used to separate the words someone says from the rest of the sentence.

Example: Anna said, “I’m going to the store.”

When the sentence continues after the spoken part, put a comma inside the quotation marks, right before the closing quotation mark.

Example: “I will wait here,” said Debby.

Add a comma to separate who is saying the words from what they are saying.

When adding it to a quote, remember to put it inside the closing quote.

1. "Let’s go to the park " Dad said.

2. Ben said "I want to play on the swings."

3. "I will bring a ball " Tim said.

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4. "I will bring some snacks " said Dad. 5. "We can run very fast " said Max. 6. Dad told Max "Don’t run too fast."

7. "I like playing tag " shouted Tim. 8. "The new slide was fun " said Max. 9. "I’m thirsty " said Ben. 10. Dad called out "It’s time to go home."

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Level C

Unit 9

Lesson 47

Dialogue Writing

Dialogue is when two or more people talk in a story. Each time a new person talks, we start a new line.

Read the beginning of the conversation. Then, finish the dialogue by writing what each person says next. Be sure to use quotation marks and commas in the right places.

© Lighthouse Curriculum. Copying strictly prohibited.

Example: D avid said, "Let's play tag."

"Good idea," answered Frank.

(Tom) “Look how much snow we got!” said Tom. ,” said Ben.

(Ben) “ (Tom) (Ben)

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Level C

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Unit 9

Lesson 48

Quotations and Commas

Commas in Addresses A comma is used to separate parts of an address. When we write an address, we need commas to separate the street, city, and state.

Put a comma between the city and state: Example:

New York, NY

When writing the street address, put a comma if there is more information: Example:

123 Main Street, Apartment 4B

Add the commas in the correct places for the following addresses.

1. 123 Maple Avenue Apartment 4B Houston TX 2. The store is at 654 Cedar Lane, New York NY.

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3. 456 Pine Street Suite 5 San Francisco CA

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4. 890 Willow Way, Los Angeles CA 5. I live at 789 Oak Road Boston MA. 6. 321 Birch Boulevard Floor 2 Denver CO 7. 987 Elm Street Atlanta GA 8. Let’s visit 543 Birch Drive, Miami FL.

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Level C

Unit 9

Lesson 48

An invitation is a friendly message you write asking someone to come.

Write an invitation. Tell when to come, where to come, and what the invitation is for.

Dear

© Lighthouse Curriculum. Copying strictly prohibited.

Example: D ear Mike, You are invited to my home on Sunday. We will do a craft together.

My address is 4680 Main Street, Apartment 3B, Queens, NY 11004 Can’t wait to see you.

Alex

,

You are invited We will My address is:

Can’t wait to see you.

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Level C

105

Unit 9

Lesson 49

Quotations and Commas

Review Quotations and Commas Quotation marks are used to show the exact words someone is saying or said. They are placed around the words spoken by a person.

A comma is used to separate the words someone says or said from the rest of the sentence.

When the sentence continues after the spoken part, put a comma inside the quotation marks, right before the closing quotation mark.

Place quotation marks around the spoken words in each sentence. Add commas to separate the words spoken from the rest of the sentence.

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1. Anna said I’m going to the store.

2.

I will wait here said Debby.

3.

Hello said Anna.

4. Beth answered It’s great to see you.

5. Anna smiled and said I need to buy a few things.

6. Beth replied Do you need any help?

7.

No, thank you said Anna. It shouldn’t take long.

8. Debby called out Don’t forget to get milk!

9. Anna laughed and said I won’t forget, Debby!

10. See you when you get back said Debby.

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Rewrite the paragraph using correct capitalization and punctuation.

Remember to start the quotation with a capital letter and place periods and commas inside the quotation marks.

mike said let’s learn about quotation marks quotation marks help tell a story said Ben. Mike replied quotation marks can be tricky quotation marks can be tricky ben said but now I figured them out

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Fill in the missing commas in these addresses.

1. Mr. Jones 1011 Rose Lane Apartment 1A Chicago IL

2. Main Office 1212 Pine Drive Suite 200 Seattle WA

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107

Unit 10

Lesson 50

Adjectives and Adverbs

Adjectives An adjective is a word that describes a noun. It tells us more about a person, place, animal, or thing.

Adjectives can tell us how something looks, feels, smells, sounds, or tastes.

It can also tell us the color, size, or shape of something.

Examples: I smell the yummy cake.

The flowers looked pretty.

Fill in the blank with an adjective from the ( ): 1. The sky looked

(blue / sour).

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2. The sand felt

108

(soft / loud).

3. The lemonade tasted

(fluffy / sweet).

4. The ocean air smelled

(tall / fresh).

5. The animals sounded

(noisy, red).

6. See the

(colorful, sad) towels.

7. Feel the

(sour / cool) water.

8. Smell the

(yummy, windy) supper.

9. Taste the

(salty / creamy) ice cream.

10. Listen to Jacob’s

(happy, bumpy) laughter.

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Level C

Unit 10

Lesson 50

Sensory Writing

Sensory writing is when you describe something using your senses. This kind of writing helps readers feel like they can see, smell, taste, or touch the thing you are writing about.

Think about your favorite food. Use adjectives (describing words) to show how your food looks, smells, tastes, or feels.

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Example: M y favorite food is pizza.

It looks colorful and yummy with its golden crust and melted cheese.

It smells cheesy and delicious.

When I bite it, the crust feels crunchy.

Favorite food: It smells

It tastes

It looks

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Unit 10

Lesson 51

Adjectives and Adverbs

Adjectives That Compare Adjectives describe nouns.

When comparing two nouns, we add -er. (comparative) Example: This book is bigger than that one.

hen comparing more than two nouns, we add -est. (superlative) W Superlative adjectives come after the word the.

Example: This is the biggest book of all.

Draw a line to the correct adjective in each pair of sentences.

1. Today is the 2. Today is

day of the year.

than yesterday. coldest

3. My house is 4. My house is the

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5. I am the

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smaller

on the block.

smallest

than me. tallest

7. The blue box is 8. The green box is the

10. The chair is

than your house.

in my class. taller

6. The ladder is

9. The couch is the

colder

than the red box.

heavier

of all the boxes.

heaviest

seat in the room.

softer

than the bench.

softest

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Level C

Unit 10

Lesson 51

Comparative Writing

Comparative adjectives help us show differences between two or more things.

Use the comparing word in ( ) to write a comparing sentence under each sentence.

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Example: M y cat runs really quickly. (faster) My dog runs faster than my cat.

I saw three birds in the tree. (louder)

I tried three ice cream flavors. (tastiest)

I have two pencils. (sharper)

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Unit 10

Lesson 52

Adjectives and Adverbs

Adverbs Adverbs describe action verbs. Adverbs tell us how, when, or where something happens. Some adverbs that tell how an action takes place end in -ly.

Examples: T he bunny hops quickly. (how) They ran to school yesterday. (when) The bird flew away. (where)

gently

slowly

loudly

tomorrow

fast

now

outside

upstairs

Use the words from the box above to fill in the missing adverbs in the sentences below.

1. I am eating lunch 2.

.

, I will buy more bread.

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3. The children played

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in the sun.

4. The train moved

.

5. The baby cried

.

6. She rocked the baby 7. Ben ran 8. The snail moved

.

to his bedroom. .

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Level C

Unit 10

Lesson 52

How-To Writing

How-to writing gives step-by-step directions to help someone learn how to do something. It clearly explains each step so someone can follow along easily.

Write simple step-by-step instructions for doing a task that is easy for you.

Use adverbs to help describe each step.

Example: B rushing your teeth.

Step 1: Squeeze toothpaste slowly onto your toothbrush.

Step 2: Next, brush your teeth carefully.

Step 3: Finally, rinse your mouth quickly with water.

Task: Step 1:

Step 3: Step 4:

Let’s Brainstorm!

You can write about tasks like: building a tower • making a sandwich • tying shoes • watering a plant • cleaning your room.

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Step 2:

Try using adverbs like: carefully • neatly • happily • later • behind • down • here.

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Unit 10

Lesson 53

Adjectives and Adverbs

Adverbs That Compare Adverbs describe action verbs.

When comparing two, we add -er. (comparative) Example: H e runs faster than his brother.

When comparing more than two, we add -est. (superlative) Example: H e runs fastest of all.

Circle the adverb in each sentence.

1. Tom ran to the water faster than Bill.

2. Bill swam the fastest in the group.

3. The wind blew harder today than yesterday.

4. Tim built a taller sandcastle than Mike.

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5. Sam built the tallest sandcastle of all.

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6. The dog dug a hole deeper than the boys.

7. That dog dug the deepest hole in the sand.

8. The boys shouted louder when they found a seashell.

9. Ted shouted the loudest of all when he found a starfish.

10. Our boat sailed closer to the shore than the others.

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Level C

Unit 10

Lesson 53

Interview Writing

Reporters often ask questions to get information. Then, they tell others the information they got.

A reporter is here to ask you about your school’s color war competition between the Blue Team and the Red Team. Use words ending with -er or -est to help you answer the reporter' s questions.

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Example: W hat did the Blue Team work extra on? (hard) The Blue Team worked harder on their song.

Where did the judge stand? (close)

Which team cheered a lot? (loud)

How did Jack win the race? (fast)

Which team had more points? (high)

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Level C

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Unit 10

Lesson 54

Adjectives and Adverbs

Review Adjectives and Adverbs Adjectives describe a noun [person, place, animal, or thing]. They can tell us how something looks, feels, smells, sounds, or tastes.

Example: The flowers looked pretty.

Adverbs describe a verb (action). They tell us how, when, or where something happens.

Example: The bunny hops quickly.

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Choose an adjective and adverb to complete each sentence.

fluffy

tall

happy

colorful

old

quickly

softly

high

carefully

loudly

1. The

man ran

to the store.

2. The

bird flew

in the sky.

3. The

child laughed

.

4. The

kitten purred

.

5. The

grandfather walked

.

Write a sentence using: An adjective: An adverb:

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Adjectives that compare two or more nouns: When comparing two, add -er: This book is bigger than that one. (comparative) When comparing more than two, add -est: This is the biggest book of all. (superlative) Adverbs that compare how the verb (action) is done: When comparing two, add -er: He runs faster than his brother. (comparative) When comparing more than two, add -est: He runs fastest of all. (superlative)

Write the correct form of the adjective to complete each sentence.

1. She is the (smart) 2. The tree is (tall)

student in the class. than the house.

3. Of all the fruits, this apple is the (sweet)

.

1. Sam worked the (hard)

of everyone in the group.

2. My bus drove the (slow)

to school.

3. Sara cheered (loud)

than Alice.

Circle if the underlined word is comparing two (comparative) or more than two (superlative).

1. The bird flew the highest in the sky.

two/more than two

2. The dog ran faster than the cat.

two/more than two

3. The giraffe is the tallest animal in the zoo.

two/more than two

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Write the correct form of the adverb to complete each sentence.

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Unit 11

Lesson 55

Possessive Forms

Singular Possessive Form A singular possessive form shows that something belongs to one person or thing.

We add an ‘s to a noun to show us who owns or has something.

Example: The pencil belongs to the student. → The student’s pencil

By adding ‘s, we show that the pencil belongs to one student.

Add ‘s to the single possessive noun. Underline the item belonging to the noun.

1. The teacher

bag is on the desk.

2. The student

notebook is on the table.

3. The boy

pencil broke during class.

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4. Jacob

ruler is on the floor.

5. The janitor

broom is in the closet.

6. The principal 7. The nurse 8. Sam

office is near the hallway. bandages are in her kit.

backpack is open.

9. My classmate

homework is finished.

10. The student

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marker dried out.

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Level C

Unit 11

Lesson 55

Descriptive Writing

Lost and Found is a place where people put items they have found so others who lost them can claim them.

Write three sentences describing items you might see in a lost-and-found box. Use singular possessive forms (like "student's jacket”) to show who the items belong to.

Example: F ound: jacket

Belongs to: student

Found: ruler

Belongs to: office

Found: hat

Belongs to: David

Found:

Belongs to:

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I saw the student's jacket hanging in the Lost and Found.

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Unit 11

Lesson 56

Possessive Forms

Plural Possessive Form A plural possessive form shows that something belongs to more than one person or thing.

To make a plural noun possessive, add an apostrophe after the s (s’) at the end of the plural noun.

Example: t eacher → teachers → teachers’ The teachers’ notes were piled up.

By adding s’, we show that the notes belong to more than one teacher.

Add ’ to make the noun plural possessive. Underline the items belonging to the noun.

1. The students backpacks are in the classroom.

2. The teachers books are in the office.

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3. The boys pencils fell down.

4. The janitors brooms are in the closet.

5. The librarians books are on the shelves.

6. The friends lunches are on the table.

7. The artists paintings are on the wall.

8. The nurses bandages are in a box.

9. The classmates desks are in rows.

10. The principals meetings are in the main office.

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Unit 11

Lesson 56

Instructional Writing

Rules tell us what to do. They help us stay safe. They help us be fair to each other.

One day, you might be a teacher or principal. Write a list of rules that you will hang up in your classroom or school. Use plural possessive forms to describe places or things belonging to more than one person (like "students' backpacks").

Example: W ho: guards

What: badges

Who: all students

What: backpacks

Who: janitors

What: mops

Who:

What:

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All guards' badges must be pinned on their jackets.

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Level C

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Unit 11

Lesson 57

Possessive Forms

Review Possessive Forms A singular possessive form shows that something belongs to one person or thing. We add an ‘s to a noun to show who owns or has something.

Example: The boy’s toy. The toy belongs to one boy.

A plural possessive form shows that something belongs to more than one person or thing. To make a plural noun possessive, add an apostrophe after the s (s’) at the end of the plural noun.

Example: The boys’ toy. The toy belongs to more than one boy.

Circle the correct possessive noun.

1. I can hear the cow’s/cows’ bell. (single) 2. The horse’s/horses’ tails are swishing. (plural) 3. The hen’s /hens’ eggs were collected. (plural)

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4. The farmer’s/farmers’ tractor is in the shed. (single)

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5. The dog’s/dogs’ bone is buried. (single) 6. Our cat’s/cats’ tails were white. (plural) 7. The duck’s/ducks’ feathers were yellow. (plural)

Circle the singular possessive nouns.

Teacher’s

Students’

Bird’s

Ducks’

Cows’

Farmers’

Doctor’s

Nurse’s

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Level C

SINGULAR - ONE

PLURAL - TWO OR MORE

1. The apple’s skins are red.

The apples’ skins are red.

2. The boy’s helmet is on.

The boys’ helmet is on.

3. The cat’s bowl is white.

The cats’ bowl is white.

4. Bill’s coat is brown.

Bills’ coat is brown.

5. The student’s chairs are blue.

The students’ chairs are blue.

6. The table’s leg broke.

The tables’ leg broke.

7. The baby’s rattle fell.

The babys’ rattle fell.

Circle the plural possessive nouns.

Teacher’s

Students’

Bird’s

Ducks’

Cows’

Farmers’

Doctor’s

Nurse’s

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Look at the pictures above. Circle the correct possessive form.

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Unit 12

Lesson 58

Forms of Be

Forms of "Be" Forms of "be" words, such as am, is, and are, connect a noun to what we want to say about it.

"Am," "is," and "are" tell about things that are happening now.

"Was" and "were" tell about things that happened before.

Example: I am happy. You are happy. He is happy.

I was sad. You were sad. They were sad.

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Add an adjective from the list to complete each sentence.

bright

hot

cheesy

tired

funny

red

singing

heavy

1. The coffee is

.

2. The birds are

.

3. I am

.

4. The clowns were 5. The pizza was 6. The sun is 7. The books are 8. The fall leaves were

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.

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Level C

. . . .

Unit 12

Lesson 58

Personal Narrative Writing

All about me writing is a way for you to tell others things about yourself.

All About Me My name is I am

years old.

Last year, I was in

grade. Now, I am in

My eyes are

. My hair is

My favorite

is

grade. .

because .

is

because .

I wish I were .

Let’s Brainstorm!

You can write about your favorite: food • book • color • game • school subject. For the last part, think about a wish you have— maybe you wish you were taller, could fly like a bird, had a robot.

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Level C

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My favorite

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Unit 12

Lesson 59

Forms of Be

Present Forms of "Be": Am, Is, Are The present tense forms of "be" help us talk about things that are happening now.

Use "am" to talk about yourself. (I) Example: I am hungry.

Use "is" after one person or thing. (he, she, it) Examples: He is tall. Sue is tall. It is tall. The building is tall.

Use "are" after you or more than one person or thing. (you, we, they) Examples: You are hungry. We are hungry. Bill and Joe are hungry.

Fill in the blanks with "am," "is," or "are."

1. The sky

blue today.

2. The clouds

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3. I

126

moving quickly. hoping for a sunny day.

4. The sun

shining brightly.

5. Bob and Tom 6. I

playing outside.

going to play with them.

7. We

throwing a ball.

8. Sam

coming to join us.

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Level C

Unit 12

Lesson 59

Friendly Note Writing

A note is like a little message. It's a short way to tell someone something.

Write a note to someone. It could be your friend, your teacher, your family, or someone else. Use the words am, is, or are in your note.

Let’s Brainstorm!

You can write about: a lost lunch • missing homework • saying sorry • inviting someone to your house • thanking a friend • wishing someone good luck. You might also write to tell someone that he is nice or ask to play together.

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Level C

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Example: H i Grandma, Is this the bag you are waiting for?

Your friend delivered it here this morning.

Have a great day.

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Unit 12

Lesson 60

Forms of Be

Past Forms of "Be": Was, Were The past tense forms of "be" help us talk about things that happened.

Use "was" if there is one person or thing. (I, he, she, it) Examples: He was cooking. The pot was hot.

Use "were" after "you" and if there is more than one person or thing. (we, they, you) Examples: The boys were walking. They were going home.

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Complete each sentence using was or were.

He

wet.

I

It

nighttime.

You

We reading together.

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They wearing boots.

dry.

tired.

She

It an interesting book.

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in bed.

He telling the story to me.

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Level C

Unit 12

Lesson 60

Recount Writing

"Memory Lane" is when you think back about something that happened a while ago to you or to someone you know. It can be about things you did, friends you had, or places you visited.

Write two sentences using "was" and two sentences using "were."

Example: L ast year I was in second grade.

My teacher was Mr. Brown.

We were able to play in the yard today.

The children were going on a trip to the zoo.

1.

2.

4.

Let’s Brainstorm!

Sentence starters to help you get started: My tooth was • The trip was • Our class was • I was • My friends were • The animals were • Our books were • We were

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Level C

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3.

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Unit 12

Lesson 61

Forms of Be

Review Forms of "Be" Forms of "be" words help us tell about things now or things that happened before. They connect a person or thing to things that are happening now that we want to say about them or it.

"Is, are, am" tell about things that are happening now.

"Was, were" tell about things that happened in the past.

Example: I am happy. You are happy. He is happy.

I was sad. You were sad. They were sad.

Circle the correct "be" verb in each sentence.

1. I (am / is / are) going to the park tomorrow.

2. The park (am / is / are) open every day.

3. The games (is / was / were) very fun last year.

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4. My sister (am / is / are) coming to the party.

5. Sam (is / was / were) at school last week.

6. The children (is / was / are) playing outside.

7. I (is / were/ am) excited about the trip.

8. The flowers (is / are/ was) blooming in the garden.

9. We (was / were / are) at the museum yesterday.

10. She (was / were / is) my neighbor last year.

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A sentence can be changed from present tense to past tense by changing the word "is" to "was" and "are" to "were".

Example: Joe is busy.

Joe was busy.

We are playing.

We were playing.

Rewrite each sentence as something that happened in the past.

1. The puppy is playing with a ball.

2. These grapes are tasty.

3. My room is clean.

4. The students are quiet.

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5. My socks are wet.

6. The soup is hot.

7. The cake is very fresh.

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Unit 13

Lesson 62

Contractions

Contractions A contraction combines two words into one shorter word.

The apostrophe takes the place of the missing letters.

Examples:

You + are → You're — The ‘ replaces the letter a in are.

It + is → It's — The ‘ replaces the letter i in is.

Match up the two words to their contractions.

I am

•

• I’ve

You are

•

• Wasn’t

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I have • • I’m

132

Was not

•

• We’ll

They are

•

• You’re

We will

• • They’re

Cannot

•

• We’re

We are

•

• Can’t

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Level C

Unit 13

Lesson 62

Descriptive Writing

A description tells what you see and what is happening. When you look at the picture, ask yourself: What is the person doing? What might the person be saying or feeling?

Write one or two sentences to describe what you think is going on.

Example: My flower grew so tall, it’s bigger than me.

See you later. We’re

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I’m thinking about

I can’t

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Level C

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Unit 13

Lesson 63

Contractions

Contractions with Subject and Verb A subject/verb contraction is when we combine a subject (like I, you, he, they) with a verb (like is, are, will) to make a shorter word. We use an apostrophe to show that letters are missing.

I + am = I'm

I + will = I'll

you + are = you're

you + will = you'll

we + are = we're

he + will = he'll

they + are = they're

she + will = she'll

he + is = he's

we + will = we'll

she + is = she's

they + will = they'll

it + is = it's

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Change each subject + verb to a contraction.

134

1. I am

going to the store.

2. You are

my best friend.

3. He is

playing with his toy.

4. She is

happy today.

5. They are

going to the park.

6. We are

going on a trip.

7. He will

be here soon.

8. We will

finish the work tomorrow.

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Level C

Unit 13

Lesson 63

Expository Writing

A written plan is like a map for your ideas. It helps you think about what you want to do. A written plan can tell you what, when, where, who, and more.

Plan a fun activity. Write your plan using as much detail as possible. See how many contractions you can use.

Example: P lan: Carnival I'm planning a carnival with friends. We're making it next week.

They’ll run the booths.

They’re going to invite their neighbors to come.

What is my plan?

Whom will I do it with?

When will it be?

Where will it be?

Let’s Brainstorm!

Some ideas for you to plan: trip to an amusement park • a zoo adventure • a hike in the woods • a picnic • building a treehouse.

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Level C

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What will happen there?

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Unit 13

Lesson 64

Contractions

Contractions with "Not" A contraction is when we combine two words into one shorter word. To combine, we replace one or more letters with an apostrophe. We add the word not to some words to make them say the opposite. do + not = don’t are + not = aren’t

can + not = can’t was + not = wasn’t

is + not = isn’t were + not = weren’t

Example: I can do this. I cannot do this. I can’t do this.

Make each sentence say no by adding 'not' to the word in parenthesis. Then, rewrite the word as a contraction.

1. I (do

)

2. He (can

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3. It (is

136

like broccoli. )

come to play.

)

cold outside.

4. They (are

)

ready to leave yet.

5. She (was

)

at school today.

6. We (were

)

sure about the answer.

7. I (do

)

8. He (can 9. It (is 10. They (are

want to go to bed yet. )

find his shoes.

)

raining today. )

home right now.

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Level C

Unit 13

Lesson 64

Narrative Writing

A mystery story is like a puzzle. Something strange happens, and the reader has to figure out what’s going on. It makes you wonder: What happened?

Who did it? What will happen next?

Write a short mystery story using four to five sentences. Make sure something is missing, strange, or surprising. Can you use contractions with "not" to tell the story?

Example: T itle: The Missing Cookies The cookie jar isn't empty, but most of the cookies are gone. I don't know who took them.

My dog can't talk, or he’d tell me!

Let’s Brainstorm!

Think about: a missing toy • a strange sound • a broken object • a mystery message • something that disappears. Who was there when it happened? What clues could you leave for the reader to notice?

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Level C

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Title:

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Unit 13

Lesson 65

Contractions

Its vs. It's "Its" is the possessive form of "it." We use "its" to show that something belongs to or is a part of something.

Example: The tree lost its leaves. (The leaves belong to the tree.)

"It's" is a contraction for "it is" or "it has."

Example: It's a beautiful day. (It is a beautiful day.)

Circle the correct term to use in each sentence.

1. I hope (its / it's) not too late.

2. The tree lost (its / it's) leaves.

3. I can’t believe (its / it's) already November.

4. The bird flew to (its / it's) favorite tree.

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5. (Its / It’s) too early to leave.

138

6. I’m sure (its / it's) going to be a great day.

7. The car has (its / it's) own parking spot.

8. (Its / It’s) time to go home.

9. I hope (its / it's) not too windy tomorrow.

10. The bike had (its / it's) wheels fixed.

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Level C

Unit 13

Lesson 65

Descriptive Writing

Stretch out the sentence by adding more details.

Example: T hat pencil has a tip.

That pencil has a sharp, pointy tip.

It’s warm.

I see a bird's nest.

The toy is gone.

Let’s Brainstorm!

Answer the question who, what, when, where, why, or how to add more details. Add in the word "its" or "it’s" to help describe something that may have happened.

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Level C

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It’s time to go.

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Unit 13

Lesson 66

Contractions

Review Contractions A contraction is when we combine two words into one shorter word.

A word combined with 'not' changes it to the opposite meaning.

The apostrophe replaces the missing letters.

"Its" is the possessive form of "it." We use "its" to show that something belongs to or is a part of something.

"It's" is a contraction for "it is" or "it has."

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Rewrite each pair of words using a contraction. Remember to replace the letter you leave out with an apostrophe.

140

1. I am

7. he will

2. I have

8. he is

3. you are

9. it is

4. we are

10. is not

5. she is

11. was not

6. they are

12. were not

Circle the correct term to use in each sentence.

13. I think (its/it's) going to rain.

15. (Its/It's) time to take a bath.

14. The mouse hid in (its/it's) hole.

16. The car had (its/it's) windows washed.

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Level C

Cross out the two words that can become a contraction word. Write the contraction word on the line in each sentence.

1. I cannot

believe it's already Monday.

2. The boys are not

4. They are 5. It is

call you later. coming over later. a beautiful day outside.

6. We do not

need any more toys.

7. Bob is not

going to school today.

8. I am

going to school today.

9. We will

have fun in class.

10. He is

eating lunch now.

11. You will

eat lunch soon.

12. I have

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3. I will

ready to leave yet.

already eaten.

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Level C

141

Unit 14

Lesson 67

Helping Verbs

A and An Use “a” before words that start with a consonant sound (b, c, d, f, g, h, j, etc.).

Example: a book, a cat

Use “an” before words that start with a vowel sound (a, e, i, o, u).

Examples: an apple, an elephant

Fill in each blank with "a" or "an." Circle the first letter of the next word to help you know the correct answer.

1. There was

elephant named Ellie.

2. Ellie lived in

forest far away.

3. One day, Ellie found 4. She picked

apple tree and

apple to eat for breakfast.

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5. Then, she saw

142

monkey watching her.

6. The monkey had 7. Ellie shared

curious look on his face. orange with the monkey.

8. The monkey gave her 9. Later, Ellie heard 10. It was

orange tree.

banana in return. owl singing in the trees.

amazing day for Ellie!

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Level C

Unit 14

Lesson 67

Persuasive Writing

An advertisement is a message that tries to make you want to buy or try something.

Choose two items from the list below. Draw a picture. Then, write two sentences to advertise it. Make it exciting, funny, or convincing!

Example: Buy an ice cream today!

We have a double scoop ice cream with an extra crunchy cone.

game

umbrella

robot

book

flashlight

hat

eggs

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sandwich

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Level C

143

Unit 14

Lesson 68

Helping Verbs

Common Helping Verbs , Have, Has The words "have" and "has" are helping verbs that show something that has happened or is happening.

Use "have" with I, you, we, and they.

Example: We have read a new book.

Use "has" with he, she, and it.

Example: She has read the new book.

Read each sentence and fill in the missing words "has" or "have."

1. Emma

won a red kite.

2. She

taken it to the park.

3. Her friends 4. They

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5. Emma

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6. The kites 7. The children 8. The sun 9. They 10. Emma

taken their kites, too. found a windy spot. let her kite go high. danced in the sky. fun in the park. started to set. packed up their kites. waved goodbye to her friends.

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Level C

Unit 14

Lesson 68

Reflective/Narrative Writing

Write a diary entry about something you have done or that has happened to you.

Example: M onday, March 3 Dear Diary, My family has planned a surprise picnic. We have packed yummy sandwiches and lemonade. It has been a fun day.

Date: Dear Diary, What have you done?

Do you hope to do it again? Why?

Let’s Brainstorm!

You can write about: a class project • day in school • visit • trip.

Sentence starters to help: Today I have • My family has • We have • It has been

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Level C

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How did you feel about it?

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Lesson 69

Helping Verbs

Began-Begun, Forgot-Forgotten Sometimes irregular verbs are used with helping verbs.

"Begin" tells about now. "Began" and "begun" tell about the past.

Began is used alone. Begun is used with helping verbs like have, has, or had.

Examples: H e began to play the game.

We have begun playing the game.

"Forget" tells about now. "Forgot" and "forgotten" tell about the past.

Forgot is used alone. Forgotten is used with helping verbs like have, has, or had.

Examples: H e forgot how to play the game.

She has forgotten how to play the game.

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Complete each sentence using the words began, begun, forgot, or forgotten.

1. Alex

his day. He ate fast.

2. Alex

his book. Oh, no!

3. "You have

your lunch!" Bill said.

4. The bell

to ring loudly.

5. Alex

his lunch!

6. Class has 7. The teacher has 8. Alex has

146

. It is 9 am.

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to assign homework. to smile.

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Level C

Unit 14

Lesson 69

Creative Narrative Writing

What do you think could happen if you forgot something important, and how you would fix it?

If I forgot Then, If I forgot Then,

Then, one at a time, share your story with your classmates.

Let’s Brainstorm!

You can write about if you forgot: shoes • lines in a play • how to count • address • homework • pencil case • teacher’s name

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Level C

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Write a silly or spooky story starting with: "It began with a loud noise!"

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Lesson 70

Helping Verbs

Drew-Drawn, Hid-Hidden Sometimes irregular verbs are used with helping verbs.

"Draw" tells about now. "Drew" and "drawn" tell about the past.

Drew is used alone. Drawn is used with helping verbs like have, has, or had.

Examples: He drew a pretty picture.

He has drawn a pretty picture.

"Hide" tells about now. "Hid" and "hidden" tell about the past.

Hid is used alone. Hidden is used with helping verbs like have, has, or had.

Examples: He hid his toys in a box.

We have hidden our toys in a box.

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Complete each sentence using the words drew, drawn, hid, or hidden.

148

1. The boy

a forest.

2. He has

a bird, too.

3. A squirrel

a nut.

4. It has

it in a tree.

5. Then, he 6. His friend has 7. The rabbit 8. It has

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a rabbit. a fox. in a hole. from the fox.

Level C

Unit 14

Lesson 70

Poetry Writing

Poems don't need to be long, and they don’t always have to rhyme! Poems can tell little stories with imagination and fun words!

Write a short poem. See if you can make the last word in each line rhyme with the last word in another line.

Let’s Brainstorm!

You can write about: a hiding place • a mystery • rain • a silly squirrel • a snowy day • the blue sea • crayons • my new toy

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Example: T he fox hid behind a tree, So quiet no one could see.

He dug a little hole, And stuck in a purple pole.

Rhyming word ideas: play-day-say-may • fun-run-sun-done • hide-wide-slide-ride • tree-key-see-free • ball-small-call-fall • rain-train-brain-plane • snow-show-blow-throw

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Level C

149

Unit 14

Lesson 71

Helping Verbs

Review Helping Verbs a: Use before words that start with a consonant sound (b, c, d, f, g, etc.) an: Use before words that start with a vowel sound (a, e, i, o, u) have: Use with I, you, we, and they has: Use with he, she, and it

Fill in the blanks with "a" or "an."

1.

apple

4.

table

2.

orange

5.

elephant

3.

book

6.

ice cream

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Choose the correct word, have or has.

7. I (have / has) a red balloon.

8. She (have / has) a new doll.

9. We (have / has) many toys to share.

10. He (have / has) a big toy truck.

11. They (have / has) a fun picnic planned.

12. You (have / has) a great idea!

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Level C

Began, forgot, drew, and hid are used alone.

Begun, forgotten, drawn, and hidden are used with helping verbs like have, has, or had.

Fill in the blanks with the correct form of begin or forget.

1. Class

at 9 o'clock this morning.

2. I have

my homework at home!

3. Yesterday, the rain

to fall.

4. She has

to bring her umbrella.

5. We had

our game before it rained. his lunch box on the bus.

Fill in the blanks with the correct form of draw or hide.

7. She

a picture of a flower.

8. The cat

under the bed.

9. He has

a funny cartoon.

10. They have 11. I

the treasure very well.

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6. He

a circle in my notebook.

12. The bird

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its nest in the tree.

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Unit 15

Lesson 72

Vocabulary Building

Synonyms Synonyms are words that mean the same thing or almost the same thing as another word.

Hint: Synonym and Same (or Similar) all start with the letter S. Example: happy and glad

end and finish

Circle the word that is a synonym for the word in bold.

6. close - open / shut

2. big - tiny / large

7. quiet - loud / silent

3. home - house / park

8. say - tell / lay

4. cold - freezing / warm

9. nice - kind / mean

5. easy - simple / hard

10. clean - dirty / neat

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1. fast - quick / slow

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Level C

Unit 15

Lesson 72

Opinion Writing

A compliment can show someone thet we notice good things about them. It can be something they said, an action they did, or even something they are wearing.

Write a compliment about the student sitting in front of you and behind you. Then, give the paper to a different student. Have them rewrite your compliment changing one word for something similar.

Example: Y ou draw such pretty pictures.

You draw such nice pictures.

Compliment about My writing:

Compliment about My writing: Friend's writing:

Let’s Brainstorm!

If you are in the first seat, write about the student in the last seat, and if you are in the last seat, write about the student in the first seat.

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Level C

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Friend's writing:

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Unit 15

Lesson 73

Vocabulary Building

Antonyms Antonyms are words that mean the opposite of another word.

Example: hot and cold

Circle the word that is an antonym for the word in bold.

6. easy - hard / simple

2. big - huge / small

7. quiet - loud / soft

3. fast - quick / slow

8. nice - mean / kind

4. hot - cold / warm

9. clean - dirty / neat

5. light - bright / heavy

10. near - close / far

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1. happy - sad / glad

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Level C

Unit 15

Lesson 73

Descriptive Comparison Writing

Choose two antonyms (opposite words). Then, write a sentence or two that includes both words and compares them. Your sentence should show how the two things are different.

Example: h ot/cold In the summer, it is hot outside, but in the winter, it is very cold.

Antonyms

/

Antonyms

/

Sentence:

Let’s Brainstorm!

You can compare things using antonyms like: big/small • fast/slow • loud/quiet • old/new • wet/dry. Think about how they’re different and put both in the same sentence!

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Level C

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Sentence:

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Unit 15

Lesson 74

Vocabulary Building

Homophones Homophones are words that sound the same but have different meanings and spellings.

Example: sea the ocean water, see to look at something know to understand, no not yes buy to get with money, by next to, bye goodbye hair grows on your head, hare is an animal hear listen, here in this place

Circle the correct homophone for each sentence.

1. I love to (sea / see) the ocean when we go on vacation.

2. Do you (know / no) the answer to this question?

3. She wants to (buy / by / bye) a new book.

4. He walked (buy / by / bye) the bakery on his way home.

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5. I will say (buy / by / bye) to my friend at the door.

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6. The (hair / hare) on my head is getting long.

7. Can you (hear / here) the music?

8. We are going to meet (hear / here) at the park.

9. I went to the (sea / see) to collect some shells.

10. He didn’t (know / no) about the test until today.

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Level C

Unit 15

Lesson 74

Creative Writing

Write down a pair of homophones. Then, write a simple sentence or joke using both words. Draw a picture.

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Example: I always write the right answer on my test.

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Level C

157

Unit 15

Lesson 75

Vocabulary Building

Review Vocabulary Building Synonyms are words that have the same or almost the same meaning.

Antonyms are words that have opposite meanings.

Use the words in the box below to change all the bold words to a synonym.

Then, read the story again. Is the story the same or different? huge

smiled

hot

start

sleepy

glad

afraid

good

Sam and Ben went to the park on a warm

day. They were both

feeling happy

slide. "Let’s begin

. They ran to the big

here," Ben said. Sam was a little scared to try. He slid down and laughed

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and felt tired

but decided

. They played on the swings

but had a great

time.

Use the words in the box below to change all the bold words to an antonym.

Then, read the story again. Is the story the same or different? cried

cold

bad

sad

small

brave

awake

end

Sam and Ben went to the park on a warm

day. They were both

feeling happy

slide. "Let’s begin

. They ran to the big

here," Ben said. Sam was a little scared to try. He slid down and laughed and felt tired

158

but decided

. They played on the swings

but had a great

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time.

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Level C

Homophones are words that sound the same but have different meanings and spellings. sea the ocean water, see to look at something know to understand, no not yes buy to get with money, by next to, bye goodbye hair grows on your head, hare is an animal hear listen, here in this place

In each part, choose the correct homophone for the sentence(s).

Then, write a sentence using the homophone that was not used.

know

I

the answer to this question.

no Can you

me waving?

see

hear

Let us

the music playing over there.

I waved

when I passed

here buy by

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sea

my friend’s house.

bye

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Level C

159

Unit 16

Lesson 76

Dictionary

Alphabetical Order Alphabetical order is the way we arrange words based on the alphabet. The alphabet starts with A, then B, and so on. Words are placed in order according to the first letter. If the letters are the same, move to the next letter.

Alphabetical order by first letter:

apple, banana, cherry

Alphabetical order by second letter: bag, beg, big Alphabetical order by third letter:

dog, doll, door

Example: bag, banana, door

Write each list of words in alphabetical order.

1. car, boat, truck, bike 2. lion, owl, sheep, snake 3. fish, bug, fly, frog

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4. sun, moon, star, cloud

160

5. ice, snow, rain, wind 6. hat, shirt, pants, shoes

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Level C

Unit 16

Lesson 76

Creative Writing

Write down any five-letter word. Then, write the five letters of the word in alphabetical order. Write a word starting with each letter. Last, write a sentence using each word.

Example: C LASS A C L S S

ACLSS

apple, cookie, lunch, school, snack

I ate an apple for breakfast.

Last week, I baked chocolate cookies.

I will eat a sandwich for lunch.

It is almost the end of the school year.

Let’s share our snack.

Let’s Brainstorm!

Try starting with a five-letter word like: apple • bread • smile • heart • plant • lunch • story • green • chair.

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Level C

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My five-letter word:

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Unit 16

Lesson 77

Dictionary

Dictionary Alphabetical Order A dictionary is a book of words written in alphabetical order. The dictionary will also show you the meaning of the words. When looking for a word that begins with letters A, B, or C, you will look in the dictionary pages with the letters A-C. Example: L etter group A-F will have the words apple, bread, egg, fish

Find three words that belong in each letter group and write them in any order. horse

cat

water

ball

sun

nest

kite

doll

jump

tree

ocean

A-F

G-L

M-R

S-Z

ABCDEF

GHIJKL

MNOPQR

STUVWXYZ

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moon

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Level C

Unit 16

Lesson 77

Descriptive Writing

Write a paragraph about a project you did, a place you visited, or maybe a funny dream. How many letters of the alphabet can you use?

Example: I like to write stories.

Yesterday, John came to visit. He gave me a present. It was a zingo bingo game for me.

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X-Y

Z

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Level C

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ABC list of words used: a, bingo, came, for, game, he, it, John, like, me, present, stories, to, visit, write, yesterday, zingo

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Lesson 78

Dictionary

Guide Words Guide words are the words at the top of each dictionary page. They help you find where words are located in the dictionary.

The first guide word shows the first word on the page.

The second guide word shows the last word on the page.

When you look up a word, check the guide words to see if your word is between them in alphabetical order.

Example: Guide Words: cat-dog cow, dump, dip, bird, fish, dart

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Read the guide words. Then, cross out the words that are not on the page.

164

1. Guide Words: cow - egg dog gag was

eat

2. Guide Words: frog - goat egg front fun

gag

hop

3. Guide Words: rain - rock run rat brain

rake

read

sock

4. Guide Words: sat - son sand nose see

sign

snow

sun

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Level C

Unit 16

Lesson 78

Creative Writing with Vocabulary Practice

Choose four words that can fit on a dictionary page that starts with your name and ends with the next letter of the alphabet. Write a sentence using each of the words you chose.

For example, if your name is Alex, choose any word in the dictionary that comes after Alex but before the letter B. Example: a pple: For dessert, I will eat apple pie. ant: A little ant is carrying a big crumb of bread. arm: My arm is hurting from writing so much. ask: You can ask me anything in grammar.

Your name

The letter after your first letter

1.

2.

3.

Bonus: What other words can fit on your dictionary page?

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Level C

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4.

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Unit 16

Lesson 79

Dictionary

Review Alphabetical Order Rewrite the words in alphabetical order.

bear 1.

bed 2.

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star 1.

166

3.

snake 2.

leaf 1.

ball 4.

sun 3.

lolly 2.

bird

snowman 4.

lemon 3.

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lion 4.

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Level C

Write the letters that come before and after each letter.

1.

b

3.

n

5.

h

7.

q

2.

x

4.

e

6.

t

8.

k

Guide Words: hat-hung hair has have hurt head Guide Words: rain-rock roof red rest roll ripe Guide Words: sun-swing sweet son swim sad supper

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Circle the words that can be found using the guide words.

sing

Guide Words: list-mist fist mad last loud long man

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Level C

167

Word Bank

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Action Words

168

run

hit

dig

sing

jump

bend

climb

hum

walk

draw

push

dance

hop

color

pull

spin

skip

paint

throw

slide

sit

write

catch

swim

stand

cut

open

ride

clap

glue

close

help

wave

read

play

whisper

kick

build

look

talk

happy

tired

sleepy

worried

sad

bored

angry

nervous

mad

shy

silly

thankful

scared

proud

surprised

calm

excited

kind

brave

confused

Feeling Words

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Level C

Describing Words big

hard

fast

old

small

clean

slow

tall

loud

dirty

nice

short

quiet

hot

pretty

wet

soft

cold

new

dry

pencil

book

board

bell

desk

paper

lunch

student

teacher

crayon

recess

backpack

sunny

windy

cold

storm

rainy

cloudy

warm

chilly

snowy

hot

cool

foggy

Weather Words

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Level C

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School Words

169

Word Bank Place Words home

store

street

room

school

zoo

yard

city

park

farm

bakery

playground

Time & Order Words last

later

tomorrow

next

now

early

yesterday

then

today

late

soon

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first

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think

ask

talk

know

say

answer

listen

forget

tell

guess

want

remember

Transition Words first

before

so

when

next

also

and

if

then

but

or

since

last

because

while

finally

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Level C

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Thinking & Speaking Words

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172

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Level C

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