GRADE 3Grammar andWriting HandbookISBN: 0–328–07539–6Copyright 2004, Pearson Education, Inc.All Rights Reserved. Printed in the United States of America.This publication is protected by Copyright, and permission should be obtainedfrom the publisher prior to any prohibited reproduction, storage in a retrieval system,or transmission in any form by any means, electronic, mechanical, photocopying,recording, or likewise. For information regarding permission(s), write to: PermissionsDepartment, Scott Foresman, 1900 East Lake Avenue, Glenview, Illinois 60025.1 2 3 4 5 6 7 8 9 10 V000 09 08 07 06 05 04scottforesman.comEditorial Offices: Glenview, Illinois Parsippany, New Jersey New York, New YorkSales Offices: Parsippany, New Jersey Duluth, Georgia Glenview, IllinoisCoppell, Texas Ontario, California Mesa, Arizona

Writer’s Guide5

WRITER’S GUIDEIdeas and ContentBefore you write, you need to have a main idea and a reason,or purpose, for writing. The main idea is the most importantpoint you want to make. Your purpose may be to persuade, toinform, to describe, or just to entertain your readers.A note to a friend has a main idea and a purpose.Main Idea Convince a friend tosee your new kittenPurpose To persuade someoneDetails Lively and interesting words,such as fluffy, purr, and leap, makeword pictures for your reader. Detailsgive important information.Jorge,Come to my housetomorrow to see my new,fluffy kitten. She lovesto purr and leap.The birds are eating. (no details)The gray pigeons peck at the dry bread.(details to show what is happening)Av iFOCUSStay on your topic anduse only details that areabout your main idea.Strategies for Choosing a MainIdea and Purpose Choose something you know well or would like to learn about.Your topic could be your favorite aunt or the planets. Think about your purpose for writing. An adventure storywould entertain. A how-to report would inform readers.6Writing Ideas and Content

WRITER’S GUIDEAMatch the number of each sentence with the purpose thatit fits best.A Inform1.2.3.4.BC DescribeD EntertainGreen plants help clean the air we breathe.Let me tell you a funny story about my dad.Doctor Jackson is tall and thin and has bright red hair.Our school really needs a new gym.Some sentences below do not stay on the topic of the circus.Write the letters of those sentences.ABCDEFCB PersuadeThe wrinkly elephants swayed to the loud music.My new sandals were very comfortable.Three white poodles pranced around the ring.A jolly clown with fuzzy, orange hair juggled balls.Loreen and her mom went to the beach last week.The fierce lions leaped through fiery hoops.Choose one of the main-idea sentencesbelow. Then write three sentences aboutthe topic. Remember to use clear details. My best friend is an interesting person. I had an exciting adventure last month. Girls and boys can be good friends.Writing Ideas and Content7

WRITER’S GUIDEOrganizationA careful writer tells about events and details in order. Yourorganization builds a frame to hold your writing. Theframe keeps your ideas in place.Here are some ways to organize your writing. a story with a beginning, middle, and enda comparison-contrasta description from top to bottoma how-to explanationBefore you write your first word, think about how you will buildyour writing. For example, if you want to tell what happened ata school meeting, you would write a report. If you want to explainhow to ride a scooter, you would write a how-to explanation.Once you decide on your frame, choose the details you wantto include. You will also have to think about how to arrange yourdetails from beginning to end.Strategies for Organizing Ideas Begin with the most important detailor save it for last. Use order words such as first, later, and last. Put details that are alike in the sameparagraph.8Writing OrganizationGRAPHIC ORGANIZERA graphic organizersuch as a chart, storymap, or web can helpyou organize yourideas.

WRITER’S GUIDEAMatch the number of the topic with the letter of the kindof organization that works best. green parakeet, SnufflesHow to make apple muffinsCar or train: which is better?What happened on my -to explanationChoose a detail from the box to complete each sentence.Write the paragraph.parrotskating rinkslipped and fellfirst pair of skatesread a bookhelped her upnew sweaterlibrarystarted to cryMarie’s First Try5. My cousin Marie bought her lastMonday. 6. The next day, she went to the .7. As she stepped onto the ice, Marie .8. She wasn’t hurt, but she . 9. We skatedover to her and .CThink of a time when you learned something new.Tell how you learned each step. Use order wordssuch as first, then, and next to organize the details.Writing Organization9

WRITER’S GUIDEVoiceYour writing shows your special style and personality.Use your writer’s voice to shape your writing. Awriter’s voice may be funny or serious. It could befriendly or formal. When your writing voice is strongand clear, readers believe what you have to say. I was so tired that I got into bed early. (weak voice) I was so worn out that I crawled into bed an hour beforedinnertime. I didn’t wake up until Dad shouted thatbreakfast was ready. (strong voice)Strategies for Developing a Writer’s Voice Think about your readers and about yourVOICEreason for writing. Use a light, friendly voiceTry reading yourwhen you write a letter to a cousin or whenwork aloud to seeif your writingyou tell a funny story. Use a more serioussounds like you.voice for a book report or for directions.If it doesn’t, think Your choice of words should match yourabout what mightbe missing from it.voice. In informal writing, you might usecontractions or slang to make your writingsound like your everyday voice. A letter to the editorof your school newspaper would have a more serious voice. Use your writer’s voice to speak directly to your audience.If your voice is strong, readers want to keep on reading.10Writing Voice

WRITER’S GUIDEAMatch each opening sentence with the letter of the readerit fits best.A Aunt Kira in TexasB The head zookeeper1.2.3.4.C The school principalD A group of classmatesWe would like another microscope for the science room.Thanks for that great new game you sent me.May we please have a special tour of the jungle exhibit?Let’s throw a party for Miss Peters!B Read each sentence. Write E if you would use an everyday voicein your writing. Write S if you would use a serious voice. are writing to the editor of the local newspaper.You are writing a note to your best friend.You are writing an e-mail message to your cousin.You are writing a report about sea turtles.Choose one of the following opening sentences.Add sentences to write a paragraph aboutthe topic. Use a voice that fits the mainidea and the audience. Would you like to make a bowl of cereal? Dear Editor, The schoolyard needs some new paint. Spring and fall are my favorite seasons, but fordifferent reasons.Writing Voice11

WRITER’S GUIDEWord ChoiceWords are the writer’s handiest tool. Build your writing withexact nouns, strong verbs, and vivid adjectives. Your style willbe interesting and lively. I like the bakery because it smells good. (dull and plain) The bakery smells like sweet cinnamon rolls and fresh,crusty bread. (lively and detailed)Strategies for Choosing the Right Words Choose exact nouns. (spaniel instead of dog,WORDS WITH PEPWhen you wantbroccoli instead of vegetable)to spice up your Use strong verbs. (shatter instead of break,writing, thinkshriek instead of yell)about excitingwords such as Replace dull words such as nice, bad, andsparkle, zoom,thing with clear words. (“The owner wasvelvety, and lumpy.greedy and cruel” instead of “The ownerwas bad.”) Include words that use our senses. (“The sun wasas warm as a blanket” instead of “The sun was warm.”) Don’t be wordy. (suddenly insteadof “with great suddenness”) Include specific details. (“Dan slurpedup soup and ate crackers” instead of“Dan was a noisy eater.”)12Writing Word Choice

WRITER’S GUIDEAReplace the underlined words with more exact words fromthe box. Write the paragraph.deliciousdipsstirsbeamsonions and garlicbubbles and steams1. The cook makes the spicy soup. 2. The kitchen smellslike food. 3. She puts her finger into the pot for a taste.4. The soup is hot. 5. The cook smiles and nods. 6. Her mealsare always good.BChange each underlined word to a more vivid word of yourown. Write the sentences. and Pooch went through the park.It was a nice autumn day.Then Pooch saw something in the grass.He went across the park.The little squirrel was fast.It went up a tree.Pooch looked sadly at the tree.The squirrel had gone!Write a description of an animal you have seen.Use strong, vivid words to make your writing come alive.Writing Word Choice13

WRITER’S GUIDESentencesGood writing has a natural flow. Different kinds of sentencesshould make it sound smooth and clear. When you hear a storyread aloud, listen to the style and the rhythm of the sentences.Here are some ways to improve your sentences. Use different kinds of sentences. Questions, commands,and exclamations add style to your writing. Make sure your sentences are not all short and choppy.Sometimes a longer sentence helps the writing flow. Use different beginnings. Starting too many sentenceswith I, she, the, or a can be boring. Use connecting words. Words such as even though,because, while, and so can join sentences to makethem more interesting to read.Strategy for Improving Your SentencesRead a piece of your writing. Each time you start a sentence withI, she, the, or a, circle the word. Underline all the short, choppysentences. See how many different kinds of sentences you use.Write this information on scratch paper. Then see whichthings you can change to make the writing better. Have you usedtoo many statements instead of other kinds of sentences? Aremost of your sentences short and choppy? Keep this informationin a writing folder to help you improve your writing.14Writing Sentences

WRITER’S GUIDEAUse the connecting words in ( ) to join the two sentences.Write the sentences.1. We went to the seashore. We could splash in the waves. (so)2. Hal loves the winter. Our state has tons of snow.(even though)3. Our kitten meowed loudly.I got her food ready. (while)4. The dog needed a bath.He had rolled in the mud.(because)B Rearrange the words in sentences 6.–9. so that I is notthe first word. Start with the underlined phrase.Example: I jumped out of bed this morning.Answer: This morning I jumped out of bed.5. I could not find one brown sock. 6. I searchedeverywhere before breakfast. 7. I caught the school bus justin time. 8. I opened my lunchbox at noon. 9. I found thesock on top of my sandwich!CWrite a short story about finding something that you thoughtyou had lost. Use different kinds of sentences. Be sure to startyour sentences with different words.Writing Sentences15

WRITER’S GUIDEConventionsConventions are rules for writing. Capital letters show wherea sentence begins. A period, question mark, or exclamation marksignals the end of a sentence. A new paragraph begins with anindentation. Grammar and spelling follow patterns. joe asted his techur for a pensul then he could gets to work.(weak conventions) Joe asked his teacher for a pencil. Then he could get to work.(strong conventions)Strategies for Conventions of Writing Start sentences with a capital letterand end with a punctuation mark. Make sure each sentence tells a completeidea. Each subject and verb should agree. Don’t change verb tenses withouta good reason. Be sure special names are capitalizedcorrectly. Check for correct punctuation.Follow rules for commas, apostrophes,and other punctuation marks. Use a dictionary or spell-checkerfor difficult words.16Writing ConventionsPROOFREADING MARKSNew paragraphCapital letterLowercaseletterCorrectthe spelling.Add something.Removesomething.

WRITER’S GUIDEAChoose the correct word in ( ) to complete each sentence.Write the sentences. (is, are) my favorite time of year.My family and (us, I) love to sled and throw snowballs.We certainly (enjoy, enjoying) the cold.I have (took, taken) my friends skiing too.They all (likes, like) winter sports a lot.B Look at each sentence. Correct any mistakes in punctuation,grammar, and spelling. Write the paragraph.6. The united states is a large country. 7. Have youseen our land from coast to coast. 8. Mountains and valleysis in almost every state. 9. Swimers and boaters enjoy the lakesand rivers. 10. try to see some part of our wonderful countryon your next vacation.CWrite three sentences about one of thetopics below. Remember to follow the rulesfor capitalization, punctuation, grammar,and spelling. Trade papers with a classmateand look for anything that should be changed. A sport I would like to learn A trip I would like to take A job that seems interestingPROOFREADINGWhen you proofread, look carefullyfor mistakes. Use aruler to check eachline from start tofinish. Read aloudto catch errors.Writing Conventions17

WRITER’S GUIDEUsing a Scoring RubricWhat makes a piece of writing excellent? When is writing good,or not good? One way to judge a piece of writing is to use a scoringrubric. A rubric is a checklist of qualities, or things to look for.See pages 6–17 for a discussion of these qualities.Rubrics give a number score for each thing you are looking for.You can use a rubric such as the one below to judge your writing.IDEAS/CONTENT ear, focused,well-supportedideasSmooth flowof ideas frombeginning toend, ecise,interesting,and accuratewordsSmooth,varied, andrhythmicsentencesExcellentcontrol withonly minorerrors3Ideas usuallyfocused andsupportedInformationgiven insome orderAt timesrevealswriter’spersonalityCorrect d control;no seriouserrors preventunderstanding2Ideas sometimes Little directionunfocused andfrom beginningundevelopedto endFails toengageaudienceor or wordysentenceswith littlevarietyWeak controlwith errorsthat makewriting hardto read1Ideas confusing Ideas hard toand unsupported follow with nodirectionFlat writingwith nofeelingIncorrect,dull, oroverusedwordsChoppyMany errorssentences;that preventrun-onsunderstandingor fragments;and overusedas connectorSCORE18Using a Scoring Rubric

WRITER’S GUIDEFollowing are four responses to a prompt. Read each responseand the notes below it. This will show how each piece got its score.Writing Prompt: Write about a time when someonehelped you feel better or you helped someone else feel better.One day I got the flu. I was sick to my stomackand felt really dizzy. Then my dad said to lie down.Next, he brought me ginger ale with a twisty straw.Finally, my stomack stopped aching. My parents andmy brother had helped me feel better.Then everybody else got sick! Even the dog wasdroopy! I carried up ginger ale on a fancy tray. Ihope we never get sick like this again.Score 4Ideas/Content Focused and supported by many detailsOrganization Order words then, next, and finally movestory along; has a clear endingVoice Strongly engages readers (“Even the dog was droopy!”)Word Choice Vivid word choice and images (twisty, fancy tray)Sentences Clear, smooth sentencesConventions Few mistakes; a misspelling (stomack)Writing Models19

WRITER’S GUIDEOne day I helped my next-door naybor clean uphis backyard. We raked and put leaves in blue bagsto recycle them. Then we sawed some branches offthe tree that was leening against his house. My helpmade him feel better because his wife just passdaway. The next day I went back to bring him a pieceof cake and a little card I made. He said, “Matthew,you are like a grandkid.” that made me feel good.Score 3Ideas/Content Focused on the idea of making someonefeel better and supported with details (blue bags, piece ofcake, little card)Organization Story has a beginning, middle, and end;order words to make order of events clearVoice Expresses feelings (“that made me feel good”)Word Choice Good use of verbs (raked, sawed); exactnouns (leaves, branches)Sentences Varied and smooth sentencesConventions Some mistakes; some spelling errors(naybor, leening, passd); a capitalization error (“that mademe feel good.”)20Writing Models

WRITER’S GUIDESomeone made me feel better when I busted myhead. And my mom made me feel better. They took meto the hospitil. And they bought me a toy and it mademe feel better. And the next day they brought me morestuff and they bought me moovies and games. And thenat 8:00 I fell asleep. And in the morning I feel a littlebetter. I’m never going to do that again.Score 2Ideas/Content Focused on the idea of someonewho is helped to feel better, but needs more detailsOrganization Moves from a beginning to an endVoice Gives reader a sense of who the writer isWord Choice Many dull or repeated words(took, stuff, feel)Sentences Opening not very clear; toomany choppy sentences; most sentencesbegin with AndConventions Misspellings (hospitil, moovies);change in verb tense (“I feel a little better”);grammar error (busted)Writing Models21

WRITER’S GUIDEMy mom halp me when I am skare. She trn on theLight so I whent Be skare all night.Score 1Ideas/Content Main idea not supported by detailsOrganization Time order not clearVoice Writer not involvedWord Choice Dull word choiceSentences Sentences difficult to understandConventions Incorrectcapitalization (Light, Be);misspellings (halp, skare, trn, whent);incorrect use of verb tense andform (halp, trn)22Writing Models

Grammar andWriting Lessons23

UNIT 1 GRAMMARSentencesA sentence is a group of words that tells a complete thought.A group of words that does not tell a complete thought is calleda fragment. In a sentence, the words are in an order thatmakes sense. All sentences begin with a capital letter and endwith a punctuation mark.Sentence: I enjoy vacations with my family.Not a sentence: Enjoy vacations with my family.A Read each group of words. Write the one in each pairthat is a sentence.1. Do you like to be outdoors during warm weather?No coats or scarves.2. Wearing shorts and T-shirts.Summer is great for hiking and swimming.3. We plan to climb a mountain on this trip.Plenty of exercise!4. It is almost three thousand miles from my home.Will have an exciting trip.Read this story. Write the three complete sentences.5. The mountain rises high in the sky. 6. Older than theforest. 7. Few people have climbed to the top. 8. Snow nevermelts at the top of the mountain. 9. Stories about climbers.24GrammarHow I Spent My Summer Vacation

UNIT 1 GRAMMARB Read each group of words. Write S if the group of words isa sentence. Write NS if the group of words is not a sentence. sister wanted to go to the beach.Had been to the beach many times.Dad solved the problem for us.We could see mountains and the Pacific Ocean.Everybody in the family!Packed for the trip last night.I traveled by airplane for the first time.Had a book about Washington State.Can’t wait.This will be the best vacation ever!Add your own words to make complete sentences.Write the new sentences. Remember to use capital lettersand punctuation marks. to the beachMy friends and Ijumped into the icy waterWerest in the warm sunlightAfter my rest, Ilook for seashellslove the sound of the waterMy familyGrammarHow I Spent My Summer Vacation25

UNIT 1 GRAMMARReview and AssessRead each group of words. Write S if it is a sentence.Write NS if it is not a sentence. can take a vacation right where you live.Pretend that you have never seen this place.For a walk around your town.May see your town in a new way.List of questions and find out the answers.The library is a good place to start.Write the letter of the word or group ofwords that will complete each sentence.7. Each August, my family .A visits friends in MaineB a visit to MaineC our friends in MaineD friends in Maine8. hike in the country.A TakingB TrainC WeD Buys9. feels cool and fresh in Maine.A BreezyB AlwaysC VeryD The breeze10. My friend Annie and I .A blueberry piesB pick blueberries26GrammarC blueberriesD deliciousHow I Spent My Summer Vacation

UNIT 1 FOCUS ON WRITING A PERSONAL NARRATIVETelling About You in Personal NarrativesA personal narrative shares something important or excitingthat happened to you. Your narrative should include sentencesthat tell the reader how you felt, acted, and looked at the time.A Complete the sentences below with details from the list.girl in green goggleswas splashing in the wavesmy sister’s baggy swimsuit1. at meshy and embarrassedcomfortable all at onceOne day, I .Up from the water popped a .Oh, no, I was wearing !My red face showed I was .Suddenly, the girl smiled and .Then I felt .B Create a word picture of yourself by completing thesesentences. Write the new paragraph.7. My hair is like a . 8. make me laugh.9. My favorite time of year is . 10. I like people who. 11. I am really good at . 12. My friends saythat I . 13. After school, I like to .CWrite a personal narrative about a day when you met a newfriend. Give details about how you felt, acted, and looked.Writing a Personal NarrativeHow I Spent . . .27

UNIT 1 GRAMMARSubjects and PredicatesThe subject is the part of the sentence that tells whom or whatthe sentence is about. All the words in the subject are calledthe complete subject.Complete SubjectThe excited girl picked beautiful flowers.The predicate is the part of the sentence that tells somethingabout the subject. All the words in the predicate are calledthe complete predicate.Complete PredicateThe excited girl picked beautiful flowers.A Write the sentences. Circle each complete subject. Cinderella visits the three pigs.They bake oatmeal cookies.The hungry girl eats all the cookies.The smallest pig makes some more cookies.Write the sentences. Underline each complete predicate. Pinocchio plays in the forest.A thunderstorm scares him.The little boy runs into a nearby house.Sleepy Goldilocks naps in the smallest bed.GrammarGoldilocks and the Three Bears

UNIT 1 GRAMMARB Write the sentences. Circle the complete predicate. tiny hummingbird flies onto the branch.Its bright wings flap quickly.The thin branch has lovely flowers.Each blossom is filled with tasty pollen.The bird’s long beak picks out the pollen.Its tongue is made for catching small bugs.A ladybug passes by.The bird gobbles up the ladybug.A hummingbird’s day is spent gathering food.Match a subject to a predicate so that each complete sentencemakes sense. Write the sentences. talesMany readersMy favorite storyGoldilocksHeWhatPredicatesreads that story.are fun to read.are delighted by the your favorite story?annoyed the three “Goldilocks and the Three Bears.”GrammarGoldilocks and the Three Bears29

UNIT 1 GRAMMARReview and AssessWrite the sentences. Circle the complete subject.Draw a line under the complete predicate. younger brother dreamed about flying.Little Arthur made a pair of wings.The neighbors watched him flap around the yard.His best friend just shook his head.Silly Arthur still flapped his wings.He believed in his dreams.Write the letter of the subject or predicatethat completes the sentence and makes sense.7. Uncle Harry .A my favorite personB has a telescopeC luckyD waited8. begged to look through the telescope.A EveryoneB Got excitedC TelescopeD Opened the box9. Cousin Sue .A took the first lookB the oldest childC the fastest runnerD a tune10. helps us see the stars and planets.A UnfoldsB A telescope30GrammarC WorksD LooksGoldilocks and the Three Bears

UNIT 1 FOCUS ON WRITING A PERSONAL NARRATIVEAdding Details to Subjects and PredicatesInteresting sentences hold a reader’s attention. The details inyour subjects and predicates tell your reader what is happening. Squirrels and a chipmunk ate. Two squirrels and a noisy chipmunk ate in the garden.A Choose details from the list below and add them to the subjector predicate in each sentence. Write the new sentences.crunchyon the fencegracefulchirpingleafyfrom my window1. Today, I closely watched nature . 2. The oaktree shaded the lawn. 3. A frisky squirrel ate the acorns.4. A blackbird came to the bird feeder. 5. A catslipped through the fence. 6. Colorful butterflies landed .B Think of a real or imaginary dream. Add details that will holda reader’s interest. Write the new sentences. I dreamed about .This strange dream took place in .I met an animal that had .I felt .The dream ended when .Write a short personal narrative about a time when you werelost. Add details to your subjects and predicates.Writing a Personal NarrativeGoldilocks . . .31

UNIT 1 GRAMMARStatements and QuestionsA statement is a sentence that tells something. It ends witha period. A question is a sentence that asks something. It endswith a question mark.Statement: Animals can help us in many ways.Question: How did people first train animals?A Read the sentences. Write statement or question aftereach sentence. ago, all animals were wild.Which animals became pets?Dogs could be trained.How did dogs and people become friends?People fed the dogs and cared for them.Today, many people choose dogs as pets.Write each sentence with the correct punctuation mark. animals are used for food and workWhat food do we get from cowsCows give us milk and beefWhat kind of work can animals doHorses and oxen can pull wagonsDo dogs have special jobsDogs can guard homes and herd sheepHave you ever heard of a cat with a jobGrammarAnthony Reynoso: Born to Rope

UNIT 1 GRAMMARB Write only the sentences that are questions. Add thecorrect punctuation mark to the sentence. you know how to train a dogI took a class all about dog trainingWhat do you think helped Roxie to learnDo you want to know about dog trainingThe trainer starts with tasty treats for the dogWhen Roxie obeyed an order, she was fedWhat is the first thing a dog learnsMay I show you some of Roxie’s tricksAdd one of the words from the box to turn each statementinto a question. Write the new sentences. Use correctcapitalization and punctuation. You can use a word morethan once.do9. and Paul take riding lessons.You join them for a lesson today.The twins enjoy riding western style.You climb up without any help.You like a gentle horse for your first ride.Yolanda and Paul ride for an hour this afternoon.GrammarAnthony Reynoso: Born to Rope33

UNIT 1 GRAMMARReview and AssessWrite the sentences. Add the correct end punctuation. Write S fora statement and Q for a question. first visit to a ranch was excitingThe owner of the ranch was a real cowboyWould you like to see pictures of the ranchDo you know who that girl on the horse isThe horse seemed very big to meCan I show you a picture of my favorite cowgirlWrite the letter of the sentence that is written correctly.7. ABCDWhat is your story aboutI will write a letterDid you take pictures?This is my pony8. ABCDI collect the shell cracked?Are these conch shellsTell me about it?34Grammar9. ABCD10. ABCDI want to be a chefthis is good pastry.baking is my hobby?Did you bake that cake?Do you sing wellYou have real talentWe will sing a song.let’s sing some more?Anthony Reynoso: Born to Rope

UNIT 1 FOCUS ON WRITING A PERSONAL NARRATIVEWriting Statements and QuestionsGood writers use different types of sentences to tell a story. Usingquestions can help you tell your story in a lively way. Davy plans to travel through time. He wants to build aspaceship. Can he do it? “Don’t be silly,” people tell him.A All of the sentences in the personal narrative below arestatements. Rewrite the underlined sentences as questionsto make the paragraph more interesting.1. I can build a time-travel machine. 2. It will besomething I finish all by myself. 3. There is enough woodto build my machine. 4. It’s a good idea to plan these thingsfirst. 5. I should ask my dad if I can borrow his old tool kit.6. I will promise to be careful.B Write your own questions to complete this personal narrative.? I learned to paint with watercolors yesterday.At first, the colors seemed too light. Then I saw that I hadtoo much water on my brush. The art teacher showed mewhat to do. I took a fresh piece of paper. Before I startedover, I took a deep breath. ?CWrite a short personal narrative about something a friendor family member helped you do. Use questions to makeyour story more exciting.Writing a Personal NarrativeAnthony Reynoso . . .35

UNIT 1 GRAMMARCommands andExclamationsA command is a sentence that tells someone to do something.It ends with a period. An exclamation is a sentence that showsstrong feelings, such as anger, surprise, fear, or excitement. Itends with an exclamation mark.Command: Cover your mouth when you cough.Exclamation: How sick I feel!A Write C if the sentence is a command. Write E if the sentenceis an exclamation. ready for a visit to the doctor.What a bad cough you have!Please let the doctor check your throat.How red your throat looks!Take a deep breath for the doctor.Write each sentence. Add the correct end punctuation. Cindy this basket of orangesHow juicy this fruit isPlease tell her I will visit her tomorrowWow, I am so happy to see youBring her some flowers tooGrammarHerbie and Annabelle

sound like your everyday voice. A letter to the editor of your school newspaper would have a more serious voice. Use your writer’s voice to speak directly to your audience. If your voice is strong, readers want to keep on reading. WRITER’S GUIDE 10 Writing Voice VOICE Try readin