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Table of Contents
Various Endings .......................40Questions and Exclamations .......41Who Said That? ........................42Visiting Camp Eastman ............43VOICEThis Is Me Speaking .................44A Writer’s Personality ..............45Matching the Mood ..................46Happy Birthday, Grandma .......47Using Dialogue ........................48You Can Quote Me ..................49Who Is My Audience? ..............50Person to Person .......................51It Happened to Me ...................52A Different Point of View .........53Narrative Voice .........................54Past and Present Tense .............55Adding Color ...........................56Descriptive Writing ..................57The Power of Persuasion ..........58CONVENTIONSHe Said, She Said .....................59Identifying Parts of Speech .......60Capitalization Rules .................62Editing for Capitalization .........64Find the Misspelled Word .........65Editing for Spelling ..................66Irregular Rules .........................67Using Commas .........................68Subject-Verb Agreement ..........70CRITICAL-THINKING SKILLSWords I Like to Say ..................71Using Similes ...........................72Finishing Similes ......................73Idioms ......................................74A Can of Worms .......................75Hink-Pinks ...............................76
Proofreaders’ Marks .................77Answer Key .............................78
How to Use This Book ..............3IDEASBrainstorming ...........................4Idea Clusters .............................5Fastwriting ................................6All About Me ............................7Picture Your Ideas .....................8Narrowing Your Focus ...............9Developing Details ..................10Having a Great Time! ...............11ORGANIZATIONStory Organizer .......................12Arranging Data .......................13Thumbs Up! ............................14The Hook ................................15Creating Paragraphs ................16A Good Opening .....................17Building the Middle ................18Sequencing Words ...................19Words of Transition .................20A Dynamic Finish ...................21Organized Writing ...................22WORD CHOICEChoosing Adjectives ................23Describing Our Senses ............24Adjectives and the Senses .......25Vivid Verbs ..............................26Choosing the Right Verb .........27Synonyms ...............................28Antonyms ...............................29Homophones ...........................30Homographs ............................31FLUENCYSimple or Compound? ............32Sentence Fragments ................33From Simple to Complex ........34Run-On Sentences ...................35A Different Part of Speech ......36Rearranging Sentences ............37Combining Sentences ..............38 Stretching Sentences ...............39
Writing Grades 3-4 • RB-904061 © Rainbow Bridge Publishing
RB-904061 • Writing Grades 3−4 © Rainbow Bridge Publishing�
BrainstormingIDEAS
One of the first steps of writing is choosing a topic. Teachers often tell their students what type of writing they should do. Sometimes the teacher wants the entire class to write on the same topic. Other times, the class must do a specific type of writing, but the student can choose the topic to write about. In any case, it is helpful to have a way to come up with ideas. Having a list of possible ideas helps writers get off to a good start.
For example, a teacher wants students to write a description of an animal. One way of choosing what animal to write about is to simply write down all of the animals that come to mind. Another way is to list kinds of animals, such as farm animals, wild animals, and pets. Then, fill in the lists with animals that fit into those categories. Next, go back through each list and make a shorter list of possible animals that could be described. This listing technique is called brainstorming. Many writers use this technique when they are thinking about writing ideas.
Directions: Imagine that your teacher wants you to write an essay describing an animal. Brainstorm a list of animals that you could choose from to write your essay. Use the space below to record your brainstorming ideas.
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© Rainbow Bridge Publishing Writing Grades 3−4 • RB-904061�
Idea ClustersIDEAS
Transportation
LandWater
Air
Brainstorming for writing ideas can be completed in another way that gives writers a better picture of their ideas and how they fit together. Look at the idea cluster, or concept map, below. The oval in the center is Transportation. This is the main topic. The lines extending from the center oval lead to other ovals. These ovals show some basic types of transportation that a student could write about.
Directions: Your teacher wants you to write a paragraph about a mode of transportation. Finish the concept map below by drawing lines extending from each category of transportation. Then, draw more ovals. In these new ovals, write specific types of transportation that fit into each category. Have you left anything out? Do you want to remove any of your ideas? Does this help you see your writing ideas better? This format is another system of writing down your brainstorming ideas in an easy-to-see way.
RB-904061 • Writing Grades 3−4 © Rainbow Bridge Publishing�
FastwritingIDEAS
When writing about a topic, it is good to have a collection of ideas available. One way to start a collection is to keep a list or a notebook of thoughts and ideas. To collect these ideas, set aside a couple of minutes each day to brainstorm. Simply sit down, open a journal, and jot down everything that comes to mind for two minutes. This technique is called fastwriting. This is a strategy writers use to generate ideas for future use.
Directions: Try your hand at fastwriting in the space below. Look at a clock and write for two minutes. Write down everything that pops into your mind. You do not have to write in complete sentences. Just write words or phrases as quickly as you can. When the time is up, keep the page and add it to a notebook for future use. Do the same thing again tomorrow. You will be surprised at how many ideas you collect.
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© Rainbow Bridge Publishing Writing Grades 3−4 • RB-904061�
All About MeIDEAS
Many authors look at their own lives and experiences to find ideas for their writing. Personal experiences can offer ideas for characters, settings, plot details, and other story elements.
Directions: Take a few minutes to finish the statements below about you and the people and events in your life. Save this paper in your writing ideas notebook or journal and refer to it when you need ideas for a topic.
1. The best thing that ever happened to me was ________________ ________________________________________________________ .
It was great because ______________________________________
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2. The person I admire most is _______________________________ ,
because ________________________________________________
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3. My favorite thing that I own is _____________________________
because ________________________________________________ , ________________________________________________________ .
4. A proud moment for me was ______________________________
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5. What I would most like to do someday is ____________________
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RB-904061 • Writing Grades 3−4 © Rainbow Bridge Publishing�
Picture Your IdeasIDEAS
A common saying is a picture is worth a thousand words. A thousand words are not always necessary, but pictures can be used as a source for writing ideas.
Directions: Look through photos or scrapbooks at home. Find a photo of a friend, relative, pet, or place you have been that reminds you of the special time when that picture was taken. Jot down every thought about why the story behind the picture is special to you. Then, go back through your notes and organize them into a story that you can write to tell others about the picture. If a personal photo is not available, use a picture from a magazine and make up the details about the picture.
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© Rainbow Bridge Publishing Writing Grades 3−4 • RB-904061�
Narrowing Your FocusIDEAS
A pool of ideas to write about can come from many different sources, such as brainstorming, fastwriting, photographs, memories, and personal experiences. What do writers do with all of these ideas after they have been collected and recorded in a journal? Sometimes, a writer selects a topic that may be so broad that it could never be covered in a short paper. That broad topic must be broken down into one that is more manageable.
For example, imagine that you have jotted down the word zoo in your notes. That topic would be too broad for a one-page essay. Think further about the possibilities. Where do zoo animals come from? How are sick animals at the zoo cared for? What is your favorite animal in the zoo? How do you spend a day at the zoo? Who pays for the building and maintenance of zoos? Notice how quickly manageable topics can spring up from broader ones.
Directions: Return to your lists of writing ideas and find a topic that you think is too broad. Then, in the space below, write ideas that relate to that topic but would be easier to write about in a shorter essay.
Broad topic: ________________________________________________
Related ideas that I could write about: __________________________
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RB-904061 • Writing Grades 3−4 © Rainbow Bridge Publishing10
Developing DetailsIDEAS
Coming up with ideas for writing involves more than just deciding on a topic. After a writer has a specific topic, she must then decide on the details to include in her piece. One way to help develop details is to answer the five Ws: who, what, where, when, and why.
Directions: Look at the following sets of the five Ws. Each set has a different W question answered. Fill in the remaining answers for each set to plan the details for each story.
1. Who: What: Where: at the zoo When: Why:
2. Who: Uncle Joe and Aunt Claire What: Where: When: Why:
3. Who: What: a rare gemstone Where: When: Why:
4. Who: What: Where: When: Why: It was her mother’s birthday.
© Rainbow Bridge Publishing Writing Grades 3−4 • RB-90406111
Having a Great Time!IDEAS
Vacations and fun outings are great sources for writing ideas. Sometimes people send postcards to friends and relatives when they go on vacation. Postcards let the reader know that the person on vacation is thinking about him. Postcards also give the writer a chance to describe some of the highlights of the vacation.
Directions: Think about a place you visited in the past that you really enjoyed. Or, think about a place that you would like to visit in the future. Then, on the postcard below, tell a friend or relative about that place as if you are currently visiting it. Write your message on the left side of the postcard below, and write the address on the right side of the postcard.
RB-904061 • Writing Grades 3−4 © Rainbow Bridge Publishing12
Story OrganizerORGANIZATION
Organizing thoughts and planning the main parts of writing can save editing time later.
Directions: Use the organizer below to plan a story about a child who is attending a birthday party.
Topic or Title: _______________________________________________
Setting (where and when the story takes place): __________________
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Characters (Include their names, how they look, and how they act.):
1. _________________________________________________________
2. _________________________________________________________ 3. _________________________________________________________
Main idea or conflict of the story: ______________________________
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Main events of the story:
1. _________________________________________________________ 2. _________________________________________________________
3. _________________________________________________________
Conclusion (How will the story end?): __________________________
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© Rainbow Bridge Publishing Writing Grades 3−4 • RB-9040611�
Arranging DataORGANIZATION
When a writer collects data, she usually writes it down in the order that she finds it. Data should be organized into categories as it is collected. Doing this can help writers plan their writing before they start.
Directions: Read the information below. Your first task is to find the main idea in the list. (What is this data about?) Next, find the subheadings from the list. (What are the main topics under the main idea?) Finally, list the supporting details related to each subheading. You will use all of the words listed in the data box.
DataCharades Board Games Bingo Checkers Hide and Seek Hopscotch Tag ActiveChess
Main Idea: __________________________
Subheading 1: ___________________________ Supporting Details: _____________________________
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Subheading 2: ___________________________ Supporting Details: _____________________________ _____________________________
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RB-904061 • Writing Grades 3−4 © Rainbow Bridge Publishing��
Answer Key
Pages 4–12Answers will vary.
Page 13, Arranging Data Main Idea: Games; Subheading 1: Board; Supporting Details: Bingo, Checkers, Chess; Subheading 2: Active; Supporting Details: Charades, Tag, Hopscotch, Hide and Seek
Page 14–17Answers will vary.
Page 18, Building the Middle5, 4, 7, 6, 9, 2, 3, 1, 8
Page 19, Sequencing Words1. First, then; 2. Before; 3. finally, after; 4. yesterday, today; 5. later; 6. first, Second, third; 7. last, before; 8. After; 9. start; 10. Then; 11. end
Page 20, Words of Transition1. B.; 2. C.; 3. D.; 4. A.
Pages 21–27Answers will vary.
Page 28, SynonymsCircled words: miserable, amble, sob, dash, aroma, cackle. Other answers will vary.
Page 29, Antonyms1. good; 2. sunny; 3. downstairs; 4. interesting; 5. wide; 6. strong; 7. cheap; 8. old; 9. wonderful; 10. far; 11–18. Answers will vary.
Page 30, Homophones1. meet; 2. missed; 3. night; 4. bear; 5. plane; 6. weight; 7. hear; 8. two; 9. pail; 10. waste; 11. band; 12. their; 13. sale; 14. or; 15. mail
Page 31, Homographs1. 2nd produce; 2. 1st refuse; 3. 2nd separate; 4. 1st lead; 5. 1st dove; 6. 2nd mine; 7. 2nd fair; 8. 1st rose
Page 32, Simple or Compound?1. C; 2. C; 3. S; 4. C; 5. S; 6. C; 7. C; 8. S
Page 33, Sentence Fragments1. F; 2. F; 3. F; 4. S; 5. S; 6. F; 7. F; 8. S; 9. F; 10. S; 11. S
Page 34, From Simple to ComplexAnswers will vary.
Page 35, Run-On Sentences1. C; 2. R; 3. R; 4. C; 5. R; 6. C; 7. R; 8. C
Page 36, A Different Part of SpeechAnswers will vary.
Page 37, Rearranging Sentences1. We headed home since the game was rained out. 2. In preparation for the storm, we bought some water and batteries. 3. Before the other team had even arrived, we had our supplies together. 4. When he got off the bus, Parker told his mom about the party at school.
Page 38, Combining Sentences1. Jon and Ashley like dogs. 2. Rico does not like music but is a good piano player. 3. Shandra is smart, kind, and funny. 4. I am going to the mall and the pet store. 5. He doesn’t like country music or jazz music. 6. Cara and Evan hid clues for the scavenger hunt today.
Pages 39–41Answers will vary.
