Elementary Writing & Grammar

The big picture

Welcome, young writer! Today we learn about the sentence. A sentence is the little building block of all writing. When you can write good sentences, you can write anything, and that is a lot of fun!

What a sentence is

A sentence is a group of words that tells one whole idea. It starts with a capital letter. It ends with a mark like a period. Example: The dog ran.

A whole idea is also called a complete thought. A complete thought makes sense all by itself. It does not leave you wondering, "Wait, what happened?"

Key idea: A sentence tells one whole idea.

A complete thought

Read these words: The puppy barked. Does it make sense by itself? Yes! You know who (the puppy). You know what happened (it barked). That is a complete thought. So it is a sentence.

Now read these words: The fluffy little. Does it make sense? No. It leaves you hanging. The fluffy little what? This is not a sentence. The thought is not finished.

Key idea: A complete thought makes sense on its own.

A simple check

Here is an easy trick. After you read some words, ask yourself one question: "Does this tell a whole idea, or does it leave me wondering?"

If it tells a whole idea, it is a sentence. If it leaves you wondering, it needs more words.

• We ate lunch. This is a sentence. It is a whole idea.
• Ran to the park. This is NOT a sentence. Who ran? A part is missing.
• My sister and I. This is NOT a sentence. What did they do? A part is missing.
• My sister and I played tag. Now it is a sentence! It tells a whole idea.

Key idea: Ask, "Does it leave me wondering?" to check a sentence.

Make a weak one strong

Let us fix a group of words together. Watch how we make it a real sentence.

Weak: The big cat. (This leaves us wondering. The big cat did what?)

Strong: The big cat slept. (Now it tells a whole idea. Nice!)

Try one more in your head. Weak: Under the tree. Can you add words to make it a whole idea? You could say: We sat under the tree. Great job!

Key idea: Add the missing words to make a whole idea.

Sentences you can copy

Here are short sentences you can read and copy. Each one tells a whole idea.

• I like to run.
• The sun is warm.
• My mom made soup.
• Birds sing in the morning.

Now try writing your own. Think of something you did today. Tell a whole idea in a few words. Read it out loud. Does it make sense? If yes, you wrote a sentence!

Key idea: Copy good sentences, then try your own.

Sentences are everywhere

Once you start looking, you will see sentences all around you. They are in books. They are on signs. They are in notes and texts. Every one of them shares a whole idea.

When you write, your job is to share your idea so clearly that the reader gets it. That is what a sentence does. Ready? Let us write!

Key idea: Sentences help you share your ideas with others.

Watch out for

• Groups of words that stop too soon, like "The little red." A part is missing.
• Forgetting the capital letter at the start.
• Forgetting the period at the end.
• Words with no action, like "The tall dog." What did the dog do?

Recap

• A sentence tells one whole idea, called a complete thought.
• It starts with a capital and ends with a mark like a period.
• Check it by asking, "Does it leave me wondering?"
• If words are missing, add them to make a whole idea.

Sources

1. Reading Rockets, "Sentence Structure and Meaning," https://www.readingrockets.org/
2. ReadWriteThink, "What Makes a Sentence," https://www.readwritethink.org/
3. Khan Academy Kids, early writing lessons, https://learn.khanacademy.org/khan-academy-kids/
4. PBS LearningMedia, "Building Sentences," https://www.pbslearningmedia.org/

The big picture

Every sentence has two jobs. One part names who or what. One part tells what happens. Today we find both parts. This makes your sentences strong and clear!

Two parts work together

Grown-ups sometimes call these parts the subject and the predicate. But we can use easy names. We will say the naming part and the telling part.

When you put the two parts together, you get a whole idea. That is a sentence!

Key idea: A sentence has a naming part and a telling part.

The naming part

The naming part tells who or what the sentence is about. It answers the question, "Who or what?" Example: In "The happy dog wagged its tail," the naming part is The happy dog.

Ask, "Who or what is this about?" The answer is your naming part.

Key idea: The naming part is who or what.

The telling part

The telling part tells what happens. It answers the question, "What happens?" Example: In "The happy dog wagged its tail," the telling part is wagged its tail.

Ask, "What happens?" The answer is your telling part.

Key idea: The telling part is what happens.

See the two parts

Here is a picture of how the two parts fit together to make one sentence.

Key idea: Naming part plus telling part makes a sentence.

Find both parts

Let us practice. The naming part is who or what. The telling part is what happens. The line shows where they split.

• My little brother | ate all the crackers.
• The red balloon | floated away.
• Our whole class | went to the zoo.

See how each sentence needs both parts? If you only have the naming part, like "My little brother," the reader wonders what he did. If you only have the telling part, like "ate all the crackers," the reader wonders who did it.

Key idea: A sentence needs both parts to be whole.

Build your own

You can make a sentence by picking a naming part and adding a telling part. Try it!

• Naming part: The cat. Telling part: sat on the mat. Sentence: The cat sat on the mat.
• Naming part: My friend. Telling part: waved at me. Sentence: My friend waved at me.

Now think of a naming part, like "The bus." Add a telling part, like "stopped at the corner." You just built a sentence. Well done!

Key idea: Pick a naming part, add a telling part, and you have a sentence.

Watch out for

• A naming part with no telling part, like "The tall tree." What did the tree do?
• A telling part with no naming part, like "ran very fast." Who ran?
• Thinking a long group of words is always a sentence. Check for both parts.

Recap

• The naming part tells who or what.
• The telling part tells what happens.
• A whole sentence has both parts.
• Check by asking, "Who or what?" and "What happens?"

Sources

1. Reading Rockets, "Parts of a Sentence," https://www.readingrockets.org/
2. ReadWriteThink, "Subjects and Predicates," https://www.readwritethink.org/
3. Khan Academy Kids, sentence-building activities, https://learn.khanacademy.org/khan-academy-kids/
4. PBS LearningMedia, "Naming and Telling Parts," https://www.pbslearningmedia.org/

The big picture

Words have jobs, just like people do. Today we meet nouns. A noun names things. Nouns help you tell the reader the who, the where, and the what. That is a big help in writing!

What a noun is

A noun is a word that names a person, a place, a thing, or an animal. Example: dog, park, cup, and teacher are all nouns.

Here is a quick test. If you can put the word "a" or "the" in front of it, it is usually a noun. You can say "a cup" and "the dog." So cup and dog are nouns.

Key idea: A noun names a person, place, thing, or animal.

Four kinds of nouns to spot

Kind	Examples
Person	teacher, friend, doctor, mom
Place	park, school, kitchen, beach
Thing	ball, book, table, apple
Animal	dog, tiger, fish, bird

Key idea: Nouns can be a person, place, thing, or animal.

Find the nouns

Read this sentence: The girl put her book on the table. Which words name something? Girl (a person), book (a thing), and table (a thing). Those three are nouns.

See how each one is a thing you could point to or picture in your mind? That is a good way to find a noun.

Key idea: A noun is something you can point to or picture.

Special naming words: proper nouns

Some nouns name one special person, place, or thing, like Maria, Texas, or Monday. These are called proper nouns. A proper noun always begins with a capital letter.

A regular noun like "girl" is not capitalized. But the name "Maria" is. Look at the difference.

• dog (any dog) but Rex (the dog name) with a capital R
• city (any city) but Chicago (one special city) with a capital C
• month (any month) but July (one special month) with a capital J

Key idea: A proper noun names something special and starts with a capital.

Use nouns in a sentence

Nouns make your writing clear. Watch how nouns fill in a sentence.

Not clear: I saw it there. (What did you see? Where?)

Clear: I saw a deer at the pond. (Now the nouns deer and pond tell us more.)

Try it yourself. Think of two nouns, like "cat" and "yard." Put them in a sentence: The cat ran across the yard. Great naming!

Key idea: Nouns make your writing clear.

Watch out for

• Forgetting the capital on a name. Sam, not sam.
• Mixing up an action word with a noun. "Run" is an action, but "runner" is a noun.
• Leaving out nouns, so the reader does not know the who or the what.

Recap

• A noun names a person, place, thing, or animal.
• You can often put "a" or "the" in front of a noun.
• A proper noun names something special and starts with a capital.
• Nouns tell the reader the who, the where, and the what.

Sources

1. Reading Rockets, "Nouns and Naming Words," https://www.readingrockets.org/
2. ReadWriteThink, "Exploring Nouns," https://www.readwritethink.org/
3. Khan Academy Kids, parts of speech basics, https://learn.khanacademy.org/khan-academy-kids/
4. PBS LearningMedia, "What Is a Noun," https://www.pbslearningmedia.org/

The big picture

If nouns are the naming stars, then verbs are the doing stars. A verb shows action. Every sentence needs a verb. Verbs make your writing move!

What a verb is

A verb is a word that shows action or being. When you run, jump, eat, sing, or think, you are doing verbs!

The verb is the heart of the telling part. Without a verb, a sentence cannot tell what happens.

Key idea: A verb shows action or being.

Action verbs

Most verbs are action verbs. An action verb tells what someone or something does.

Read this sentence and find the action: The rabbit hopped across the yard. What did the rabbit do? It hopped. That is the verb. Here are more action verbs in bold.

• The bird flew to its nest.
• We painted a big picture.
• My dad cooked dinner.
• The children laughed at the joke.

Key idea: An action verb tells what someone does.

Being verbs

A few special verbs do not show action. Instead, they tell what something is or how it feels. These are called being verbs. The most common ones are am, is, are, was, and were.

• I am happy.
• She is tall.
• They were tired.

Nobody is running or jumping in those sentences. But am, is, and were are still verbs. They tie the sentence together.

Key idea: Being verbs like is and are tell what something is.

Find the verb

To find the verb, ask, "What is happening?" or "What is the naming part doing?" The answer is the verb.

• The fish swims. The verb is swims.
• My baby sister claps. The verb is claps.
• The rain fell all night. The verb is fell.

Key idea: Ask "What is happening?" to find the verb.

Strong verbs make writing better

Here is a secret that great writers know. Choosing a strong verb makes your writing more exciting. A strong verb is an exact action word that paints a clear picture.

Weak: The dog went down the street.

Strong: The dog raced down the street.

The word raced paints a clearer picture than plain old went. You can almost see the dog run! Other strong choices are dashed, trotted, or zoomed.

As you write, ask, "Is there a more exciting verb I could use?" Picking the perfect action word is one of the most fun parts of writing.

Key idea: A strong verb paints a clearer picture.

Watch out for

• Sentences with no verb, like "The tall dog." Add a verb: The tall dog barked.
• Using plain verbs over and over, like went or got. Try a stronger one.
• Forgetting that am, is, are, was, and were are verbs too.

Recap

• A verb shows action or being.
• Action verbs tell what someone does, like run and jump.
• Being verbs like is and are tell what something is.
• Strong verbs make your writing exciting.

Sources

1. Reading Rockets, "Verbs and Action Words," https://www.readingrockets.org/
2. ReadWriteThink, "Powerful Verbs," https://www.readwritethink.org/
3. Khan Academy Kids, verbs and action lessons, https://learn.khanacademy.org/khan-academy-kids/
4. PBS LearningMedia, "What Is a Verb," https://www.pbslearningmedia.org/

The big picture

You know nouns (naming words) and verbs (action words). Now meet adjectives. Adjectives add color and detail. They help the reader see the picture in your writing. This is fun and easy!

What an adjective is

An adjective is a word that describes a noun. It tells what kind, how many, or which one. Example: In "the fluffy cat," the word fluffy describes the noun cat.

Adjectives are like sprinkles on ice cream. They make everything more interesting!

Key idea: An adjective describes a noun.

What adjectives tell us

• What kind: a fluffy cat, a loud noise, a sweet apple
• How many: three dogs, many stars, few cookies
• Which one: this book, that chair
• Color or size: a red ball, a tiny ant, a huge mountain

Key idea: Adjectives tell what kind, how many, or which one.

See the difference adjectives make

Compare these two sentences.

Plain: The dog ran to the house.

Colorful: The big, brown dog ran to the little red house.

The second sentence lets you picture so much more! The words big, brown, little, and red are all adjectives. They describe the nouns dog and house. Now you can really see the picture in your mind.

Key idea: Adjectives help the reader picture things.

Where adjectives go

Most of the time, an adjective goes right before the noun it describes. Look: a happy child, a warm blanket, a shiny coin.

You can use more than one adjective. Put a comma between them: a tall, green tree.

Key idea: An adjective usually goes right before its noun.

Sensory words

Some of the best adjectives are sensory words. Sensory words tell how something looks, sounds, feels, smells, or tastes. They help the reader use their five senses.

• Looks: shiny, bright, dark
• Sounds: loud, quiet, crunchy
• Feels: soft, bumpy, cold
• Smells and tastes: sweet, sour, fresh

Try this: The soft, warm cookie smelled sweet. Can you feel and smell it? That is the power of sensory words!

Key idea: Sensory words help the reader use their senses.

Do not add too many

Here is a tip. Do not add too many adjectives at once. One or two well-chosen adjectives are usually better than five.

Good: A fluffy white kitten.

Too much: A fluffy, white, small, soft, cute, tiny kitten.

Choose the adjectives that matter most, and your writing will shine.

Key idea: One or two good adjectives beat five.

Watch out for

• Piling up too many adjectives on one noun.
• Forgetting the comma between two adjectives, like "a tall, green tree."
• Using a plain word when a sensory word would help, like "good" instead of "warm" or "sweet."

Recap

• An adjective describes a noun.
• It tells what kind, how many, or which one.
• It usually goes right before its noun.
• Sensory words help the reader see, hear, feel, smell, and taste.

Sources

1. Reading Rockets, "Descriptive Words and Adjectives," https://www.readingrockets.org/
2. ReadWriteThink, "Painting with Adjectives," https://www.readwritethink.org/
3. Khan Academy Kids, describing words lessons, https://learn.khanacademy.org/khan-academy-kids/
4. PBS LearningMedia, "What Is an Adjective," https://www.pbslearningmedia.org/

The big picture

Today we learn about capital letters. Capital letters are like little signs in your writing. They show where things begin and which words are special. Using them makes your work neat and correct!

Big letters and small letters

A capital letter is a tall, uppercase letter, like A, B, C, and D. A lowercase letter is a smaller letter, like a, b, c, and d.

Both kinds are useful. The trick is knowing when to use each one. The rules below are easy to remember!

Key idea: Capital letters are the tall letters; lowercase are the small ones.

Rule 1: Start every sentence with a capital

The very first letter of every sentence must be a capital. It is like a signal that says, "A new sentence begins here!"

• Correct: The sun is bright today.
• Wrong: the sun is bright today. (the T needs to be capital)

Key idea: Every sentence starts with a capital.

Rule 2: Always capitalize the word I

When you write the word I (meaning yourself), it is always a capital. It does not matter where it is in the sentence. You are important, so your I stands tall!

• Correct: My friend and I went home.
• Wrong: My friend and i went home.

Key idea: The word I is always a capital.

Rule 3: Capitalize names and special words

Names of people, places, days, and months get a capital letter. These are the proper nouns you met before. A proper noun names one special thing.

Capitalize	Example
People names	Emma, Mr. Lopez, Grandpa Joe
Days of the week	Monday, Friday, Sunday
Months	January, June, October
Places	Ohio, Main Street, Paris

Key idea: Names, days, months, and places get a capital.

Fix these sentences

Can you spot what needs a capital? Try fixing each one in your head. Then check.

• Weak: my dog max is funny. Fix: My dog Max is funny. (start of sentence, and Max is a name)
• Weak: on friday i go to school. Fix: On Friday I go to school. (start, Friday is a day, and I is always capital)

Key idea: Check the start, names, days, months, and the word I.

Write your own

Now you try. Write a sentence about a friend. Use their name. Watch your capitals!

Example plan: Start with a capital. Add your friend name with a capital. End with a period. Sentence: My friend Ava is kind. Well done!

Key idea: Plan your capitals before you write.

Watch out for

• A lowercase letter at the start of a sentence.
• Writing the word i (yourself) with a small letter.
• Forgetting to capitalize a name, a day, or a month.
• Adding capitals in the MIDDLE of a word for no reason.

Recap

• Start every sentence with a capital.
• Always capitalize the word I.
• Capitalize names, days, months, and places.
• Check your capitals when you finish writing.

Sources

1. Reading Rockets, "Capitalization Rules," https://www.readingrockets.org/
2. ReadWriteThink, "Using Capital Letters," https://www.readwritethink.org/
3. Purdue OWL, "Capitalization," https://owl.purdue.edu/
4. Khan Academy Kids, writing basics, https://learn.khanacademy.org/khan-academy-kids/

The big picture

Every sentence needs an end mark. An end mark is a little mark that tells the reader the sentence is done. There are three end marks. Each one has its own job. Picking the right one helps your reader!

What an end mark is

An end mark is a punctuation mark that shows a sentence is finished. The three end marks are the period ( . ), the question mark ( ? ), and the exclamation point ( ! ).

Without an end mark, a sentence feels like it never stops. That can confuse your reader.

Key idea: Every sentence needs an end mark.

The period ( . )

A period ends a telling sentence. A telling sentence shares a fact or an idea. The period is the calm, everyday end mark. When your sentence just tells something, use a period.

• The cat is sleeping.
• I like to read books.
• We went to the park.

Key idea: A telling sentence ends with a period.

The question mark ( ? )

A question mark ends an asking sentence. An asking sentence is a question. If your sentence asks something and wants an answer, it needs a question mark.

Questions often start with words like who, what, where, when, why, how, or do.

• Where are my shoes?
• Do you want to play?
• Why is the sky blue?

Key idea: An asking sentence ends with a question mark.

The exclamation point ( ! )

An exclamation point shows strong feeling or excitement. Use it when a sentence is exciting, surprising, or said in a loud voice.

Be careful. If you use it too much, it stops feeling special. Save it for the truly exciting moments!

• Watch out!
• We won the game!
• What a beautiful day!

Key idea: An exclamation point shows strong feeling.

Which end mark fits?

Read each group of words. Decide which mark it needs.

• The dog ran away needs a period (it tells something): The dog ran away.
• Can I have a snack needs a question mark (it asks): Can I have a snack?
• I am so happy could take an exclamation point (strong feeling): I am so happy!

Key idea: Match the end mark to the kind of sentence.

Try a few yourself

Think about each one. What end mark would you add?

• The bus is here (this tells, so a period)
• Are you ready (this asks, so a question mark)
• Look at that (this is exciting, so an exclamation point)

Great choosing! You are learning to end every sentence the right way.

Key idea: Ask if the sentence tells, asks, or shows excitement.

Watch out for

• Forgetting the end mark, so the sentence never stops.
• Using a period on a question, like "Where are you.".
• Using an exclamation point on every sentence, so it loses its power.

Recap

• A period ends a telling sentence.
• A question mark ends an asking sentence.
• An exclamation point shows strong feeling.
• Every sentence needs one of these end marks.

Sources

1. Reading Rockets, "Punctuation and End Marks," https://www.readingrockets.org/
2. ReadWriteThink, "End Punctuation," https://www.readwritethink.org/
3. Purdue OWL, "End Punctuation," https://owl.purdue.edu/
4. PBS LearningMedia, "Sentence End Marks," https://www.pbslearningmedia.org/

The big picture

Now let us put it all together. Today we make sure our sentences are whole and correct. When you can write a complete sentence, your reader always understands you. That feels great!

What a complete sentence has

A complete sentence has four things: a naming part (who or what), a telling part (what happens), a capital letter at the start, and an end mark at the finish.

When a group of words is missing one of these, it is called a fragment. A fragment is a broken piece of a sentence, not a whole one.

Key idea: A complete sentence has both parts, a capital, and an end mark.

What makes a fragment

A fragment is missing something it needs. Usually it is missing the naming part or the telling part. Look at these fragments and see what is missing.

• Ran across the field. Missing the naming part. Who ran?
• The little green frog. Missing the telling part. What did the frog do?
• After school. Missing both! Who, and what happened?

Key idea: A fragment is missing a needed part.

How to fix a fragment

To fix a fragment, add the missing part. Ask "Who or what?" and "What happens?" Then fill in whatever is missing. Watch.

Fragment	Fixed sentence
Ran across the field.	The dog ran across the field.
The little green frog.	The little green frog jumped.
After school.	After school, we played outside.

See how adding the missing part turns a broken piece into a whole idea? Now each one makes sense on its own.

Key idea: Fix a fragment by adding the missing part.

A checklist for every sentence

Before you say a sentence is finished, run through this quick checklist.

1. Does it have a naming part (who or what)?
2. Does it have a telling part (what happens)?
3. Does it start with a capital letter?
4. Does it end with an end mark ( . ? or ! )?

If you can answer yes to all four, you have a complete sentence! If any answer is no, you have a fragment, and now you know just how to fix it.

Key idea: Use the four-step checklist on every sentence.

Practice fixing together

Let us fix two more. Add the part that is missing.

• Fragment: The bright red car. Fix: The bright red car zoomed by.
• Fragment: Sang a happy song. Fix: The class sang a happy song.

Now try one on your own. Take the fragment "In the tall tree." Add a who and a what. You could write: A bird sat in the tall tree. Wonderful!

Key idea: With practice, fixing fragments gets easy.

Watch out for

• A group of words with no verb, like "The red car."
• A group of words with no naming part, like "Sang a song."
• Words that start with a capital but are still not whole, like "After lunch."
• Forgetting the end mark, even when both parts are there.

Recap

• A complete sentence has a naming part, a telling part, a capital, and an end mark.
• A fragment is missing a needed part.
• Fix a fragment by adding the missing part.
• Use the four-step checklist every time.

Sources

1. Reading Rockets, "Complete Sentences and Fragments," https://www.readingrockets.org/
2. ReadWriteThink, "Sentences and Fragments," https://www.readwritethink.org/
3. Purdue OWL, "Sentence Fragments," https://owl.purdue.edu/
4. PBS LearningMedia, "Complete Sentences," https://www.pbslearningmedia.org/

The big picture

A sentence can be complete but still be a little boring. Today we learn to write a strong sentence. A strong sentence gives clear details and a good picture. This is where writing gets really fun!

What a strong sentence is

A strong sentence is a sentence with clear details that gives the reader a good picture. It helps the reader see what you mean.

We will learn two easy ways to make any sentence stronger. One is adding details. One is combining short sentences.

Key idea: A strong sentence gives clear details.

Add details to answer questions

A plain sentence like "The dog barked" is fine. But you can make it stronger by answering questions like what kind, when, where, and how.

Plain: The dog barked.

Stronger: The big brown dog barked loudly at the mail truck.

Now the reader knows what kind of dog (big, brown), how it barked (loudly), and at what (the mail truck). You do not need to answer every question. One or two good details make a sentence come alive.

Key idea: Add a detail or two to make a sentence stronger.

Combine short, choppy sentences

Sometimes writing has too many short sentences in a row. It sounds choppy, which means bumpy. Like this: I have a cat. My cat is black. My cat is soft.

You can combine these into one smooth, strong sentence.

• Choppy: I have a cat. My cat is black. My cat is soft.
• Smooth: I have a soft, black cat.

Words like and, but, and because help you combine, too.

• Two sentences: I wanted to play. It was raining.
• Combined: I wanted to play, but it was raining.

Key idea: Combine short sentences to make writing smooth.

Show, do not just tell

Strong writers show instead of only telling. This means you describe actions and feelings so the reader can picture them.

Telling: It was cold.

Showing: I shivered and pulled my coat tight.

Telling: She was happy.

Showing: She jumped up and down and cheered.

Showing gives the reader a picture and a feeling. It is one of the best writing tricks there is.

Key idea: Show a feeling instead of just naming it.

Try it step by step

Let us grow a plain sentence together.

1. Start plain: The girl ate.
2. Add what kind: The hungry girl ate.
3. Add how and what: The hungry girl quickly ate a warm slice of pizza.

Look how much clearer it got! Now take a plain sentence of your own and add one or two details. Little by little, your sentences will grow stronger.

Key idea: Grow a sentence one detail at a time.

Watch out for

• Too many short, choppy sentences in a row.
• Adding so many details that the sentence gets very long and hard to read.
• Only telling feelings ("she was mad") instead of showing them.

Recap

• A strong sentence gives clear details and a good picture.
• Add details that answer what kind, when, where, or how.
• Combine short sentences to fix choppy writing.
• Show actions and feelings instead of only telling.

Sources

1. Reading Rockets, "Adding Detail to Writing," https://www.readingrockets.org/
2. ReadWriteThink, "Sentence Combining," https://www.readwritethink.org/
3. Purdue OWL, "Sentence Variety," https://owl.purdue.edu/
4. PBS LearningMedia, "Show, Not Tell," https://www.pbslearningmedia.org/

The big picture

You can already write strong sentences. Now we group them into a paragraph. A paragraph lets you share a bigger idea, not just one sentence at a time. This is a big step, and you are ready!

What a paragraph is

A paragraph is a group of sentences that are all about one main topic. Every sentence in it works together to tell about that one idea.

Learning to write a paragraph is powerful. It lets you explain, describe, and share much more.

Key idea: A paragraph is a group of sentences about one topic.

The parts of a paragraph

A good paragraph has three parts, like a sandwich.

Key idea: A paragraph has a top, a middle, and a bottom, like a sandwich.

1. The topic sentence

The topic sentence is usually the first sentence. It tells the reader the main idea of the whole paragraph. It is like a title in sentence form.

For a paragraph about why dogs are great pets, the topic sentence might be: Dogs make wonderful pets.

Key idea: The topic sentence tells the main idea.

2. The detail sentences

Next come the detail sentences. They give reasons, facts, or examples that tell more about the topic sentence. For our dog paragraph:

• They are loyal and always happy to see you.
• Dogs can learn tricks like sit and fetch.
• They love to play and go for walks.

Key idea: Detail sentences tell more about the topic.

3. The closing sentence

The closing sentence wraps up the paragraph. It often says the main idea again in a fresh way: That is why a dog is such a great friend.

Key idea: The closing sentence wraps up the paragraph.

Put it all together

Here is the whole paragraph.

Dogs make wonderful pets. They are loyal and always happy to see you. Dogs can learn tricks like sit and fetch. They love to play and go for walks. That is why a dog is such a great friend.

See how every sentence sticks to one topic? That is the golden rule: stay on topic. If you suddenly wrote "I like pizza" in the middle, it would not belong, because it is off topic.

Key idea: Keep every sentence about your main idea.

Plan before you write

A quick plan makes a paragraph easy. Try a word web in your head. Put your topic in the middle. Then think of two or three details around it.

Topic in the middle: My favorite season is summer. Details around it: warm days, swimming, ice cream. Now you can write your paragraph!

Key idea: Plan your topic and details before you write.

Watch out for

• A sentence that goes off topic in the middle of the paragraph.
• Forgetting a topic sentence, so the reader does not know the main idea.
• Giving no details, so the paragraph is too short and empty.

Recap

• A paragraph is a group of sentences about one topic.
• The topic sentence tells the main idea.
• Detail sentences give reasons, facts, or examples.
• Stay on topic in every sentence.

Sources

1. Reading Rockets, "Paragraph Writing," https://www.readingrockets.org/
2. ReadWriteThink, "Topic Sentences and Details," https://www.readwritethink.org/
3. Purdue OWL, "Paragraphs and Topic Sentences," https://owl.purdue.edu/
4. PBS LearningMedia, "Building a Paragraph," https://www.pbslearningmedia.org/

The big picture

Two small marks do big jobs in writing. They are the comma ( , ) and the apostrophe ( ' ). They look tiny, but they make your writing clear and correct. Let us learn the most useful rules!

What these marks do

A comma is a mark that shows a short pause. An apostrophe is a mark that shows owning or joins two words. Each one has a job, and both are easy to use.

Key idea: Commas pause; apostrophes show owning or join words.

Commas in a list

When you list three or more things, put a comma between them. The comma tells the reader to pause a little between the items in a list.

• Without commas: I bought apples bananas and grapes. (confusing!)
• With commas: I bought apples, bananas, and grapes. (clear!)

Notice the commas after apples and after bananas. The word and comes before the last item.

Key idea: Put commas between items in a list of three or more.

Commas after a beginning word

Use a comma after certain words that start a sentence, like Yes, No, and Well. You can also use a comma after a beginning phrase that tells when.

• Yes, I would love to come.
• After lunch, we went outside.
• First, mix the flour and sugar.

Key idea: A comma can follow a beginning word or phrase.

Apostrophes to show owning

An apostrophe plus the letter s shows that something belongs to someone. This is called owning (grown-ups say possession).

• The toy that belongs to the dog = the dog's toy
• The hat that belongs to Sam = Sam's hat
• The room that belongs to my sister = my sister's room

Key idea: Apostrophe plus s shows that something belongs to someone.

Apostrophes in contractions

An apostrophe also joins two words into one shorter word, called a contraction. The apostrophe takes the place of the missing letters.

Two words	Contraction
do not	don't
I am	I'm
it is	it's
can not	can't
we are	we're

Key idea: A contraction joins two words, and the apostrophe holds the empty spot.

Fix these sentences

• Weak: I like red green and blue. Fix: I like red, green, and blue. (commas in a list)
• Weak: That is Marias book. Fix: That is Maria's book. (apostrophe for owning)
• Weak: We dont have any milk. Fix: We don't have any milk. (apostrophe in a contraction)

Key idea: Read your sentence and add the mark it needs.

Watch out for

• Forgetting the commas in a list, so words run together.
• Leaving out the apostrophe in a contraction, like dont instead of don't.
• Mixing up its and it's. Use it's only when you mean "it is."

Recap

• Put commas between items in a list.
• A comma can follow a beginning word like Yes or First.
• Apostrophe plus s shows owning.
• A contraction joins two words with an apostrophe.

Sources

1. Reading Rockets, "Commas and Apostrophes," https://www.readingrockets.org/
2. ReadWriteThink, "Punctuation Practice," https://www.readwritethink.org/
3. Purdue OWL, "Commas" and "Apostrophes," https://owl.purdue.edu/
4. PBS LearningMedia, "Using Commas and Apostrophes," https://www.pbslearningmedia.org/

The big picture

One of the most fun kinds of writing is a story. Today we learn the three parts of a story and how to plan one. When you can tell a story, you can share your imagination with the whole world!

What a story is

A story is a piece of writing that tells about characters and events. It is often made up from your imagination. Every good story has three parts: a beginning, a middle, and an end.

Key idea: A story has a beginning, a middle, and an end.

The beginning

The beginning introduces the character (who the story is about) and the setting (where and when it happens). It often hints at what the character wants.

Example: Once there was a little turtle named Tia who lived by a quiet pond. More than anything, Tia wished she could win the pond swimming race.

Key idea: The beginning shows the character and the setting.

The middle

The middle is where the problem happens and the character tries to solve it. This is the most exciting part! The problem is the trouble or challenge the character faces.

Example: On race day, Tia jumped in, but the other animals swam far ahead. She felt like giving up. Then she remembered to kick her strong back legs and swim steady, not fast.

Key idea: The middle is where the problem happens.

The end

The end shows the solution, which is how the problem is solved. It wraps up the story with a satisfying finish.

Example: Slow and steady, Tia caught up and touched the finish rock first! She had won the race. From that day on, Tia knew that trying her best mattered most.

Key idea: The end shows the solution and wraps up the story.

A plan makes writing easier

Before you write a story, it helps to make a quick plan. Just jot down these four things.

1. Character: Who is the story about? (Tia the turtle)
2. Setting: Where and when? (a quiet pond)
3. Problem: What goes wrong? (the other animals are faster)
4. Solution: How is it fixed? (Tia swims slow and steady and wins)

With a plan like that, writing your story becomes easy, because you already know what happens!

Key idea: A four-part plan makes a story easy to write.

Make your story shine

Use fun details and strong verbs. Give your character feelings so the reader cares. Try a mix of short and long sentences.

Then read your story out loud. If it has a clear beginning, middle, and end, you have written a real story. How exciting!

Key idea: Details, strong verbs, and feelings make a story come alive.

Watch out for

• A story with no problem, so nothing exciting happens.
• An ending that stops too fast, with no solution.
• Forgetting to tell who the character is or where the story happens.

Recap

• A story tells about characters and events.
• The beginning shows the character and setting.
• The middle has the problem.
• The end shows the solution.

Sources

1. Reading Rockets, "Story Structure," https://www.readingrockets.org/
2. ReadWriteThink, "Beginning, Middle, and End," https://www.readwritethink.org/
3. Purdue OWL, "Narrative Writing," https://owl.purdue.edu/
4. PBS LearningMedia, "Parts of a Story," https://www.pbslearningmedia.org/

The big picture

Not all writing tells a story. Sometimes we write to explain something. Sometimes we write to share an opinion. These are two important kinds of writing you will use all your life. Let us learn both!

Writing to explain

When you write to explain, your job is to teach the reader facts or show them how to do something. This is called informative writing, because it gives information.

Two common kinds are:

• Explaining facts: telling true things about a topic, like "Bees make honey."
• Explaining how-to: telling the steps to do something, like how to make a sandwich.

Key idea: Informative writing gives the reader facts or information.

Order words guide the steps

When you explain how to do something, use order words like first, next, then, and last. Order words show the steps in the right order.

Here is a how-to explanation.

Making a sandwich is easy. First, get two slices of bread. Next, spread peanut butter on one slice. Then add jelly on the other slice. Last, press the slices together. Now your sandwich is ready to eat!

See how the order words guide the reader step by step? Good explaining is clear, in order, and sticks to the facts.

Key idea: Order words show the steps in the right order.

Writing an opinion

An opinion is what you think or feel about something. It is not right or wrong. It is your own view.

When you write an opinion, you should always give reasons to explain why you feel that way. A reason is a "why" that supports your opinion.

Key idea: An opinion is your own view, and it needs reasons.

The parts of an opinion

A good opinion paragraph has three parts.

1. State your opinion: "I think recess should be longer."
2. Give reasons: "Recess helps us get exercise. It gives our brains a break. We come back ready to learn."
3. Wrap it up: "For these reasons, a longer recess would be great."

Key idea: State your opinion, give reasons, then wrap it up.

Opinion words

Certain words signal an opinion: I think, I believe, in my opinion, the best, my favorite, and I feel. Reasons often use the word because.

Example: Summer is the best season because I can swim and play outside. The word because connects your opinion to your reason.

The strongest opinions always have good reasons. Anyone can say "Pizza is the best food." A strong writer adds "because it is warm, cheesy, and you can add your favorite toppings."

Key idea: The word because helps you give a reason.

Watch out for

• An opinion with no reasons, so it is not convincing.
• Mixing up the steps in a how-to, so the reader gets confused.
• Leaving out order words, so the steps are hard to follow.

Recap

• Informative writing gives the reader facts or steps.
• Order words show the steps in order.
• An opinion is your own view.
• Give reasons, often with the word because.

Sources

1. Reading Rockets, "Informative and Opinion Writing," https://www.readingrockets.org/
2. ReadWriteThink, "Persuasive and How-To Writing," https://www.readwritethink.org/
3. Purdue OWL, "Argument and Expository Writing," https://owl.purdue.edu/
4. PBS LearningMedia, "Opinion Writing," https://www.pbslearningmedia.org/

The big picture

Here is a happy secret: nobody gets it perfect the first time. Even famous authors go back and fix their writing. Today we learn to edit, which is what all good writers do. It is fun and it makes your work shine!

What editing is

Fixing your writing to make it better is called editing. When you make bigger changes to your ideas, it is called revising.

Editing is not a sign that you did something wrong. It is exactly what good writers do!

Key idea: Editing means fixing your writing to make it better.

Reread out loud

The best editing trick is to reread your writing out loud. To reread means to read it again, slowly. When you hear your own words, you catch mistakes your eyes might skip.

If a sentence sounds strange, or you run out of breath, it probably needs fixing.

Key idea: Read your writing out loud to catch mistakes.

An editing checklist

Use this editing checklist to polish any piece of writing. Read through your work once for each item.

Check	Ask yourself
Capitals	Does every sentence start with a capital? Are all names capitalized?
End marks	Does every sentence end with . ? or ! ?
Complete sentences	Does each sentence have a naming part and a telling part?
Spelling	Are the words spelled correctly? Circle any that look wrong.
Spaces	Is there a space between each word?
Makes sense	Does it all make sense and stay on topic?

Key idea: A checklist helps you fix one thing at a time.

Fix these sentences

Each sentence below has mistakes. Can you find and fix them?

• Weak: my friend and i went to the park. Fix: My friend and I went to the park. (capital M, capital I, and a period)
• Weak: The dog run fast. Fix: The dog ran fast. (the verb should be ran, not run)
• Weak: we saw a big bear. Fix: We saw a big bear. (capital W and an end mark)
• Weak: i like apples oranges and pears. Fix: I like apples, oranges, and pears. (capital I, commas, and a period)

Key idea: Small fixes make a big difference.

Editing feels great

When you edit, you turn good writing into great writing. It is like cleaning up a drawing by erasing smudges and adding final touches.

Always leave a little time to edit before you say a piece is finished. Your reader will get your very best work, and you will feel proud. Every great writer is really a great editor too!

Key idea: Always leave time to edit before you finish.

Watch out for

• Saying you are done before you reread your work.
• Checking only for spelling and forgetting capitals and end marks.
• Reading only in your head. Reading out loud catches more.

Recap

• Editing means fixing mistakes to make writing better.
• Reread out loud to catch mistakes.
• Use a checklist: capitals, end marks, complete sentences, spelling, spaces, and sense.
• Great writers are great editors.

Sources

1. Reading Rockets, "Revising and Editing," https://www.readingrockets.org/
2. ReadWriteThink, "Editing Checklists," https://www.readwritethink.org/
3. Purdue OWL, "Proofreading and Editing," https://owl.purdue.edu/
4. PBS LearningMedia, "Editing Your Writing," https://www.pbslearningmedia.org/

The big picture

Spelling is putting the right letters in the right order to make a word. Some words are easy. Some are tricky. Today we learn smart tools that help you spell almost any word. Let us fill your spelling toolbox!

What spelling is

Spelling means using the right letters, in the right order, to write a word. Good spelling helps your reader understand you.

The good news is that smart spelling strategies make spelling easier. A strategy is a helpful plan or trick.

Key idea: Spelling strategies are tricks that help you spell.

Strategy 1: Sound it out

For many words, you can sound it out. Say the word slowly. Listen for each sound. Then write a letter for each sound.

Try cat: the sounds give you c-a-t. Try splash: the sounds give you s-p-l-a-s-h. Stretching a word out like a rubber band helps you hear all the sounds.

Key idea: Sound it out by writing a letter for each sound.

Strategy 2: Break it into chunks

A chunk is a small part of a word that is easier to spell. Break a long word into chunks, spell each chunk, then put them together.

• sunset = sun + set
• rainbow = rain + bow
• basket = bas + ket

Key idea: Break a big word into small chunks.

Strategy 3: Use word families

A word family is a group of words that end the same way. If you can spell one, you can spell them all by changing the first letter.

• The -ight family: light, night, right, sight, bright
• The -ake family: cake, lake, make, bake, snake
• The -all family: ball, call, fall, tall, small

Key idea: A word family shares the same ending.

Strategy 4: Learn tricky words by heart

Some words do not follow the usual rules. We call these tricky words, and we practice them until we know them. Words like said, because, friend, they, would, and people are tricky.

A fun trick is to make a saying to remember the letters. To spell because, some kids say: Big Elephants Can Always Understand Small Elephants. Silly sayings help the letters stick!

Key idea: Practice tricky words until you know them by heart.

Strategy 5: Look, cover, write, check

This is a great way to practice any spelling word.

1. Look at the word carefully.
2. Cover it with your hand.
3. Write it from memory.
4. Check it against the real word. If it is wrong, try again!

Key idea: Look, cover, write, check helps you practice any word.

Be patient and keep going

Nobody spells every word perfectly, and that is okay. When you are not sure, sound it out, use your strategies, or ask for help or a word wall.

The more you read and write, the better your spelling gets. Be patient with yourself, keep practicing, and your spelling will grow stronger every single day!

Key idea: Reading and writing a lot makes spelling grow.

Watch out for

• Guessing at a tricky word instead of using a strategy.
• Forgetting silent letters, like the k in know.
• Giving up. Try Look, Cover, Write, Check instead.

Recap

• Sound out a word by writing a letter for each sound.
• Break big words into chunks.
• Use word families that share an ending.
• Practice tricky words with Look, Cover, Write, Check.

Sources

1. Reading Rockets, "Spelling Strategies," https://www.readingrockets.org/
2. ReadWriteThink, "Word Study and Spelling," https://www.readwritethink.org/
3. Khan Academy Kids, phonics and spelling, https://learn.khanacademy.org/khan-academy-kids/
4. PBS LearningMedia, "Spelling and Word Families," https://www.pbslearningmedia.org/