Language Arts 3

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Course description: Students will grow in their writing ability, practice writing compound and complex sentences, and learn to write five-sentence paragraphs. Students will also produce numerous creative works such as a play, short stories, and poems using rhyme, rhythm and alliteration. Students will practice their penmanship while copying literature selections. Students will grow their knowledge of spelling rules using worksheets as well as online games and activities. Grammar topics include capitalization, punctuation, sentence structure, nouns, pronouns, verbs, and adjectives. Students will apply their grammar expertise to revising their writing.

If you want to work offline, please click here for our offline books.

You’ll want the workbook and parent guide to go completely offline.

The book below is for the online course.

EPLA03_Printables image for store

To work online:

Print the worksheets  or buy the printables as a workbook.

If you want a place for your child to do writing (about 80 assignments), then consider just getting the full workbook.

Answer Key for printables (The answers are also included with each worksheet in the links on the individual assignments.)

Lesson 1

  1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account.
  2. This course has an offline version and a printables workbook. Scroll up for links.

Parents: Please decide about buying workbooks or printing out the worksheet packets for the year. You’ll want those worksheets available when they come up in the curriculum.

Handwriting

  1. Write your full name, full address and phone number.
  2. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.

Lesson 2

Writing

  1. Scroll down to poem 04, “The Lamb,” by William Blake.
  2. Copy at least three lines of poetry that are repeated. (hint: There are four in 04.)
  3. If you copy more than three, get a high five and/or hug.

Lesson 3

Writing

  1. Look at poems 10 and 11.
  2. Copy just the first part of the first line of each stanza from both poems.
    • “When the … laugh”  for the first poem
    • “Sweet ______”  for the second poem

Lesson 4

Writing

  1. Look at poem 15.
  2. Copy one of the stanzas from poem 15. Make it look like the poem. Make sure you copy all of that punctuation and write it on nine lines, like how you would read it.

Lesson 5

Writing

  1. Write an “I love you” poem to someone.
  2. You could write it with repeating words like this:
    • I love you because…
    • I love you because…
    • I love you because…
  3. Write at least three lines.

Lesson 6* (Note that an asterisk * indicates that there is a worksheet on this lesson)

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 7

Writing

  1. Make a list of five pairs of rhyming words.  Example: sweet feet
  2. Make a list of five pairs of words that start with the same sound (alliteration). Examples: tell time, pickled pepper, nosy neighbor

Lesson 8 

Writing

  1. Write a poem with the same rhythm as poem 23.
  2. The first line has 3 syllables. The other 3 lines have 4 syllables.
  3. Example:
    • My big toe
    • Has got an itch
    • I’d buy a scratch
    • If I were rich
  4. You don’t have to rhyme the second and fourth lines, but if you do, get a high five and/or hug.

Lesson 9(*)

Writing(*)

  1. You are going to write a poem about the month you are in right now. Write one word on each line that starts with the letter listed. For instance if it were February, I might write: freezing, energy, birthday,…
  2. This is called an acrostic poem.
  3. (*)You can use the page of the month you are in from this site if you’d like.

Lesson 10

Writing

  1. Write a shape poem (another shape poem).
  2. Use one of those ideas or come up with your own theme and shape.

Lesson 11

Writing

  1. Write two lines of a poem. Each line should have the same number of syllables. The last word in each line should rhyme. AND you have to use at least one alliteration. Can you do all three of those things? Get a high five and a hug if you do all three.
  2. Example:
    • My dog’s name is Mighty Max
    • He leaves behind muddy tracks
  3. Mighty Max is alliteration; Max and tracks rhyme; each line has 7 syllables.
  4. When you have to write something, you are allowed to type it unless your parents say otherwise.

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 12

Writing

  1. Write a poem describing the month it is right now. You could use repeating words, alliteration, rhyme, or count syllables to create a rhythm.

Lesson 13

Writing

  1. Look at this picture.
  2. Write a poem to describe it. You could use repeating words, alliteration, rhyme, or count syllables to create a rhythm.

Lesson 14

Writing

  1. Write two lines of poetry that rhyme. Try to write 8 syllables in each line.

Lesson 15

Writing

  1. Create a poem with magnetic poetry.
  2. Drag the words on the right onto the board to create your poem.

Lesson 16*

Writing

  1. Write a color poem. Choose a color and write at least five lines following the example. You can use the top part of your spelling worksheet to write it if you’d like.

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks.  You can check your answers.

Lesson 17

Writing

  1. Write a bio-poem, a poem about yourself. Follow the directions for each line.

Lesson 18

Writing

  1. Make a list poem. If you want to make one about the grocery store like on the example page, here are some food ideas. Make it rhyme! Can you give it rhythm? Read it out loud to hear how it sounds.
    • beef, lettuce leaf, apple, pineapple, chocolate bar, granola bar, popcorn, candy corn, etc.

Lesson 19

Writing

  1. Create a poem about nature with magnetic poetry.
  2. Drag the words on the right onto the board to create your poem.

Lesson 20

Writing

  1. You can write any poem today.

Lesson 21*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks.  You can check your answers.

Lesson 22

Writing

  1. Copy four morals from this list compiled from Aesop’s Fables.
  2. Make sure that you always copy carefully to practice spelling and punctuation.
  3. If you copy more than four, get a high five and/or hug.

Lesson 23

English

  1. Put the words in alphabetical order. Choose 3rd grade.  Sing the ABC song to yourself to help you place the blocks in the right order. Follow the directions and continue through the rounds.

Lesson 24

Writing

  1. Write a short story that would teach this lesson: look before you leap (that means to find out about something before jumping in to do it).
  2. Maybe you could start your story: Peter’s friend Ryan ran up to him and asked if he wanted to go pernickle picking. Peter didn’t want Ryan to know he didn’t know what pernickles were, so he said yes and went along. (What happened? BTW, a “pernickle” is a made-up thing.)
  3. You don’t have to use my story starter if you have your own idea. It’s just to help you out if you can’t think of an idea. If your story is going to teach the lesson, “look before you leap,” what would happen next?

Lesson 25

Writing

  1. Write a moral, a lesson. What should people know?  (Here’s that list of Aesop’s morals for ideas.)

Lesson 26*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks.  You can check your answers.

Lesson 27

Writing

  1. Write three questions that you want answered. Ask someone or find out your answers another way. You are practicing curiosity. Being curious is the most effective way to learn.
  2. It would be a good exercise to ask others (friends, family, neighbors) the questions to get answers. Speaking up and asking questions is a good skill to learn.

Lesson 28

English

  1. Put the words in alphabetical order. Complete both levels.
    • one  two 
    • Remember: If two words have the same first letter, then you need to look at the second letter in each word to compare them.
    • If two words have the same first and second letter, then you need to compare their third letters, and so on and so forth.

Lesson 29

Grammar

  1. See what you can remember. What words should be capitalized?

Lesson 30

Spelling

  1. Write all of these words two times each: knights, calendar, your, friend, their. Make sure you spell them correctly.
  2. Your friend is their friend too. (I’m just showing you what kind of your and their that is.)

Lesson 31*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks.  You can check your answers.

Lesson 32

Writing

  1. Copy this sentence: As he’s her grandfather, it is high time he should do something for the child.
  2. What is he’s short for?  (answer: he is)
  3. What is can’t short for in “I can’t do it”? (answer: can not)
  4. What is it’s short for in “It’s so cute”? (answer: it is)

Lesson 33

Grammar

  1. Put the commas in the correct place.

Lesson 34

Writing

  1. Write a conversation you would have with your grandfather if it was the first time you met him. What would you want to ask him? What would you want to tell him? Look below to see how you should write it to show who is talking. (Hold onto this for Lesson 35.)

me:  Hi.

GF:  Who do we have here?  (GF stands for grandfather.)

 

Lesson 35

Grammar

  1. Now, rewrite your conversation using quotation marks.
    • “Hi,” I said.
    • “Who do we have here?” Grandfather said.
  2. Try your best. Leave ? (question marks) and ! (exclamation points), but replace . (periods) with , (commas) like in my example. You also need to write who said what.

Lesson 36*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks.  You can check your answers.

Lesson 37

Writing

  1. Copy these sentences: The strong wind nearly blew her from her seat, so she hurried with her meal, to be able to go inside and up to her bed. She slept in it as well as a prince on his royal couch.
  2. Make sure you copy it exactly. Check when you are done.

Lesson 38

Grammar

  1. Find the correct sentence. Look for proper capitalization and punctuation.

Lesson 39

Writing

  1. Describe the (pretend) day you spent on the mountain. What did you see? What did you smell? What happened?
  2. Read over what you wrote. This is always a good habit to have. When you read it, make sure every sentence starts with a capital letter and ends with a period, question mark or exclamation point. If any word seems spelled in a weird way, ask about it or look it up. Fix any of your mistakes.
  3. Add your name and date to the paper and give it to a parent to add to your portfolio.

Lesson 40

Grammar

  1. Correct the capitalization.
  2. Move to the letter that needs capitalizing and click on “Uppercase.”

Lesson 41*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks.  You can check your answers.

Lesson 42

Grammar

  1. Read the introduction and then start the quiz.
    • Answer five of them and then submit the quiz.
  2. If you get any wrong, click on “review” for those in order to see what the answer was supposed to be. Then exit and click on “quiz” again to retake it. This time do them all and make sure to check on the correct answer for any you got wrong.

Writing

  1. Copy these sentences: She had gone to the housekeeper and told her all about Heidi. The lady, delighted with the idea, had told her to fetch the child at once.
  2. Copy them carefully. Check your capitalization, punctuation and spelling.

Lesson 43

Grammar

  1. Correct the sentences. Make sure you click on “Go On” at the bottom and keep going until you are finished.

Lesson 44

Writing

  1. Write about your (pretend) day in a big city.
  2. Stop and read over what you wrote. Fix any mistakes you notice.

Lesson 45

Writing

  1. Copy a quotation by Dr. Seuss. Start like this: Dr. Seuss said, “…” and put your quote (the words he said) between the quotation marks. Make sure you have a comma after said.

Lesson 46*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 47

Writing

  1. Read about the parts of  a friendly letter.
  2. Look at a friendly letter.
  3. Correct the friendly letter. This is mostly about capitalization and punctuation. The first one is from the address. (One of them has two correct answers. Don’t worry if you click on the wrong correct letter.)

Lesson 48

Grammar

  1. Fix the mistakes in the sentences. Check your answers and click on “Go On.” Keep going until it says you were successful or that you need to try again. If it says try again, then do it again.
  2. Hint: When a sentence says something like “John and me went to the store”  or  “She gave it to John and I”  You can figure out the right word by taking out the name and listening to how it sounds then.
    • Is “me went to the store” right? No! It should be I. So the right sentence would be “John and I went to the store.”
    • Try the other one.  “She gave it to I.” Is that right? No, it should be me. The right sentence is “She gave it to John and me.”

Lesson 49

Writing

  1. Here’s a reminder about how to write a friendly letter.
  2. Write a letter to your grandfather, or if you are reading Heidi, you could write a letter from Heidi to her grandfather.
  3. Use the reminder to check your letter. Did you use the correct punctuation and capitalization?

Lesson 50

Spelling

  1. “Write” words by combining prefixes and suffixes to root words. Prefixes are added to the beginning of a word to change their meaning, like adding un– in front of believable. A suffix is added to the end of a word, like adding –est to great.

Lesson 51

Spelling

  1. “Write” words by combining each root with one of the prefixes. This is harder. Let me give you one to get started: co-exist.
  2. How does the meaning of the word change when you add a prefix?

Lesson 52

Writing

  1. Write a letter to your grandparents, or a missionary, or anyone else.
  2. Here’s a reminder about how to write a friendly letter. Click on each section for a reminder of what you are supposed to do.
  3. Check over your work. Get in the habit of always checking over what you write.

Lesson 53

Grammar

  1. Fix the mistakes in the sentences. Check your answers and click on “Go On.” Keep going until it says you were successful or that you need to try again. If it says try again, then do it again.

Lesson 54

Writing

  1. Write a letter to the publishers of Heidi or of a favorite book. Tell them what you think of the story. Are you glad that they published it (made it into a book)? Was it a good idea or a bad idea to publish it? What’s your favorite thing about the book so far? Is there anything you would change about it? What do you think should happen in the end of the book?
  2. You will send it “To Whom It May Concern”.
    • For Heidi, the business is: Grosset & Dunlap Publishers.
    • Their address is: 345 Hudson Street 10th Floor, New York NY 10014 USA.
  3. Here’s the format of how to write a business letter.
    • You have the address of whom you are sending the letter to at the top.
    • Then comes the date.
    • Then comes your address. (You are John Doe.)
    • Then the salutation, the greeting, with a comma or colon.
    • Then the body, what you want to say.
    • Then the closing with a comma and your signature.
  4. Check over your work. Get in the habit of always checking over what you write.

Lesson 55

Grammar

  1. Read about the rules of quotation marks. Scroll down the page and read everything. The answer to which sentence is correct is (number one). You can skip over the web links, but watch the video.
  2. Now you can choose the correct sentences. Which use quotation marks and commas correctly?

Lesson 56

Spelling

  1. Learn about syllables.

Lesson 57

Writing

  1. Think of a friend or relative that you could visit. Write a packing list. What would you need to bring (would it be cold or warm)? What would you bring as gifts? Write at least ten things on your list.

Lesson 58

Grammar

  1. Type in the boxes the words that the contraction stands for. If you need help, say it in a sentence both ways to see what makes sense.
  2. Here are some examples:
    • I’d — I would
    • they’ve — they have
    • he’s — he is
    • don’t — do not

Lesson 59

Writing

  1. Write a short story describing what you would see if you were visiting someone in another country. (If you can’t decide, choose Australia.) You could write it like this, “While I was visiting my friend in Australia …”
  2. Did you read it over?

Lesson 60

Writing

  1. Write a dialog between you and the friend you visited in another country (Day 59). When the next person starts talking, start writing on a new line. It can just be a couple of lines. Put everything that’s said out loud in “quotation marks.” Remember the tricky part that . periods are replaced with , commas inside the “quotation marks” at the end. You can look at my examples.
  2. Example:
    • “I can’t believe I made it!” I said.
    • “I’m glad you made it,” my friend responded. “What do you want to do?”
    • “Everything!” I told her.
    • “Then we should get going,” she said.

Lesson 61*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 62

Writing

  1. Write a song.

Lesson 63

Grammar

  1. Do you remember nouns and verbs? Nouns are people, places or things. Verbs tell of action or being.
  2. Find the nouns.
  3. Find the verbs.
  4. Find the nouns and verbs. Choose nouns and verbs. (Turn off your ad blocker.)
      • If you are using a mobile device, this activity will send you to their paid app. Set your browser to Desktop to bypass that. Directions here

Lesson 64 

Writing

  1. Time to write another letter.
  2. Write a letter to your grandparents, or a missionary, or anyone else.
  3. Here’s a reminder about how to write a friendly letter.

Lesson 65

Grammar

  1. Place the punctuation.
  2. Here are some more comma rules for you.
    • Put a comma between date names. (Friday, May 1st)
    • Put a comma between date numbers. (March 3rd, 2015)

Lesson 66*

Spelling*

  1. *Print out this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 67

Writing

  1. Write three sentences. The first needs to have AND, the second BUT, the third OR. You will write a sentence, then write a comma and your WORD, and then you will write another sentence. Do you remember how to combine sentences? Here are examples.
    • I am going home, and I will call you when I get there.
    • Please come inside, but please wipe your muddy feet first.
    • Do you want to play, or do you want to rest?
    • The green shows the two sentences. The red is the comma and conjunction–the connecting word. Make sure the words on either side make a sentence.

Lesson 68*

Grammar*

  1. Read through the lists of “to be” verbs (in the pink boxes).
  2. When these verbs are used alongside action verbs, they are called “helping” verbs. Here are some examples:
    • He is coming.
    • You are going there tomorrow.
    • The green is the helping verb.
    • The red is the main verb.
  3. *Print this page and choose which helping verb should fill in the blank. You can check your answers.

Lesson 69

Writing

  1. Write three more sentences. The first needs to have AND, the second BUT, the third OR. You will write a sentence, then write a comma and your WORD, and then you will write another sentence. Here are examples.
    • I am going home, and I will call you when I get there.
    • Please come inside, but please wipe your muddy feet first.
    • Do you want to play, or do you want to rest?
    • Make sure the words on either side of the conjunction make a sentence.
    • Writing longer sentences makes your writing better.

Lesson 70

Grammar

  1. The “to be” helping verbs are the most common, but there can be others. Here’s another list. Just read through the words at the top of the page. They have them lined up by the first letter of the word.
  2. Say whether each verb is the main verb or a helping verb. (The helping verb comes in front of the main verb.)

Lesson 71*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 72

Writing

  1. Pretend that you woke up today and all of the animals in the world could talk. Write a story about what animal/animals you talked to and what they said! (You can always type your stories.)

Lesson 73

Grammar

  1. Learn about adjectives.
  2. Walk around the room you are in and point to each thing and describe it with an adjective. Do at least twenty items.

Lesson 74

Writing

  1. Write about your day as a __________ . Choose something inanimate, not alive. A pencil, an umbrella, a spoon, a shoe, a computer…

Lesson 75

Grammar

  1. Fix the broken sentence by replacing the underlined words with the correct ones.

Lesson 76*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 77

Writing

  1. Write a story about the time you were less than an inch tall. Use adjectives to describe what things looked like when you were teeny tiny. How did you get small? What did you do? What was it like?

Lesson 78*

Grammar*

  1. *Print out this adjective worksheet. Choose the best adjective from the choices (all choices are adjectives). You can check your answers.

Lesson 79

Writing

  1. Write about your day out in the woods. Write about all the things you see, hear, smell, feel and taste. Make sure your name and date are on your page and give your story to a parent to add to your portfolio.

Lesson 80

Grammar

  1. Follow the directions to identify the types of sentence.
    • A declarative sentence makes a statement, like this sentence. Statements end in periods.
    • Interrogative sentences ask questions and end in question marks.
    • Exclamations exclaim and end in an exclamation point.
    • Imperative sentences command, telling someone to do something. They can end in a period or exclamation point. (examples: Please help me with this. Come right now!)

Lesson 81*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 82

Writing

  1. Write directions for how to do something. Anything that you know how to do: how to tie your shoe, how to ride a bike, how to make hot chocolate, anything. Make sure you include every step. Start with a sentence that tells what you are going to give instructions for. Then write your steps. Write first…second…third…last…before each step.
  2. When you are done, ask someone to follow your instructions EXACTLY. Did they do it correctly or did you miss something in your instructions?

Lesson 83*

Grammar*

  1. *Print out and complete this adjective worksheet. You need to rewrite the sentences with the adjective that means the opposite. You can check your answers.

Lesson 84

Writing

  1. Write about something important you have learned. Tell how you learned it and why it has been an important lesson to you.

Lesson 85

Grammar

  1. Click on the key that shows the correct contraction.

Lesson 86*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 87

Writing

  1. Look at this picture and read the description and question. Answer the question, and while you do, use lots of adjectives!

Lesson 88*

Grammar*

  1. *Print out and complete this adjective worksheet. You will rewrite the sentences with synonyms (words that mean something similar). You can check your answers.

Lesson 89

Writing

  1. Look at this picture of bananas! What do you think happened in this picture?  Write your story.

Lesson 90

Spelling

  1. Make compound words.

Lesson 91*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 92

Writing

  1. Write directions for how to play “Simon Says.”
  2. Make sure you start with explaining what you are going to give directions for.
  3. Include how to play, rules of the game, and how to win. You could also include tips and variations, or ways you could change the game.

Lesson 93*

Grammar*

  1. *Print out this worksheet, describe with adjectives, and follow the directions. Did you know that numbers are adjectives when they describe something like “one ball”?

Lesson 94

Writing

  1. What happens next? Choose a book you are reading now, or a favorite, and write what happens next in the story.

Lesson 95

Writing/Grammar

  1. Choose five items in the room with you. Describe each with five adjectives. If you can describe one of them with ten adjectives, get a high five and/or hug.

Lesson 96*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 97

Writing

  1. Make a list of three types of people or animals (dog, superman, writer – these are just my examples. You can list what you like.) One of these will be your character, who your story will be about.
  2. Make a list of three places (beach, moon, grocery store — these are just my examples. You can list what you like.) One of these will be your setting, where your story takes place.
  3. Now write three problems (lost his shoe, allergic to his best friend, has gum stuck in his hair – these are just my examples. You can list what you like.)  One of these will become your plot, what your story is about.
  4. Choose one from each list and write or tell a short story using those story elements: the character, the setting and the plot.
  5. Hold onto your list.

Lesson 98*

Grammar*

  1. *Print out this worksheet and follow the directions. You are going to find the adjectives and the nouns they describe. You can check your answers.

Lesson 99

Writing

  1. Use your lists from Day 97. (You can come up with new ones if you want to.)
  2. Choose one from each list and write a short story using those story elements: the character, the setting and the plot.

Lesson 100

Writing/Grammar

  1. Make a list of ten nouns.
  2. Now write the most interesting adjective for each of them that you can think of. They can be outrageous if you like. Outrageous…do you like that adjective?

Lesson 101*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 102*

Writing*

  1. You are going to do a different type of writing assignment today. You are going to read a paragraph from a story. Then you are going to decide what it’s about. How would you tell someone what the story was about? Then you’re going to pick out some details from the story that show what it’s about.
  2. For example, if the story was about how cold Antarctica is, then some details that show that might be about what the average temperature is in Antarctica and what types of plants are able to live there. Those things would show some details about the story’s main idea that it’s really cold in Antarctica.
  3. *Read the story on page one and decide what it’s about. Then find some details that show what it’s about. Give it a try. (Example answers)

Lesson 103*

Grammar*

  1. *Print out this adjective worksheet and follow the directions. Find the adjectives and the nouns they describe. You can check your answers.

Lesson 104*

Writing*

  1. Write a postcard. Where are you writing from? Home, the moon, somewhere else?

Lesson 105

Spelling

  1. Match the base word to its prefix or suffix.
  2. Here are examples:
    • unthinkable — un- is the prefix, think is the base word, -able is the suffix
    • How does the prefix and suffix change the meaning of the word?
    • independently — in- is the prefix, dependent is the base word, -ly is the suffix

Lesson 106*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 107*

Writing*

  1. We’re going to learn more about non-fiction, books that give us information.
  2. What do you include in a summary?
  3. Summaries include the main idea and some supporting details.
  4. *Practice writing a story summary. Follow the directions.

Lesson 108*

Writing*

  1. *Try to write your own summary.

Lesson 109*

Writing*

  1. *Practice writing a story summary. Follow the directions.

Lesson 110*

Writing*

  1. *Write a story summary.

Lesson 111*

Spelling*

  1. *Print page this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 112

Spelling

  1. Play the spelling game.
  2. You can play more than once.

Lesson 113

Writing

  1. Write a summary of a story or chapter you read for school. Write the main idea and a couple of supporting details. Make sure you tell the problem and how it was solved.

Lesson 114*

Writing*

  1. *Practice with the main idea and details.  You can check your answers.

Lesson+ 115

Grammar

  1. Play verb viper. Leave it how it is set and do “to be” verbs. If you don’t do well, try again! There’s a second level you should use. Continue when you have the option.

Lesson 116*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 117

Writing

  1. Go through the lesson on the main idea.

Lesson 118*

Grammar*

  1. *Find the adjectives and the nouns they modify (describe). Work neatly and give this to a parent when you are done to place in your portfolio. You can check your answers.

Lesson 119

Writing

  1. Write a summary of the chapter or story you read for school today (or recently). Include a main idea sentence and a couple supporting details. A summary should probably include the character, the setting, what problem is faced and how they are trying to fix the problem.

Lesson 120

Grammar

  1. Play verb viper. Choose “present tense” verbs. If you don’t do well, try again! There’s a second level you should use.

Lesson 121*

Spelling*

  1. *Print out and complete this comparative adjectives worksheet. You can include this in your portfolio.  You can check your answers.
    • Adjectives that are used to compare two things are called comparative adjectives. There are a few guidelines for changing an adjective into a comparative adjective.
    • If the adjective has one syllable, simply add –er to the end to make it comparative. If the word is a consonant-vowel-consonant word, you need to double the ending consonant before adding –er. If the word ends in e, simply add –r.
    • big dog      smart kid      brave hero

    • bigger dog      smarter kid      braver hero

    • If the adjective ends in y, change the y to an i before adding –er.
    • happy baby      silly clown

    • happier baby      sillier clown

    • For many adjectives with more than one syllable, simply add “more” to the regular adjective to make the comparative form.
    • colorful sunset      intelligent design

    • more colorful sunset      more intelligent design

    • And of course, there are many words that just don’t follow a rule.
    • far walk, farther walk      little time, less time

    • bad cold, worse cold      good show, better show

Lesson 122

Spelling

  1. What is the homonym?   (Answers)

Lesson 123*

Grammar*

  1. *Print out and complete this worksheet on superlative adjectives. You can check your answers.
    • Adjectives that are used to show the highest or lowest ranking among things are called superlative adjectives. There are a few guidelines for changing an adjective into a superlative adjective.
    • If the adjective has one syllable, simply add –est to the end to make it superlative. If the word is a consonant-vowel-consonant word, you need to double the ending consonant before adding –est. If the word ends in e, simply add –st.
    • big dog      smart kid      brave hero

    • biggest dog      smartest kid      bravest hero

    • If the adjective ends in y, change the y to an i before adding –est.
    • happy baby      silly clown

    • happiest baby      silliest clown

    • For many adjectives with more than one syllable, simply add “most” to the
    • regular adjective to make the superlative form.
    • colorful sunset      intelligent design

    • most colorful sunset      most intelligent design

    • And of course, there are many words that just don’t follow a rule.
    • far walk, farthest walk      little time, least time

    • bad cold, worst cold      good show, best show

Lesson 124

Writing

  1. Can you choose the main idea? Click on “Submit answer” after you choose to see if you are correct.

Lesson 125

Writing

  1. Write a summary of the chapter or story you read for school today (or recently). What’s the main topic? If you can, write your summary in one sentence. You’ll have to use words like AND or BUT. If you write your summary in one sentence, get a high five and/or hug.

Lesson 126*

Grammar*

  1. *Write the right form of the adjective, comparative or superlative. You can check your answers.

Lesson 127*

Writing*

  1. Read about writing a paragraph. Click on the three links at the top by “Parts of a Paragraph.”
  2. I want you to look at what it means to indent. Look at a book. Really, go get a book and open it up to look at it. Each block of writing is a paragraph. Each paragraph starts a new line with the first word moved over a little. That’s called indenting. It shows you where a new paragraph begins.
  3. Choose something to write about. Something you like a lot or know a lot about: horses, baseball, a friend…
  4. *Print out this hamburger and write a main idea sentence about your topic. Write two detail sentences. Hold onto this paper.
    • Example:     My neighborhood is full of interesting sights and sounds. From my window I can see onto the other roofs and can watch people eat, sleep and play on them. I hear the “eskiji” call out asking for people’s old metal.
    • My paragraph is about how my neighborhood is interesting. Then I tell two details about what makes it interesting.
    • Your paragraph might be about how soccer is your favorite sport. Then you would give reasons why it is your favorite sport. Those are the details.

Lesson 128*

Grammar*

  1. *What is being compared? Print and complete this adjective worksheet. You can check your answers.

Lesson 129

Writing

  1. Read about writing a paragraph. Click on the three links at the top by “Parts of a Paragraph.”
  2. Fill in the rest of your hamburger. You’ll need one more detail and a conclusion. Your conclusion is your ending. Make sure you mention your main topic. Here’s my example about how my neighborhood is interesting.
    • My neighborhood is full of interesting sights and sounds. From my window I can see onto the other roofs and can watch people eat, sleep and play on them. I hear the “eskiji” call out asking for people’s old metal. The children play soccer in the street between passing cars. These are just some of the things that make my neighborhood interesting.
    • New detail
    • Conclusion
  3. Hold onto this for Lesson 131.

Lesson 130

Grammar

  1. Play verb viper. Choose “past tense” verbs. If you don’t do well, try again! Make sure you continue to the end.

Lesson 131

Spelling/Writing

  1. Write your paragraph (from Lesson 129) by hand. Indent your first word (move it over a little like in a book) and copy your sentences from your hamburger. Write the sentences right after each other. DON’T start each sentence on a new line. Make sure your name and date is on the paper and give it to a parent to place in your portfolio.

Lesson 132

Writing

  1. Watch the video about writing a sentence. Follow the directions and pause and write your sentence when it tells you to.
  2. Write a great sentence. If you want a starting sentence, use this one: The dog ate.
    • Ask yourself how you can be more specific with your nouns and verbs.
    • Ask what kind.
    • Ask how.
    • Ask where.
    • Ask why.
    • What details and interesting words can you add?

Lesson 133

Grammar

  1. Read these sentences and spot the difference between the simple and compound sentences. A compound sentence uses a comma and a conjunction (words like and, but, or, so).
  2. Write two complete sentences. Then turn them into a compound sentence, one that takes two sentences and combines them with a comma and a conjunction (and, but, or).

Lesson 134*

Writing*

  1. *Fill in a hamburger for a paragraph summary of a story or chapter you read for school today (or recently). What’s the topic, the main idea? You will have a topic sentence (main idea sentence), three supporting detail sentences and a closing sentence about the topic. Can you use at least one compound sentence? Get a high five and/or hug if you do.

Lesson 135

Grammar

  1. Play verb viper. Choose “past participle” verbs. If you don’t do well, try again! Make sure you complete the levels.

Lesson 136*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 137

Writing

  1. Use your hamburger from Lesson 134 and put your sentences together. Write your paragraph.

Lesson 138

Grammar

  1. Practice finding the main idea.

Lesson 139

Writing

  1. Write a paragraph summary of the chapter or story you read for school today (or recently). What’s the main idea of the chapter? Remember, you need five sentences. You need a main idea sentence, three supporting detail sentences, and a closing sentence about the topic. Can you do it?

Lesson 140

Spelling

  1. Play coconut vowels. Try the normal level. Get a high five and/or hug if you can do the hard level!

Lesson 141*

Spelling*

  1. *Print this spelling worksheet. Follow the directions and fill in the blanks. You can check your answers.

Lesson 142*

Writing*

  1. *Print out this worksheet about sentences. Follow the directions to make compound and complex sentences.

Lesson 143

Grammar

  1. Simple, compound, and complex sentences
  2. Can you tell the difference? This has compound-complex as a choice. Those sentence have both. If I start with a dependent clause, then I have a complex sentence, but I can add a conjunction to make it compound as well.

Lesson 144

Writing

  1. Write a simple sentence, a compound sentence and a complex sentence. (For a complex sentence you could add because, if or when.)
  2. Now add an adjective to every sentence.
  3. Here are their definitions if you need a reminder.

Lesson 145

Writing

  1. Write a simple sentence, a compound sentence and a complex sentence. (For a complex sentence you could add because, if or when.)
  2. Now add an adjective to every sentence.
  3. Here are their definitions if you need a reminder.

Lesson 146

Spelling

  1. Find the correct plural. Read the lesson and then click to do the exercises.

Lesson 147*

Writing*

  1. *Print out this worksheet and combine the sentences. You can check your answers. Sometimes there is more than one answer possible.

Lesson 148

Grammar

  1. Make compound sentences using conjunctions.

Lesson 149

Writing

  1. Write five simple sentences. Do it now. Don’t look below.
  2. Done? Not yet? Don’t read below.
  3. Finished? Yes? Okay, now you may continue.
  4. Combine four of the sentences (hidden below) with four of your five sentences using: and, but, or, so. You will need a comma and then the conjunction.
  5. With the fifth sentence, combine them using because. Do NOT write a comma before because.
  6. Highlight below to see the sentences.
    • School is fun.
    • I am tired.
    • Pizza is my favorite food.
    • I’m dizzy from spinning.
    • Playdough is squishy.

Lesson 150

Writing

  1. Write a sentence with   , and    in the middle of it. (That means that the parts on each side of it could be their own sentences.)
  2. Write a sentence with   , but    in the middle of it. (That means that the parts on each side of it could be their own sentences.)
  3. Write a sentence with   , or    in the middle of it. (That means that the parts on each side of it could be their own sentences.)

Lesson 151

Spelling

  1. Write the plural.

Lesson 152

Writing

  1. Write a fun story about having a giraffe as a pet. Make sure you use some compound sentences. Get a high five for each compound sentence you use and for each sentence with “because.” Don’t use a comma with “because”!

Lesson 153

Grammar

  1. Play word invasion. Un-check the bottom two (adverbs and prepositions) by clicking on them.

Lesson 154

Writing

  1. Write a short story called, “Where Is My ______?” Decide what is lost and write about the things you did to find it.

Lesson 155

Grammar

  1. Choose the correct verb and race your giraffe.

Lesson 156

Spelling

  1. Read the plural spelling rules.
  2. Try the quiz.

Lesson 157

Writing

  1. Click on Spin to get the directions for your writing assignment today.

Lesson 158

Grammar

  1. Play word invasion. Un-check the bottom two (adverbs and prepositions) by clicking on them.

Lesson 159

Spelling

  1. Use your spelling bee to write words.

Lesson 160

Spelling

  1. Find the homophone (a word that sounds the same but is spelled differently). It’s a type of homonym.

Lesson 161

Spelling

  1. Spell the plurals.
    • If the word ends with a consonant and then y, change the y to i and add -es. Lady –> ladies
    • If the word ends with a vowel and then a y, add –s.  Day –> days

Lesson 162*

English*

  1. *Print this worksheet and fill in the blanks. You can check your answers.

Lesson 163

Grammar

  1. Can you figure out what type of word would fill in the blank? Figure out a word that would make sense and then decide if that word is a noun, a verb or an adjective. Click on the arrow to see if you were right.

Lesson 164

Writing

  1. Write about a time when you were either scared or brave. Make sure to include all the important details so that someone reading your story knows the who, what, where, when, why, and how.

Lesson 165

Writing

  1. Write a paragraph about how living in a cave is different from living in a house.
    1. Start with a main idea sentence. (Living in a cave is very different from living in a house.)
    2. Give a few details about what’s different.
    3. Write a conclusion that mentions your main idea.

Lesson 166

Spelling

  1. Play this spelling game. Choose “All Phonemes,” the button at the bottom of the list.

Lesson 167

Writing

  1. You are going to be writing a play. A play is a story that is acted out. You need to think about what characters are going to be in your story, your play. Make a list of characters that you would like in your story. Who is the story going to be about? Draw a picture of each character and tell someone about them. What do they act like? Are they mean? Nice? Happy? Funny? Smart? Are your characters going to be people? animals? robots?
  2. Who is your main character?

Lesson 168

Writing

  1. Where is your play going to take place? Inside, outside, on the moon? In a house, a church, a store? At a park, a race track, the beach, a mountain?
  2. When is your story going to take place? Today, yesterday, a hundred years ago, a hundred years from now?
  3. Decide on a setting.

Lesson 169

Writing

  1. What is your play going to be about? What is the story going to be? What problem is your main character going to have? Did your character lose something and need to find it? Does your main character need to get somewhere but doesn’t know how? What ideas do you have?

Lesson 170*

Writing*

  1. *Print this worksheet and fill in information about your characters, setting, and plot.

Lesson 171*

Writing*

  1. *Fill in this story map with information about your plot.
  2. Tell someone what is going to be the beginning, middle and end of your story. The beginning will tell what the problem is and what the character needs or wants to do. The middle will tell how the character tries to do it. The end is when the character finally can do it.

Lesson 172

Writing

  1. Write your play. Here’s an example format.
  2. Write the character name. Write what the character says. Write separately what the character does.
  3. Use your story map to help you get started.

Lesson 173

Writing

  1. Work on writing your play. Today make sure you finish the beginning of your story. Your character should tell what her problem or his goal is.

Lesson 174

Writing

  1. Work on writing your play. You should be writing the middle of the play. Use your story map. What different things will your character try to solve his problem or reach her goal? You have about three days to work on the middle.

Lesson 175

Writing

  1. Work on writing your play.

Lesson 176

Writing

  1. Work on writing your play.

Lesson 177

Writing

  1. Work on writing your play. You need to write the end of your play today.

Lesson 178

Writing

  1. Work on writing your play.

Lesson 179*

Writing*

  1. *Complete this worksheet about revising or fixing your story. Follow the directions.

Lesson 180

Writing

  1. Read your play with your family.

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