Capitalization, Punctuation & Spelling

Capitalization
BY KAREN KELLAHER
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY
MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
Writing Skills Made Fun: Capitalization, Punctuation & Spelling © Karen Kellaher, Scholastic Teaching Resources
To my brother,
Joseph Burns, Jr.
Scholastic Inc. grants teachers permission to photocopy the activity pages in this book for classroom use. No other part of
this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For
information regarding permission, write to Scholastic Professional Books, 555 Broadway, New York, NY 10012.
Front cover design by Kathy Massaro

Cover art by Mike Moran
Interior design by Kathy Massaro
Interior art by Mike Moran
ISBN: 0-439-22267-2
Copyright © 2001 by Karen Kellaher.
Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
Capitalization
Contents
Introduction ..............................................................................4 Apostrophes..............................................................30
Teaching With the Poem: APOSTROPHE WORKSHOP............................................30
“The Sentence-Enders” ........................................................6 ACTIVITIES
Apostrophe, the Letter-Eating Elf
Capitalization .......................................................... 8 Mini-Book ..............................................................31
CAPITALIZATION WORKSHOP ........................................8 Lost and Found Possessives Game ......................32
ACTIVITIES Contraction Action! ..................................................32
Capital Caps ....................................................................9 Kids’ Pages (Reproducibles) ..........................33–37
Capital Word Search ....................................................9
Look for Capital Clues! ..........................................10 Spelling ............................................................................38
Color-the-Capitals Riddle Game ........................10 SPELLING WORKSHOP....................................................38
Kids’ Pages (Reproducibles) ..........................11–13 ACTIVITIES
Homophone-Hunt Crossword Puzzle ..............39
Sentence-Enders Word Clowns................................................................39
(Periods, Question Marks,
How Many Mistakes? ..............................................39
Exclamation Points) ....................................................14
Kids’ Pages (Reproducibles) ..........................40–42
SENTENCE-ENDERS WORKSHOP................................14
ACTIVITIES
Review ..............................................................................43
How Does It End? Lift-the-Flap Book ............15
Proofreading Checklist ................................................43
Sentence-Ender Search ............................................15
Proofreading Marks ........................................................43
Sentence-Ender Mobile............................................16
Who Wants to Be a Grammar Whiz? ....................43
Kids’ Pages (Reproducibles)................................44–47
Commas ..........................................................................20
Additional Resources ..........................................................48
COMMA WORKSHOP ......................................................20
ACTIVITIES Answers ....................................................................................48
Be a Comma Cop! ....................................................21
The Comma-Cupboard Game ............................21
Quotation Marks ................................................25

QUOTATION MARKS WORKSHOP..............................25
ACTIVITIES
Fairy Tale Quotes ........................................................26
He Said, She Said Interview ..................................26
Use Your Noodles! ......................................................27
Introduction
Writing Skills Made Fun: About the Series
s a writer and editor in the field of educational publishing, I frequently
A talk with language-arts teachers about the kinds of tools they need
most. I also spend a lot of time browsing in bookstores and paging
through teacher catalogs, checking out what is currently available. One thing I
noticed over the past several years is that when it came to nitty-gritty writing
skills, second- and third-grade teachers’ needs were simply not being met. Sure,
there were plenty of grammar and writing resources available to teachers of
grades 5, 6, and above. But I saw very little quality material that was just right
for the early elementary grades. I wrote this series to fill that “grammar gap”—
and to assist you in your all-important mission of teaching the rules of writing.
As you are well aware, your job is cut out for you. According to state and
national standards, by the time students enter the second grade, they are
expected to know and understand the basic rules of English grammar, and to
consistently apply those rules to their own writing. Just take a look at some of
the standards nationwide:
* CALIFORNIA: Second graders must be able to distinguish complete and

incomplete sentences, use commas and quotation marks, and know when to
capitalize letters. Third-graders in the Golden State must be able to use all
four types of sentences, identify subjects and verbs, understand agreement
and verb tenses, and identify and use all parts of speech.
* ILLINOIS: By the third grade, students should be able to construct complete

sentences that demonstrate subject-verb agreement, use punctuation and
capitalization properly, know and use the parts of speech, and demonstrate
focus and organization when writing paragraphs.
* TEXAS: State standards dictate that by grade 3, “Students will recognize and
demonstrate appropriate use of standard English: usage, mechanics, spelling,
and sentence structure.”
As you know, with tough standards come tough tests. Almost all of the major
standardized tests for third-graders include sections on usage and mechanics.
And many tests include open-ended writing sections in which students must
demonstrate that they know how to write using the basic rules of grammar.
This book series, Writing Skills Made Fun is one way to help you meet these
curriculum demands and make grammar and writing fun. The series includes
three books: Capitalization, Punctuation & Spelling; Parts of Speech; and
Sentences & Paragraphs.
4
Introduction
Capitalization, Punctuation, and Spelling

Teaching students to capitalize, punctuate, and spell properly is one of the most
important tasks you face in teaching writing. These skills are essential to effective
written communication because they make the reader’s job easier. Students who do
not master these skills will never write a winning essay, a reader-friendly letter, or a
strong business memo. It will not matter that the writers have brilliant ideas or
outstanding stories to share: Their ideas will never be conveyed effectively. On the
other hand, students who do master punctuation, capitalization, and spelling will
have some of the tools they need to execute clear and effective writing in any arena.
In the second and third grades, your students have probably already begun to
sense how much fun writing can be. It’s important to keep that excitement alive
by including a variety of enjoyable writing projects in your curriculum. Invite
students to write adventure stories, lists, recipes, jokes, reports, book reviews,
and more. In some cases, you may decide that students need not punctuate and
spell correctly on a first draft of a story or in a journal entry that only they will
read. That’s perfectly appropriate. However, it is very important to emphasize
that proper punctuation, capitalization, and spelling must be used when
publishing or sharing one’s writing. Whether the final draft will be printed in
the school newspaper, displayed on the bulletin board, or handed in to you, it
should be polished and grammatically correct.
In this book you’ll find dozens of activities to help you teach punctuation,
capitalization, and spelling. The activities are interactive and age-appropriate—
not the endless drill sheets you may remember from your own school days.
From The Comma-Cupboard Game to the Homophone-Hunt Crossword
Puzzle, the lessons are sure to please both you and your students.
You can use the activities and mini-lessons in any order you like. Check the
label at the top of each lesson to see which major concepts are being explored.
Other teaching tips follow:
* Distribute copies of the grammar Workshop pages (found at the beginning

of each chapter) for students to refer to as they complete the activities in this
book. Students can bind these pages together and add a cover to make a
handy mini grammar reference book.
* Have students work on some of the activities in collaborative groups.

Students will learn from and build on one another’s ideas.
* Use the poem lesson on page 6 as the centerpiece of an exciting

bulletin board or learning corner.
* Provide opportunities for students to share their work with classmates,

parents, and others. For example, after you’ve made the How Does It End?
Lift-the-Flap Book, encourage students to show it off at home. (Include a note
explaining the purpose of the book.) Or organize a skit based on Apostrophe,
the Letter-Eating Elf Mini-Book and perform it for another class.
5
Introduction
Teaching With the Poem:

“The Sentence-Enders”
One of the most fundamental grammar skills is
punctuation—knowing when to use periods,
question marks, and exclamation points. Put
I wrote a sentence, my dear friend.
this information right at students’ fingertips by
Now I’ll put punctuation at the end.
But just which kind will all depend displaying this poem. It features an original
On the message I’m trying to send.
If I stated a fact or gave some news,
rhyme called “The Sentence-Enders.” The
Then a PERIOD is what I’ll use.
Try: “The saxophone player played the blues.”
rhyme’s memorable lyrics and beat will help
Or “I think that sweater is Mary Sue’s.”
students learn to punctuate like pros!
If I asked a question, though,
A QUESTION MARK is the way to go. Display the poem in a central area of your
Try: “Did you stub your little toe?”
Or “Have you ever seen such snow?” classroom. Recite it several times together, and
And if I gave a command or excited cheer,
An EXCLAMATION POINT should appear. then explore the poem with your class. Point
Try: “Fido, sit down over here!”
Or “Driver, don’t forget to steer!” out that the second half of each stanza (except
for stanza 1) provides an example of the
punctuation mark. Invite students to come up
Writing Skills Made Fun: Capitalization, Punctuation & Spelling
ILLUSTRATION BY MIKE MORAN
Poem copyright © 2001 by Karen Kellaher
Scholastic Professional Books
with other examples of sentences that use

periods, question marks, and exclamation
points. Write them on the board or on chart paper.
To make the most of the poem, give students individual copies (see page 7).
If you’re using the two companion books in this series (Parts of Speech and
Sentences & Paragraphs), distribute copies of the poems in those books as well.
Have students make a grammar poem book by binding the poems together and
adding a cover.
Once students have mastered the three sentence-enders, invite them to write
poems of their own about other grammar rules. Possible topics include commas,
quotation marks, commonly misspelled words, and capitalization. Students can
use the poem as a model or try their hand at a different form of poetry, such as
haiku or blank verse. A haiku is a three-line
poem, the first line of which has five syllables,
the second line has seven syllables, and the
third line has five syllables. Blank verse, or C incinnati
free verse, does not rhyme. Students can August
also create an acrostic that uses the letters Peter Pan
of a grammar-related word. For example, India
the acrostic at right utilizes words that
T hanksgivin
require capital letters. g
Auntie Ann
L ulu Leopold
Superman
6
Name _______________________________________________ Date
_____________________________
I wrote a sentence, my dear friend.

Now I’ll put punctuation at the end.
But just which kind will all depend
On the message I’m trying to send.
If I stated a fact or gave some news,
Then a PERIOD is what I’ll use.
Try: “The saxophone player played the blues.”
Or “I think that sweater is Mary Sue’s.”
If I asked a question, though,
A QUESTION MARK is the way to go.
Try: “Did you stub your little toe?”
Or “Have you ever seen such snow?”
And if I gave a command or excited cheer,
An EXCLAMATION POINT should appear.
Try: “Fido, sit down over here!”
Or “Driver, don’t forget to steer!”
ILLUSTRATION BY MIKE MORAN Poem copyright © 2001 by Karen Kellaher
7
apitalization
C
Workshop
Writers use capital letters for a variety of purposes:
To start a sentence:
Dennis has a baby brother.
We met at camp.
To start proper nouns:

America, July, Lucy
To start adjectives that are formed from proper nouns:

the American flag, a Victorian home, Chinese food
For the personal pronoun “I”:

Stella said I could come over after school.
Jake is hungry but I am not.
To begin and close a friendly letter:

Dear Hannah,
Sincerely yours, Love,
For many acronyms, abbreviations, and official titles:

UN (United Nations), TV (television), Mrs., Mr., Dr.,
General Ulysses S. Grant
8
Capitalization
n
Capitalizatio
Activities Make a
Newspaper Hat
Capital Caps
Make your unit on capitalization a memorable one by tying it to a favorite
article of clothing—baseball caps! This activity is a wonderful way to remind
1 Place a
rectangular
students to use capital letters for proper nouns. It’s especially helpful for
sheet of
kinesthetic, hands-on learners.
newspaper in
The day before you plan to introduce capitals, tell children that they may
front of you.
bring in a baseball cap (or another type of cap/hat) to wear the next day. If your
school has a strict dress code or uniform policy, get permission from your
principal first. If wearing real caps is not a possibility, or if students forget their
2 Bring the top of the
sheet down to fold the
caps, make simple newspaper hats (see instructions, right).
newspaper in half.
On the day of the lesson, have students put their caps on their desks. Explain
that you are going to write a word on the board. If the word needs a capital
letter, students should put their caps on their heads. If the word does not need a
capital, students should not put on their caps.
Begin writing nouns on the board. When students put their caps on, ask
them where the capital belongs, and rewrite the word according to their
instructions. Erase the word after each round to avoid confusion. Some
3 Bring
the two
suggestions for proper nouns include:
opposite
corners of
students’ first names your principal’s name
the folded
students’ last names a local street name
side down,
your school name a local store name
forming a
your town name your class pet name
triangle.
your state name the pronoun “I”
You will still see a
rectangular edge at the
Be sure to write plenty of common nouns as well, so students learn that not
bottom.
all nouns need to be capitalized.
4 Roll up the edges
on each side of the hat,
forming a brim.
Name _____
Capital Word Search

_______________
_______________
________
Date __________
_______________
_______________
_____
Capital Word
Search
(Use with Kids’ Page 11.) Read each sente
Underline it, then
nce. Decide which
find it in the word
word should be
search puzzle.
capitalized.
Words can go
across or down
1 He visited .
ohio.
2 the pupp 5 Come to my
house on satur
This word search puzzle provides an enjoyable 3 caroline
4 My birth
y looked for food
saw a rainbow.
. 6 leave the
7 I like emily
book on the desk
.
day.
.
day is in july.
follow-up to the “cap” activity (an excellent way to 8 pecan pie

is my favorite
dessert.
help kids refocus after such an energizing physical

Books
5 Open the hat.

A
onal
S T E N A
Scholastic Professi
O L P
activity!). Instruct students to read the eight

C A R O L I N E N
V T M A P L E A C
Spelling
sentences and underline the words that are missing

U L Y I E K V A
Punctuation &
P R N G T R L E Y
E D
capitals. Then have students search for the answers

O J H
Fun: Capitalization,
F E M I
C A K T H E V I M
A Y
in the cap-shaped puzzle.

B G N A I L S
Writing Skills Made
N O H I O U E Y O
11
9
Capitalization
Name _____
_______________
_______________
_______________
________
_______________
_____
Look for Capital Clues! (Use with Kids’ Page 12.)
Date __________
tal Clues!
Look for Capi Help students learn about capitalization in context—by checking to see when
_____
____________
The people in
____________
our group are:
____________
____________
____________
____________
____________
____________
________
____
_______
“real,” or published, writers use capitals. This activity can be done with any
________
The book we
read is ____ ____
______ capital
____ ____________
letters in the story

. children’s picture book, but those with at least a handful of proper nouns are
We found ____
Find three word

s in the story
and the sente
that use capit
nce it is in.
al letters.
_________
best. The following are some suggestions:
Copy each word ____________
____ ____ ____________
________ ___________
1 Word: ________ ____________
____________
: ____ ____ ____________ ___________
Sentence ____
____________
____________
____________ ________.
____________
The author used

a capita l letter becau se ________
____________
____________
_
Chrysanthemum by Kevin Henkes
____________
____________
____________
____________
2 Word: ________
Sentence: ____
____ ____ ____________
____________
____________
____________
________
_______
_______ Madeline by Ludwig Bemelmans

____________
____________ ________.
____________ ____________
The author used

a capital letter
becau se ________
____________
____________
_
Lyle, Lyle, Crocodile by Bernard Waber
____________
____________
____________ ___________
3 Word: ________
Sentence: ____
____________________________
____________
____________
____________
____________
___ Cloudy With a Chance of Meatballs by Judi Barrett
____________ ____________
____.
____________ ____________
The author used
____________
a capital letter
because
12
Make Way for Ducklings by Robert McCloskey
To launch the activity, divide the class into small groups and let each group
select a picture book that you’ve previously read aloud in class. Have each group
read its story again, this time looking for examples of capitalization. Distribute
the reproducible, and ask students to record their findings on the sheet. Then
invite groups to take turns sharing with the class ways in which capitals were
used in the book they examined.
Name _____
_______________
_______________
________
Date __________
_______________
Color the Capi _______________

_____
tals
Riddle Gam
Part 1
e
Color-the-Capitals Read each sente

capitalized correc
sentences that
nce. Decide if
tly. Circle the
have
the sentence
numbers of the
sentence is missin the capitals they need. If a
it. Instead, rewrit
back of this page.
g a capital letter,
e the sentence
is
do not circle
correctly on the
Part 2
Find the numb
ers you circled
Color these shape
s.
in the puzzle.
Riddle Game (Use with Kids’ Page 13.)

7 5
10 5
3 9
1. Mr. Hill is our teach 10 3
9
er. 5 5 7
2 2
2. I live in california.
9
1 6 1 4
8 6 3
8 8 2
4
3. i play sports. 1
4
In this activity, students distinguish between 2 8 1 2

3 4 6 6 9 8
4. Ashley visits her
grandparents 7 8 8 5
every July. 4
1
sentences that are capitalized properly and 5.
6.
Let’s see a Movie
Can you use a

.
computer? 10
5 7
2
9 5
6
1
4
8 5
9
7
2
10
those that are not. Answering the questions 7. It is raining, brian

.
9
2
5 10
3 9
6
7
7
3
5
3
8. 2
correctly will lead students to a fun color-by-

I just read Wher 1
e the Wild Thing 2 4 4 6
s Are. 6 8 6
3 1
9. thanksgiving is
my favorite holida 10 8 4 1
y. 4 3
numbers surprise. 10. George washingto
Writing Skills Made

n was our first
leader.
Cong
9
ratulatio
5
ns
2
10 7 9
10
Scholastic Professio
!Y p!
Before distributing the reproducible,
Punctuation &
nal Books Spelling
o u ’ r e a ch a m
13
review the rules for capitalization. In this case

students will need to remember that the first word of a sentence, a proper
noun, and the pronoun “I” all use a capital letter. Direct students to circle the
numbers of those sentences that use capitalization correctly. Afterward, they will
color those numbers (in any color) in the picture.
10
Name ___________________________________________
Date _____________________________________________
Capital Word Search

Read each sentence. Decide which word should be capitalized.
Underline it, then find it in the word search puzzle. Words can go across or down.
1 He visited ohio. 5 Come to my house on saturday.

2 the puppy looked for food. 6 leave the book on the desk.
3 caroline saw a rainbow. 7 I like emily.
4 My birthday is in july. 8 pecan pie is my favorite dessert.
A S T E N A O L P
C A R O L I N E N
V T M A P L E A C
J U L Y I E K V A
P R N G T R L E Y
E D O J H F E M I
C A K T H E V I M
A Y B G N A I L S
N O H I O U E Y O
11
Name ___________________________________________
Date _____________________________________________
Look for Capital Clues!

The people in our group are: _________________________________________
_______________________________________________________________
_
The book we read is _______________________________________________
We found __________ capital letters in the story.

Find three words in the story that use capital letters.
Copy each word and the sentence it is in.
1 Word: _________________________________________________________
Sentence: _______________________________________________________
_______________________________________________________________
The author used a capital letter because

________________________________________.
2
Word: _________________________________________________________
Sentence: _______________________________________________________
_______________________________________________________________

________________________________________.
3
Word: _________________________________________________________
Sentence: _______________________________________________________
_______________________________________________________________
12
________________________________________.
Name ___________________________________________
Date _____________________________________________
Color the Capitals

Riddle Game
Part 1 Part 2
Read each sentence. Decide if the sentence is Find the numbers you circled in the puzzle.
capitalized correctly. Circle the numbers of the Color these shapes.
sentences that have the capitals they need. If a
sentence is missing a capital letter, do not circle 5
7 5 10 3 9
it. Instead, rewrite the sentence correctly on the
back of this page. 3 7
10 9 5
5 2
1. Mr. Hill is our teacher. 2
1
4
3
1 6 6 2
9 8 8
4
2. I live in california. 8 4
1 1 2
8
2 9 8
3. i play sports. 3 4 6 6
5
8 8 4
7 1
4. Ashley visits her grandparents every July.
2 7 10
6
5 7
5. Let’s see a Movie. 9 5 1 8 5 2
9
10 4
3
3 9 7
6. Can you use a computer? 2
6 3
10 7 5
7. It is raining, brian. 5 2
9 1 4 6 6
2 4 6 8
8. I just read Where the Wild Things Are. 3 1
4
1
8 4 3
10
9. thanksgiving is my favorite holiday. 9 2 10 7 9
10
5
10. George washington was our first leader.

ongratulation p!
C s! Y m
o u ’ r e a ch a
Writing Skills Made Fun: Capitalization, Punctuation & Spelling
Scholastic Professional Books
13
Periods, Question Marks & Exclamation Points
nce-Enders
Sente
Workshop
Every sentence needs punctuation at the end.
A sentence can end in a period, question mark,
or exclamation point.
A period ends a declarative sentence or statement:

Mario ate two burgers.
It is supposed to rain today.
A period can also end a gentle imperative sentence or command:

Please pass the ketchup.
Turn left at the traffic light.
Periods have other jobs, too. They are used in abbreviations,

with initials, and in Web site names:
Dec. 12, 2001
John F. Kennedy
www.scholastic.com
A question mark ends an interrogative sentence or question:

Will you play cards with me?
How old is your sister?
Why is the park closed?
An exclamation point ends an exclamatory sentence:

We won the championship!
There’s a fire next door!
An exclamation point also ends a strong imperative sentence or command:

Put that down right now!
Stop fighting!
14
ten ce-E nd ers

Sen
Activities
How Does It End? Lift-the-Flap Book
(Use with Kids’ Page 17.)
Once students have explored the uses of periods, question marks, and
exclamation points, invite them to put their sentence-ending skills to the test.
Have them make a lift-the-flap mini-book—a fun and portable way to review
punctuation rules.
Name ___________________________________________
Date _____________________________________________
You Will Need How Does It End?

Lift-the-Flap Book
You can construct your own
copy of page 17 for each student sentence-ender activity using
*
How Does It End?
I set the table .
scissors ! a pocket chart. On long

*
Help, there’s a fire
Bill watered the plant . strips of paper, write

What to Do What time is it ? different types of sentences,
How do you cook rice ?
leaving off the ending
Have students cut out the book pattern along the
1 outer dotted lines. Then have them cut along the
horizontal dotted lines along the right side of the
We won the big game
She is my sister
What’s your name ?

!
.
punctuation. Place them in
the pocket chart. On small
paper squares or index
page, stopping at the solid line.
17
cards, write periods, question

Direct them to fold each flap to the left, covering the punctuation mark, marks, and exclamation
2 and crease well. If they’d like, they can secure each flap with a piece of tape. points. Invite one student at a
time to punctuate a sentence
Use the mini-book for review. Read each sentence aloud. Stop at the end of
3 the sentence, and ask students to name the missing piece of punctuation.
When a student has volunteered an answer, have everyone lift the flap to reveal
with one of the punctuation
cards.
the correct answer. Encourage students to use the mini-book again at home with
their families.
Sentence-Ender Search (Use with Kids’ Page 18.)
It is useful for young students to see that in most forms of written Name _____
_______________
_______________
communication, the period is the most common way to punctuate a sentence. Date __________
_______________
________
_______________
_____
Sentence-End
(This helps cut down on overuse of exclamation points, a common pitfall for er Search
The people in
our group are:
many emergent writers.) Divide the class into groups of four or five, and assign ____________
____________
____________
____________
____________
____________
____________
____________
_____
How many sente ____
each group a short passage from a book, newspaper, or children’s magazine. In a nces were in the
passage? ____
____________
____________
___
Now finish the
book, a passage might be a page. In periodicals, you can assign a full article. each sentence
graph. For each
endin
mation point,
sentence endin
ending in an excla g in a question mark, put
put a check in
g in a period,
a check in the
the third row.
put a check in
second row. For
the first row. For
each sentence
Instruct each group to read its passage and keep track of the number of Key: ✔ = One sentence
Sentences ending
sentences that end in periods, question marks, and exclamation points. in periods
Sentences
Distribute the reproducible, and have students record their findings on the in questio ending
n marks
pictograph grid. You’ll probably need to review the basics of graphing. (In this Sentences ending
in exclamation points
case, one check mark equals one sentence. Students should put a check for Tal k
About It What sentence-e
When should
nder did most
of the sentences
you use an excla use?
each sentence ending in a particular punctuation mark.) Afterward, ask 18

mation point instea
Writing Skills Made
d of a period?
Punctuation &
Scholastic Professi Spelling
onal Books
Continued on next page
15
children to answer and discuss the follow-up questions. As children work, walk
around the room and monitor the progress of each group.
This model shows what a typical graph might look like:
Sentences ending in periods ✔✔✔✔✔✔✔

Sentences ending in question marks ✔
Sentences ending in exclamation points ✔✔
!
Make a Mobile , write a senten
ce ending in a
On the period question mark.
punctuation mark. ce ending in a
Sentence-Ender Mobile
Cut out each write a senten in an exclamation
point.

question mark,
period. On the a sentence ending
ation point, write to put the mobile together.
On the exclam
your teache r’s instructions
Follow
This easy-to-construct mobile can serve as a visual reminder of when to use

periods, question marks, and exclamation points. Use the activity at the end of
your sentence-ender lessons to review what students have learned.
You Will Need

copy of page 19 for each student
* light-colored paper (yellow, orange, pink, and so on)
* yarn cut into various lengths (6–10 inches)
19
* clothes hangers
* streamers and other decorating materials
*
What to Do
Copy the reproducible onto colored paper, and let children choose which
1 color to use. Have students cut out each punctuation mark.
Invite students to write an example of a sentence that uses each type of
2 punctuation. They should write a sentence using a period on the period,
a sentence using a question mark on the question mark, and so on. Encourage
students to use large, bold letters so that sentences can be read from a few feet
away.
If you prefer, make Punch a hole in the top of each
collective class mobiles
instead of individual ones.
3 punctuation mark, and thread yarn
through each hole. Knot the yarn (students
Gather all of your students’ may need your help to tie knots). If you’d
work and separate like, use a different length of yarn for each
according to punctuation punctuation mark so they will hang at
type. Make one mobile for different heights.
each punctuation mark. You
Tie the pieces of yarn onto a clothes
can hang up to 25 or 30
examples on each hanger. 4 hanger. Add streamers and other
decorative materials, as desired.
16
Name ___________________________________________
Date _____________________________________________
How Does It End?

Lift-the-Flap Book
How Does It End?
I set the table .

Help, there’s a fire !
Bill watered the plant .
What time is it ?
How do you cook rice ?
We won the big game !
She is my sister .
What’s your name ?
17
Name ___________________________________________
Date _____________________________________________
Sentence-Ender Search
The people in our group are: _________________________________________
_______________________________________________________________
How many sentences were in the passage? _______________________________
Now finish the graph. For each sentence ending in a period, put a check in the first row. For
each sentence ending in a question mark, put a check in the second row. For each sentence
ending in an exclamation point, put a check in the third row.
Key: ✔ = One sentence
Sentences ending
in periods
Sentences ending
in question marks
Sentences ending
in exclamation points
Talk What sentence-ender did most of the sentences use?

About It When should you use an exclamation point instead of a period?
18
Make a Mobile!
Cut out each punctuation mark. On the period, write a sentence ending in a
period. On the question mark, write a sentence ending in a question mark.
On the exclamation point, write a sentence ending in an exclamation point.
Follow your teacher’s instructions to put the mobile together.
19
Commas
Comma
Workshop
A comma separates words, clauses, or phrases.

A comma has many jobs:
A comma separates words in a list or series.

I packed a dress, some jeans, a sweater, and a shirt.
We ate, sang, and danced at the party.
The leaves are red, gold, orange, and brown.
A comma separates clauses in a sentence.

Allison arrived, but not before the show started.
I stayed up late, which made me tired the next day.
A comma separates a city and state.

Kate lives in Newark, New Jersey.
Seattle, Washington, is my home city.
A comma separates a direct quote from the rest of the sentence.

He said, “Study hard!”
“Look both ways,” said the crossing guard.
When writing a date, a comma separates the month and day from
the year.
Anna was born on April 29, 1997.
On January 1, 2000, a new millennium began.
A comma sets apart an appositive, or descriptive phrase.

Kristen, my sister, is a redhead.
My car, a Saturn, is new.
20
Commas
Comma Name _____
Activities
_______________
_______________
________
Date __________
_______________
_______________
Be a Comma _____
William wrote
this story for his
Cop!
story and decide school newsp
where the missin aper, but he forgot
g commas go. ten commas.
Insert commas Read the
where they belong
.
We All Scre
am for Ice Cr
Students at Wilton eam!
Elementary will
soon get a
special treat.
The cafeteria
will open a new
ice cream
stand. Chocolate
vanilla and
peanut butter
Be a Comma Cop!
ice cream will
be served. The
ice cream
stand will have
sprinkles
whipped cream
and cherries.
It will open Septe
(Use with Kids’ Pages 23–24)

mber 30.
Mrs. Hill our princi
pal says
that students
have been askin
g for ice cream
were tired of pudd for a long time.
ing cookies and They said they
applesauce. Now
choice for desse they will have
rt. a new
Springfield Eleme
Point out that commas can assist the reader by

ntary Grimes
Elementary and
have ice cream Bradford Eleme
stands. Kids there ntary already
say the ice cream
is a big hit.
separating thoughts and indicating pauses. Without 22
commas words run together and the reader is not

sure where to pause. Students will learn this important lesson firsthand as Have students write original
they edit this story from a school newspaper. To reinforce the use of commas, articles about happenings at
have students rewrite the passage in addition to inserting commas. your school: what the
cafeteria plans to serve this
week, how your sports
The Comma-Cupboard Game (Use with Kids’ Pages 23–24) teams are doing, what
different classes or grades
Understanding proper use of commas correctly is not easy, especially for an are learning, or when the
inexperienced writer. Use this fun manipulative to motivate students to become annual bake sale will be held.
comma pros. To complete the activity, students read several pairs of sentences and Remind them to use commas
decide which sentence in each pair uses commas correctly. Then they open the correctly in their writing.
cupboard doors to check their answers and find out their score for each sentence. Have students exchange
stories and help one another
You Will Need double-check comma usage.
two-sided copy of pages 23–24 for each student Publish the pieces by
* (for best results, use a machine that makes double-sided copies.) photocopying them, binding
markers or crayons them together, and
* scissors
distributing them to staff,
* students, and families.
What to Do
Provide each student with a copy of the reproducible. Have students cut
1 out the pattern along the outer dotted lines.
Tell students to place the pattern on their desk so that side B faces up.
2 Direct them to fold the right and left edges of the page in half along the
vertical solid lines, and crease well. The two edges should meet in the middle.
Students can then cut along the horizontal dotted lines to create ten doors,
3 or flaps.
Together, read the directions for the game behind the top cupboard doors.
4 Then have students read each pair of sentences and decide which one is
punctuated properly. They can open the doors to see if they are correct.
Have students each compile their scores for the game. Encourage them
5 to repeat the activity until they get a perfect score (100).
21
Name ___________________________________________
Date _____________________________________________
Be a Comma Cop!
William wrote this story for his school newspaper, but he forgot ten commas. Read the
story and decide where the missing commas go. Insert commas where they belong.
We All Scream for Ice Cream!

Students at Wilton
Elementary will soon get a
special treat. The cafeteria
will open a new ice cream
stand. Chocolate vanilla and
peanut butter ice cream will
be served. The ice cream
stand will have sprinkles
whipped cream and cherries.
It will open September 30.
Mrs. Hill our principal says
that students have been asking for ice cream for a long time. They said they
were tired of pudding cookies and applesauce. Now they will have a new
choice for dessert.
Springfield Elementary Grimes Elementary and Bradford Elementary already
have ice cream stands. Kids there say the ice cream is a big hit.
22
To play this game, read the sentence on each
cupboard door. Decide which one uses commas
correctly. Then open that door to see if you are
right. Add up your points as you go.
0 Points 25 Points
23
25 Points 0 Points
25 Points 0 Points
The Comma-Cupboard Game
0 Points 25 Points
Side A
I have a dog, I have a dog
a cat, and some a cat and some
hamsters. hamsters.
Trevor was born Trevor was born
24
on March 3 1994. on March 3, 1994.
Side B
Even though, Even though

I missed the bus I missed the bus,
The Comma-Cupboard Game
I got to school I got to school

on time. on time.
Send the letter to Send the letter, to
Eugene, Oregon. Eugene Oregon.
Quotation Marks
tion Marks
Quota
Workshop
Quotation marks always appear in sets of two. They have several jobs:
They show the exact words spoken.
“I’ll have a tuna sandwich,” said Peter.

Lily said, “Tomorrow is my birthday.”
Nora said her arm hurt “just a little.”
They set apart titles of magazine and newspaper articles, book chapters,
songs, and poems.
I wrote the article titled “New Park Planned” for the school newspaper.
Felicia just finished chapter 4, “A New Friend.”
Our national anthem is “The Star-Spangled Banner.”
Carl Sandburg’s poem “Sky Talk” is one of my favorites.
25
otation M arks
Qu
Activities Name _____
_______________
_______________
________
Date __________
_______________
_______________
Fairy Tale Qu _____
Read each quota

tion. Add quota
otes
Then draw a tion marks in
line to match the correct spots
each quotation .
to the character
who said it.
Fairy Tale Quotes Not by the hair

on my chinny
chin chin, he said
.
(Use with Kids’ Page 28.) He sang out, You

can’t catch me!
Where is the girl
No matter how old they get, kids always seem to shoe? wondere
who fits this
d the prince.
love fairy tales. And because the characters, plots,
Writing Skills Made

What big eyes
you have,
Grandma! she
said.
and dialogue are so familiar to students, fairy tales
Mirror, mirror,
on the wall,
offer an excellent opportunity to explore who’s the faire
Punctuation &
st of them all?
said the queen.
quotations. In this activity students are asked to
Scholastic Professi Spelling

He exclaimed,
Someone’s
been sleeping
properly punctuate a series of fairy tale quotes, in my bed!
Books onal
then match each quote to its famous source.
28
Before you distribute the reproducible on

page 28, review some common trouble areas. Remind students to use a comma
before or after a phrase such as “he said.” Emphasize that quotation marks
always come in pairs. And point out that other punctuation marks (periods,
exclamation points, and so on) almost always go inside the quotation marks.
Extend this activity by taking additional quotes from popular picture book
characters or historical figures your class has studied.
Name _____
_______________
He Said, She Said Interview

_______________
________
Date __________
_______________
_______________
He Said, She _____
Said
(Use with Kids’ Page 29.) Choose a friend
or family mem
the person’s exact
Inte
ber. Ask
rview
words. Don’t forge him or her the following quest
t to use quota ions. Write down
tion marks!
Person’s nam
e ____________
____________
____________
To emphasize that quotation marks signal a 1 What is your favo

____________
rite food? Why?
____________
____________
____________
__
____________ ____________
person’s exact words, have students assume the role ____________

____________
____________
____________
____________
____________
____________
____________
____________
____________
___
___
___
2 What is your least favo
of interviewers. For homework, students can ____________
____________
rite food? Why?
____________
____________
____________
____________ ____________
interview a family member or friend about his or ____________

____________
____________
____________
____________
____________
____________
____________
___
___
___
3 What do you do for fun?
her hobbies, likes, and dislikes. Students can use ____________
____________
____________
____________
____________
____________
____________
____________ ___
the interview guide on page 29, or come up with ____________

____________
4 What is your favorite holid

____________
____________
____________
____________
____________
___
___
their own questions. ____________

____________
____________
____________
ay? Why?
____________
____________
____________
___
____________
To introduce the lesson, bring in newspapers

____________ ____________
____________ ____________
____________ ___
____________
____________
___
29
and magazines. Have students look for and

highlight quotes. Explain that the reporters who
wrote the articles interviewed the people they quoted.
Tell students that they will conduct their own interviews for homework that
night. Point out that they will need to take very careful notes in order to get the
person’s words just right. They will also need to enclose in quotation marks each
response.
26
Quotation Marks
Use Your Noodles!

A memorable way to teach the shape and position of quotation marks is to use
uncooked elbow noodles. Simply glue two noodles together to make a quotation
mark. Make several sets to use with the following group activity. Be sure to
involve students in the preparation!
You Will Need

uncooked elbow noodles
* white glue (for this project, glue sticks don’t work well)
* tape or removable wall adhesive
*
What to Do
Make quotation marks by gluing two elbow noodles together. Let the glue
1 dry overnight.
Put the quotation marks in a box or basket. Have children gather together
2 near a pad of chart paper or piece of posterboard on an easel.
Begin writing simple sentences that require quotation marks. Leave off the
3 quotation marks. Invite volunteers to take turns coming up and showing
where the quotation marks should go. Students can then take noodles from the
basket and using double-sided tape or removable wall adhesive, place the marks
in the appropriate spots in the sentence.
Write additional sentences and have students repeat the process. If possible,
4 leave the first sentence on display as a clue.
Sample Sentences
Here are some sentences to try in which the
quotation marks have been left off.
Let’s go! shouted Harriet.
Kelly said, I need a nickel.
Say cheese, said the photographer.
I am reading the chapter titled Communities.
27
Name ___________________________________________
Date _____________________________________________
Fairy Tale Quotes

Read each quotation. Add quotation marks in the correct spots.
Then draw a line to match each quotation to the character who said it.
Not by the hair on my chinny

chin chin, he said.
He sang out, You can’t catch me!
Where is the girl who fits this

shoe? wondered the prince.
What big eyes you have,

Grandma! she said.
Mirror, mirror, on the wall,

who’s the fairest of them all?
said the queen.
He exclaimed, Someone’s
been sleeping in my bed!
28
Name ___________________________________________
Date _____________________________________________
He Said, She Said

Interview
Choose a friend or family member. Ask him or her the following questions. Write down
the person’s exact words. Don’t forget to use quotation marks!
Person’s name __________________________________________________
1 What is your favorite food? Why?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2 What is your least favorite food? Why?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3 What do you do for fun?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4 What is your favorite holiday? Why?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
29
Apostrophes
Apostrophe
Workshop
Apostrophes have several uses:
They take the place of missing letters in a contraction. For example:

can not = can’t he is = he’s
have not = haven’t I am = I’m
should not = shouldn’t it is = it’s
I will = I’ll they are = they’re
he will = he’ll we are = we’re
she will = she’ll I have = I’ve
let us = let’s they would = they’d
They show possession. To make a singular noun possessive, we

add -’s. For example:
Darla’s puppy
the book’s title
Chris’s sweater
To make most plural nouns possessive, we add -s’. For example:

the Smiths’ driveway
the students’ desks
When a plural noun does not end in -s, we usually add -’s to make it
possessive. For example:
the women’s bathroom
the children’s toys
30
Apostrophes
Apostrophe
Activities Name ______
____________
____________
__________
Apostroph
The Letter-Eae,
ting
r Elf r
Apostrophe, the Letter-Eating Elf Mini-Book A Story About
Contraction
s
(Use with Kids’ Pages 33–36.)
Second- and third-graders are often much better at reading contractions than
they are at writing them. Students typically misplace the apostrophe or leave it
out altogether. This mini-book activity will help you teach students how to form
contractions. The lesson is couched in a humorous tale about an elf who steals nce upon a tim
e, there was a
letters from signs, leaving his signature fingerprint (an apostrophe) behind. The All Apostrophe
named Apostro
pizza or pickles,
phe. He did not
like the other
tiny elf
feast on
liked to eat wa elves did.
fun context will help students remember and apply the rule for forming A, B, C . . . X,
Y, Z. You nam
s letters.
e it, Apostrophe
ate it.
contractions. 1
You Will Need

two-sided copies of pages 33 – 34 and 35 – 36
* crayons or markers
* Page 8 Page 1
What to Do
Page 2
Make two-sided copies of reproducible pages 33–34 and 35–36.
1
Have students cut out the patterns along the outer dotted lines.
2 Then direct them to place pages 8 and 1 on top of pages 6 and 3.
Page 6 Page 3
Students then fold the pages in half, keeping the fold to the left side. Page 4
3
Have students check that the page numbers are in correct order. Then they
4 staple the fold on the left to bind the book.
Page 6 Page 3
Let students color the illustrations and write their names on their books.
5 Page 8 Page 1
Read the tale aloud, inviting students to follow along in their own mini-
6 books. As you read, encourage students to note the differences in the text
before and after Apostrophe has been there. (After Apostrophe has been there,
letters are missing. They have been replaced with an apostrophe.)
On the last page, invite students to try their hand at working with
7 contractions.
Page 1
Page 1
31
Apostrophes
sneaker
Jordans
McDonalds
suitcase
the
Name _____
_______________
___________
Lost and Found Lost and Foun

Possessives
Game
d
Bo ey
bs
This Lost and
k
Found box is
Possessives Game
’
es’ she lost? Look full of lost things
Kati ten at the pictures . Can you help
notice that there at the left of the each person find
mit are
sentence to which two of each. Cut out the
page, and find
each person’s
the item he or
it belongs. one that is written lost item. You
correctly. Paste will
it next to the
sne an’s
r
ake
Jord
37
the
childrens’s Katie lost Jordan lost
Teddy bear a mitten. her sneaker.
McDonalds’
suitcase
the
Forming the possessive is a tricky area of k
Bo ey
b’s
grammar. You’ve probably seen countless Teddy bear

children’s
The McDonald The children lost
the family their Teddy
mistakes in menus, storefronts, and Kati

mit e’s
ten
lost a suitcase.
bear. Bob lost
a key.
catalogs. Although it will probably take Writing Skills Made

Punctuation &
Spelling Scholastic Professi
onal Books
some time before students feel confident

writing the possessive form of singular and plural nouns, this cut-
and-paste activity is designed to familiarize students with the basic rules.
Distribute the reproducible and go over the directions with the class. Tell
students to cut off the left section of the page before trying to cut out the “lost
and found” items.
Contraction Action!
To provide practice in forming contractions, play this fun hands-on game with
your students. To prepare, you will need a batch of large index cards and a list of
contractions you want to emphasize. The list on page 30 will help you get
started, but you can add others. On each index card, write the two words that
make up one of the contractions. For example, you might write he is or
can not. Make sure you leave some room between the two words. Now cut each
card in half, separating the two words. Don’t cut in a straight line; instead, make
she each cut like the edge of a puzzle piece. And be sure to make each edge
will unique—students will be working to find the other half of their cards.
To play, give each student a “puzzle piece.” Challenge each student to confer
with classmates and find the other half of their card. When two students feel
that they have a complete card, have them come to you to verify the match and
then go to a designated area. When everyone is done, instruct each pair of
students to tape or glue their cards onto a piece of construction paper. Beneath
the pasted-on card, they should correctly write the contraction that is formed
from the two words. Use the colorful papers to decorate a wall or bulletin board
during your unit on grammar and punctuation.
she will
she’ll
32
Name ________________________________________
Apostrophe,
The Letter-Eating
r Elf r
A Story About Contractions
Apostrophe Was Here!
Each of these words used to be two words. But
then Apostrophe ate some letters! Figure out
which letters are missing, and write the words on
33
the lines. The first one has been done for you.
shouldn’t should not
he’s ________________
they’ll ________________
nce upon a time, there was a tiny elf

wasn’t ________________ named Apostrophe. He did not feast on
pizza or pickles, like the other elves did.

All Apostrophe liked to eat was letters.
we’re ________________ A, B, C . . . X, Y, Z. You name it, Apostrophe ate it.
8 1
Apostrophe, The Letter-Eating Elf Mini-Book
34
One day the people of the village showed

the sheriff the fingerprints they had found.
“This looks like the work of Apostrophe,”
One day Apostrophe saw a sign in front said the Sheriff. “He is harmless, but he is
of a shop. It said, “Other stores can not always hungry.”
beat our prices.” Apostrophe looked at the The people decided to help Apostrophe.
sign hungrily. Then he scooped up an n From that day on, they started leaving letters
and an o. Mmmm! out of some of their words. When no one
Apostrophe chewed as he walked away. was looking, they left the letters for
He did not know that he had left a Apostrophe to munch on.
fingerprint on the sign.
2 7
35
Not long after that, Apostrophe saw a Later the librarian spotted the book. Its title
book in the village library. It was titled had changed to “Let’s Sing.”
“Let Us Sing.” “That is so strange,” remarked the librarian.
“All those letters…” thought Apostrophe. “Someone has taken a letter and left this
“Surely I can take just one.” And so, when funny little fingerprint in its place.”
no one was looking, Apostrophe grabbed
the letter u and popped it in his mouth.
Again, he left behind a fingerprint.
4 5
36
Apostrophe was sorry that he had changed

the shopkeeper’s sign and the title of the
library book. But he was still hungry. He began
The next day, the shopkeeper saw that
eating letters everywhere he saw them.
his sign had been changed. Now it said,
He changed “Other stores can’t beat our prices.”
let us to let’s, “Someone has taken two of my letters,”
she will to she’ll, the shopkeeper said. “But whoever it is has
and I am to I’m. left behind this funny curved fingerprint.”
And he always left his fingerprint behind.
6 3
Name _______________________________
the
Jordans
sneaker
suitcase
McDonalds
Lost and Found
Possessives Game
Bo This Lost and Found box is full of lost things. Can you help each person find the item he or
ke bs’ she lost? Look at the pictures at the left of the page, and find each person’s lost item. You will
y ’
notice that there are two of each. Cut out the one that is written correctly. Paste it next to the
a ties n
K itte sentence to which it belongs.
m
r
ake
Jordan lost
Jord
sne an’s
Katie lost her sneaker.
the
a mitten.
37
childrens’s
Teddy bear
the
suitcase
McDonalds’
Bo key
b’
s
The children lost
Teddy bear The McDonald family their Teddy Bob lost
children’s lost a suitcase. bear. a key.
the
Kati
mitt e’s
en
Writing Skills Made Fun: Capitalization, Punctuation & Spelling Scholastic Professional Books
Spelling
Spelling
Workshop
Children (and adults) often have a hard time spelling homophones, or words
that are spelled differently but sound alike. When there are several words with
the same sound, writers may choose the wrong one. A few commonly used
homophones are:
ant, aunt in, inn peace, piece to, too, two

bare, bear new, knew right, write wear, where
be, bee no, know see, sea
deer, dear one, won their, there, they’re
Other commonly misspelled words include:
again all right always beautiful believe busy

calendar different friend guess instead lightning
neighbor nickel probably quiet similar weird
One way to build good spelling skills is to break down words into prefixes, root
words, and suffixes.
Some common prefixes and their meanings are:
bi- (two) ex- (former, not) mis- (incorrect)

re- (again) un- (not) uni- (one)
dis- (not) il- (not) pre- (before)
trans- (across) im- (not)
Some common suffixes and their meanings are:
-able (fit for) -ment (state of)

-er, -or (one who) -ness (state of)
-ful (full of)
38
Spelling
Spelling
Workshop
Homophone-Hunt Crossword Puzzle Name _____
_______________
_______________
________
Date __________

_______________
_______________
Homophone-H _____
unt Crosswor
Homophones
Underline the
are words that
sound alike but
d Puzzle
homophone that have different
makes sense spellings and
in each senten meanings.
ce. Then write
DOWN that word in the
puzzle.
This crossword challenges students to distinguish between homophones and choose 1. Turn (write,
2. Will you help

right) onto Chestn
in my shoelace?
me tie a (knot,
ut Street.
not)
ACROSS
4. Bill keeps his
6. My (Aunt, Ant)
skates (in, inn)
his closet.
Teresa lives in
the correct word in each context. First, students underline the correct homophone 3. My uncle saw
in the forest.
5. I would love
a brown (bear,
a (peace, piece)
bare)
8. The Gallag
house blue.
9. Brianna was
hers painted (they’r
New York.
e, their, there)
of birthday cake. stung by a (be,
in each sentence. Then they write their answers in the crossword puzzle grid.
bee).
7. We have (no,
know) homework
tonight.
For students who have never worked a crossword before, provide some 3 4
2
helpful hints: 5
6
7
8
You can skip a clue and go back to it later. Sometimes when you write down
* one answer, one of its letters appears in another answer. That gives you a 9
head start! 40
If you are not sure whether you have the right answer, try counting the
* number of spaces provided for that answer in the puzzle. If that number
matches the number of letters in your answer, you may have the right one.
Word Clowns (Use with Kids’ Page 41.) Name _____

_______________
Date __________
_______________
_______________
________
_______________
_____
Word Clowns s will
The ability to break down words into parts (prefixes, root

. Some clown
to make words ties.
them together have hats and
bow ties. Put Others will only
faces, hats, and hats and faces.
Cut out the clown will have only
and ties. Some
have hats, faces,
words you make.
of a word .
List the beginning
words, and suffixes) helps students build vocabulary and The hats are pref
ixes. They go
at the
bi-
improve spelling. In this activity students attempt to build as re- dis- pre-
suffix
un-
ix or before a
go after a pref
many words as they can by putting together clown hats The faces are
root words. They
joy
(prefixes), faces (roots), and bow ties (suffixes). cycle view
play
Before students begin, demonstrate how to put together parts fair week
agree
to make a word. Then invite students to get to work. Have each
of a word.
go at the end
student keep a sheet of paper handy to record the words he or The bow ties
are suffixes. They
-ful -ness -ly

-able -er
she makes, since words will need to be taken apart to make new Writing Skills Made
nal Books
Punctuation &
Spelling 41
Scholastic Professio
ones. After the exercise, make a master list of all the words
students created.
Name _____
_______________
_______________
How Many Mistakes?

________
Date __________
_______________
_______________
How Many Mista _____
The signs in this

kes?
supermarket have
ten spelling mista

kes. Can you
find them all?
Circle each mista
ke.
Food Mart Sal

Check out our
low prises.
e!
It’s not uncommon to find spelling mistakes in Large Wite Egg
Award a weekly “Super

A dozen for $1.75
s
stores and other public places. See if your students Cola

1 bottle for
89 sents
are on the ball by challenging them with this Speller” prize to students who
spelling-mistake search. The illustration depicts a Orange
Crunchy
Munchies
find and bring in mistakes
Cereal
supermarket full of signs—many of which are Red

Juce
One bottle
for $1.69
Buy to, get
won free! from menus, yellow-pages
Grapes
loaded with errors. There are ten mistakes in all.

99 cents
a pond advertisements, magazines,
Have students circle them as they locate the
Yummy’s Ise
Cream
Too containers
newspapers, and other
mistakes.
four $5
42
printed material.
39
Name ___________________________________________
Date _____________________________________________
Homophone-Hunt Crossword Puzzle

Homophones are words that sound alike but have different spellings and meanings.
Underline the homophone that makes sense in each sentence. Then write that word in the puzzle.
DOWN ACROSS
1. Turn (write, right) onto Chestnut Street. 4. Bill keeps his skates (in, inn) his closet.
2. Will you help me tie a (knot, not) 6. My (Aunt, Ant) Teresa lives in New York.
in my shoelace?
8. The Gallaghers painted (they’re, their, there)
3. My uncle saw a brown (bear, bare) house blue.
in the forest.
9. Brianna was stung by a (be, bee).
5. I would love a (peace, piece)
of birthday cake.
7. We have (no, know) homework tonight.
1 2
3 4
6 7
40
Name ___________________________________________
Date _____________________________________________
Word Clowns
Cut out the clown faces, hats, and bow ties. Put them together to make words. Some clowns will
have hats, faces, and ties. Some will have only hats and faces. Others will only have hats and ties.
List the words you make.
The hats are prefixes. They go at the beginning of a word.
re- dis- pre- un- bi-
The faces are root words. They go after a prefix or before a suffix
cycle view play joy
agree fair week
The bow ties are suffixes. They go at the end of a word.
-able -er -ful -ness -ly

41
Name ___________________________________________
Date _____________________________________________
How Many Mistakes?

The signs in this supermarket have ten spelling mistakes. Can you find them all? Circle each mistake.
Food Mart Sale!

Check out our low prises.
Large Wite Eggs

A dozen for $1.75
Cola
1 bottle for
89 sents
Crunchy
Munchies
Orange Cereal
Buy to, get
Juce won free!
One bottle
for $1.69
Red
Grapes
99 cents
a pond
Yummy’s Ise
Cream
Too containers
four $5
42
Review
Review
n this section you’ll find some culminating activities to help you tie
I together the topics in this book. The activities will help young writers
remember and apply what they have learned about capitalization,
punctuation, and spelling.
Name _____
_______________
Date __________
_______________
_______________
________
_______________
_____
Proofreading
Checklist
Put a ✔ in the box after you have
done each step.
Proofreading Checklist (Use with Kids’ Page 44.) I used a capita
I used a capita
l letter to start
l letter to start
each sentence.
each proper noun

.
I used a perio
d, exclamation
to end each sente point, or quest
ion mark
Though spelling, punctuation, and capitalization need not be the first thing on I used commas
nce.
where needed.
writers’ minds during the rough draft stage, these writing skills must come into If I used quota
tion marks, I made
at the beginning
and end of the
sure I used them
person’s exact
words.
play when publishing or sharing a piece of writing. This handy checklist will I used a dictio
unfamiliar word
nary to check
s.
the spelling of
any
I asked a friend
guide students through the editing process and will help ensure that their my spelling.
or family mem
ber to help me
check
writing is polished. Writing Skills Made

Punctuation &
Spelling Scholastic Professio
To make sure students use the checklist regularly, distribute fresh copies of
nal Books
44
the checklist with each new writing assignment. Ask students to hand in their
completed checklists along with their stories or essays. Name _____
_______________
Date __________
_______________
_______________
________
_______________
Proofreading _____
Use these marks

Marks
to edit your own
or a friend’s writing
Proofreading Marks (Use with Kids’ Page 45.)

.
Symbol Meaning
Example
insert a period Bats are mam
mals
They fly at nigh
t.
insert a question
Encourage teamwork and good writing skills by inviting students to pair up and mark What did I do
That’s easy to
this summer
answer.
edit each other’s work. A second set of eyes can help catch errors. To ensure
insert an
exclamation poin A hurricane is
t coming
consistency, use the tried-and-true proofreading symbols used in the publishing insert a comma I like candy cook
pizza. ies, and
industry. These symbols will speed up the proofreading process; they’ll also insert quotation
marks Let’s go, shou
ted Daisy.
make your students feel like professional proofreaders! use a capital

letter My name is julia
n.
use a lowercase
letter I usually Walk
to school.
Who Wants to Be a Grammar Whiz? 45
(Use with Kids’ Pages 46–47.)
Test students’ grammar smarts with an exciting multiple-choice game. The Name _____
_______________
_______________
________
_______________
_____
_______________
game covers the basics of capitalization, punctuation, and spelling. Point out Be a Gramma
r Whiz?
Date __________
Who Wants to tion Sheet A

that unlike contestants on real quiz shows, students will be able to take the test Name __________
Ques
_______________
_______________
_______________
___________
Where is my backp
ack
Contestant’s of this sentence:
again and again until they are satisfied with their score. 1 Check the kind
___ A. a period
___ B. a questi
of punctu
on mark
ation that should
go at the end
___ C. a comm
___ D. an exclam
a
ation point
l letter?
There are several ways to play this game. If you choose to have students play 2 Which of these
___ A. georgia
___ B. car
words should
start with a capita
___ C. nest
___ D. child
individually, simply distribute one of the two question sheets. Have students
_____ __.
at the __________ of a sentence
A period goes ___ C. middle
3 ing of a senten
ce
___ D. end of
a sentence
___ A. beginn r noun
ing of a prope
___ B. beginn
____________.
is short for _____
make checks to answer the questions. When they are finished, write the correct 4 The contra
___ A. why
___ B. I am
ction
not
can’t
___ C. can not
___ D. should
____________.
not
Name _____
_______________
s to Sam is _____
responses on the board. If you prefer to have children play in pairs, have them
_______________
A coat that belong ___ C. Sams’s
coat
5 coat coat Date __________
_______________
________
___ A. Sam’s ___ D. S’ams _______________
___ B. Sam coat
Who Wants to __.
_____
a person said,
you should use Be
_______________
a Grammar Wh
iz?
take turns being the host. For the first round, distribute quiz sheet A. Then, 6 To show what
___ A. commas
___ B. quotation
___ C. apostrophes
___ D. an exclam
marks Contestant’s Name
lized?
ation point
_______________
Question Shee
_______________
t B
_______________
is always capita
Which pronoun 1 Which
_______________
when students have finished, distribute quiz sheet B and have them switch roles. 7 ___ C. of
Hethese words ______
should NOT start
___ A. Me ___
___A. I
D. Christm with a capital
as letter?
___ B. You ___ B. Bobby ___ C. Pencil
after one? ___ D. America
the numb er that comes
8 Which word name
s
2 Check C.
___ thetwo
This will make sure that every child has a moment in the “hot seat”! If students
kind of punctu
ation that should
___ A. too ______ tu
D.period
A. a go at the end
of this sentence:
___ B. to ___ B. a questi ___ C. a comm I live in Colora
do
46 on mark ___ D. an exclam
a
ation point
3 A question mark
goes at the _____
are playing in pairs, give the child acting as host a copy of the correct answers. 4
___ A. beginn
___ B. start of
Quotation marks
ing of a quota
a sentence
____________.
tion ___ C.
start of a verb
___ D. end of
a sentence
always _____
After the contestant answers each question, the host should say aloud whether
____________.
___ A. disapp
ear
___ B. come in ___ C. form contra
pairs ctions
___ D. appea
r in proper nouns
5 To form a contra
ction, you should
use __________
the answer was correct. If the answer was wrong, the contestant should get
___ A. an apostr _______.
ophe
___ B. a quota ___ C. a period
tion mark
___ D. a comm
a
6 The contraction
she’ll is short
for __________
___ A. let us
another chance to answer.

_______.
___ B. she will ___ C. will not
___ D. I will
7 A bone that belong
s to Carla is _____
___ A. Carlas’s ____________.
In the spirit of fun, consider awarding a small prize (an eraser or sticker, for
bone
___ B. Carla bone’s ___ C. Carla’s
bone
___ D. Carla bone
8 Which word is
short for they
are ?
___ A. they’re
example) to every student who answers all questions correctly—even if it takes ___ B. their ___ C. there
___ D. ther
47
several tries.
43
Name ___________________________________________
Date _____________________________________________
Proofreading Checklist
Put a ✔ in the box after you have done each step.
I used a capital letter to start each sentence.
I used a capital letter to start each proper noun.
I used a period, exclamation point, or question mark

to end each sentence.
I used commas where needed.
If I used quotation marks, I made sure I used them

at the beginning and end of the person’s exact words.
I used a dictionary to check the spelling of any

unfamiliar words.
I asked a friend or family member to help me check

my spelling.
44
Name ___________________________________________
Date _____________________________________________
Proofreading Marks
Use these marks to edit your own or a friend’s writing.
Symbol Meaning Example
insert a period Bats are mammals

They fly at night.
insert a question What did I do this summer

mark That’s easy to answer.
insert an
A hurricane is coming
exclamation point
I like candy cookies, and

insert a comma
pizza.
insert quotation
marks Let’s go, shouted Daisy.
use a capital letter My name is julian.
use a lowercase I usually Walk to school.

letter
45
Name ___________________________________________
Date _____________________________________________
Who Wants to Be a Grammar Whiz?

Question Sheet A
Contestant’s Name __________________________________________________________________
1 Check the kind of punctuation that should go at the end of this sentence: Where is my backpack
___ A. a period ___ C. a comma
___ B. a question mark ___ D. an exclamation point
2 Which of these words should start with a capital letter?

___ A. georgia ___ C. nest
___ B. car ___ D. child
3 A period goes at the _________________.

___ A. beginning of a sentence ___ C. middle of a sentence
___ B. beginning of a proper noun ___ D. end of a sentence
4 The contraction can’t is short for _________________.

___ A. why not ___ C. can not
___ B. I am ___ D. should not
5 A coat that belongs to Sam is _________________.

___ A. Sam’s coat ___ C. Sams’s coat
___ B. Sam coat ___ D. S’ams coat
6 To show what a person said, you should use _________________.

___ A. commas ___ C. apostrophes
___ B. quotation marks ___ D. an exclamation point
7 Which pronoun is always capitalized?

___ A. Me ___ C. He
___ B. You ___ D. I
8 Which word names the number that comes after one?

___ A. too ___ C. two
___ B. to ___ D. tu
46
Name ___________________________________________
Date _____________________________________________
Who Wants to Be a Grammar Whiz?

Question Sheet B
Contestant’s Name __________________________________________________________________
1 Which of these words should NOT start with a capital letter?

___ A. Christmas ___ C. Pencil
___ B. Bobby ___ D. America
2 Check the kind of punctuation that should go at the end of this sentence: I live in Colorado
___ A. a period ___ C. a comma
___ B. a question mark ___ D. an exclamation point
3 A question mark goes at the _________________.

___ A. beginning of a quotation ___ C. start of a verb
___ B. start of a sentence ___ D. end of a sentence
4 Quotation marks always _________________.

___ A. disappear ___ C. form contractions
___ B. come in pairs ___ D. appear in proper nouns
5 To form a contraction, you should use _________________.

___ A. an apostrophe ___ C. a period
___ B. a quotation mark ___ D. a comma
6 The contraction she’ll is short for _________________.

___ A. let us ___ C. will not
___ B. she will ___ D. I will
7 A bone that belongs to Carla is _________________.

___ A. Carlas’s bone ___ C. Carla’s bone
___ B. Carla bone’s ___ D. Carla bone
8 Which word is short for they are ?

___ A. they’re ___ C. there
___ B. their ___ D. ther
47
Additional Resources
Books
* Commas
BE A COMMA COP!:
We All Scream for Ice Cream!
The Amazing Pop-Up Grammar Book by Jennie Maizels,
Students at Wilton Elementary will soon get a special treat.
illustrator, and Kate Petty, contributor (Dutton, 1996).
The cafeteria will open a new ice cream stand. Chocolate ,
Elementary, My Dear: Caught ‘Ya: Grammar With a Giggle for vanilla, and peanut butter ice cream will be served. The ice
Grades One, Two, and Three by Jane Bell Kiester (Maupin cream stand will have sprinkles, whipped cream, and cherries.
House, 2000). It will open September 30.
Grammar Puzzles and Games Kids Can’t Resist by Karen Kellaher Mrs. Hill, our principal, says that students have been asking
(Scholastic Professional Books, 2000). for ice cream for a long time. They said they were tired of
Great Grammar Mini-Books by Maria Fleming (Scholastic pudding , cookies, and applesauce. Now they will have a new
Professional Books, 1999). choice for dessert.
Springfield Elementary, Grimes Elementary, and Bradford
25 Great Grammar Poems With Activities by Bobbi Katz
Elementary already have ice cream stands. Kids there say the ice
(Scholastic Professional Books, 1999).
cream is a big hit.
Web Sites
* Quotation Marks
* Have kids log on to www.mrsabc.com for help with

spelling, punctuation, and capitalization.
FAIRY TALE QUOTES:
GINGERBREAD BOY: He sang out, “You can’t catch me!” ONE OF
THE THREE LITTLE PIGS: “Not by the hair on my chinny chin
* Go to www.scholastic.com for online writing activities, tips

from authors, and more. The site features sections for
teachers and students.
chin,” he said. BABY BEAR (FROM GOLDILOCKS AND THE THREE
BEARS): He exclaimed, “Someone’s been sleeping in my bed!”
LITTLE RED RIDING HOOD: “What big eyes you have, Grandma!”
* Log on to www.funbrain.com/grammar/ for exciting

grammar games.
she said. CINDERELLA’S PRINCE: “Where is the girl who fits this
shoe?” wondered the prince. QUEEN IN SNOW WHITE: “Mirror,
mirror, on the wall, who’s the fairest of them all?” said the queen.
* For more suggestions on teaching grammar and other
language arts topics, check out the site of the National
Council of Teachers of English: www.ncte.org/teach/.
* Apostrophes
APOSTROPHE THE LETTER-EATING-ELF MINI-BOOK
(last page of mini-book): he’s = he is; they’ll = they will;
Answers wasn’t = was not; we’re = we are.
LOST AND FOUND: Katie’s mitten, the children’s toy,
* Capitalization
CAPITAL WORD SEARCH:
the McDonalds’ suitcase, Jordan’s sneaker, Bob’s book.
1. Ohio; 2. The;
3. Caroline; 4. July;
* Spelling
HOMOPHONE-HUNT CROSSWORD PUZZLE:
5. Saturday; 6. Leave; DOWN 1. right;
7. Emily; 8. Pecan. 2. knot; 3. bear;
5. piece; 7. no.
ACROSS 4. in; 6. Aunt;
COLOR-THE-CAPITALS RIDDLE GAME: 8. their; 9. bee.
Sentences 1, 4, 6, and 8 are capitalized
correctly. The mystery picture is a HOW MANY MISTAKES?:
trophy cup.
* Review
GRAMMAR WHIZ A:
1. B; 2. A; 3. D; 4. C;
5. A; 6. B; 7. D; 8. C.
GRAMMAR WHIZ B:
1. C; 2. A; 3. D; 4. B;
5. A; 6. B; 7. C; 8. A.
48

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Capitalization, Punctuation &amp; Spelling

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Capitalization

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES

Front cover design by Kathy Massaro

Quotation Marks ................................................25

* CALIFORNIA: Second graders must be able to distinguish complete and

* ILLINOIS: By the third grade, students should be able to construct complete

Capitalization, Punctuation, and Spelling

* Distribute copies of the grammar Workshop pages (found at the beginning

* Have students work on some of the activities in collaborative groups.

* Use the poem lesson on page 6 as the centerpiece of an exciting

* Provide opportunities for students to share their work with classmates,

Teaching With the Poem:

with other examples of sentences that use

I wrote a sentence, my dear friend.

ILLUSTRATION BY MIKE MORAN Poem copyright © 2001 by Karen Kellaher

Writers use capital letters for a variety of purposes:

To start proper nouns:

To start adjectives that are formed from proper nouns:

For the personal pronoun “I”:

To begin and close a friendly letter:

For many acronyms, abbreviations, and official titles:

Capital Word Search

This word search puzzle provides an enjoyable 3 caroline

follow-up to the “cap” activity (an excellent way to 8 pecan pie

help kids refocus after such an energizing physical

5 Open the hat.

activity!). Instruct students to read the eight

sentences and underline the words that are missing

capitals. Then have students search for the answers

in the cap-shaped puzzle.

letters in the story

Find three word

The author used

_______ Madeline by Ludwig Bemelmans

The author used

Color the Capi _______________

Color-the-Capitals Read each sente

Riddle Game (Use with Kids’ Page 13.)

In this activity, students distinguish between 2 8 1 2

sentences that are capitalized properly and 5.

Can you use a

those that are not. Answering the questions 7. It is raining, brian

correctly will lead students to a fun color-by-

numbers surprise. 10. George washingto

Writing Skills Made

review the rules for capitalization. In this case

Capital Word Search

1 He visited ohio. 5 Come to my house on saturday.

Look for Capital Clues!

The book we read is _______________________________________________

We found __________ capital letters in the story.

The author used a capital letter because

The author used a capital letter because

Color the Capitals

10. George washington was our first leader.

A period ends a declarative sentence or statement:

A period can also end a gentle imperative sentence or command:

Periods have other jobs, too. They are used in abbreviations,

A question mark ends an interrogative sentence or question:

An exclamation point ends an exclamatory sentence:

An exclamation point also ends a strong imperative sentence or command:

ten ce-E nd ers

You Will Need How Does It End?

Capitalization, Punctuation & Spelling

Capitalization, Punctuation & Spelling