O O K

B
C E
T I
AC
PR
 Contents
Grammar
Section 1—Sentences Section 4—Verbs
Daily Maintenance 1 Daily Maintenance 47
1.1 Sentences 5 4.1 Action Verbs 53
1.2 Statements and Questions 6 4.2 Being Verbs 54
1.3 Question Words 7 4.3 Helping Verbs 56
1.4 Commands 8 4.4 Principal Parts of Verbs 58
1.5 Exclamations 9 4.5 Regular and Irregular Verbs 60
1.6 Kinds of Sentences 10 4.6 Bring, Buy, Come, and Sit 61
1.7 Subjects 12 4.7 Eat, Go, and See 62
1.8 Predicates 13 4.8 Take, Tear, and Write 63
1.9 Combining Subjects and Predicates  14 4.9 Simple Present Tense 64
1.10 Combining Sentences 15 4.10 Simple Past Tense 65
1.11 Run-on Sentences 16 4.11 Future Tense with Will 66
4.12 Future Tense with Going To 67
Section 2—Nouns 4.13 Present Progressive Tense 68
Daily Maintenance 17 4.14 Past Progressive Tense 69
2.1 Nouns 21 4.15 Is and Are, Was and Were 70
2.2 Common and Proper Nouns 22 4.16 Contractions with Not 72
2.3 Singular and Plural Nouns 23
2.4 More Plural Nouns 24 Section 5—Adjectives
2.5 Irregular Plural Nouns 25 Daily Maintenance 73
2.6 Singular Possessive Nouns 27 5.1 Identifying Adjectives 77
2.7 Plural Possessive Nouns 28 5.2 Adjectives Before Nouns 78
2.8 Irregular Plural Possessive Nouns 29 5.3 Subject Complements 79
2.9 Collective Nouns 30 5.4 Compound Subject Complements 80
2.10 Nouns as Subjects 32 5.5 Adjectives That Compare 81
2.11 Words Used as Nouns and as Verbs  33 5.6 Irregular Adjectives That Compare 82
5.7 Adjectives That Tell How Many 83
Section 3—Pronouns 5.8 Articles 84
Daily Maintenance 34 5.9 Demonstrative Adjectives 85
3.1 Pronouns 37 5.10 Proper Adjectives 86
3.2 Subject Pronouns 38 5.11 Nouns Used as Adjectives 87
3.3 Object Pronouns 39
3.4 Possessive Pronouns 41 Section 6—Adverbs and Conjunctions
3.5 Possessive Adjectives 42 Daily Maintenance 88
3.6 Agreement of Pronouns and Verbs  43 6.1 Adverbs 91
3.7 I and Me 45 6.2 Adverbs That Tell When or How Often  92
3.8 Compound Subjects and Objects  46 6.3 Adverbs That Tell Where 93
6.4 Adverbs That Tell How 94
6.5 Negative Words 95
6.6 Good and Well 96
6.7 To, Too, and Two 97
6.8 Their and There 98
6.9 Coordinating Conjunctions 99

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 Section 7—Punctuation Chapter 3—Descriptions
and Capitalization Lesson 1 What Makes a Good Description? 142
Daily Maintenance 101 Lesson 2 Writing a Description 143
7.1 End Punctuation 105 Lesson 3 Sensory Words 144
7.2 Capitalization 106 Lesson 4 Five-Senses Chart 145
7.3 Abbreviations 107 Lesson 5 Synonyms 146
7.4 Personal Titles and Initials 108
7.5 Titles of Books and Poems 109 Chapter 4­—Personal Letters
7.6 Commas in a Series 110 Lesson 1 W hat Makes a Good
7.7 Commas in Direct Address 111 Personal Letter? 147
7.8 Commas in Compound Sentences 112 Lesson 2 The Body of a Personal Letter  148
7.9 Apostrophes 114 Lesson 3 Personal E-Mails 149
7.10 Addresses 115 Lesson 4 Compound Subjects 150
7.11 Direct Quotations 116 Lesson 5 Antonyms 151

Section 8—Diagramming Chapter 5—Book Reports

Daily Maintenance 117 Lesson 1  hat Makes a Good Book Report? 152
W
8.1 Subjects and Predicates 121 Lesson 2 Character and Plot 153
8.2 Possessives 122 Lesson 3 Parts of a Book 154
8.3 Adjectives 123 Lesson 4 Compound Predicates 155
8.4 Adverbs 124 Lesson 5 Prefixes 156
8.5 Adjectives as Subject Complements  125
Chapter 6­—Persuasive Writing
8.6 Compound Subjects 126
8.7 Compound Predicates 127 Lesson 1 W hat Makes Good
8.8 Compound Subject Complements 128 Persuasive Writing? 157
8.9 Compound Sentences 129 Lesson 2 Beginning, Middle, and Ending  158
8.10 Diagramming Practice 130 Lesson 3 Idea Webs 159
8.11 More Diagramming Practice 131 Lesson 4 Compound Sentences 160
Lesson 5 Suffixes 161
Writing Chapter 7—Creative Writing:
 Realistic Fiction
Chapter 1—Personal Narratives
Lesson 1 W
 hat Makes Good
Lesson 1 W hat Makes a Good Realistic Fiction? 162
Personal Narrative? 132 Lesson 2 Characters 163
Lesson 2 Beginning, Middle, and Ending  133 Lesson 3 Dialogue 164
Lesson 3 Strong Verbs 134 Lesson 4 Contractions 165
Lesson 4 Colorful Adjectives 135 Lesson 5 Lines That Rhyme 166
Lesson 5 Dictionary 136
Chapter 8—Research Reports
Chapter 2—How-to Articles
Lesson 1 W
 hat Makes a Good
Lesson 1 W hat Makes a Good Research Report? 167
How-to Article? 137 Lesson 2 Facts and Notes 168
Lesson 2 Parts of a How-to Article 138 Lesson 3 Library Skills 169
Lesson 3 Dictionary Meanings 139 Lesson 4 Revising Sentences 170
Lesson 4 The Four Kinds of Sentences  140 Lesson 5 Homophones 171
Lesson 5 Compound Words 141

iv • Contents

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 Name Week of

Grade 3 Section
SECTION 1 1 Daily
Daily maintenance Batch 1
Maintenance
1.1
1.1 Mary walks the dogs.

1. What is the proper noun?

2. What is the plural noun?

3. Which word is a verb?

4. Diagram the sentence here.

1.2

1.2 We saw a tall giraffe.

1. Is We a noun or a pronoun?

2. What is the verb?

3. Which word describes giraffe?

4. Diagram the sentence here.

1.3

1.3 The boys build a fort.

1. What is the singular noun?

2. What is the plural noun?

Grade 3

3. What is the verb?

© Loyola Press. Voyages in English

4. Diagram the sentence here.

Section 1 • 1
1.4
Name Week of

1.4 I baked a delicious pie.

1. Is I a noun or a pronoun?

2. What is the verb?

3. What does delicious describe?

4. Diagram the sentence here.

1.5

1.5 He made two strikes.

1. Is this sentence a statement or a question?

2. Which word is the verb?

3. Which word tells how many?

4. Diagram the sentence here.

1.6
1.6 The red dress is beautiful.

1. Is this sentence a statement or a command?

2. Which word is a verb?

3. Is the verb an action verb or a linking verb?

Grade 3

4. Diagram the sentence here.

© Loyola Press. Voyages in English

2 • Section 1
 Name Week of
1.7

1.7 The black plums are juicy.

1. Is this sentence a statement or a question?

2. What is the verb?

3. Which words are adjectives?

4. Diagram the sentence here.

1.8 1.8 The children petted the goat.

1. What is the complete subject?

2. Which word is a verb?

3. Is children a singular noun or a plural noun?

4. Diagram the sentence here.

1.9 1.9 Sam found a small feather.

1. What is the simple subject?

2. What is the simple predicate?

3. Which word is an adjective?

Grade 3

4. Diagram the sentence here.

© Loyola Press. Voyages in English

Section 1 • 3
Name Week of

1.10
1.10 Cara rides a new bicycle.

1. Is Cara the subject or the verb?

2. Which word is a common noun?

3. What does new describe?

4. Diagram the sentence here.

1.11

1.11 They picked red apples.

1. What is the complete subject?

2. What is the complete predicate?

3. Is They a noun or a pronoun?

4. Diagram the sentence here.

Grade 3
© Loyola Press. Voyages in English

4 • Section 1
 Name Date

1.1 Sentences
A sentence is a group of words that expresses a complete thought. Every
sentence has a subject that names a person, a place, or a thing. Every
sentence has a predicate that tells what the subject is or does.

Add a period after each word group that is a complete sentence. Cross out
each word group that is not a sentence.
1. Claire feeds my fish

2. Beautiful pine trees on the mountains

3. Oscar draws in art class

4. We sat in the shade

5. The green grass

6. Atlanta is a large city

7. Liu’s cat hid under the bed

8. A bird is sitting on the sign

9. Is next door to my house

10. Ran across the field

Add a subject or a predicate to each word group to make a sentence.

11. the gray horse

12. a fire engine

Grade 3

13. played in the sand

© Loyola Press. Voyages in English

Write two sentences. Write one about yourself and one about a friend.

14.

15.

For additional help, review pages 2–3 in your textbook

or visit www.voyagesinenglish.com. Section 1 • 5
Name Date

1.2 Statements and Questions

A telling sentence is called a statement. It ends with a period.
An asking sentence is called a question. It ends with a question mark.
Both kinds of sentences begin with a capital letter.

Add a period at the end of each statement. Add a question mark at the end of
each question.
1. I went to the zoo with my friend

2. Did you hear the lion roar

3. I ate popcorn and peanuts

4. The sun was shining

5. Where were the lizards and snakes

6. How many animals did you see

7. Antonio saw a giraffe for the first time

8. What did you like best about the zoo

9. I liked the penguins best

10. We rode the bus home

Write the letter of the words that complete each sentence.

11. I ride a. opens the door for each student.
12. How many b. the bus to school.

13. Mr. Wilson c. rumbles down the road.

14. The bus driver d. children ride the bus?

15. The bus e. is the bus driver.
Grade 3

16. Who sits f. next to you on the bus?

© Loyola Press. Voyages in English

Write a statement and a question.

17. Statement:

18. Question:

For additional help, review pages 4–5 in your textbook

6 • Section 1 or visit www.voyagesinenglish.com.
 Name Date

1.3 Question Words

A question often starts with a question word. Who, what, when, where,
why, and how are some question words.

Circle the question word that correctly completes each sentence.

1. (Who Where) are the markers I bought?

2. (What When) will the baseball game begin?

3. (Where What) did you bring for the picnic?

4. (How Who) did the plumber fix the sink?

5. (When Who) is the man talking to our teacher?

6. (Why When) do plants need sunlight?

7. (Where What) should I put my backpack?

Write who, what, when, where, why, or how to complete each sentence.
8. is the Statue of Liberty located?

9. does the concert begin?

10. is coming to the party?

11. did you get for your birthday?

12. were you late for school today?

13. do you get to school each day?

Write a question that you might ask each person. Use the question word in
parentheses.
14. your teacher (When)
Grade 3
© Loyola Press. Voyages in English

15. the president of the United States (What)

16. a veterinarian (How)

For additional help, review pages 6–7 in your textbook

or visit www.voyagesinenglish.com. Section 1 • 7
Name Date

1.4 Commands
A command is a sentence that tells a person what to do. The subject
of a command is you. The subject is not stated in most commands.
A command ends with a period.

Circle C (command), S (statement), or Q (question) to identify each sentence.

1. Listen to your teacher. C S Q

2. Tamika, did you walk the dog? C S Q

3. Take out the garbage, Pat. C S Q

4. I heard thunder yesterday. C S Q

5. Are you ready to go to the library? C S Q

6. Please push in the chair. C S Q

7. Kwan painted a beautiful picture. C S Q

8. Did you help clean the kitchen? C S Q

Change each sentence into a command.

9. You need to fill the bucket with water.

10. You have to return your library books today.

11. You should put those dishes in the sink.

12. You have to fold the paper into fourths.

Grade 3
© Loyola Press. Voyages in English

Write two commands that you might hear at school or at home.

13.

14.

For additional help, review pages 8–9 in your textbook

8 • Section 1 or visit www.voyagesinenglish.com.
 Name Date

1.5 Exclamations
An exclamation is a sentence that expresses strong or sudden emotion.
An exclamation ends with an exclamation point.

Add an exclamation point to each sentence that is an exclamation.

1. I wanted to see the two giraffes

2. How tall they are

3. Do you see the pandas

4. What a cute cub that is

5. The lions are sleeping in the shade

6. I like the tigers best

7. Yikes, that python is huge

8. Wow, look at the crocodile’s sharp teeth

Circle the emotion expressed in each exclamation.

9. That was the best birthday ever! worry happiness

10. How amazing the Grand Canyon is! wonder fear

11. Oh no, I broke my favorite cup! worry respect

12. Wow, I never knew these plants lived in the desert! fear surprise

13. What a spooky, old house this is! fear happiness

Imagine that it is a stormy day. Finish each exclamation with words that
show strong emotion. Add an exclamation point.
14. A big storm
Grade 3

15. How strong the wind

© Loyola Press. Voyages in English

16. Oh no, the wind

17. Hurry, it’s

18. What a loud

19. The lightning really

For additional help, review pages 10–11 in your textbook

or visit www.voyagesinenglish.com. Section 1 • 9
Name Date

1.6 Kinds of Sentences

A statement tells something. A question asks something. A command
gives a direction. An exclamation expresses a strong or a sudden
feeling. Each kind of sentence ends with the correct punctuation.

Write statement, question, command, or exclamation to identify each

sentence.
1. My family is visiting a pet store.

2. How cute these bunnies are!

3. What kind of pet do you want?

4. I want a brown and white guinea pig.

5. Look at the guinea pigs in this cage.

6. We will buy the dark brown one.

7. What should we name her?

8. We will name her Chocolate.

Add the correct end punctuation to each sentence.

9. We are planting a garden

10. Where should I plant the roses

11. Bring me that shovel

12. What vegetable is this

13. I will plant the tulips here

14. How beautiful our garden is

15. These purple flowers are my favorites
Grade 3

Rewrite the sentence as a command and as a question.

© Loyola Press. Voyages in English

16. Your red jacket is in the closet.

For additional help, review pages 12–13 in your textbook

10 • Section 1 or visit www.voyagesinenglish.com.
 Name Date

1.6 Kinds of Sentences

A sentence can be a statement, a question, a command, or an
exclamation. Each kind of sentence ends with the correct punctuation.

Write statement, question, command, or exclamation to tell about each

sentence. Then add the correct end punctuation to each sentence.
1. Please turn to page 75

2. Who is the author of the story

3. The author is Sandra Cisneros

4. Who is the main character

5. This story is about a young girl

6. Discuss the ending with a partner

7. What an exciting story that was

8. Gosh, I was not expecting that ending

Rewrite each sentence with the correct end punctuation.

9. Where did you leave your backpack.

10. Yikes, I missed the bus.

11. Review your notes before the test?

Use the directions to write each sentence.

Grade 3

12. Write a command spoken by a librarian.

© Loyola Press. Voyages in English

13. Write an exclamation spoken by a sports fan.

For additional help, review pages 12–13 in your textbook

or visit www.voyagesinenglish.com. Section 1 • 11
Name Date

1.7 Subjects
The subject is who or what the sentence is about. The simple subject
names the person, place, or thing that is talked about. The complete
subject is the simple subject and any words that describe it.

Underline the complete subject in each sentence.

1. Javier ran around the track.

2. My papers fell into the puddle.

3. The children went to the museum.

4. Greg found a dollar on the sidewalk.

5. The ball flew through the air.

6. Our class reads the newspaper every day.

7. Katie bought a new blouse.

8. Many gray squirrels ran through the yard.

9. The heavy book is a dictionary.

Write whether the underlined text is the complete subject or the simple
subject of the sentence.
10. My sister is in a band.

11. Nikki plays the guitar and sings.

12. The band practices in our garage.

13. Our neighbors do not mind the noise.

14. Many people enjoy the band’s music.

Write a complete subject that finishes each sentence.

Grade 3

15. builds a sand castle.

© Loyola Press. Voyages in English

16. swim in the ocean.

17. finds a small crab on the beach.

18. sail across the water.

For additional help, review pages 14–15 in your textbook

12 • Section 1 or visit www.voyagesinenglish.com.
 Name Date

1.8 Predicates
The predicate tells what the subject is or does. The simple predicate
is a verb that expresses an action or a state of being. The complete
predicate is the simple predicate and any words that describe it.

Underline the complete predicate in each sentence.

1. Ryan has piano lessons after school.

2. The bird escaped from its cage.

3. Rashad and Troy raced to the top of the hill.

4. Dad cooked dinner last night.

5. The art teacher used pinecones for the bird feeders.

6. My cousin is a good reader.

7. I yanked on the rope.

8. Snowflakes land on my nose.

9. My grandmother knits soft scarves.

Underline the complete predicate in each sentence. Then write the simple
predicate.
10. Sarah looks through her closet.

11. She finds her old toys and books.

12. Sarah’s family holds a yard sale.

13. Many people come to the sale.

14. Sarah’s neighbors buy some stuffed animals.

15. Sarah sells all her toys and books.
Grade 3

Write a complete subject that finishes each sentence.

© Loyola Press. Voyages in English

16. My family .

17. Our dog .

18. This store .

19. A noisy bird .

For additional help, review pages 16–17 in your textbook

or visit www.voyagesinenglish.com. Section 1 • 13
Name Date

1.9 Combining Subjects and Predicates

If two sentences have the same subject or same predicate, they can often
be combined. Two subjects or two predicates can be joined by the words
and, but, or or to make a compound subject or compound predicate.

Combine the predicates to write one sentence.

1. The children whispered. The children giggled.

2. Mrs. Andrews sat down. Mrs. Andrews opened her book.

3. The dentist cleaned my teeth. The dentist filled a cavity.

4. My father trimmed the tree. My father watered the lawn.

Combine the subjects to write one sentence.

5. Mom washed the dishes. I washed the dishes.

6. Luke likes football. Tom likes football.

7. My brother walked the dogs. My sister walked the dogs. Grade 3

8. My aunt lives in Florida. My cousins live in Florida.

© Loyola Press. Voyages in English

Write two sentences, one with two subjects and one with two predicates.

9.

10.

For additional help, review pages 18–19 in your textbook

14 • Section 1 or visit www.voyagesinenglish.com.
 Name Date

1.10 Combining Sentences

A compound sentence contains two short sentences joined by and,
but, or or. To combine two short sentences into one longer sentence, add
a comma followed by and, but, or or.

Combine each pair of sentences into a compound sentence.

1. Jay made the salad. Megan set the table.

2. My older brother can drive. I have to take the bus.

3. My friends brought the food. I brought the games.

4. The movie started on time. We were late.

5. I will make tacos. I will bring chicken.

Write the letter of a sentence in Column B that matches each sentence in

Column A to make a compound sentence.
COLUMN A COLUMN B

6. My family has many games, and a. Dad always beats him at chess.

7. I want to play checkers, but b. Helen wants to play dominoes.

8. Mom sets up the board, but c. we have family game night on Friday.
Grade 3

9. Jeff tries hard to win, but d. she can’t find all the game pieces.
© Loyola Press. Voyages in English

Write a short sentence to complete each compound sentence.

10. Lily might watch a movie, or .

11. I like scary stories, but .

12. Dark clouds filled the sky, and .

For additional help, review pages 20–21 in your textbook

or visit www.voyagesinenglish.com. Section 1 • 15
Name Date

1.11 Run-on Sentences

A run-on sentence has two or more sentences that are put together
without the proper connector. Most run-ons can be fixed by adding and,
but, or or after the comma to make a compound sentence.

Write whether each sentence is a run-on or correct.

1. I brought the gift, and Mom wrapped it.

2. My best friend moved, but we still call each other.

3. Jaime writes music, she plays piano.

4. The team ran on the field, the crowd cheered.

5. Bob found a wallet, he told his teacher.

6. Some students made posters, and others made signs.

7. The windows rattled, a jet flew overhead.

Rewrite each run-on sentence. Add and, but, or or to make a compound

sentence.
8. I have a bicycle, it is blue and red.

9. We went to the zoo, we saw a baby elephant.

10. The children can paint pictures, they can read books.

11. I want to play soccer, I do not have a ball.

Grade 3
© Loyola Press. Voyages in English

Write two compound sentences. Use correct punctuation and a connector.

12.

13.

For additional help, review pages 22–23 in your textbook

16 • Section 1 or visit www.voyagesinenglish.com.
Name Date

1
LESSON
What Makes a Good
Personal Narrative?
A personal narrative tells about something that really happened to
the writer. A good personal narrative includes interesting details that
make the writing fun to read.

Circle the word or words that correctly complete each sentence.

1. A personal narrative is a (make-believe true) story.

2. The topic of a personal narrative is the (writer reader).

3. Personal narratives are always told from the (reader’s writer’s) point of view.

4. A signal word used often in personal narratives is (they I).

5. The events in a personal narrative are written (out of order in time order).

6. An example of a time word used in a personal narrative is (clock then).

7. A good topic for a personal narrative might be a (camping trip recipe for soup).

Circle the topic in each pair that could be used for a personal narrative.
8. my waterskiing adventure how to snowboard

9. making a birdhouse our trip to the lake

10. the day I moved to a new city the mountains of North America

11. the time I got lost at the mall why plants need sunlight

Complete each sentence with a time word from the box.

before after during first until

Grade 3

12. I was scared the entire roller-coaster ride.

© Loyola Press. Voyages in English

13. , we hiked to the lake, and then we dove into the water.

14. we washed the puppy, we dried it off.

15. I stayed with my friend his parents arrived.

16. I went mountain biking, I strapped on my helmet.

For additional help, review pages 212–215 in your textbook

132 • Chapter 1 or visit www.voyagesinenglish.com.
 Name Date

2
LESSON
Beginning, Middle, and Ending
A personal narrative is a story with a beginning, a middle, and an
ending. Each part of the story helps the reader picture what happened.

Write yes if the statement is true and no if it is not true.

1. The beginning of a personal narrative tells what
the story will be about.

2. A good beginning tells the reader what you have

learned from the experience.

3. The middle tells how the story comes out.

4. The middle is usually the shortest part of the story.

5. A good middle includes many details and tells the

events in the order they happened.

6. The ending tells the reader what the story means to you.

7. A good ending grabs the reader’s attention and

makes the reader want to read more.

Write beginning, middle, or ending to tell where each part would come from
in a personal narrative.
8. Finally, I was home. I was glad the long day was over.

9. It all began on a bright, sunny morning. I had no idea

what a bad day it would turn out to be.

10. The next morning I woke early. I was sure to catch more
fish this time. I began to plan on my way to the lake.

Write sentences for an idea for each part of a personal narrative. Then write
a title for your personal narrative.
Grade 3

11. Beginning:
© Loyola Press. Voyages in English

Middle:

Ending:

My title will be .

For additional help, review pages 216–219 in your textbook

or visit www.voyagesinenglish.com. Chapter 1 • 133
Name Date

3
LESSON
Strong Verbs
A verb is often the action word in a sentence. A verb tells what the
subject does. Strong verbs tell more clearly what the subject does. They
create clear pictures in the reader’s mind.

Write the letter of the strong verb in Column B that could replace each verb
in Column A.
COLUMN A COLUMN B

1. hold a. glide

2. cry b. sob

3. move c. clutch

4. talk d. smash

5. show e. reveal

6. break f. whisper

Circle the letter of the sentence in each pair that uses the stronger verb.
7. a. The eager shoppers went inside the store.
b. The eager shoppers rushed inside the store.

8. a. The monkey swung through the trees.

b. The monkey moved through the trees.

9. a. At night I gaze at the stars.

b. At night I look at the stars.

10. a. The man bends to pick up his newspaper.

b. The man stoops to pick up his newspaper.

11. a. Several boxes tumbled from the back of the truck.

Grade 3

b. Several boxes fell from the back of the truck.

© Loyola Press. Voyages in English

Write a stronger verb to replace each underlined verb.

12. The horses ran toward the finish line.

13. My coach talked loudly to the umpire.

14. The hungry children ate the snacks.

For additional help, review pages 220–223 in your textbook

134 • Chapter 1 or visit www.voyagesinenglish.com.
 Name Date

4
LESSON
Colorful Adjectives
Adjectives are words that tell about nouns. Colorful adjectives, like
strong verbs, paint clear pictures in the reader’s mind.

Circle the letter of the sentence in each pair that has the more colorful
adjective.
1. a. That was a good meal.
b. That was a delicious meal.

2. a. I gently held the small kitten in my arms.

b. I gently held the tiny kitten in my arms.

3. a. Your kitchen is spotless.

b. Your kitchen is clean.

4. a. We were tired after the long hike.

b. We were exhausted after the long hike.

5. a. I felt heartbroken when we lost the championship game.

b. I felt sad when we lost the championship game.

Write a more colorful adjective to replace each underlined adjective.

6. Scientists study the old fossils.

7. The new office building is large.

8. We washed out the dirty trash cans.

9. I walked quickly across the hot sand.

10. Her sisters are very nice.

Rewrite each sentence by adding colorful adjectives to describe the

Grade 3

underlined nouns.
11. Snowflakes fell from the sky.
© Loyola Press. Voyages in English

12. The students crowded around the robot.

For additional help, review pages 224–227 in your textbook

or visit www.voyagesinenglish.com. Chapter 1 • 135
Name Date

5
LESSON
Dictionary
A dictionary is a book of words and their meanings. In a dictionary you
can find how a word is spelled, the way a word is pronounced, and what
a word means.

Use the dictionary entry to answer the questions.

plate (plaˉt) 1. A flat dish used for food [I put the toast on a plate.]
2. Home base in baseball [The batter stepped up to the plate.]

1. What is the entry word?

2. Does the information inside the parentheses tell you

how to pronounce or how to spell the word?

3. How many definitions does plate have?

4. Which meaning of plate is used in this sentence:

I washed my dirty plate in the sink.

5. Which meaning of plate is used in this sentence:

The umpire stands behind home plate.

Rewrite each list of words in alphabetical order.

6. feisty 7. timber

wise thief

brief tornado

praise theater

Write whether each word comes before, after, or between each pair of guide
Grade 3

words.
WORD GUIDE WORDS
© Loyola Press. Voyages in English

8. gown goodwill—grade

9. depart deport—deposit

10. miracle mild—mime

11. draw drama—dress

For additional help, review pages 228–231 in your textbook

136 • Chapter 1 or visit www.voyagesinenglish.com.