Grade 6 interactive notebook by The Playhouse

Teaching Grammar and Mechanics Interactive Notebook Grade 6

Aligned to the Common Core

Teaching Grammar and Mechanics Interactive Notebook Grade 6 Table of Contents: Spelling Rules and Parts of Speech Review Unit Program Scope and Instructional Sequence, FAQs, Materials Preparation, Directions for Interactive Instruction, Grammar and Mechanics Unit Tests, Directions for Individualized Assessment-based Instruction, Summative Assessment, Terms of Use

Pages 1−12

Interactive Notebook Spelling Rules and Parts of Speech Review Unit Lessons 1−8

Pages 13−61

 Cornell Notes Student Page with mechanics and grammar lesson, including online resources  Cornell Notes Teacher Page (with examples)  Practice and Sentence Dictations Student Page  Practice and Sentence Dictations Teacher Page (with answers)  Grammar Response, Writing Application, and 3D Graphic Organizer Student Page  Grammar Response, Writing Application, and 3D Graphic Organizer Teacher Page (with answers, 3D Graphic Organizer Directions, and Photograph of Completed 3D Graphic Organizer Grammar and Mechanics Unit Tests and Answers

Pages 62−65

Diagnostic Grammar and Usage, Mechanics, and Spelling Assessments and Progress Monitoring Mastery Matrices (Administered Following Lesson 8)

Pages 66−82

Individualized Assessment-based Instruction: Grammar and Mechanics Worksheets (Parts of Speech) and Answers

Pages 83−96

Individualized Assessment-based Instruction: Spelling Pattern Worksheets and Answers Common Core State Standards Alignment Documents

Pages 97−120

Pages 121−123

Program Scope and Instructional Sequence The Spelling Rules and Parts of Speech Review Unit includes the first 8 lessons of the 64 lessons in the Teaching Grammar and Mechanics Interactive Notebook.. The balance of the lessons will be completed by August 2017 in time for the 2017-2018 school year. Your purchase will guarantee a special discounted price for the full-year curriculum upon release. Please follow me on TpT to receive updates, notifications, and the special discount pricing. The following Program Scope and Instructional Sequence for the 64 lessons is provided to demonstrate the rigor and breadth of the full-year Teaching Grammar and Mechanics Interactive Notebook. program. The complete Teaching Grammar and Mechanics Interactive Notebook will include assessment-based worksheets for each corresponding item on the diagnostic grammar and usage, mechanics, and spelling pattern assessments. ©2017 Pennington Publishing penningtonpublishing.com

Teaching Grammar and Mechanics Interactive Notebook Grade 6 Lesson

Mechanics

Grammar and Usage

1 2 3 4

The i before e Spelling Rule The Final y Spelling Rule The Silent e Spelling Rule The Double the Consonant Spelling Rule

Proper Nouns Review Common Nouns Review Pronouns Review Adjectives Review

Unit Test 5 6 7 8

The Ending “an” or “en” Spelling Rule The “able” or “ible” Spelling Rule The Ending “ion” Spelling Rule The Plurals Spelling Rule

Verbs Review Adverbs Review Conjunctions Review Prepositions Review

Unit Test and Diagnostic Assessments Additional Lessons to be Released in Subsequent Units of the Teaching Grammar and Mechanics Interactive Notebook 9 10 11 12

Periods in Proper Noun Titles Periods in Names, Abbreviations, and Acronyms Periods in Indirect Questions and Fragments Numbers, Letters, and Periods in Alphanumeric Outlines

Proper Nouns Common Nouns Verbs Verb Tense

Unit Test 13 14 15 16

Semicolons in Compound Sentences Apostrophes for Singular Possessive Nouns Apostrophes for Plural Possessive Nouns Apostrophes for Possessive Compound Subjects and Objects

Subject Case Pronouns Object Case Pronouns Possessive Case Pronouns Adjectives

Unit Test 17 18 19 20

Apostrophes in Contractions Comma Misuse Commas for Dates Commas for Letters

Demonstrative Adjectives Adverbs Coordinating Conjunctions Correlative Conjunctions

Unit Test 21 22 23 24

Commas in Addresses Commas for Names Commas for Geographical Places Commas for Tag Questions

*Subordinating Conjunctions **Prepositional Phrases Subjects Predicates

Teaching Grammar and Mechanics Interactive Notebook Grade 6 Lesson

Mechanics

Grammar and Usage

25 26 27 28

Commas for Beginning Direct Speech Commas for Ending Direct Speech Commas for Middle Direct Speech Commas in a Series

Direct objects Phrases and Clauses **Fragments and Complete Sentences **Run-ons and Complete Sentences

Commas after Introductory Words and Phrases

30 31 32

Commas after Introductory Clauses Commas to Set off interjections Commas and Quotation Marks with Speaker Tags

Sentence Forms: Simple, Compound, and Complex Types of Sentences **Noun Phrases Indefinite Pronouns

Unit Test 33 34 35 36

Commas before Conjunctions in Compound Sentences Commas with Phrases in a Series Commas in Complex Sentences Commas with Adjectives

*Interrogative Pronouns *Reciprocal Pronouns *Demonstrative Pronouns Reflexive Pronouns

Unit Test 37 38 39 40

*Punctuation in Nonrestrictive Clauses *Punctuation in Restrictive Clauses Dialogue and Direct Quotations Punctuation of Direct Quotations

Intensive Pronouns *Pronoun Antecedents **Pronoun Number and Person Shifts **Vague Pronoun References

Unit Test

* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Teaching Grammar and Mechanics Interactive Notebook Grade 6 Lesson

Mechanics

Grammar and Usage

41 42

In-text Citations and Indirect Quotations Italics and Underlining: Book, Website, Newspaper, and Magazine Titles Italics and Underlining: Play, Television Show, Movie, and Works of Art Titles Quotation Marks: Song and Poem Titles

*Adjectival Phrases *Adjectival Clauses and **Relative Pronouns *Short Comparative Modifiers

43 44

*Long Comparative Modifiers

Unit Test 45 46 47 48

Quotation Marks: Book Chapter Titles Quotation Marks: Newspaper, Magazine, and Blog Article Titles Quotation Marks: Short Story and Document Titles Capitalization of Named People and Characters

*Short Superlative Modifiers *Long Superlative Modifiers **Verb Phrases Progressive Verb Tense

Unit Test 49 50 51 52

Capitalization of Named Places Capitalization of Named Things and Products Capitalization of Holidays and Dates Capitalization of Titles

Perfect Verb Tense **Adverbial Clauses **Singular Subject-Verb Agreement **Plural Subject-Verb Agreement

Unit Test 53 54

Capitalization of Organizations and Businesses Capitalization of Languages and People Groups

Capitalization of Special Events and Historical Periods Question Marks

**Shifts in Verb Tense **Non-standard English Contractions: ain’t and han’t **Non-standard English Negation **Non-standard English for the Continuous “to be” and “do or don’t be”

Unit Test

Teaching Grammar and Mechanics Interactive Notebook Grade 6 Lesson

Mechanics

Grammar and Usage

Exclamation Points

*Colons in Titles, Numbers, and Ratios

**Non-standard English Was and WereLeveling **Non-standard English Pronoun Usage

*Parentheses with Numbers and Letters

Dashes with Dates, Times, and Numbers

**Non-standard English Third Person Subject-Verb Agreement **Non-standard English Deletions

Unit Test 61

Brackets

*Hyphens and Compound Adjectives

Slashes

Numbers

**Non-standard English Substitutions and Additions **Non-standard English Substitutions of the Past Participle Verb Form **Non-Standard English Misuse of the Past Progressive Verb Tense **Non-Standard English Commonly Misused Words

Unit Test Summative Assessment in Grammar, Usage, Mechanics, and Spelling

* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill. ÂŠ2017 Pennington Publishing penningtonpublishing.com

FAQs √ When will the rest of the 64 lessons be released? Sign up for my weekly newsletter here to get the release dates for each instructional unit and special discounts. The entire Teaching Grammar and Mechanics Interactive Notebook (INB) will be completed by August 2017. √ Do the Teaching Grammar and Mechanics Interactive Notebook (INB) lessons address all of the grade-level Common Core Language Standards (L. 1, 2) and the Progressive Language Skills? Yes. Please see the alignment documents at the end of this book. However, for non-Common Core states and schools, the Standards are not listed on the individual lessons. Teachers can list the Standards, or the essential question, behavioral objective, Depth of Knowledge level, lesson topics, learning goals, I Can statements, etc. for students to write in the FOCUS section of each INB lesson. √ How long do the INB lessons take? About an hour. Many teachers choose to divide each lesson into two half-hour segments and teach four times per week. Two lessons per week will cover all grade-level Standards. √ Are these 4, 5, 6, 7, and 8 grade level programs truly grade-leveled? Yes, the programs are different and grade-specific. Take a look at the table of contents for each of the grades 4, 5, 6, 7, and 8 programs to compare. Of course the language of instruction is the same and many lesson components and worksheets are repeated because the Language Standards repeat with the Progressive Language Skills Standards. The font size and line spacing differ as do the 3D graphic organizers. Each program is age appropriate and the lessons have been field tested in grades 4, 5, 6, 7, and 8 classrooms. √ Just how rigorous and complete are these INB programs? These are, by far, the most rigorous and comprehensive INB grades 4, 5, 6, 7, and 8 programs: Each one-hour lesson is designed in Cornell Notes format with relevant online resources to reinforce each lesson component. Lessons include practice sentences, sentence dictations to determine lesson mastery, a grammar cartoon response, and a writing application. That’s grammar and mechanics taught in the reading and writing contexts. Both student and teacher lesson pages are provided. √ Are answers provided for EVERYTHING in this program, including the lessons, worksheets, and unit tests? Yes, except for individual writing application responses, which will vary. This program is user-friendly. √ Are there resources for my students who are below grade level? For my EL students? For my special ed students? What about students who still fail to master the lesson components tested in the formative assessment sentence dictations? Is there additional help? Yes! The program includes 3 complete diagnostic assessments to be administered after completing the Spelling Rules and Parts of Speech Unit . Each test item has a corresponding remedial grammar, usage, mechanics, and spelling worksheet.* All worksheets have targeted practice and formative assessments. Students complete their assigned worksheets according to the results of the diagnostic assessments. The program resources of the Teaching Grammar and Mechanics Interactive Notebook (INB) will help your students “catch up while they keep up” with grade-level instruction. Perfect for diverse learners! *Relevant worksheets are included with each instructional unit. For example, the Spelling Rules and Parts of Speech Unit provides 8 parts of speech and 20 spelling worksheets.

FAQs √ Just how messy is this INB program? How much class time is wasted cutting, coloring, and pasting or taping n this INB program? Teachers like neat classrooms. Every effort has been made to minimize cutting, pasting or taping, and left-over scraps of trash. Unlike other INB programs, students don’t have to copy down huge chunks of the lesson. Students only copy the examples and spend their time interacting with their notes, and practicing in the reading and writing contexts. √ How much prep and correction does this program take? Prep consists of copying three INB lesson pages for each student and the remedial Grammar and Mechanics and Spelling Pattern Worksheets for individualized assessment-based instruction. The teacher pages may be displayed from the computer or copied for the projector/document camera. All INB lesson correction is completed by student self-correcting and editing. Students also self-correct and edit the remedial worksheets from the Answer Booklets. Students learn by correcting their own mistakes. Teachers correct only the formative assessment sentence(s) included on the individualized assessmentbased worksheets during mini-conferences with students. Teachers should collect the INBs every few weeks to skim grade for neatness and completeness. √ So there are diagnostic assessments and formative (embedded) assessments in each lesson and in the individualized assessment-based worksheets … Are there unit tests? Is there a summative program assessment? Yes. The biweekly unit tests consist of definition, identification, and writing application and take only about 15 − 20 minutes to complete. More time teaching and less time testing! For the summative program assessment, simply administer the diagnostic assessments again at the end of the year and compare the results. Share the progress with students, parents, and the next year’s teacher. The data will convince that teacher to purchase the next grade level Teaching Grammar and Mechanics Interactive Notebook to continue seamless instruction in the next year’s grade-level INB. √ Do I have to create my own INB to model for students and for absent student make-ups? No, it’s all done for you. Just place the teacher pages in a binder for absent students to reference. √ Why aren’t there vocabulary lessons or spelling tests in this book? Many teachers use district adopted vocabulary and spelling curriculum for the L. 2, 3, 4, 5, and 6 Standards. Pennington Publishing does offer the grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkit and the grades 4, 5, 6, 7, and 8 Differentiated Spelling Instruction programs here on TpT and at penningtonpublishing.com. √ Who is the amazing cartoonist? David Rickert. Check out David’s site at http://davidrickert.com/ and our Sam and Friends Phonics Books, which feature David’s cartoons in 54 eight-page take home decodables: the perfect resource to complement my Teaching Reading Strategies reading intervention program. √ Where did you get such fantastic 3D Graphic Organizers? These programs use and credit the best 3D Graphic Organizers: Tangstar. √ How is the author’s Teaching Grammar and Mechanics program (sold here on TpT and on penningtonpublishing.com) different than this Teaching Grammar and Mechanics Interactive Notebook program? Some teachers prefer a more traditional grammar and mechanics program which takes a bit less class time and mess than an INB program. The one volume, non-grade-leveled Teaching Grammar and Mechanics program is suitable for grades 6−10 (written at the ifth grade reading level) and covers grades 2−10 Language and the Progressive Language Skills Standards. The program also includes simple sentence diagrams, and mentor texts. Yes, it includes David Rickert’s grammar cartoons. ©2017 Pennington Publishing penningtonpublishing.com

Materials Preparation Copy the three student lesson pages for each lesson and the biweekly unit tests for all students. Students will complete four lessons before taking the biweekly unit test. After administering the grammar and usage, mechanics, and spelling patterns assessments following completion of the eight-lesson Spelling Rules and Parts of Speech Unit, record student names and slashes to indicate unmastered grammar, usage, mechanics, and spelling skills on the recording matrices. Total the number of unmastered skills for each assessment item and copy the number of assessment-based worksheets. Place the worksheets in accessible files for students. Copy the worksheet answers and create Answer Booklets. I recommend six Answer Booklets per classroom so that students will not have to wait to grade their individualized worksheets. Composition books or spiral notebooks. Grades 4 and 5 teachers will prefer wide ruled, while grades 6, 7, and 8 will prefer college ruled spacing. School glue, glue sticks, or tape. Most teachers suggest using name brand white glue and instruct students to use small dots, rather than glue squiggle lines for pasting. Tape also works well. Scissors. Colored pencils, crayons, and/or highlighters. Rulers to align the 3D graphic organizers properly and crease the folds. Decide whether you will have students cut out and paste (or tape) the “input” page (the Cornell notes) on the right or left page of the INB and the “output” page (the grammar cartoon/response and the writing application) on the opposite. The traditional INB format is “input” on the right and “output” on the left.

Directions for Interactive Instruction 1. Students pick up their copies of the student lesson, composition or spiral notebooks, glue or tape, scissors, colored pencils, crayons, and/or highlighters, etc. 2. Type or write the FOCUS on the Cornell notes teacher page. Options: the essential question, behavioral objective, Standard, Depth of Knowledge level, lesson topics, learning goals, I Can statements, etc. 3. Display, read, and explain the mechanics and grammar lessons on the teacher “input” page (the Cornell notes), and direct students to write the examples in red (formatted for display) on their student “input” pages (the Cornell notes) as you teach. Check out the online links and resources listed in the left column to see if you want to use these as part of the lesson. 4. Students write marginal annotations to respond to their notes in the left column of the student “input” pages, titled “Links and Response.” Options: main ideas, comments, questions, or connections to related mechanics or grammar content, skills, or rules, or any additional content from the left column of the teacher “input” page, titled “Links and Resources.” The online links are listed on both the teacher and student pages. 5. Students write a brief SUMMARY/REFLECTION for both the mechanics and grammar lessons. 6. Students complete the practice sentences. The focus is on applying what has been learned in each lesson. 7. Display the Practice answers in red (formatted for display). Direct students to self-correct and edit. Many teachers will choose to award points for this activity, e.g. one point for each correct practice sentence. 8. Read the Sentence Dictations and direct students to write each correctly, revising as needed. 9. Display the Sentence Dictation answers in red (formatted for display). Direct students to self-correct and edit. Many teachers will choose to award points for this activity, e.g. one point for each correct sentence dictation. Ask students how many got each sentence correct as the Sentence Dictations serve as the lesson formative assessments. If students are successful, move on; however, if students require re-teaching, add a few more practice sentences of your own to address the deficits. Note that following the Spelling and Parts of Speech Review Unit, students will take diagnostic assessments covering each spelling rule and part of speech. Individual students who still fail to achieve mastery will be assigned corresponding remedial worksheets to individualize instruction. 10. Students study the cartoon and complete both the Grammar Response and Writing Application sentences on the second student “output” page. 11. Display the grammar cartoon on the teacher “output” page and read the comment bubble(s) and caption. Direct students to self-correct and edit from the Cartoon Response answers in red (formatted for display). Teachers may choose to award points for correct answers. Teachers call on students to share their Writing Application sentences (answers vary) and may choose to award points for completion of the writing task. 12. Students cut out and paste or tape the “input” page (the Cornell notes) at the top and along the left edge of the notebook page. Students cut out and paste or tape the “output” cartoon, Grammar Response, and Writing Application as one rectangle at the top and along the left edge of the opposite notebook page. 13. Students label, color, cut, and paste or tape the 3D GO as the directions specify on the teacher page photographs of the completed 3D GO. Students return materials and clean up. ©2017 Pennington Publishing penningtonpublishing.com

The Grammar and Mechanics Unit Tests The Grammar and Mechanics Unit Tests have been designed to take only 15−20 minutes for most students to complete. More time teaching and less time testing! Teachers may elect to give the unit tests every four weeks by combining two of each test to assess mastery of eight lessons. Some teachers choose to allow students to use their interactive notebooks on the test. If choosing this option, teachers should require students to provide their own examples for the sentence application. Each Grammar and Mechanics Unit Test has eight matching questions: two from each mechanics and two from each grammar lesson. Students are required to define terms and identify examples. Following are eight writing applications for the grades 6, 7, and 8 programs and six for the grades 4 and 5 programs. Students are required to apply their understanding of the mechanics and grammar content, skills, or rules in the writing context through original sentence applications or revisions. Test answers for each matching section are provided at the end of the unit tests.

Directions for Individualized Assessment-based Instruction The Teaching Grammar and Mechanics Interactive Notebook also provides the resources for you to help your students “catch up while they keep up” with grade-level instruction. After all, not all of your students have mastered previous grade-level Standards. 1. Administer the Diagnostic Grammar and Usage Assessment, the Diagnostic Mechanics Assessment, and the Diagnostic Spelling Assessment following the eight lesson review unit. Correct and record the results on mastery matrices per the assessment directions. Mark a “/ “for each error in the student’s row on the matrix and assign that worksheet for remediation. 2. Count the numbers of the un-mastered assessment items and copy that number of Grammar and Mechanics Worksheets and Spelling Pattern Worksheets. Prepare and label hanging folders for each of the worksheets and file the worksheets in a file cabinet or box for easy student access. 3. Post the recording matrices on the wall with data listed by student names or student identification numbers. Direct students to reference the class mastery matrices and select one of their un-mastered worksheets. Tell students to begin with the lower numbered worksheets on the matrices and to complete only those worksheets indicated by slashes “/”. Tell them that they have already mastered those language convention components left blanks without slashes. 4. When a student has completed all sections of the worksheet, except for the WRITE section (the formative assessment), the student uses the “Answer Booklet” to self-correct and edit in a colored pencil or pen. Remind students that they will often learn from their own mistakes when they identify and correct them. 5. Next, the student completes the WRITE section and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 6. If the student has self-corrected and edited the PRACTICE section and "passed" the WRITE formative assessment, change the slash “/” into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points if you use a point system for grading. 7. If the student did not master the content, skill, or rule on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction. ©2017 Pennington Publishing penningtonpublishing.com

Helpful Hints for Individualized Assessment-based Instruction Mastery criteria on the WRITE formative assessment are decided by the teacher. If the student has followed directions and correctly applied the content, skill, or rule in the formative assessment, the student has achieved mastery. Note that a student can miss items within the PRACTICE section and still achieve mastery. Students often learn from their mistakes! Post the recording matrices on the wall with data listed by student names or student identification numbers. Teachers may choose to allow students to use pencil to change the slash “/” into an “X” for mastery on the appropriate box on the matrix. Students love to do this. Limit the length of your mini-conference line to three students. Waiting students can sign up for their places in line on the board and then work on their next worksheet until their turn arrives to conference. Set an expectation as to how many Grammar and Mechanics Worksheets and Spelling Pattern Worksheets must be completed per week.

Summative Assessment Simply administer the diagnostic assessments again at the end of the year and compare the results. Share the progress with students, parents, and the next year’s teacher. The data will convince that teacher to purchase the next grade level Teaching Grammar and Mechanics Interactive Notebook to continue seamless instruction in the next year’s grade-level Standards.

Terms of Use Thank you for purchasing the Teaching Grammar and Mechanics Interactive Notebook Grade 6 Spelling Rules and Parts of Speech Review Unit. I hope you and your students will find this resource to be helpful. Please let me know if you have any questions, suggestions, or concerns. My email address is mark@penningtonpublishing.com. If you would like to receive our weekly Pennington Publishing Newsletter, just email me with “Subscribe” in the subject line. We send out plenty of free resources, updates, and special discount codes. Please do. Check out our other fine ELA and reading intervention products at penningtonpublishing.com and my blog at http://blog.penningtonpublishing.com/. Your purchase of the Teaching Grammar and Mechanics Interactive Notebook Spelling Rules and Parts of Speech Review Unit entitles you to single teacher use only. Please be respectful of my work and don’t share with colleagues or post any part online. We do offer multiple user licenses at discounted prices. All rights reserved Pennington Publishing © 2017. Permission is hereby granted to the individual purchaser to reproduce student materials in this book for noncommercial use only. Other than the heretofore specified limited permission for reproduction, the text of this publication, or any part thereof, may not be reproduced or transmitted in any form or by any means, electronics or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without prior written permission of the publisher. The Publisher makes no representation or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, for the readers’ or students’ reliance upon, this material. Portions of this book have been previously published in Teaching Grammar and Mechanics © 2003, 2011 Pennington Publishing and Teaching the Language Strand Grades 4, 5, 6, 7, and 8 © 2013 and © 2014 Pennington Publishing. Mark Pennington

Spelling Rules and Parts of Speech Review Unit Spelling Rules: Highlight the examples after completing the INB lesson. 1. The i before e Rule Usually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor). 2. The Final y Rule Keep the y when adding an ending suffix if the word ends in a vowel, then a y (delay-delayed), or if the suffix begins with an i (copy-copying). Change the y to i when adding a suffix if the word ends in a consonant, then a y (pretty-prettiest). 3. The Silent e Rule Drop the e (have-having) when adding an ending suffix if the suffix begins with a vowel. Keep the e (closeclosely) when the suffix begins with a consonant. Also keep the e when the root has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ye”, “ye”, or “oe” (eyeing, freedom, shoeing). 4. The Double the Consonant Rule Double the last consonant, when adding on an ending suffix (permitted) if 1. the last syllable of the root has the accent (per / mít) 2. the root ends in a vowel, then a consonant (permit) 3. and the suffix you add begins with a vowel (ed). 5. The Ending “an” or “en” Rule End a word with “ance”, “ancy”, or “ant” if the root before has a hard /c/ or /g/ sound (vacancy, arrogance) or if the root ends with “ear” or “ure” (clearance, insurance). End a word with “ence”, “ency”, or “ent” if the root before has a soft /c/ or /g/ sound (magnificent, emergency), after “id” (residence), or if the root ends with “ere” (reverence). 6. The “able” or “ible” Rule End a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible). 7. The Ending “ion” Rule Spell “sion” for the or the final /shun/ sound if after an l or s (expulsion, compassion) or the final /zyun/ sound (illusion) . Spell “cian” for a person (musician) and “tion” (condition) in most all other cases. 8. The Plurals Rule Spell plural nouns with an s (dogs), even those that end in y (days) or those that end in a vowel, then an o (stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (boxes) or after a consonant, then an o (potatoes). Change the y to i and add “es” when the word ends in a consonant, then a y (ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).

Parts of Speech Song: Highlight the key words after completing the INB lesson. A proper noun is capitalized and gives a name to a person, place, or thing. A common noun can have an article before an idea, person, place, or thing. A pronoun is used to take a noun’s place in the subject, possessive, or object case. An adjective modifies a noun with Which One, How Many, or What Kind. A verb can mentally or physically act or states what a subject is to be. An adverb modifies an adjective, adverb, or verb with What Degree, How, Where, or When. A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate. A preposition shows a relationship to an object at the end of a phrase. An interjection is a sentence fragment used to show emotion. ©2017 Pennington Publishing penningtonpublishing.com

First Page of the INB

FOCUS. Links and Response

Mechanics Notes. i before e Song (to the tune of “Rig ‘a Jig Jig”)

Listen to the i before e song at http://bit.ly/2c8afAb.

Spell i before e ‘cause that’s the rule Rig-a-jig-jig and away we go, that we learned back in school. Away we go, away we go! Examples: _______________________________________________________________________ But e before i comes after c, Rig-a-jig-jig and away we go, Examples: _______________________________________________________________________ and when you hear long /a/. Hey! Hi-ho, hi-ho, hi-ho. Examples: _______________________________________________________________________

Links and Response

Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of a proper noun at http://bit.ly/2ciSCMG.

A proper noun is the name of a person, place, or thing and must be capitalized. A proper noun may be a single word, a group of words (with or without abbreviations), or a hyphenated word. Don’t capitalize the articles a, an and the in proper noun titles. Examples Person: __________________________________________________________________________ Person: __________________________________________________________________________ Person: __________________________________________________________________________ Place: ____________________________________________________________________________ Thing: ___________________________________________________________________________

SUMMARY/REFLECTION.

Lesson 1

FOCUS. Links and Resources

Mechanics Notes. i before e Song (to the tune of “Rig ‘a Jig Jig”)

Listen to the i before e song at http://bit.ly/2c8afAb. The “ie” spelling can have the long /e/ sound as in chief or the long /i/ sound as in pie. The “ei” spelling can have the long /e/ sound as in ceiling or the long /a/ sound as in eight. Exceptions to the i before e Spelling Rule caffeine, conscience, either, foreign, forfeit, height, neither, protein, seize, sheik, weird

Spell i before e ‘cause that’s the rule Rig-a-jig-jig and away we go, that we learned back in school. Away we go, away we go! Examples: believe, dried But e before i comes after c, Rig-a-jig-jig and away we go, Examples: receive and when you hear long /a/. Hey! Hi-ho, hi-ho, hi-ho. Examples: weight

Links and Resources

Parts of Speech Notes.

The parts of speech describe the function of words (the way they work) in a sentence.

Check out the Parts of Speech Song to practice the definition of a proper noun at http://bit.ly/2ciSCMG.

Examples Person: Mr. T.D. Jones Person: Ms. Doe-Thomas Person: Mack the Knife Place: Rough and Ready Thing: Statue of Liberty

SUMMARY/REFLECTION.

Lesson 1

Practice. 1. Re-write this sentence correctly: I perceived that you needed a breif moment alone before beginning your presentation.

2. Re-write this sentence correctly: The secret agent tried to shield his identity from the foriegn government.

3. Re-write this sentence correctly: She had a weird experience at the store when the casheir refused to accept her payment for her purchase.

4. Re-write this sentence correctly: My friends want to go to Eat A Bunch for breakfast over on Elk Grove-Florin Blvd.

5. Identify the proper nouns in this sentence: My mom went to Oakridge High School in El Dorado when Mr. E. B. Lee-Smith was principal. Proper Nouns: 6. Re-write this sentence correctly: We saw the Lincoln memorial and the Veterans Of Foreign Wars Memorial on our trip to Washington D.C.

Sentence Dictations. Mechanics:

Grammar and Usage:

ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 1

Practice Answers 1. Re-write this sentence correctly:

I perceived that you needed a brief moment alone before beginning our presentation. 2. Re-write this sentence correctly:

The secret agent tried to shield his identity from the foreign government 3. Re-write this sentence correctly:

She had a weird experience at the store when the cashier refused to accept her payment for her purchase. 4. Re-write this sentence correctly:

My friends want to go to Eat a Bunch for breakfast over on Elk Grove-Florin Blvd. 5. Identify the proper nouns in this sentence:

Oakridge High School, Mr. E. B. Lee-Smith 6. Re-write this sentence correctly:

We saw the Lincoln Memorial and the Veterans of Foreign Wars Memorial on our trip to Washington D.C. Sentence Dictations. Mechanics: Write these sentences correctly:

The heir to the throne means the next one to be king or queen. She was relieved to find out that she would not receive the crown. Grammar and Usage: Write this sentence correctly.

We toured the Senate and the House of Representatives and climbed the Capitol Dome. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 1

Cartoon Response. Identify the proper nouns in the caption.f Proper Nouns:f

Common Nouns:f

Writing Application.. Write a sentence or two, using all three typesf of proper nouns.f

THE RULE

i before e

except after c

e before i

except long /a/

e before i

Proper Nouns Person Place Thing

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A proper noun is capitalized and gives a name to a person, place, or thing.

Lesson 1

Cartoon Response. Identify the proper nouns in the caption.f Proper Nouns: Katie, Deb ff

fg Common Nouns: canoe, stream,ff

peace, quietf Writing Application.. Write a sentence or two, using all three typesf of proper nouns.f

Directions: 1. Write examples under each of the pencils and flaps. 2. Color according to the pattern. 3. Cut the solid lines, fold at the dotted lines, and glue.

GLUE GLUE

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Lesson 1

FOCUS. Links and Response

Mechanics Notes.

Listen to the Hickory Dickory Y song at http://bit.ly/2cvcZWl.

Hickory Dickory Y (to the tune of “Hickory Dickory Dock”) If a root ends in a vowel and after that a y, Hickory, dickory dock. The mouse ran up the clock. just keep the y−and then said I, “Add on the suf ix to end.” The clock struck one−the mouse ran down. Hickory dickory dock. Examples: _______________________________________________________________________ But if a consonant then a y should end a word, Hickory, dickory dock. The mouse ran up the clock. just change the y into an i The clock struck two—the mouse ran down, except if the suffix has i. Hickory dickory dock. Examples: _______________________________________________________________________

Links and Response Check out the Parts of Speech Song to practice the definition of a common noun at http://bit.ly/29aK4EV.

Parts of Speech Notes. A common noun is an idea, person, place, or thing. It can act or be acted upon and is capitalized only at the start of a sentence. Examples Idea: _____________________________________________________________________________ Person: __________________________________________________________________________ Place: ____________________________________________________________________________ Thing: ___________________________________________________________________________ Some common nouns are collective nouns and refer to a group of people, animals, or things. Collective nouns act as one unit and so match with singular verbs, such as “That class is noisy.” Examples: _______________________________________________________________________

SUMMARY/REFLECTION.

Lesson 2

FOCUS. Links and Resources

Mechanics Notes.

Listen to the Hickory Dickory Y song at http://bit.ly/2cvcZWl.

Hickory Dickory Y (to the tune of “Hickory Dickory Dock”)

If the final y is accented, it has a long /i/ sound, such as in “cyclone.”

If a root ends in a vowel and after that a y, Hickory, dickory dock. The mouse ran up the clock. just keep the y−and then said I, “Add on the suf ix to end.” The clock struck one−the mouse ran down. Hickory dickory dock.

If the final y is not accented, it usually has the long /e/ sound, such as in “baby.”

Examples: delay−delayed But if a consonant then a y should end a word, Hickory, dickory dock. The mouse ran up the clock. just change the y into an i The clock struck two—the mouse ran down, except if the suffix has i. Hickory dickory dock. Examples: copy−copying, pretty−prettiest

Links and Resources

Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of a common noun at http://bit.ly/29aK4EV.

A common noun can have an article before an idea, person, place, or thing. Common nouns are usually less specific than proper nouns.

The articles are “a,” “an,” and “the.” The “a” is used before words beginning with consonants, such as in “a bear,” while the “an” is used before words beginning with vowels, such as “an apple.” “The” is more specific than “a” or “an.”

Idea: the peace

View the short video lesson on collective nouns at http://bit.ly/2chbE4I.

Examples: class, team, family, public

Examples

Person: an uncle Place: a school Thing: the rocks Some common nouns are collective nouns and refer to a group of people, animals, or things. Collective nouns act as one unit and so match with singular verbs, such as “That class is noisy.”

SUMMARY/REFLECTION.

Lesson 2

Practice. 1. Re-write this sentence correctly: After studying for four hours, Jimmy felt justifyed in his decision to watch a movie.

2. Re-write this sentence correctly: Julie replied to his text calmly and displaied plenty of patience in response to his criticisms.

3. Re-write this sentence correctly: Put away your Spelling workbook underneath your desks and take out an Composition Notebook.

4. Re-write this sentence correctly: The front office staff were always patient with any student who had a attendance problem.

5. Identify the common nouns in this sentence: Americans expect our government to protect the rights of its citizens and to adminster justice fairly. Common Nouns: 6. Identify the common nouns and collective common nouns in this sentence: The class were like a herd of buffalo, charging to the cafeteria to watch the Friday movie. Common Nouns:

Collective Common Nouns:

Sentence Dictations. Mechanics:

Grammar and Usage:

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Lesson 2

Practice Answers 1. Re-write this sentence correctly:

After studying for four hours, Jimmy felt justified in his decision to watch a movie. 2. Re-write this sentence correctly:

Julie replied to his text calmly and displayed plenty of patience in response to his criticisms. 3. Re-write this sentence correctly:

Put away your spelling workbook underneath your desks and take out a composition notebook. 4. Re-write this sentence correctly:

The front office staff was always patient with any student who had an attendence problem. 5. Identify the common nouns in this sentence:

government, rights, citizens, justice 6. Identify the common nouns and collective common nouns in this sentence:

Common Nouns: buffalo, cafeteria, movie Collective Common Nouns: class, herd

Sentence Dictations. Mechanics: Write this sentence correctly.

Dennis worried that he had annoyed Mr. Franklin one too many times. Grammar and Usage: Underline the common nouns after you write these sentences correctly: A animal crawled into a garage and made its home under the cabinets. A colony of ants already share that space.

An animal crawled into the garage and made its home under the cabinets. A colony of ants already shares that space. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 2

Cartoon Response. Explain how common nouns areff different than proper nouns.f

Writing Application.. Write a sentence or two, using all four typesf of common nouns.f

Keep the “_y”

When adding a suffix to a word ending in y…

Keep the “_y”

Common Nouns A common noun can have an article before an idea, person, place, or thing.

Change the “_y”

Lesson 2

Cartoon Response. Explain how common nouns areff different than proper nouns.f

Common nouns are general, notf capitalized, and include ideas.f

Writing Application.. Write a sentence or two, using all four typesf of common nouns.f

GLUE

Directions: 1. Write examples under each of the flaps. 2. Color according to the pattern. 3. Cut the solid lines, fold the dotted lines, and glue.

GLUE

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Lesson 2

FOCUS. Links and Response

Mechanics Notes.

Listen to the Final e Memory Rap at http://bit.ly/2cuR5Fy.

Final e Memory Rap Drop the final e when adding on an ending if it starts with a vowel up front. Keep the final e when adding on an ending if it starts with a consonant. Examples: _______________________________________________________________________ Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.” Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO! Examples: _______________________________________________________________________ ___________________________________________________________________________________

Links and Response

Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of a pronoun at http://bit.ly/29aK4EV.

A pronoun is used to take a noun’s place in the subject, possessive, or object case. Singular or plural pronouns are classified as first, second, or third person. A subject case pronoun acts as the subject of a sentence. Examples: _______________________________________________________________________ ___________________________________________________________________________________ An object case pronoun receives the action of the verb. Examples: _______________________________________________________________________ ___________________________________________________________________________________ A possessive case pronoun shows ownership and may be used before a noun or without a noun. Examples: _______________________________________________________________________ ___________________________________________________________________________________ When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents. Examples: _______________________________________________________________________ ___________________________________________________________________________________

SUMMARY/REFLECTION.

Lesson 3

FOCUS. Links and Resources

Mechanics Notes.

Listen to the Final e Memory Rap at http://bit.ly/2cuR5Fy.

Final e Memory Rap

The final e at the end of a syllable is silent. If the final e follows just one consonant, the vowel before is usually a long sound, such as in “base,” “complete,” “line,” “close,” and “use.”

Drop the final e when adding on an ending if it starts with a vowel up front. Keep the final e when adding on an ending if it starts with a consonant. Examples: have−having, close−closely Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.” Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO! Examples: peace−peaceable, courage−courageous

eye−eyeing, free−freedom, shoe−shoeing Links and Resources

Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of a pronoun at http://bit.ly/29aK4EV.

Singular or plural pronouns are classified as first, second, or third person. A subject case pronoun acts as the subject of a sentence.

If unsure whether a pronoun should be in the subject case or object case, rephrase the sentence with the pronoun at the start of the sentence and drop any connected nouns. For example, At five o’clock John and me always ate dinner. Me always ate dinner at five o’clock. Change to Subject Case Pronoun: I always ate dinner at five o’clock. English is a polite language. Always place I or me last in compound subjects or objects.

Examples: I, we (first person); you (second person); he,

she, it, who , they (third person) An object case pronoun receives the action of the verb. Examples: me, us (first person); you (second person);

him, her, it, whom , them (third person) A possessive case pronoun shows ownership. Examples: my, our (first person); your (second person);

his, her, its, their (third person) When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents. Examples: mine, ours (first person); yours (second

person); his, hers, its, theirs (third person) SUMMARY/REFLECTION.

Lesson 3

Practice. 1. Re-write this sentence correctly: The child was storing all his lonly feelings inside his soul.

2. Re-write this sentence correctly: Their fingerprints were traceable, but the couragous detective was not allowed to view the files.

3. Re-write this sentence correctly: He gave him a nice gift, but her was so much better than my.

4. Re-write this sentence correctly: Them liked yours, yet you should let her change it a bit.

5. Identify the pronouns in these sentences: I donâ&#x20AC;&#x2122;t know to whom you are speaking. They said it was Jonathan. Pronouns: 6. Identify the pronouns in this sentence: Who borrowed them and where did they put the boxes?

Pronouns:

Sentence Dictations. Mechanics:

Grammar and Usage:

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Lesson 3

Practice Answers 1. Re-write this sentence correctly:

The child was storing all his lonely feelings inside his soul. 2. Re-write this sentence correctly:

Their fingerprints were traceable, but the courageous detective was not allowed to view the files. 3. Re-write this sentence correctly:

He gave him a nice gift, but hers was so much better than mine. 4. Re-write this sentence correctly:

They liked yours, yet you should let her change it a bit. 5. Identify the pronouns in these sentences:

Pronouns: I, whom, you, They, it 6. Identify the pronouns in this sentence:

Pronouns: Who, them, they

Sentence Dictations. Mechanics: Write this sentence correctly.

Canoeing up the stream was challenging, but also advantageous because the canoes carried all of our supplies. Grammar and Usage: Underline the pronouns after you write these sentences correctly: They loved the home. It was all their, not his or mine.

They loved the home. It was all theirs, not his or mine. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 3

Cartoon Response. From the sentences in the caption, list thef pronouns which take the place of thesef nouns. John:f Katie:fh John and Katie:f

Writing Application.. Write a sentence or two, using all threef types of pronouns.f

Drop the Drop the final e… final e… Keep the Keep the final e… finalthe e… Keep

final Keep e… the finalthe e… Keep final e… Keep the Keep the final e… final e… Keep the Keep the final e… final e… Keep the Keep the final e… final e…

have− having close− closely peace− peaceable courage− courageous free− freedom canoe− canoeing

Pronouns A pronoun is used to take a noun’s place in the subject, possessive, or object case.

Possessive Case

eye− eyeing

Lesson 3

Cartoon Response. From the sentences in the caption, list thef pronouns which take the place of thesef nouns. John: He, him

fhf

Katie: She, shefh John and Katie: their

Writing Application.. Write a sentence or two, using all threef types of pronouns.f

GLUE

Directions: 1. Write the part of the spelling rule which matches the example under each of the flaps and color according to the pattern. 2. Write examples under each of the flaps for the pronouns and color as you wish. 3. Cut the solid lines, fold the dotted lines, and glue. GLUE

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Lesson 3

FOCUS. Links and Response Listen to the Consonant Doubling Doodle song at http://bit.ly/2bP2tHm.

Mechanics Notes. Consonant Doubling Doodle (to the tune of "Yankee Doodle") Double the last consonant when adding on an ending Yankee Doodle went to town ‘a riding on a pony if these three do all agree (on this you’ll be depending): Stuck a feather in his cap and called it macaroni. Is the accent at the end? Yankee Doodle keep it up! With a vowel then consonant? Yankee Doodle da-an-dy Does the ending you must add begin with a vowel? Mind the music and the step and with the girls be handy. Examples: _______________________________________________________________________

Links and Response Check out the Parts of Speech Song to practice the definition of an adjective at http://bit.ly/29aK4EV.

Parts of Speech Notes. An adjective modifies a noun with Which one? How many? or What kind? When using more than one adjective to modify the same noun in a sentence, follow this order of adjectival functions: Which OneHow Many-What Kind. Examples Which One: ______________________________________________________________________ How Many: ______________________________________________________________________ What Kind: ______________________________________________________________________ Place adjectives before nouns, even when they are compound adjectives. A compound adjective joins two or more adjectives with a hyphen (-) to modify a single noun or pronoun. Don’t use a hyphen if you can use the word and between the two adjectives. Examples: _______________________________________________________________________

SUMMARY/REFLECTION.

Lesson 4

FOCUS. Links and Resources Listen to the Consonant Doubling Doodle song at http://bit.ly/2bP2tHm. Exceptions to the Consonant Doubling Spelling Rule acquitted, busing, cancellation, crystallize, equipped, excellence, excellent, gases, questionnaire, transferable, transference

Links and Resources

Parts of Speech Notes.

Check out the Parts of Speech Song to practice the definition of an adjective at http://bit.ly/29aK4EV.

An adjective modifies a noun with Which one? How many? or What kind? When using more than one adjective to modify the same noun in a sentence, follow this order of adjectival functions: Which OneHow Many-What Kind.

Note that the song teaches adjectives in the proper written order.

Examples

Create a Dead Word Cemetery, complete with tombstones of useless adjectives. Once posted, students are forbidden to use these words in their writing and speaking: nice, very, great, special, totally, real, glad, happy, sad, good, bad, pretty, ugly

Which One: blue How Many: few What Kind: great Place adjectives before nouns, even when they are compound adjectives. A compound adjective joins two or more adjectives with a hyphen (-) to modify a single noun or pronoun. Don’t use a hyphen if you can use the word and between the two adjectives. Examples: good-looking shirt, part-time job

As an extension activity, surround each dead word with synonyms.

SUMMARY/REFLECTION.

Lesson 4

Practice. 1. Re-write this sentence correctly: She admited that Rayna had intended on staying.

2. Re-write this sentence correctly: The dressmakker unpined the dress pattern and collected her fee from the bride-to-be.

3. Re-write this sentence correctly: It was already a night late when I went to my comfortable bed and lay my head on the pillow soft and fluffy.

4. Re-write these sentences correctly: Layla created a nice looking art collage. Those collages two by the back door were not as good as hers.

5. Identify the adjectives in this sentence: The dark, red rose sat on the well-built kitchen table.

6. Identify the adjectives in this sentence: Todd planned on going to the old movie theater, but he soon changed his mind. Adjectives:

Sentence Dictations. Mechanics:

Grammar and Usage:

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Lesson 4

Practice Answers 1. Re-write this sentence correctly:

She admitted that Rayna had intended on staying.

2. Re-write this sentence correctly:

The dressmaker unpinned the dress pattern and collected her fee from the bride-to-be. 3. Re-write this sentence correctly:

It was already a late night when I went to my comfortable bed and lay my head on the soft and fluffy pillow. 4. Re-write these sentences correctly:

Layla created a nice looking art collage. Those collages two by the back door were not as good as hers. 5. Identify the adjectives in this sentence:

Adjectives: dark, red, well-built, kitchen 6. Identify the adjectives in this sentence:

Adjectives: old, movie

Sentence Dictations. Mechanics: Write this sentence correctly.

The ladies permitted me a glimpse at the forbidden treasure. Grammar and Usage: Write this sentence and underline the adjectives.

The last time that we ate fresh fruit was at the harvest carnival.

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Lesson 4

Cartoon Response. From the sentences in the caption, list thef different types of adjectives.f Which One?

How Many? fh What Kind? f

Writing Application.. Write a sentence or two, using all three typesf of adjectives.f

Adjectives An adjective modifies a noun with Which One, How Many, or What Kind.

Double the last consonant, when adding on an ending (suffix) if all three of these conditions are met:

Which One ?

How Many ?

What Kind ?

3. The ending you add begins with a vowel.

1. The last syllable has the accent.

2. The last syllable ends in a vowel, then a consonant.

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Lesson 4

Cartoon Response. From the sentences in the caption, list thef different types of adjectives.f

Which One? clumsy, dance How Many? severalfh

What Kind? graceful, horrible

Writing Application.. Write a sentence or two, using all three typesf of adjectives.f

Directions: 1. Write examples under each of the flaps. 2. Color according to the pattern. 3. Cut the solid lines, fold the dotted lines, and glue. GLUE CENTER

GLUE ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 4

FOCUS. Links and Response Listen to the This Old “an” and “en” song at http://bit.ly/2bP2JWN.

Mechanics Notes. This Old “an” or “en” (to the tune of "This Old Man") If you see, “e-a-r”, or there is a “u-r-e”, This old man, he played one, he played nick-nack on my thumb in the root, or if you hear hard / c/ or / g/, With a nick-nack paddy-whack, give a dog a bone, then spell “ant”, “ance”, or “ancy”. Examples: _______________________________________________________________________

This old man came rolling home. If you see, “id” like “fid”, or there is an “e-r-e” This old man, he played two, he played nick-nack on my shoe in the root, or if you hear soft / c/ or / g/, With a nick-nack paddy-whack, give a dog a bone, then spell “ent”, “ence”, or “ency”. This old man came rolling home. Examples: _______________________________________________________________________

Links and Response Check out the three types of verbs and practice the Parts of Speech Song at http://bit.ly/29aK4EV.

Parts of Speech Notes. A verb can mentally or physically act or states what a subject is to be. Examples Mental: __________________________________________________________________________ Physical: ________________________________________________________________________ “To Be” Verbs: __________________________________________________________________ When a “to be” verb or other verb links a noun to something else in the sentence to rename or describe it, it is called a linking verb. Linking Verbs: __________________________________________________________________ The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do, does, did, done) can be placed before a main verb as a helping verb to show verb tense (past, present, future). The conditional helping verbs (could, should, would, can, shall, will, may, might, must) show possibility. Helping Verbs: __________________________________________________________________

SUMMARY/REFLECTION.

Lesson 5

FOCUS. Links and Resources Listen to the This Old “an” and “en” song at http://bit.ly/2bP2JWN. Exceptions to the “an” or “en” Spelling Rule assistance, different, perseverance, resistance, violence

Links and Resources

Parts of Speech Notes.

Check out the three types of verbs and practice the Parts of Speech Song at http://bit.ly/29aK4EV.

A verb can mentally or physically act or states what a subject is to be.

Reference the How to Eliminate “To Be” Verbs in Writing article at http://bit.ly/29dykVg and print out the colorful poster.

Physical: run, jump, will swim

To eliminate “to be” verbs: 1. Identify 2. Substitute 3. Convert 4. Change 5. Combine

Linking Verbs: seem, look, feel, sound, taste

Examples Mental: thought, believe, will imagine “To Be” Verbs: is, am, are, was, were, be, being, been When a “to be” verb or other verb links a noun to something else in the sentence to rename or describe it, it is called a linking verb.

The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do, does, did, done) can be placed before a main verb as a helping verb to show verb tense (past, present, future). The conditional helping verbs (could, should, would, can, shall, will, may, might, must) show possibility. Helping Verbs: is running, had lived, did like, could help

SUMMARY/REFLECTION.

Lesson 5

Practice. 1. Re-write this sentence correctly: The young girl’s appearence was different than that of her friends.

2. Re-write this sentence correctly: It may be significant to note that the detergant he used included bleach.

3. Underline the mental verbs and [bracket] the physical verbs: I know you would rather play video games than watch television or read books. 4. Underline the “to be” verbs and [bracket] the physical verbs: They are on their own, but they do things individually and act quite independently. 5. Identify the linking verbs in the sentence: They seem ready to leave, but they appear to be looking for something. Linking Verbs: 6. Identify the helping verbs in the sentence: We had tried to stay in touch, but we could have done better. Helping Verbs:

Sentence Dictations. Mechanics:

Grammar and Usage:

Lesson 5

Practice Answers 1. Re-write this sentence correctly:

The young girl’s appearance was different than that of her friends. 2. Re-write this sentence correctly:

It may be significant to note that the detergent he used included bleach. 3. Underline the mental verbs and [bracket] the physical verbs:

I know you would rather [play] video games than [watch] television or [read] books. 4. Underline the “to be” verbs and [bracket] the physical verbs:

They are on their own, but they [do ] things individually and [act ] quite independently. 5. Identify the linking verbs in the sentence:

Linking Verbs: seem, appear 6. Identify the helping verbs in the sentence: We had tried to stay in touch, but we could have done better. Helping Verbs: had tried, could have done

Sentence Dictations. Mechanics: Write this sentence correctly.

Their urgent requests for a meeting in the elegant palace were denied, but no one had the decency to inform them. Grammar and Usage: Underline the verbs after you write these sentences correctly: I wonder if she did listen to me if I offered some advice.

Lesson 5

Cartoon Response. From the sentences in the caption, list thef different types of verbs.f Mental Action:

fhf

Physical Action: fh State of Being:f

Writing Application.. Write a sentence or two, using all threef types of verbs.f

Root ends with “ear” Root ends with “ure”

Root has a soft /c/ ence, ency, or ent

Root has a hard /g/

ance, ancy, or ant

Root has a hard /c/

Root has a soft /g/ Root ends with “id” Root ends with “ere”

Verbs A verb can mentally or physically act or states what a subject is to be.

Mental Action

Physical Action

State of Being Lesson 5

Cartoon Response. From the sentences in the caption, list thef different types of verbs.f Mental Action: enjoys

fhf

Physical Action: exercises, might have runfh State of Being: is

Writing Application.. Write a sentence or two, using all threef types of verbs.f

Directions: 1. Write examples under each of the flaps and test tubes. 2. Color according to the pattern. 3. Cut the solid lines, fold the dotted lines, and glue. GLUE CENTER GLUE

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Lesson 5

FOCUS. Links and Response

Mechanics Notes. John “able” or “ible” Schmidt (to the tune of "John Jacob Jingleheimer Schmidt")

Listen to the John “able” or “ible” Schmidt song at http://bit.ly/2bZEuHG.

Base words add “able” to the end, as do word parts, John Jacob Jingleheimer Schmidt: that’s my name, too. that end in silent e or with hard / c/or / g/, Whenever we go out, the people always shout, Examples: _______________________________________________________________________ but for all others add “i-b-l-e”. Saying, “John Jacob Jingleheimer Schmidt.” Examples: _______________________________________________________________________

Links and Response Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.

Parts of Speech Notes.. An adverb modifies an adjective, adverb, or verb with What degree? How? Where? or When? Many adverbs end in “_ly.” Examples What Degree: ___________________________________________________________________ How: _____________________________________________________________________________ Where: __________________________________________________________________________ When: ___________________________________________________________________________ Modifying an Adjective: ________________________________________________________ Modifying an Adverb: __________________________________________________________ Modifying a Verb: _______________________________________________________________ An adverb can be a single word or a group of related words, which is called a phrase. Examples: _________________________________________________________________________ ______________________________________________________________________________________

SUMMARY/REFLECTION.

Lesson 6

FOCUS. Links and Resources

Mechanics Notes.

Listen to the John “able” or “ible” Schmidt song at http://bit.ly/2bZEuHG. Exceptions to the “able” and “ible” Spelling Rule collapsible, contemptible, flexible, formidable, indomitable, inevitable, irresistible, memorable, portable, probable

John “able” or “ible” Schmidt (to the tune of "John Jacob Jingleheimer Schmidt") Base words add “able” to the end, as do word parts, John Jacob Jingleheimer Schmidt: that’s my name, too. that end in silent e or with hard / c/or / g/, Whenever we go out, the people always shout, Examples: teachable, likeable, despicable, navigable but for all others add “i-b-l-e”. Saying, “John Jacob Jingleheimer Schmidt.” Examples: visible, permissible, reducible, eligible

Links and Resources Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV. Note that the song teaches adverbs in the proper written order. Adverbs may be flexibly placed most anywhere in a sentence for emphasis. Use specific, vivid verbs rather than weak verbs supported with adverbs. Avoid these overused adverbs: definitely, extremely, really, seriously, truly, and very.

Parts of Speech Notes. An adverb modifies an adjective, adverb, or verb with What degree? How? Where? or When? Many adverbs end in “_ly.” Examples What Degree: more How: slowly Where: there When: later Modifying an Adjective: He acts too emotional. Modifying an Adverb: She walks unusually slowly. Modifying a Verb: I walked here and there. An adverb can be a single word or a group of related words, which is called a phrase. Examples: less than I had hoped, slower than a snail,

close to him, at three o’clock SUMMARY/REFLECTION.

Lesson 6

Practice. 1. Re-write this sentence correctly: The adorable child was friendly, huggable, and always cheerful. He was just unbelievible.

2. Re-write this sentence correctly: Three students were eligible for the fashionible prize.

3. Identify the adverbs which answer What Degree. I was completely done, but she was only partially finished with her lunch. What Degree Adverbs: 4. Identify the adverbs which answer How. She jealously guarded my privacy even though she readily shared any news that would benefit her. How Adverbs: 5. Identify the adverbs and adverb phrases which answer Where. I had to step aside and let her go around me on the trail. Where Adverbs: 6. Identify the adverbs and adverb phrases which answer When. Only recently did I begin exercising regularly on a twice-per-week basis. When Adverbs:

Sentence Dictations. Mechanics:

Grammar and Usage:

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Lesson 6

Practice Answers 1. Re-write this sentence correctly:

The adorable child was friendly, huggable, and always cheerful. He was just unbelievable. 2. Re-write this sentence correctly:

Three students were eligible for the fashionable prize. 3. Identify the adverbs which answer What Degree.

What Degree Adverbs: completely, partially 4. Identify the adverbs which answer How.

How Adverbs: jealously, readily 5. Identify the adverbs and adverb phrases which answer Where.

Where Adverbs: step aside, go around 6. Identify the adverbs and adverb phrases which answer When.

When Adverbs: recently, regularly, twice-weekly

Sentence Dictations. Mechanics: Write this sentence correctly.

The song was barely singable and it seems incredible that it became a hit. Grammar and Usage: Underline the adverbs after you write this sentence correctly: He walked really carefully and tried very hard to look casual and calm.

He walked carefully and tried hard to look casual and calm. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 6

Cartoon Response. From the sentences in the caption, list thef different types of adverbs.f

fhf

What Degree? He, him How? She, shefh Where? their When? their

Writing Application.. Write a sentence or two, using all four typesf of adverbs.f

Add “able” when the root…

has a has a hard /c/ hard /g/

What Degree?

Where?

is a base word

Add “ible” when the root…

ends in silent e

has a soft /c/

has a soft ends in /g/ “ss”

Adverbs

How?

An adverb modifies an adjective, adverb, or verb with What Degree? How? Where? or When?

is not a base word

Lesson 6

When?

Cartoon Response. From the sentences in the caption, list thef different types of adverbs.f

fhf

What Degree? very

How? carefully, nervouslyfh Where? often When? soon

Writing Application.. Write a sentence or two, using all four typesf of adverbs.f

GLUE

GLUE CENTER Directions: 1. Write examples under each of the flaps. 2. Color according to the pattern. 3. Cut the solid lines, fold the dotted lines, and glue. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 6

FOCUS. Links and Response Listen to the Ending “ion” Twinkle song at http://bit.ly/2c1tAjd. Exceptions to the ending /ion/ Spelling Rule The "mit" root changes to "mis" and adds on "sion" instead of "tion." Examples: commit-commission, permitpermission

Mechanics Notes. Ending “ion” Twinkle (to the tune of "Twinkle Twinkle Little Star") 1. If the /shun/ sound you do hear and it follows l or s, Twinkle, twinkle little star, How I wonder what you are. or if you hear a /zyun/ −for both spell “s-i-o-n”. Up above the world so high, Like a diamond in the sky. Both these rules will serve you well, learning all the ways to spell. Twinkle, twinkle little star, How I wonder what you are. Examples: _____________________________________________________ 2. When a person you describe, you should spell “c-i-a-n”. Twinkle, twinkle little star, How I wonder what you are. In most every other case, simply spell “t-i-o-n”. Up above the world so high, Like a diamond in the sky. Both these rules will serve you well, learning all the ways to spell. Twinkle, twinkle little star, How I wonder what you are. Examples: _____________________________________________________

Links and Response Check out the three types of conjunctions in the Parts of Speech Song at http://bit.ly/29aK4EV.

Parts of Speech Notes. A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate. The common coordinate conjunctions are F.A.N.B.O.Y.S. __________________________________________________________________________________ Correlative conjunctions are paired conjunctions. __________________________________________________________________________________ Jeff Anderson’s AAAWWUBBIS memory trick will help you memorize the most common subordinate conjunctions. Subordinate conjunctions signal relationships between clauses. A clause has a noun and a connected verb. A __________________ A __________________ A __________________ W __________________W __________________ U __________________ B __________________ B __________________ I __________________ S __________________

SUMMARY/REFLECTION.

Lesson 7

FOCUS. Links and Resources Listen to the Ending “ion” Twinkle song at http://bit.ly/2c1tAjd. Exceptions to the ending /ion/ Spelling Rule The "mit" root changes to "mis" and adds on "sion" instead of "tion." Examples: commit-commission, permitpermission

Mechanics Notes. Ending “ion” Twinkle (to the tune of "Twinkle Twinkle Little Star") 1. If the /shun/ sound you do hear and it follows l or s, Twinkle, twinkle little star, How I wonder what you are. or if you hear a /zyun/ −for both spell “s-i-o-n”. Up above the world so high, Like a diamond in the sky. Both these rules will serve you well, learning all the ways to spell. Twinkle, twinkle little star, How I wonder what you are. Examples: expulsion, passion, illusion 2. When a person you describe, you should spell “c-i-a-n”. Twinkle, twinkle little star, How I wonder what you are. In most every other case, simply spell “t-i-o-n”. Up above the world so high, Like a diamond in the sky. Both these rules will serve you well, learning all the ways to spell. Twinkle, twinkle little star, How I wonder what you are. Examples: musician, condition

Links and Resources

Parts of Speech Notes.

Check out the three types of conjunctions in the Parts of Speech Song at http://bit.ly/29aK4EV.

A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate.

Subordinate conjunctions begin dependent clauses and connect to independent clauses to form complex sentences. A dependent clause is a noun and connected verb that does not express a complete thought. Example: If John writes, An independent clause is a noun and connected verb that does express a complete thought. Example: it will be his first letter.

F = for; A = and; N = nor; B = but; O = or; Y = yet; S = so

The common coordinate conjunctions are F.A.N.B.O.Y.S.

Correlative conjunctions are paired conjunctions.

either−or, whether−or, both… and−but…also Jeff Anderson’s AAAWWUBBIS memory trick will help you memorize the most common subordinate conjunctions. Subordinate conjunctions signal relationships between clauses. A clause has a noun and a connected verb. A after

A although

A as

W while

W when

U until

B before

B because

I if

S since

SUMMARY/REFLECTION.

Lesson 7

Practice. 1. Re-write this sentence correctly: The physition suffered from depression and made a decision to seek help.

2. Re-write this sentence correctly: Polititions suffer from many emotions on the campaign trail.

3. Identify the coordinating conjunctions: Joseph and Sue baked cookies, so they could treat the homeless at our community shelter. Coordinating Conjunctions: 4. Identify the correlative conjunctions: Either you admit you did it, or I will have to tell my mother.

Correlative Conjunctions: 5. Identify the subordinate conjunctions: Although the children had studied, they did not do well on their tests because they had studied the wrong material. Subordinate Conjunction: 6. Identify the subordinate conjunctions: You really should look both ways before you cross the street until you get to the other side. Conjunctions:

Sentence Dictations. Mechanics:

Grammar and Usage:

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Lesson 7

Practice Answers 1. Re-write this sentence correctly:

The physician suffered from depression and made a decision to seek help. 2. Re-write this sentence correctly:

Politicians suffer from many emotions on the campaign trail. 3. Identify the coordinating conjunctions:

Coordinating Conjunctions: and, so 4. Identify the correlative conjunctions:

Correlative Conjunctions: eitherâ&#x2C6;&#x2019;or 5. Identify the subordinate conjunctions:

Subordinate Conjunction: Although, because 6. Identify the subordinate conjunctions:

Conjunctions: Before, until

Sentence Dictations. Mechanics: Write this sentence correctly.

The rear-end collision set into motion a number of different impressions about who caused the accident. Grammar and Usage: Underline the conjunctions after you write these sentences correctly: Whether or or not he noticed, neither money or more time off pleased the workers. Whether or not he

noticed, neither money nor more time off pleased the workers. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 7

Cartoon Response. Identify the conjunctions in the caption.f

fhf fh Writing Application.. Write a sentence or two, using all threef types of conjunctions.f

Conjunctions

“tion”

in most cases

A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate.

coordinate

correlate

subordinate

Lesson 7

Cartoon Response. Identify the conjunctions in the caption.f

and butfhf sofh Writing Application.. Write a sentence or two, using all threef types of conjunctions.f

GLUE CENTER

Directions: 1. Write examples under each of the flaps. 2. Color according to the pattern. 3. Cut the solid lines, fold the dotted lines, and glue.

GLUE

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Lesson 7

FOCUS. Links and Response Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.

Mechanics Notes. Plurals Had a Little Lamb (to the tune of "Mary Had a Little Lamb") 1. If there is a vowel before the letters o or y, Mary had a little lamb, little lamb, little lamb. “Add an s onto the end and to most nouns,” said I. Mary had a little lamb. Its fleece was white as snow. 2. If there is a consonant before the o or y, And everywhere that Mary went, Mary went, Mary went. "Add “e-s” onto the end, but change the y to i." Everywhere that Mary went the lamb was sure to go. Examples: _______________________________________________________________________ 3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z. It followed her to school one day, school one day, school one day. Also add onto an f, but change the f to v." It followed her to school one day, which was against the rules. Examples: _______________________________________________________________________

Links and Response Check out the definition of a prepositional phrase in the Parts of Speech Song at http://bit.ly/29aK4EV.

Parts of Speech Notes. A preposition shows a relationship to an object at the end of a phrase. The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer. Prepositions usually show location, position, or time. Examples Location: ________________________________________________________________________ Position: _________________________________________________________________________ Time: ____________________________________________________________________________ Following are the 60 most common prepositions: aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without

SUMMARY/REFLECTION.

Lesson 8

FOCUS. Links and Response

Mechanics Notes. Plurals Had a Little Lamb (to the tune of "Mary Had a Little Lamb")

Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.

1. If there is a vowel before the letters o or y, Mary had a little lamb, little lamb, little lamb. “Add an s onto the end and to most nouns,” said I. Mary had a little lamb. Its fleece was white as snow. 2. If there is a consonant before the o or y, And everywhere that Mary went, Mary went, Mary went. "Add “e-s” onto the end, but change the y to i." Everywhere that Mary went the lamb was sure to go. Examples: stereos, days, potatoes, bunnies 3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z. It followed her to school one day, school one day, school one day. Also add onto an f, but change the f to v." It followed her to school one day, which was against the rules. Examples: boxes, inches, lashes, gases, prizes, knives

Links and Response

Parts of Speech Notes.

Check out the definition of a prepositional phrase in the Parts of Speech Song at http://bit.ly/29aK4EV.

A preposition shows a relationship to an object at the end of a phrase. The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer. Prepositions usually show location, position, or time.

The subject of a sentence is never part of a prepositional phrase.

Examples

Avoid these unnecessary prepositions: In connection with, In (With) regard to ___________. View http://bit.ly/1RelrdT to inspire your kids to write their own preposition song.

Location: on the wall Position: through the window Time: at noon Following are the 60 most common prepositions: aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without

SUMMARY/REFLECTION.

Lesson 8

Practice. 1. Re-write this sentence correctly: The cow gave birth to her two calfs in the thorn bushes. The videos of their births went viral.

2. Re-write this sentence correctly: The bull riders had to have lightning-fast reflexes to stay on those beasts at the rodeoes.

3. Identify the location prepositions: Outside of the classroom I waited to enter after the teacher, but before the students. Location Prepositions: 4. Identify the position prepositions: The child pressed against his mother as they walked through the door. Position Prepositions: 5. Identify the time prepositions: Since the last game we always cheered during the National Anthem.

Time Prepositions: 6. Identify the prepositions in this sentence: Aboard the train in their seats we sat until the conductorâ&#x20AC;&#x2122;s final call. Prepositions:

Sentence Dictations. Mechanics:

Grammar and Usage:

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Lesson 8

Practice Answers 1. Re-write this sentence correctly:

The cow gave birth to her two calves in the thorn bushes. The videos of their births went viral. 2. Re-write this sentence correctly:

The bull riders had to have lightning-fast reflexes to stay on those beasts at the rodeos. 3. Identify the location prepositions:

Location Prepositions: Outside, after, before 4. Identify the position prepositions:

Position Prepositions: against, through 5. Identify the time prepositions:

Time Prepositions: since, during 6. Identify the prepositions in this sentence: ] Prepositions: Aboard, in, until

Sentence Dictations. Mechanics: Write this sentence correctly.

The free-ranging buffaloes were a real problem for the local businesses. Grammar and Usage: Underline the conjunctions after you write these sentences correctly: With regard to this issue, we will not talk about or in connection with this court case among our friends.

We will not talk about this court case among our friends. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 8

Cartoon Response. Identify the prepositions in the caption.f pronouns which take the place of thesef nouns. John: He, him

fhf

Katie: She, shefh John and Katie: their

Writing Application.. Write a sentence or two, using all threef types of prepositions.f

Change the y to i and add “es” when the word ends in a consonant, then a y Change the “fe” or “lf” ending to “ves”

Lesson 8

Time Position

“es” after a consonant, then an o

Location

“es” after these sounds: /s/, /x/, /z/, /ch/, or /sh/

A preposition shows a relationship to an object at the end of a phrase.

s after vowel, then o

Prepositions

Plural Noun Endings

s in most cases, even when nouns end in y

Cartoon Response. Identify the prepositions in the caption.f

Inproffnouns which take the place of thesef downproffnounnouns. John: He, himfhf throughproffnounKatie: She, shefh overproffnoun Writing Application.. Write a sentence or two, using all threef types of prepositions.f

Directions: 1. Write examples under each of the flaps. GLUE

GLUE 2. Color according to the pattern. 3. Cut the solid lines, fold the dotted lines, and glue. ÂŠ2017 Pennington Publishing penningtonpublishing.com

Lesson 8

Grammar and Mechanics Unit Tests The biweekly Grammar and Mechanics Unit Test is designed to assess student mastery of the content, skills, or rules after teaching four mechanics and four grammar lessons. For example, if the teacher completes lessons 1 and 2 on Tuesday and Thursday for the first week and lessons 3 and 4 on Tuesday and Thursday for the second week, students will be prepared to take the unit test the following day (on Friday). Administrative Options The Grammar and Mechanics Unit Test has been designed to take only 15â&#x2C6;&#x2019;20 minutes for most students to complete. More time teaching and less time testing! Teachers may elect to give the unit tests every four weeks by combining two of each test to assess mastery of eight lessons. Some teachers choose to allow students to use their interactive notebooks on the test. If choosing this option, teachers may require students to provide their own examples for the sentence application section of the test. Test Structure and Grading Each Grammar and Mechanics Unit Test has eight matching questions: two from each mechanics and two from each grammar lesson. Students are required to define terms and identify examples. The sentence application section also has eight test problems: two from each mechanics and two from each grammar lesson. Students are required to apply their understanding of the mechanics and grammar content, skills, or rules in the writing context through original sentence applications or revisions. Test answers for each matching section are provided at the end of the unit tests. Test Review Options Pretest Teachers may review key grammar and mechanics content, skills, and rules the day before the unit test. Students should review their Cornell notes and 3D graphic organizers. Posttest Teachers may choose to review the matching section answers of the test and/or re-teach any deficiencies. Or teachers may elect to rely upon the individualized assessment-based instruction of the Grammar and Mechanics Worksheets to fill in any gaps. As the writers of the Common Core State Standards note regarding the Language Strand Standards, much of the acquisition of the grammar and mechanics Standards is recursive in nature and requires cyclical instruction as is provided throughout the Teaching Grammar and Mechanics Interactive Notebook

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Grammar and Mechanics Test: Lessons 1─4 Directions: Place the capital letter(s) that best matches to the left of the number. ____1. e before i

A. If root ends in consonant then y

____2. Proper nouns

B. When the suffix begins with a consonant

____3. Change the y to i

C. Idea, person, place or thing

____4. Common nouns

D. Subjective, possessive, or object case

____5. Keep the final e

E. Before c or when sounding like long /a/

____6. Pronouns

AB. Commit, stop, refer

____7. Double the last consonant

AC. F. P. Rennick

____8. Adjectives

AD. Which one? How many? What kind?

Directions: Please respond in complete sentences without using any examples from this test. 9. Write a sentence, using “ie” and “ei” spelling words. ___________________________________________________ __________________________________________________________________________________________________________________ 10. Write a sentence including two types of proper nouns. _____________________________________________ _______________________________________________________________________________________________________________ 11. Write a sentence, using keep the final y and change the y to i spelling words. ____________________ _______________________________________________________________________________________________________________ 12. Write a sentence including three types of common nouns. _________________________________________ _______________________________________________________________________________________________________________ 13. Write a sentence with drop the final e and keep the final e spelling words. _______________________ _______________________________________________________________________________________________________________ 14. Write a sentence including two types of pronouns. _________________________________________________ _______________________________________________________________________________________________________________ 15. Write a sentence with one spelling word which doubles and one spelling word which does not double the final consonant before a suffix. _______________________________________________________________________________________________________________ 16. Write a sentence including two types of adjectives. _________________________________________________ _______________________________________________________________________________________________________________ ©2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Test: Lessons 5─8 Directions: Place the capital letter(s) that best matches to the left of the number. ____1. “ant,” “ance,” “ancy”

A. Show location, position, or time

____2. Verbs

B. Ask What degree, How, Where, or When

____3. “ible”

C. Following l or s and sounding like /shun/

____4. Adverbs

D. With /f/

____5. “sion”

E. Mental, physical, or state of being

____6. Conjunctions

AB. F.A.N.B.0.Y.S.

____7. Change to “ves”

AC. If the suffix begins with a vowel

____8. Prepositions

AD. Before a suffix if three conditions apply

Directions: Please respond in complete sentences without using any examples from this test. 9. Write a sentence with “ant, “ance,” or ”ancy” and “ent, “ence,” or ”ency” spelling words. __________ _________________________________________________________________________________________________________________ 10. Write a sentence including helping and linking verbs. ______________________________________________ _______________________________________________________________________________________________________________ 11. Write a sentence with “able” and”ible” spelling words. _____________________________________________ _______________________________________________________________________________________________________________ 12. Write a sentence including two types of adverbs. ___________________________________________________ _______________________________________________________________________________________________________________ 13. Write a sentence with “cian” and “sion” spelling words. ______________________________________________ _______________________________________________________________________________________________________________ 14. Write a sentence including coordinating and subordinating conjunctions. ________________________ _______________________________________________________________________________________________________________ 15. Write a sentence, using “es” and “ves” plural spelling words. _______________________________________ _______________________________________________________________________________________________________________ 16. Write a sentence including two types of prepositions. ______________________________________________ _______________________________________________________________________________________________________________ ©2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Test Answers Lessons 1−4 1. 2. 3. 4. 5. 6. 7. 8.

E AC A C B D AB AD

Lessons 5−8 1. 2. 3. 4. 5. 6. 7. 8.

AC E AD B C AB D A

Diagnostic Grammar and Usage Assessment Directions for Preparation, Administration, Correction, and Recording the Data The purpose of this whole class assessment is to determine which of the previous grade-level grammar and usage Standards, content, skills, and rules have and have not been mastered.

Preparation This four-page assessment should be copied back-to-back for each student.

Administration Inform students that this is a test on grammar and usage. Tell them to read each set of directions as they take the test. Read the first set of directions aloud to get them started. The assessment is given “whole class” and is un-timed. Most students finish in 20‒25 minutes.

Correction Grade the assessment from the Diagnostic Grammar and Usage Assessment Answers page, marking errors.

Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the grammar and usage deficits for each student in numerical order on the Diagnostic Grammar and Usage Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Grammar and Mechanics Worksheet for remediation.

Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. Although they apologized, either Kim or Tom was always arriving late for their team practices and league games. ___1. The proper nouns in the sentence are _____ and _____. A. practices, games B. always, late C. Kim, Tom D. they, their E. Tom, games ___2. The common nouns in the sentence are _____ and _____. A. team, practices B. practices, games C. Kim, Tom D. they, their E. Kim, games ___3. The pronouns in the sentence are _____ and _____. A. they, their B. Kim, Tom C. team, league D. apologized, arriving E. always, late ___4. The adjectives in the sentence are _____ and _____. A. apologized, arriving B. either, or C. practices, games D. always, late E. team, league ___5. The verbs in the sentence are _____ and _____. A. arriving, practices B. always, late C. apologized, was arriving D. practices, games E. apologized, practices ___6. The adverbs in the sentence are _____ and _____. A. Although, always B. always, late C. team, league D. arriving, practices E. either, late ___7. The preposition in the sentence is _____. A. for B. and C. or D. either E. their ___8. The coordinating conjunction in the sentence is _____. A. late B. or C. either D. for E. and ___9. The subordinating conjunction in the sentence is _____. A. either B. for C. Although D. or E. and ___10. The correlative conjunctions in the sentence _____ and _____. A. Although, either B. either, for C. or, for D. either, or E. for, and ___11. Identify the simple subject in this sentence: She watched the movie three times. A. She B. watched C. movie D. three E. times ___12. Identify the compound subjects in this sentence: The train and ship arrived at noon. A. The train B. ship C. noon D. at noon E. train and ship

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Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___13. Identify the simple predicate in this sentence: The clown was smiling at the children. A. was B. clown was C. children D. smiling E. was smiling ___14. Identify the compound predicates in this sentence: Mariel sat down and crossed her legs. A. sat down B. crossed C. sat, crossed D. sat, and E. down and crossed ___15. Mr. Nelson looked at the photograph. This is a _______ sentence. A. simple declarative B. compound interrogative C. simple imperative D. complex imperative E. compound-complex exclamatory ___16. She failed the test twice, but she passed it the third time. This is a _______ sentence. A. simple B. complex C. compound D. run-on E. compound-complex ___17. Carla went to the store after she watched the television show. This is a _______ sentence. A. simple B. complex C. compound D. run-on E. compound-complex ___18. Although it may be dated, Tom Sawyer is still an enjoyable book, and its humor stands the test of time. This is a _______ sentence. A. simple B. compound C. complex D. run-on E. compound-complex ___19. Identify the best way to fix this sentence problem: While we waited in line for our lunch and the principal spoke to us. A. While we waited in line the principal spoke to us for our lunch. B. The principal speaking to us while we waited in line for our lunch. C. While the principal spoke to us and we waited in line for our lunch. D. The principal spoke to us while we waited in line for our lunch. E. While we waited for our lunch our principal spoke in line to us. ___20. Identify the best way to fix this sentence problem: That was a great movie, I really enjoyed the popcorn. A. That was a great movie I really enjoyed the popcorn. B. A great movie that was, I really enjoyed the popcorn. C. That was a great movie, and I really enjoyed the popcorn. D. That was a great movie, because I really enjoyed the popcorn. E. I really enjoyed the popcorn, that was a great movie.

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Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___21. The students who got into trouble are _____. A. them B. those C. I and he D. they E. me and she ___22. The teacher yelled at two students, Rachel and _____. A. I B. me C. it D. he E. us ___23. They _____ had never sailed a boat by _____. A. themself; them B. themselves; themselves C. theirselves; theirself D. them; theirself E. theirselves; theirselves ___24. He stirred the sauce, and then let John taste _____. A. them B. this C. it D. these E. that ___25. That movie _____we watched was entertaining. A. who B. whose C. it D. which E. that ___26. _____who wants to try out for the team can do so, but not _____ is chosen. A. Anyone; everybody B. Everyone; both C. Someone; one D. Everyone; others E. Others; neither ___27. _____of the candy is on the counter, though _____ is free. A. Some; fewer B. Plenty; little C. Many; nothing D. All; none E. A large amount; few ___28. She should _____ for her school pictures. A. have smiled B. is smiling C. had smiled D. smiled E. has smiled ___29. Jamie _____ three miles around the track for the fundraiser. A. walk B. has walk C. is walking D. walking E. had walking ___30. The cat played with its stuffed mouse, and _____ went outside to chase birds. A. it B. then it C. then they D. it then E. then the cat ___31. Compared to her happy sister, she is _____. A. happier B. most happy C. happiest D. more happier E. most happiest ___32. Of all the happy people, he was _____. A. happier B. most happy C. happiest D. more happier E. most happiest

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Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___33. Compared to last time, this work is definitely _____. A. most difficult B. more difficulter C. difficultest D. more difficult E. difficulter ___34. He is the _____ student in his class. A. most intelligent B. more intelligent C. intelligentest D. more intelligent E. intelligenter ___35. Dennis _____ ready and he _____ prepared well. A. seem; has B. seems; have C. seems; has D. seems; was E. seem; is ___36. She _____ passed the test, but she didnâ&#x20AC;&#x2122;t study. A. did have B. could have C. should of D. did might E. would of ___37. She _____ hard for the test last night. A. studied B. did studied C. study D. had studying E. have studied ___38. She _____ hard for the test last night when she fell asleep. A. studied B. was studied C. was studying D. studying E. have studied ___39. She _____ for two hours when I called. * A. will have been studying B. will study C. study D. had studied E. studied ___40. She always _____ hard for tests. A. study B. will studied C. studies D. are studied E. will be studied ___41. Today she _____ hard for the test A. will have been studying B. had studied C. study D. is studied E. is studying ___42. This whole morning she _____ hard for the test. * A. will have studied B. has studied C. had studied D. is studied E. have studying ___43. We _____ more later this afternoon. A. will have been studying B. will study C. study D. are studied E. have studied ___44. She _____ for the test the whole night. A. will have studying B. will be studying C. have studied D. are studied E. have studying ___45. By the time the clock strikes three, we _____ for four long hours. * A. have studied B. will study C. study D. are studied E. will have studied *Standard introduced in Grade 5.

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Diagnostic Grammar and Usage Assessment Answers Directions: If the student misses an item, mark a / in the same number column on the Diagnostic Grammar, Usage, and Mechanics Assessment Mastery Matrix. 1. C

16. C

31. A

2. B

17. B

32. C

3. A

18. E

33. D

4. E

19. D

34. A

5. C

20. C

35. C

6. B

21. D

36. B

7. A

22. B

37. A

8. E

23. B

38. C

9. C

24. C

39. D

10. D

25. D

40. C

11. A

26. A

41. E

12. E

27. D

42. B

13. E

28. A

43. B

14. C

29. C

44. B

15. A

30. E

45. E

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Diagnostic Mechanics Assessment Directions for Preparation, Administration, Correction, and Recording the Data The purpose of this whole class assessment is to determine which of the previous grade-level mechanics Standards, skills, and rules have and have not been mastered.

Preparation This two-page assessment should be copied back-to-back for each student.

Administration Inform students that this is a test on punctuation and capitalization. Tell them to read each set of directions as they take the test‒especially the boldface directions. Read the first set of directions aloud to get them started. Remind students to print neatly. The assessment is given “whole class” and is un-timed. Most students finish in 10‒15 minutes.

Correction Grade the assessment according to the directions on the Diagnostic Mechanics Assessment Answers page.

Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the mechanics deficits for each student in numerical order on the Diagnostic Mechanics Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Grammar and Mechanics Worksheet for remediation. Ignore errors unrelated to the targeted assessment items.

Diagnostic Mechanics Assessment Directions: Rewrite each of the following with correct punctuation and capitalization. Do not add, remove, or switch around any words. Carefully proofread your work when finished. 1. a friend named john said I am glad I dont need any help on my homework _____________________________________________________________________________________ _____________________________________________________________________________________ 2. that new student paula is from south africa she told me she had never seen the star wars movie in that country Note: Don’t place a comma or a period after “africa.” _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. she saw pictures of the costumes robots and ship models in the newsweek article the one that featured space camp Note: Don’t place a comma or colon after “article.” _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 4. yes you should listen to that song called the one monsters howl sometime before halloween _____________________________________________________________________________________ _____________________________________________________________________________________ 5. bring both girls best dresses to atlanta georgia to see the play titled up on the roof _____________________________________________________________________________________ _____________________________________________________________________________________

dear mary what a complete surprise no one had read the short story titled yanks and rebs about the civil war the whole messy story is sad depressing and true yours truly amy

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Diagnostic Mechanics Assessment Directions: Each problem has the numbered diagnostic items in enlarged boldface. If the student misses an item, mark a / in the same number column on the Diagnostic Grammar and Mechanics Assessment Mastery Matrix. 55

46 69 (needs both)

1. a friend named John said, “I am glad I don’t need any help on my homework” 47 (needs both)

56 (needs both) 71

2. that new student, paula, is from South Africa; she told me she had never seen the star wars movie in that country 48 (needs both)

3. she saw pictures of the costumes, robots, and ship models in the newsweek article 72 (needs both)

57 (needs both)

(the one that featured Space Camp) 49

64 (needs both)

4. yes, you should listen to that song called “the one monster’s howl” before Halloween 74

5. bring both girls’ best dresses to atlanta, georgia to see the play titled up on the roof 51

75 66 (needs both sets)

59 (needs both)

6. joe, please read these chapters: “knots” and “cooking” to prepare for the Boy Scouts meeting tonight 76

67 (needs both)

7. mr. wong put on his glasses, and he read the magazine article titled “my dog spoke 60

English” 53 (needs both greeting and closing)

dear mary, 77

68 (needs both)

what a complete surprise! no one had read the short story titled “yanks 61 (needs both)

54 (no commas with whole messy story; needs both commas with sad, depressing,)

and rebs” about the Civil War the whole messy story is sad, depressing, and true yours truly, amy

Diagnostic Spelling Assessment Directions for Preparation, Administration, Correction, and Recording the Data The purpose of this whole class assessment is to determine which of the previous grade-level spelling patterns have and have not been mastered.

Preparation Students take this spelling test on binder paper. You may wish to make an audio recording of the test on your phone or computer for future administrations and make-ups.

Administration Inform students that this is a test on spelling patterns. Tell them to print the spelling words. The test should take less than 10 minutes to administer.

Correction Mark errors only if the focus spelling pattern is incorrectly applied. For example, if the focus spelling pattern applies the i before e rule, donâ&#x20AC;&#x2122;t mark bilieve or beliefs wrong, because the student has correctly spelled the focus spelling pattern.

Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the spelling deficits for each student in numerical order on the Diagnostic Spelling Assessment Mastery Matrix. Mark a / for each error in the studentâ&#x20AC;&#x2122;s row on the matrix and assign that Spelling Patterns Worksheet for remediation.

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Diagnostic Spelling Assessment Directions: Students number binder paper from 1−20. Administer the spelling test to assess student mastery of the eight conventional spelling rules. "ie”/ "ei” 1. believe 2. receive

I will believe it when I see it. Did you receive the letter?

believe receive

He denied any knowledge of the crime. We got tired of carrying the baskets.

denied carrying

I had my birthday party at the skating rink. She wisely asked the teacher for help.

skating wisely

Drop/Keep Final y 3. denied 4. carrying Drop/Keep Final e 5. skating 6. wisely Consonant Doubling 7. forgetting I keep forgetting where I placed my glasses. 8. commitment The coach questioned his commitment.

forgetting commitment

“ance”/ “ence” 9. significance The significance of her research was huge. 10. confidence The teacher earned our highest confidence.

significance confidence

“able”/“ible” 11. laughable 12. eligible

His clumsy response was laughable. I was now eligible to win the grand prize.

laughable eligible

A loud explosion followed the car crash. He made his career as a musician. Her poetry triggered an emotional response.

explosion musician emotional

/ion/ 13. explosion 14. musician 15. emotional Plurals 16. radios 17. bushes 18. ladies 19. bookshelves 20. women

We listened to our radios. They found the child hiding in the bushes. The ladies softball team won their game. They dusted the bookshelves. The women volunteered for the carnival.

radios bushes ladies bookshelves women

Grammar and Mechanics Worksheets The Grammar and Mechanics Worksheets are designed to help students learn previous gradelevel Grammar and Mechanics Standards, content, skills, and rules. Each worksheet includes concise definitions of the content, skill, or rule with examples, a writing application, a practice section, and a brief formative assessment. The language of instruction in these worksheets complement those found in the Teaching Grammar and Mechanics Interactive Notebooks lessons. Grade 4 includes worksheets #1−63; Grade 5 includes worksheets #1−72; Grade 6 includes worksheets #1−75; Grade 7 includes worksheets #1−75; and Grade 8 includes worksheets #1−77.

Preparation 1. Administer both the Diagnostic Mechanics Assessment and the Diagnostic Grammar and Usage Assessment, correct, and chart the content, skills, or rules that your students have not yet mastered on the recording matrices. Record a slash “/” for un-mastered skills, and leave the box blank for mastered skills. 2. Count and total the slashes “/” for each of the 77 Grammar and Mechanics components to determine how many of each Grammar and Mechanics Worksheet you will need to copy. Group the worksheets in separate file folders for students to access. Also copy some sets of the Grammar and Mechanics Worksheet Answers and place these and the Spelling Pattern Worksheet Answers in three-ring binders labeled “Answer Booklets.” 3. Display one of the Grammar and Mechanics Worksheets to introduce the instructional components and explain the directions to your students. Students first read the FOCUS and CONNECT TO

WRITING sections and then complete the PRACTICE section. Tell them not to complete the WRITE section (the formative assessment) until they have self-corrected the PRACTICE section in a colored pencil or pen, so that they can learn from their mistakes before completing the last section. The formative assessment determines whether the student has or has not mastered the grammar, usage, or mechanics content, skill, or rule.

Grammar and Mechanics Worksheets Directions 1. Tell students to begin with the lower numbered worksheets on the recording matrices and to complete only those worksheets indicated by slashes “/”. Tell them that they have already mastered those language convention components left blanks without slashes. 2. When a student has completed all sections of the Grammar and Mechanics Worksheet, except for the ending WRITE section (the formative assessment), the student uses the “Grammar and Mechanics Worksheet Answers” binder to self-correct and self-edit in a colored pencil or pen. Tell students that you do not award a grade for this practice, so there would be no benefit from looking at the answers first. Remind students that they will often learn from their mistakes, especially when they identify and correct them. 3. Next, the student completes the WRITE section and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 4. If the student has self-corrected and self-edited the PRACTICE section and "passed" the

WRITE formative assessment, change the slash “/” into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points if you use a point system for grading. 5. If the student did not master the content, skill, or rule on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for recorrection.

Helpful Hints 



Mastery criteria on the WRITE formative assessment are decided by the teacher. If the student has followed directions and correctly applied the rule, skill, or concept, the student has certainly mastered the Grammar and Mechanics Worksheet. Make sure to ignore irrelevant errors, such as spelling mistakes, in determining mastery; however, do mark and point these out to the student. Remember that a student can miss items within the PRACTICE section and still master the content, skill, or rule if the student has self-corrected and self-edited and the criteria have been met on the formative assessment. Limit the length of your mini-conference line to three students. Waiting students can sign up for their places in line on the board and then work on their next worksheet until their turn arrives to conference. Post the recording matrices on the wall with data listed by student names or student identification numbers. Allow students to use pencil to change the slash “/” into an “X” for mastery on the appropriate box on the matrix. Set an expectation as to how many Grammar and Mechanics Worksheets and Spelling Pattern Worksheets must be completed per week.

Grammar and Mechanics Worksheets Parts of Speech

Sentence Structure

Pronouns

Modifiers

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 #24 #25 #26 #27 #28 #29 #30 #31 #32 #33 #34

Proper Nouns Common Nouns Pronouns Adjectives Verbs Adverbs Prepositional Phrases Coordinating Conjunctions Subordinating Conjunctions Correlative Conjunctions Simple and Complete Subjects Compound Subjects Simple and Complete Predicates Compound Predicates Simple Sentences / Types of Sentences Compound Sentences Complex Sentences Compound-Complex Sentences Fragments Run-Ons Subject Case Pronouns Object Case Pronouns Intensive and Reflexive Pronouns Pronoun‒Antecedents Who, Whose, Whom, That, Which Indefinite People Pronouns Indefinite Size or Amount Pronouns Past Participles Present Participles Dangling / Misplaced Modifiers Short Comparative Modifiers Short Superlative Modifiers Long and “__ly” Comparative Modifiers Long and “__ly” Superlative Modifiers

Grammar and Mechanics Worksheets Verb Tenses and Forms

Commas

Capitalization

Quotation Marks / Underlining (Italics) #64

#69 Additional Punctuation

#35 Linking and Helping Verbs #36 Modals #37 Past Tense Verbs #38 Past Progressive Verbs #39 Past Perfect Verbs #40 Present Tense Verbs #41 Present Progressive Verbs #42 Present Perfect Verbs #43 Future Tense Verbs #44 Future Progressive Verbs #45 Future Perfect Verbs #46 Commas with Speaker Tags #47 Commas with Appositives #48 Commas within Series #49 Commas with Introductions #50 Commas with Geography #51 Commas with Nouns of Direct Speech #52 Commas with Conjunctions #53 Commas in Letters #54 Commas with Coordinate Adjectives #55 Capitalization of People / Characters #56 Capitalization of Places #57 Capitalization of Things #58 Capitalization of Holidays and Dates #59 Capitalization of Organizations and Businesses #60 Capitalization of Language and People Groups #61 Capitalization of Events and Historical Periods #62 Movie and Television Show Titles #63 Book / Magazine / Newspaper / Website Titles Song / Poem Titles #65 Play / Work of Art Titles #66 Book Chapter Titles #67 Article Titles #68 Short Story / Document Titles Direct Quotations #70 Apostrophes (Contractions) #71 Semicolons #72 Parentheses / Dashes #73 Apostrophes (Singular Possessives) #74 Apostrophes (Plural Possessives) #75 Colons #76 Periods with Abbreviations / Initials / Acronyms #77 Exclamation Points

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Grammar and Mechanics Worksheet #1 FOCUS

Proper Nouns

A proper noun is the name of a person, place, or thing. It can be acted upon and is capitalized. CONNECT TO WRITING Whenever possible, use specific proper nouns rather than common nouns. A proper noun may be a single word, a group of words (with or without abbreviations), or a hyphenated word. Capitalize all words that make up proper nouns, except articles (a, an, and the), prepositions, such as of, to, and from, and conjunctions, such as and, or, and but. Examples:

Josh was honored at U.S. Memorial Auditorium with the Smith-Lee Award.

person place thing

PRACTICE Circle or highlight the proper nouns in the following story. John Francis left his home in Beatrice, Nebraska in 1941, shortly before the start of World War II. Traveling first by bus to Chicago, he then boarded the Southwestern Chief to ride to Los Angeles. At Grand Central Station, John met his sister, Jane, and immediately began looking for part-time work and an apartment. He found employment at Blix Hardware on Western Avenue and a room to rent in nearby South Hollywood. When war was declared, John enlisted in the army and was stationed at Fort Ord. He played trumpet in the Army Band and was promoted to the rank of Staff Sergeant. The United States was fortunate to have so many young men, like John, serving their country. After the war in 1945, John enrolled in the University of Southern California, paying his tuition with money from the G.I. Bill. Graduating Cum Laude with degrees in Business and Social Science, he continued to play trumpet in clubs all over Southern California. Upon marrying Janice Jones, he took a job at California Federal Savings and Loan and was promoted to Senior Vice-President. He and his wife raised two children, Mark and Robin. WRITE Compose your own sentence with person, place, and thing proper nouns. ______________________________________________________________________________ ______________________________________________________________________________ ÂŠ2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #2 FOCUS

Common Nouns

A common noun is an idea, person, place, or thing. CONNECT TO WRITING Whenever possible, use specific common nouns rather than general common nouns. A common noun can be a single word, a group of words, or a hyphenated word and is capitalized only at the start of a sentence. Examples: It takes self-control idea for a teenager person to drive to school place in a sports car. thing PRACTICE Sort the following common nouns as an idea, person, place, or thing in the correct columns: mountain, friendship, teacher, neighborhood, food, self-image, freedom, toy, fire-fighter, cousin, rock, country, lamp stand, football stadium, police officer, self-confidence, grandfather clock, family room, brother-in-law, world peace IDEA

PERSON

PLACE

THING

_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ WRITE Compose four sentences, using a common noun from each category. Use none of the common nouns listed on this worksheet. Be as specific as possible. idea __________________________________________________________________________ person ________________________________________________________________________ place _________________________________________________________________________ thing _________________________________________________________________________ ÂŠ2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #3 FOCUS

Pronouns

A pronoun is a word used in place of a proper noun or common noun. Examples: Ted is ready. He is never late. The game has already started. Ted will watch it at home. CONNECT TO WRITING Pronouns are used to avoid repeating the same noun over and over again. Pronouns are used in the first person, second person, or third person points of view. Avoid first and second person pronouns in essays designed to inform or convince your reader. The first person pronoun stands for the one speaking. Examples: Singular I, me, my, mine, myself Plural we, us, our, ours, ourselves The second person pronoun stands for the person to whom one is speaking. Examples: Singular you, your, yours, yourself Plural you, your, yours, yourselves The third person pronoun stands for the one spoken about. Examples: Singular he, she, it, him, her, its, his, hers, himself, herself, itself Plural they, them, their, theirs, themselves PRACTICE Underline the pronouns in this phone conversation. “Hello,” said Susan. “Is this the owner of the car for sale?” the caller asks. “It, is I,” replies Susan. “Who is calling?” “The one paying you full price for your car. My name is Marcy. What’s yours?” “Susan,” she says. “But let me get my husband. Actually, he is selling his car, not mine. “Suit yourself, says Marcy. Put him on the phone.” WRITE Finish the rest of this phone conversation, using at least two different pronouns. ______________________________________________________________________________ ______________________________________________________________________________ ©2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #4 FOCUS

Adjectives

An adjective modifies a proper noun, a common noun, or a pronoun and answers Which one? How many? or What kind? CONNECT TO WRITING Adjectives usually are placed before nouns and pronouns. Whenever possible, use specific, rather than general adjectives. For example, adjectives such as interesting, nice, and exciting are general adjectives. Examples: Type of Adjective Too General Specific Which One? That park That city park How Many? had some playgrounds had two playgrounds What Kind? swimming pools. huge swimming pools. PRACTICE Sort the following italicized adjectives into the correct columns: twenty-story building, most sports, juicier hamburgers, these games, that bright color, a dozen flowers, the muddy Missouri River, few announcements, this idea, those desserts, navel orange, thousands of islands, spicy pizza, certain groups, loud rap music Which One?

How Many?

What Kind?

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ WRITE Compose three sentences, using an adjective from each category. Use none of the adjectives listed on this worksheet. Be as specific as possible. Which One? ___________________________________________________________________ How Many? ___________________________________________________________________ What Kind? ___________________________________________________________________ ÂŠ2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #5 FOCUS

Verbs

A verb completes three types of actions:   

A verb can mentally act. Examples: think, like, wonder, know A verb can physically act. Examples: run, talk, eat A verb can also link a noun or pronoun to another word or words in the sentence. These are knows as state of being verbs. Examples: is, am, are, was, were, be, being, been, appear, become, feel, grow, keep, look, remain, seem, smell, sound, seem, stay, taste

CONNECT TO WRITING A verb can be singular or plural and must match the noun or pronoun it acts upon or modifies. Singular nouns often match verbs ending in s. Plural nouns often use verbs that don’t end in s. Examples: Amanda walks. They walk. Some verbs add a helping verb in front of the verb. Helping verbs include the “to be” verbs: is, am, are, was, were, be, being, been; the “to do” verbs: do, does, did; the “to have” verbs: has, have, had; and the modals: can, could, may, might, must, shall, should, will, and would. Examples: Tim was thinking. He did not need her help, but she had offered, and he might need assistance later. PRACTICE Identify each type of verb action in the parentheses following each verb (mental, physical, state of being). Then underline each of the helping verbs. I know (________________________) that he had run (________________________) a full mile before, but he might be (________________________) too tired right now. He did walk (________________________) a mile yesterday. WRITE Compose three of your own sentences with the three types of verb actions. Include at least one singular and plural verb plus at least one helping verb. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ©2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #6 FOCUS

Adverbs

An adverb describes a verb, an adjective, or an adverb and answers What degree? How? Where? or When? The adverb may be found before or after the word that it modifies. Examples: Trey walked more What degree? carefully How? late at night When? there at the docks. Where? CONNECT TO WRITING As a matter of good writing style, place shorter adverbial phrases in front of longer ones. Example: The family walks around the block after every Thanksgiving Dinner. Explanation: The shorter adverbial phrase around the block is properly placed before the longer after every Thanksgiving Dinner. As a matter of good writing style, place specific adverbs before general ones. Example: It should be exactly where I said, next to her, or somewhere over there. Explanation: The more specific adverbs exactly where and next are properly placed before the more general somewhere over there. PRACTICE Sort these adverbs into the following categories: often, everywhere, slowly, one oâ&#x20AC;&#x2122;clock, mostly, carefully, nearby, later, here, less, easily, mainly What Degree

How

Where

When

___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ WRITE Compose four sentences with adverbs from each category. Use none of the adverbs listed on this worksheet. What Degree __________________________________________________________________ How _________________________________________________________________________ Where ________________________________________________________________________ When ________________________________________________________________________ ÂŠ2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #7 FOCUS

Prepositional Phrases

A preposition is a word that shows some relationship to an object (a proper noun, a common noun, or a pronoun). The preposition is always part of a phrase. A phrase is a group of related words without a noun and connected verb. The preposition asks “What?” and the object follows with the answer. A preposition tells when, where, or how something happens. Examples: When it happens: Our teacher leaned against the wall. against what? …the wall Where it happens: Under the bed the cat hid. Under what? …the bed How it happens: We travelled by bus. by what? …bus CONNECT TO WRITING We often end spoken sentences with a preposition, but avoid this in your writing. Example: Spoken sentence‒“Who will you go to?” Written sentence‒“To whom will you go?” Here is a list of commonly-used prepositions. Memorizing this list will help you notice prepositions in your reading and use them in your writing. aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, regardless of, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without PRACTICE Underline the prepositions, and [bracket] their objects. Then draw an arrow from each preposition to its object. “I pledge allegiance to the flag of the United States of America and to the republic for which it stands: one nation under God, indivisible, with liberty and justice for all.” These words are spoken in schools throughout America each day. The right hand is placed over the heart and eyes are focused on the flag. Children stand to say the pledge and give respect to our country. WRITE Compose your own sentence or two with three different prepositional phrases. ______________________________________________________________________________ ______________________________________________________________________________ ©2017 Pennington Publishing penningtonpublishing.com

Grammar and Mechanics Worksheet #8 FOCUS

Coordinating Conjunctions

A conjunction joins words, phrases, or clauses together. CONNECT TO WRITING A coordinating conjunction connects words, phrases, or clauses with related meanings. The memory trick FANBOYS (For-And-Nor-But-Or-Yet-So) may help you remember the common two or three-letter coordinating conjunctions. Example: Two desserts are fine, but three are better. PRACTICE Read the following short story and fill in the blanks with the correct coordinating conjunctions. Liz ____________ Pam both wanted to see the new scary movie, ____________ they were afraid. The friends did not want to go alone, ____________ did they want to go with their parents. The girls decided to get more friends to go, ____________ they bought a dozen tickets ____________ treated ten of their friends to a free movie. Liz planned on buying popcorn, ____________ not drinks for her friends. Pam did not have much money, ____________ she decided to buy candy for all of her friends. The movie was scary, ____________ it was fun to see it with lots of friends. Both Liz ____________ Pam say that their friends will have to pay their own way the next time. They would like to always treat their friends but they canâ&#x20AC;&#x2122;t, ____________ it would just be too expensive. WRITE Compose your own sentence or two using two or more coordinating conjunctions. ______________________________________________________________________________ ______________________________________________________________________________

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Grammar and Mechanics Worksheet Answers Grammar, Usage, and Mechanics Worksheet #1 Practice Answers John Francis, Beatrice, Nebraska, World War II, Chicago, Southwestern Chief, Los Angeles, Grand Central Station, John, Jane, Blix Hardware, Western Avenue, South Hollywood, John, Fort Ord, Army Band, Staff Sergeant, United States, John, John, University of Southern California, G.I. Bill, Cum Laude, Business, Social Science, Southern California, Janice Jones, California Federal Savings and Loan, Senior Vice-President, Mark, Robin Grammar, Usage, and Mechanics Worksheet #2 Practice Answers idea: friendship, self-image, freedom, self-confidence, world peace person: teacher, fire-fighter, cousin, police officer, brother-in-law place: mountain, neighborhood, country, football stadium, family room thing: food, toy, rock, lamp stand, grandfather clock Grammar, Usage, and Mechanics Worksheet #3 Practice Answers “Hello,” said Susan. “Is this the owner of the car for sale?” the caller asks. “It, is I,” replies Susan. “Who is calling?” “The one paying you full price for your car. My name is Marcy. What’s yours?” “Susan,” she says. “But let me get my husband. Actually, he is selling his car, not mine. “Suit yourself, says Marcy. Put him on the phone.” Grammar, Usage, and Mechanics Worksheet #4 Practice Answers Which One? these, that, this, those, certain How Many? twenty-story, most, dozen, few, thousands What Kind? juicier, muddy, navel, spicy, loud Grammar, Usage, and Mechanics Worksheet #5 Practice Answers I know (mental) that he had run (physical) a full mile before, but he might be (state of being) too tired right now. He did walk (physical) a mile yesterday. Grammar, Usage, and Mechanics Worksheet #6 Practice Answers What Degree: mostly, less, mainly How: slowly, carefully, easily Where: everywhere, nearby, here When: often, one o’clock, later

Grammar and Mechanics Worksheet Answers Grammar, Usage, and Mechanics Worksheet #7 Practice Answers to [flag], of [United States], of [America], to [republic], for [which], under [God], with [liberty], for [all], in [schools], throughout [America], over [heart], on [flag], to [country] Grammar, Usage, and Mechanics Worksheet #8 Practice Answers and, but, yet, so, and, but, yet, but (yet), and, for

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Spelling Pattern Worksheets The Spelling Pattern Worksheets are designed to help students master the kindergarten–seventh grade sound-spelling patterns. Each worksheet focuses on one spelling pattern and includes soundspelling example words, a spelling sort, rhymes or book searches, word jumbles, a short writing application, and a brief formative dictations assessment. Each of these 20 worksheets corresponds with the spelling patterns tested on the Diagnostic Spelling Assessment. In other words, Spelling Pattern Worksheet #1 helps the student learn the sound-spelling pattern tested as #1 on the Diagnostic Spelling Assessment.

Step by Step Directions to Individualize Spelling Instruction 1. Tell students to begin with the lower numbered worksheets on the recording matrices and to complete only those worksheets indicated by slashes (/). Tell them that they have already mastered those spelling patterns. 2. When a student has completed the FOCUS, SORT and JUMBLE sections, the student uses the “Answer Booklet” to self-correct and self-edit in a colored pencil or pen. Tell students that you do not award a grade for this practice, so there would be no benefit from looking at the answers first. Remind students that we often learn from our mistakes, especially when we identify and correct them. 3. Next, the student completes the RHYME (or SEARCH) and WRITE sections and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 4. If the student has self-corrected and self-edited the SORT and JUMBLE sections and "passed" the

RHYME (or SEARCH) and WRITE formative assessments, change the slash (/) into an “X” for

mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points, if you use a point system for grading.

5. If the student did not master the rule, skill, or concept on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction. *Teachers wishing to implement a comprehensive grade-level spelling program with weekly spelling tests, a complete diagnostic spelling assessment with corresponding assessment-based worksheets, syllabication worksheets, spelling review games, and more should preview Differentiated Spelling Instruction on the penningtonpublishing.com.

Spelling Pattern Worksheet #1 “_ie” FOCUS The long e sound (/ē/) is usually spelled as “_ie” (piece). The long i sound (/ī/) can also be spelled as “_ie” (pie). SORT fries replies

Write each word in the correct column. tied frontier

relief achieve

field tries

lied cried

niece belief

Long /e/ “_ie” Spellings

Long /i/ “_ie” Spellings

____________________________

SEARCH In a book find four words with “_ie” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the “_ie” spelling found in each jumbled word.

esrid

_______________________ sielf

_______________________

lyied

_______________________ sudsiertni*

_______________________ *Bonus

WRITE

Compose a sentence using two of your own “_ie” spelling words.

____________________________________________________________________________ ____________________________________________________________________________.

Spelling Pattern Worksheet #2 “ei” FOCUS The long e sound (/ē/) is spelled as “_ei” following a c (receive). The long a sound (/ā/) can also be spelled as “ei” (eight). SORT weight ceiling

Write each word in the correct column. conceive deceit

neighbor their

reins sleigh

perceive feint

conceit receipt

Long /e/ “_ei” Spellings

Long /a/ “ei” Spellings

____________________________

SEARCH In a book find four words with “ei” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the “ei” spelling found in each jumbled word.

eviecer

_______________________ eednrier

_______________________

hgeentie

_______________________ ecedvire*

_______________________ *Bonus

WRITE

Compose a sentence using two of your own “ei” spelling words.

Spelling Pattern Worksheet #3 Drop Final y before Suffix FOCUS Change the “y” to “i” if there is a consonant before the “y” with a suffix beginning with any letter other than “i” (pretty + est = prettiest). SORT stayed fairies

Write each word in the correct column. flying cherries

scariest playful

plentiful driest

happiness enjoyment

keyless boyish

Change Final “y” to “i” before Suffix

Keep Final y before Suffix

____________________________

SEARCH In a book find four words which change the “y” to “i” that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the word with the drop the final y before the suffix spelling for each jumbled word. redit

_______________________ ginyla

_______________________

tiesabiil

_______________________ nnoniyga*

_______________________

*Bonus WRITE Compose a sentence using three of your own drop the final y before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________. ©2017 Pennington Publishing penningtonpublishing.com

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Spelling Pattern Worksheet #4 Keep Final y before Suffix FOCUS When adding on a suffix to a root that ends in a y, keep the “y” if there is a vowel before that “y” (stayed). Also keep the “y” if there is a consonant before the “y” with a suffix beginning with “i” (babyish). SORT

Write each word in the correct column.

employment implying

ferrying delaying

betrayed carrying

eyed flying

studying curtseyed

obeyed burying

Keep “y” with Vowel–“y”

Keep “y” with Consonant–“y–“i” –Suffix

____________________________

SEARCH In a book find four words which keep the final y before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the word with the keep the final y before the suffix spelling for each jumbled word. ylinglub

_______________________ yamsedid

kengiycoj

_______________________ comaccnpaying*

_______________________

_______________________ *Bonus WRITE Compose a sentence using three of your own keep the final y before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________. ©2017 Pennington Publishing penningtonpublishing.com

101

Spelling Pattern Worksheet #5 Drop Final e before Suffix FOCUS When adding on a suffix to a root that ends in silent final e, drop the “e” if the suffix begins with a vowel (take + ing = taking). SORT stolen careful

Write each word in the correct column. movement purely

homeless illustration

survival pleasure

likeness nicely

making tickling

Drop Final e before Suffix

Keep Final e before Suffix

____________________________

SEARCH In a book find four words which drop the final e before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the word with the drop the final e before the suffix spelling for each jumbled word. nigtaws

_______________________ cylkuiq

_______________________

lcsoyle

_______________________ tementsta*

_______________________

*Bonus WRITE Compose a sentence using two of your own drop the final e before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________. ©2017 Pennington Publishing penningtonpublishing.com

102

Spelling Pattern Worksheet #6 Keep Final e before Suffix FOCUS Keep the “e” if any of these apply: 1. The suffix begins with a consonant (wisely) 2. The root ends in soft g followed by the “able” suffix (noticeable, changeable) 3. The root ends in soft c or g followed by the “ous” suffix (courageous) 4. The root ends in “ee” (seeing) 5. The root ends in “oe” (canoeing) 6. The root ends in “ye” (eyeing). shoed outrageous

basement guaranteed

dyed agreeing

traceable tiptoed advantageous changeable

goodbyes actively

Suffix Begins with Consonant

_______________________ _______________________

Soft “c” or “g”–able

_______________________ _______________________

Soft g”–ous

_______________________ _______________________

Root ends in “ee”

_______________________ _______________________

Root ends in “oe”

_______________________ _______________________

Root ends in “ye”

_______________________ _______________________

SEARCH In a book find four words which keep the final e before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the word with the keep the final e before the suffix spelling for each jumbled word. reylus

_______________________ teveod

_______________________

eyds

_______________________ ecblaeape*

_______________________

*Bonus WRITE Compose a sentence using three of your own keep the final e before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________. ©2017 Pennington Publishing penningtonpublishing.com

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Spelling Pattern Worksheet #7 Double Consonant before Suffix FOCUS Double the consonant ending a base word or incomplete root when adding on a suffix if all three of these apply: 1. The accent is on the ending base word or incomplete root (com/mĂt) 2. The base word or root ends in a vowel then a consonant (commit) 3. The suffix begins with a vowel (commit + ed = committed). SORT

Write each word in the correct column.

drummer entered

prediction hopeless

unfairness permitted

stopping baggage

Double Consonant before Suffix

No Double Consonant before Suffix

____________________________

SEARCH In a book find four words with double consonant before the suffix spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE word.

Write the word with the double consonant spelling found in each jumbled

tetingi

_______________________ naccleeld

_______________________

npohpig

_______________________ utoitewtd*

_______________________

*Bonus WRITE Compose a sentence using two of your own double consonant before the suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________. ÂŠ2017 Pennington Publishing penningtonpublishing.com

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Spelling Pattern Worksheet #8 Single Consonant before Suffix FOCUS Keep a single consonant ending for a base word or incomplete root when adding on a suffix if any of three of these apply: 1. The accent is on the first syllable of a multi-syllabic word (fór/est–forested) 2. The base word or root ends in two consonants (park–parking) 3. The suffix begins with a consonant (commitment). SORT

Write each word in the correct column.

biggest suffering

equipment admitted

weakness batteries

convention shocking

Single Consonant before Suffix

Double Consonant before Suffix

____________________________

SEARCH In a book find four words with single consonant before suffix spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the word with the single consonant before suffix spelling found in each jumbled word. nitiwag

_______________________ satbeld

_______________________

reouislsy

_______________________ voengremnt* _______________________

*Bonus WRITE Compose a sentence using two of your own single consonant before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________. ©2017 Pennington Publishing penningtonpublishing.com

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Spelling Pattern Worksheet #9 “ant,” “ance,” and “ancy” FOCUS End a word with the suffixes “ant,” “ance,” or “ancy” (not “ent,” “ence,” or “ency”) if the root before has a hard /c/ or /g/ sound (significant, elegance, vacancy). as in Also, spell “ant,” “ance,” or “ancy” if the root ends with “ear” or “ure” (clearance, insurance). SORT

Write each word in the correct column.

attendance decency

ingredient assurance

applicant reference

clearance intelligent

circumference endurance confidence mutant

“ance” Spellings

“ence” Spellings

____________________________

SEARCH In a book find four words with “ance” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the “ance” spelling found in each jumbled word.

sssaattin

_______________________ cnyega

_______________________

nterap

_______________________ stncebusa*

_______________________ *Bonus

WRITE

Compose a sentence using two of your own “ance” spelling words.

106

Spelling Pattern Worksheet #10 “ent,” “ence,” and “ency” FOCUS End a word with the suffixes “ent,” “ence,” or “ency” (not “ant,” “ance,” or “ancy”) if the root before has a soft /c/ or /g/ sound (magnificence, intelligence, emergency). Also, spell “ent,” “ence,” or “ency” if the root ends with “id” or “ere” (residence, reverence). SORT

Write each word in the correct column.

significance alliance

sufficiency contingency

avoidance irritant

abundant coherence

frequent difference extravagance innocent

“ence” Spellings

“ance” Spellings

____________________________

SEARCH In a book find four words with “ence” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the “ence” spelling found in each jumbled word.

forprepnamce ____________________________ snrterpee ____________________________ engcyru WRITE

____________________________ blancemeres* ________________________ *Bonus Compose a sentence using three of your own “ence” spelling words.

107

Spelling Pattern Worksheet #11 “able” FOCUS Spell “able” as a suffix (and not “ible”) if the root before the suffix has a hard /c/ or /g/ sound (cable, gable). Also spell “able” after a base word, including those ending in a silent e (teachable, likeable). SORT

Write each word in the correct column.

flexible remarkable

terrible convertible

variable applicable

invisible huggable

forcible ineligible

favorable adorable

“able” Spellings

“ible” Spellings

____________________________

SEARCH In a book find four words with “able” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the “able” spelling found in each jumbled word.

llbleays

_______________________ errlebit

ilbseiv

_______________________ mfocalbetro* _______________________

_______________________ *Bonus

WRITE

Compose a sentence two two of your own “able” spelling words.

108

Spelling Pattern Worksheet #12 “ible” FOCUS Spell “ible” as a suffix (and not ”able”) if the root before the suffix has a soft /c/ or /g/ sound (reducible, eligible). Also spell “ible” after an incomplete root (visible) and after a root ending in “ss” (permissible). SORT

Write each word in the correct column.

taxable singable

reliable illegible questionable possible

quotable edible

despicable invincible

audible collapsible

“ible” Spellings

“able” Spellings

____________________________

SEARCH In a book find four words with “ible” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the “ible” spelling found in each jumbled word.

lrrbieho

_______________________ ssnbilee

_______________________

aaivalbe

_______________________ navablega*

_______________________ *Bonus

WRITE

Compose a sentence using two of your own “ible” spelling words.

109

Spelling Pattern Worksheet #13 /ion/ “cian” FOCUS (musician).

If the suffix sounds like /shun/ and indicates a person, spell “cian”

SORT

Write each word in the correct column.

magician electrician

politician dietician

conviction depression

pediatrician mortician

destination national

possession missionary

/ion/ “cian” Spellings

Other /ion/ Spellings

____________________________

SEARCH In a book find four words with /ion/ “cian” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the /ion/ “cian” spelling found in each jumbled word.

cianiutaeb

_______________________ ticpoain

siicahnyp

_______________________ metnaicsoci* _______________________

WRITE

*Bonus Compose a sentence using three of your own /ion/ “cian” spelling words.

_______________________

110

Spelling Pattern Worksheet #14 /ion/ “sion” FOCUS When a suffix sounds like /shun/ and follows an l or s, spell “sion” (expulsion, mission). Also, when the suffix sounds like /zyun/, spell “sion” (explosion). SORT

Write each word in the correct column.

permission impression

confusion invasion

compulsion decision

supervision discussion

conversion division

concession propulsion

/shun/ after l or s “sion” Spellings

/zyun/ “sion” Spellings

____________________________

SEARCH In a book find four words with /ion/ “sion” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the /ion/ “sion” spelling found in each jumbled word.

sionxelup

_______________________ ssesnio

_______________________

sasoinp

_______________________ nocsoinluv*

_______________________

WRITE

*Bonus Compose a sentence using three of your own /ion/ “sion” spelling words.

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Spelling Pattern Worksheet #15 /ion/ “tion” FOCUS

The /ion/ sound is most often spelled “tion” (motion).

SORT

Write each word in the correct column.

musician mention

admission solution

potion protection

technician option

operation illusion

expression explosion

/ion/ “tion” Spellings

Other /ion/ Spellings

____________________________

SEARCH In a book find four words with /ion/ “tion” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the /ion/ “tion” spelling found in each jumbled word.

ctinoa

_______________________ tannio

_______________________

cutnoia

_______________________ moteionla*

_______________________

WRITE

*Bonus Compose a sentence using three of your own /ion/ “tion” spelling words.

____________________________________________________________________________ ____________________________________________________________________________.

112

Spelling Pattern Worksheet #16 Add “s” after Vowel-“o” and “y” to Form Plurals FOCUS Most nouns form plurals by adding an “s” to the end of the word (computers), including nouns which end in a vowel then an “o” (radios) or nouns which end in a vowel then a “y” (monkeys). SORT rodeos alleys

Write each word in the correct column. ratios jerseys

subways bellboys

Fridays stereos

guys videos

duos trios

Vowel-“o” Plural Spellings

Vowel-“y” Plural Spellings

____________________________

SEARCH In a book find four words with vowel-o and y plurals that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE

Write the word with the vowel-o and y plurals found in each jumbled word.

ptaois

_______________________ duaois

_______________________

yskenod

_______________________ drysouorc*

_______________________

WRITE words.

*Bonus Compose a sentence using two of your own vowel-o and y plurals spelling

113

Spelling Pattern Worksheet #17 Add “es” after /x/, /ch/, /sh/, /s/, and /z/ to Form Plurals FOCUS Form plurals by adding “es” onto nouns ending in /x/ (boxes), /ch/ (riches), /sh/ (lashes), /s/ (roses), and /z/ (fizzes). SORT taxes gloves

Write each word in the correct column. glasses times

fizzes ladies

states hives

houses axes

changes beaches

/x/, /ch/, /sh/, /s/, and /z/ Spellings

Other “es” Plural Spellings

____________________________

SEARCH In a book find four words with /x/, /ch/, /sh/, /s/, or /z/ spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the word with the /x/, /ch/, /sh/, /s/, or /z/ spelling found in each jumbled word. xosef

_______________________ hsased

_______________________

sawex

_______________________ waesshrac*

_______________________

WRITE

*Bonus Compose sentences using each of the /x/, /ch/, /sh/, /s/, and /z/ spelling words.

114

Spelling Pattern Worksheet #18 Change Consonant-“y” to “i” and add “es” to Form Plurals FOCUS For nouns ending in a consonant then a “y” change the “y” to an “i” and add “es” (companies). For nouns ending in a consonant then an “o” add “es” (stereos). SORT

Write each word in the correct column.

tomatoes batteries

berries bodies

superheroes echoes

policies canoes

lassoes fairies

daisies oboes

Change y to i and add “es”

Consonant-“o” add “es”

____________________________

SEARCH In a book find two words with consonant-“y” changed to “ies” and two words with consonant-“o” then “es” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE Write the words with with consonant-“y” changed to “ies” and the words with consonant-“o” then “es” spellings found in each jumbled word. tesiud

_______________________ odes

_______________________

sehos

_______________________ viesaacnc*

_______________________ *Bonus

WRITE Compose a sentence using a consonant-“y” changed to “ies” and one consonant-“o” then “es” spellings. ____________________________________________________________________________ ____________________________________________________________________________. ©2017 Pennington Publishing penningtonpublishing.com

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Spelling Pattern Worksheet #19 Change “fe” to “ves” to Form Plurals FOCUS For nouns ending in /f/, change the “f” to “v” and add “es” onto the end to form plurals (knives). SORT

Write each word in the correct column.

thieves supplies

services machines

activities vehicles

themselves leaves

families wolves

shelves calves

Change “fe” to “ves” Spellings

Other “es” Spellings

____________________________

SEARCH In a book find four words with change “fe” to “ves” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE word.

Write the word with the change “fe” to “ves” spelling found in each jumbled

viles

_______________________ oohves

_______________________

vesseroul

_______________________ wdavrse*

_______________________

WRITE words.

*Bonus Compose a sentence using two of your own change “fe” to “ves” spelling

116

Spelling Pattern Worksheet #20 Irregular Plurals FOCUS English has many irregular plural spellings. The irregular plurals change the vowel of the singular noun (man–men); they change the word (person–people); they change the ending of the singular noun (cactus–cacti); or they keep the same spelling as the singular noun (deer-deer). SORT

Write each word in the correct column.

selves women alumni sheep Irregular Plural Spellings

bookcases boxes

children berries fish churches Regular Plural Spellings

treetops matrices

____________________________

SEARCH In a book find four words with irregular plural spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___

____________________________ p. ___

JUMBLE word.

Write the word with the irregular plural spelling found in each jumbled

eerd

_______________________ xoen

_______________________

ceim

_______________________ ppenaceids*

_______________________

WRITE

*Bonus Compose a sentence using two of your own irregular plural spelling words.

117

Spelling Pattern Worksheet Answers Spelling Sort #1 relief fries field tied niece lied frontier replies achieve tries belief cried Jumble #1 dries flies yield industries

Spelling Sort #2 conceive weight perceive neighbor conceit reins ceiling their deceit sleigh receipt feint Jumble #2 receive reindeer eighteen deceiver

Spelling Sort #3 scariest stayed plentiful flying happiness keyless fairies playful cherries enjoyment driest boyish Jumble #3 tried laying abilities annoying

Spelling Sort #4 employment ferrying betrayed studying eyed implying obeyed carrying delaying flying curtseyed burying Jumble #4 bullying dismayed jockeying accompanying

Spelling Sort #5 stolen movement survival homeless making likeness illustration careful pleasure purely tickling nicely Jumble #5 wasting quickly closely statement

Spelling Sort #6 basement actively traceable changeable outrageous advantageous guaranteed agreeing shoed tiptoed dyed goodbyes Jumble #6 surely vetoed dyes peaceable

Spelling Sort #7 drummer prediction stopping unfairness permitted entered baggage hopeless Jumble #7 letting cancelled hopping outwitted

Spelling Sort #8 equipment biggest weakness suffering convention admitted shocking batteries Jumble #8 waiting blasted seriously government

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Spelling Pattern Worksheet Answers Spelling Sort #9 Spelling Sort #10 attendance ingredient sufficiency significance applicant circumference frequent avoidance clearance decency difference abundant endurance reference contingency alliance assurance intelligent coherence irritant mutant confidence innocent extravagance Jumble #9 Jumble #10 assistant agency performance represent parent substance urgency resemblance Spelling Sort #11 variable flexible favorable terrible remarkable invisible applicable forcible huggable convertible adorable ineligible Jumble #11 syllable terrible visible comfortable

Spelling Sort #12 illegible taxable audible reliable possible quotable edible despicable invincible singable collapsible questionable Jumble #12 horrible sensible available navigable

Spelling Sort #13 magician conviction politician destination pediatrician possession electrician depression dietician national mortician missionary Jumble #13 beautician optician physician cosmetician

Spelling Sort #14 permission confusion compulsion supervision concession conversion impression invasion discussion decision propulsion division Jumble #14 expulsion session passion convulsion

Spelling Sort #15 potion musician operation admission mention technician solution expression protection illusion option explosion Jumble #15 action nation auction emotional

Spelling Sort #16 rodeos subways ratios Fridays duos guys stereos alleys videos jerseys trios bellboys Jumble #16 patios audios donkeys corduroys

Spelling Sort #17 taxes states glasses houses fizzes changes ladies gloves hives times axes beaches Jumble #17 foxes dashes waxes carwashes

Spelling Sort #18 berries tomatoes stories superheroes marries lassoes batteries echoes factories canoes fairies oboes Jumble #18 duties does shoes vacancies

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Spelling Pattern Worksheet Answers Spelling Sort #19 thieves services themselves activities shelves families leaves supplies wolves machines calves vehicles Jumble #19 lives hooves ourselves dwarves

Spelling Sort #20 women selves children bookshelves alumni berries sheep treetops fish boxes matrices churches Jumble #20 deer oxen mice appendices

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Teaching Grammar and Mechanics Interactive Notebook Grade 6 Alignment Document LC = Language Conventions; LA = Language Application; SP = Spelling Patterns; LW = Language Worksheets; GUM = Grammar, Usage, and Mechanics Worksheets; SPW = Spelling Pattern Worksheets; AA = Appendix A; AB = Appendix B; AC = Appendix C; AD = Appendix D; SW = Student Workbook; VW = Vocabulary Worksheets Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand Conventions of Standard English L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and othersâ&#x20AC;&#x2122; writing and speaking, and identify and use strategies to improve expression in conventional language.* Conventions of Standard English L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly. Knowledge of Language L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.*

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Standards Grammar and Usage Standards LC/SW 4-7 LA/SW 4, 8 GUM 3, 21, 22, 23, 24 LC/SW 29 LA/SW 29 GUM 3 LC/SW 31 GUM 23 LC/SW 24-32 GUM 23 LC/SW 46-52 Mechanics and Spelling Standards LC/SW 29, 30, 51-53 GUM 42 LC/SW 1-64 SP/SW 1-32 SPW 1-72 Knowledge of Language Standards

LA/SW Even AA LA/SW 21, 23, 45, 47, 50, 54

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Teaching Grammar and Mechanics Interactive Notebook Grade 6 Alignment Document LC = Language Conventions; LA = Language Application; SP = Spelling Patterns; LW = Language Worksheets; GUM = Grammar, Usage, and Mechanics Worksheets; SPW = Spelling Pattern Worksheets; AA = Appendix A; AB = Appendix B; AC = Appendix C; AD = Appendix D; SW = Student Workbook; VW = Vocabulary Worksheets Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand Vocabulary Acquisition and Use L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a wordâ&#x20AC;&#x2122;s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6. Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Standards Vocabulary Acquisition and Use Standards

VW Even and Odd VW Odd VW Odd VW Odd

VW Odd VW Even VW Even VW Even

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Grammar and Usage Standards

Mechanics Standards

LC/SW 15, 16, 30-32, 43,44 GUM 9-12, 21-23, 25-28 LC/SW 14, 18, 23, 33, 39 LC/SW 19, 20 GUM 17-20 LW

Knowledge of Use Standards

Vocabulary Acquisition and Use Standards

LA/SW Odd

VW Even AD

LW VW Odd LC/SW 49, 53 GUM 72

L.5.1d. Recognize and correct inappropriate shifts in verb tense. L.5.2a. Use punctuation to separate items in a series.

LC/SW 45 GUM 33-38

L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.1e. Recognize variations from standard English in their own and othersâ&#x20AC;&#x2122; writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style. L.6.3b. Maintain consistency in style and tone.

LC/SW 30-32

LC/SW 10-15, 20, 26 GUM 43, 45, 48, 66

LC/SW 24-32 LC/SW 46-56

LC/SW 29, 52, 53 GUM 67

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LA/SW Even AA LA/SW 43, 45, 47, 50, 54 LW AC

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