Voyages in English 2018, Practice Book, Grade 4 by Loyola Press

PRACTICE BOOK

I N

E N G L I S H

GRAMMAR AND WRITING

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Contents GRAMMAR SECTION 1—Sentences 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11

Daily Maintenance 1 Sentences 5 Declarative and Interrogative Sentences 6 Imperative and Exclamatory Sentences 7 Complete Subjects and Predicates 8 Simple Subjects and Predicates 9 Compound Subjects 10 Compound Predicates 11 Direct Objects 12 Subject Complements 13 Compound Sentences 14 Run-on Sentences 16

SECTION 2—Nouns 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11

Daily Maintenance 17 Nouns 21 Common and Proper Nouns 22 Singular and Plural Nouns 23 Irregular Plural Nouns 24 Singular Possessive Nouns 26 Plural Possessive Nouns 27 Collective Nouns 28 Nouns as Subjects 29 Nouns as Direct Objects 30 Nouns as Subject Complements 31 Words Used as Nouns and as Verbs 32

SECTION 3—Pronouns 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11

Daily Maintenance 33 Personal Pronouns: Part I 37 Personal Pronouns: Part II 38 Singular and Plural Pronouns 39 Subject Pronouns 40 Pronouns in Compound Subjects 42 Object Pronouns 43 Possessive Pronouns 45 Possessive Adjectives 46 Pronouns and Antecedents 47 I, Me, We, and Us 49 Pronouns and Contractions 50

SECTION 4—Adjectives 4.1 4.2 4.3 4.4 4.5

Daily Maintenance 51 Descriptive Adjectives 55 Proper Adjectives 56 Articles 57 Demonstrative Adjectives 58 Adjectives That Tell How Many 59

4.6 4.7 4.8 4.9 4.10 4.11

Adjectives as Subject Complements 60 Adjectives That Compare 62 Irregular Adjectives That Compare 63 More, Most 64 Fewer, Fewest and Less, Least 65 Position of Adjectives 66

SECTION 5—Verbs 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17

Daily Maintenance 67 Action Verbs 73 Being Verbs 74 Linking Verbs 75 Helping Verbs 77 Verb Phrases 79 Principal Parts of Verbs 81 Irregular Verbs 82 More Irregular Verbs 83 Simple Present Tense 84 Simple Past Tense 85 Future Tenses 86 Progressive Tenses 87 Present Perfect Tense 88 Past Perfect Tense 89 Future Perfect Tense 90 Subject-Verb Agreement 91 There Is and There Are 92

SECTION 6—Adverbs and Conjunctions 6.1 6.2 6.3 6.4 6.5 6.6

Daily Maintenance Adverbs of Time and Place Adverbs of Manner Adverbs That Compare More Adverbs That Compare Good and Well; Negative Words Coordinating Conjunctions

93 95 96 97 98 99 100

SECTION 7—Punctuation and Capitalization 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10

Daily Maintenance 101 End Punctuation 105 Capitalization 106 Titles of Works 107 Abbreviations 108 Personal Titles 109 Commas: Part I 110 Commas: Part II 111 Apostrophes 113 Addresses 114 Direct Quotations 115

Contents • iii

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SECTION 8—Diagramming Daily Maintenance 117 Subjects and Verbs 121 Direct Objects 122 Possessives and Adjectives 123 Subject Complements 124 Adverbs 125 Compound Subjects and Predicates 126 Compound Direct Objects 127 Nouns as Compound Subject Complements 128 8.9 Adjectives as Compound Subject Complements 129 8.10 Compound Sentences 130 8.11 Diagramming Practice 131 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8

WRITING

LESSON 2 LESSON 3 LESSON 4 LESSON 5

Personal Narrative? Introduction, Body, and Conclusion Time Lines Exact Words Contractions with Pronouns

132 133 134 135 136

LESSON 1 What Makes a Good 2 3 4 5

Formal Letter? 137 Types of Formal Letters 138 Compound Sentences 139 Mailing a Formal Letter 140 Antonyms 141

CHAPTER 3—Descriptions LESSON LESSON LESSON LESSON LESSON

1 2 3 4 5

What Makes a Good Description? 142 Sensory Language 143 Suffixes 144 Similes and Metaphors 145 Graphic Organizers 146

CHAPTER 4—How-to Articles LESSON LESSON LESSON LESSON LESSON

CHAPTER 6—Creative Writing: Fables LESSON LESSON LESSON LESSON LESSON

1 2 3 4 5

What Makes a Good Fable? 157 Beginning, Middle, and Ending 158 Homophones 159 Expanding Sentences 160 Haiku 161

CHAPTER 7—Expository Articles LESSON 1 What Makes a Good LESSON LESSON LESSON LESSON

2 3 4 5

Expository Article? Gathering Information Negative Words Rambling Sentences Library Catalogs

162 163 164 165 166

LESSON 1 What Makes a Good

CHAPTER 2—Formal Letters LESSON LESSON LESSON LESSON

Predicates 156

CHAPTER 8—Research Reports

CHAPTER 1—Personal Narratives LESSON 1 What Makes a Good

LESSON 4 Dictionary 155 LESSON 5 Compound Subjects and

LESSON LESSON LESSON LESSON

2 3 4 5

Research Report? 167 Researching 168 Reference Sources 169 Compound Words 170 Outlines 171

WRITTEN AND ORAL COMMUNICATIONS CHAPTER 9—Consumer Reviews LESSON 1 What Makes a Good LESSON LESSON LESSON LESSON

2 3 4 5

Consumer Review? Linking Words and Phrases Progressive Verb Tenses Domain-Specific Words Multiple Adjectives

CHAPTER 10—Literary Reflection LESSON 1 What Makes a Good

Literary Reflection?

177

Drawing Conclusions

178

LESSON 2 Summarizing and

1 What Makes a Good

LESSON 3 Relative Pronouns and

2 3 4 5

LESSON 4 Clues About Word Meaning LESSON 5 Recognizing Idioms, Proverbs,

How-to Article? 147 Important Details 148 Prefixes 149 Dictionary 150 Time Words 151

CHAPTER 5—Persuasive Writing LESSON 1 What Makes Good

Persuasive Writing?

152

LESSON 2 Fact and Opinion 153 LESSON 3 Synonyms 154

172 173 174 175 176

Relative Adverbs 179 180 and Adages 181

CHAPTER 11—Poetry LESSON LESSON LESSON LESSON LESSON

1 2 3 4 5

What Is Poetry? Appealing to the Senses Prepositional Phrases Word Parts Print and Digital References

182 183 184 185 186

iv • Contents

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Grade 4 Section 1 Daily maintenance Batch 1 1.1

Week of

SECTION 1 Daily Maintenance 1.1

The spider catches flies.

1. What is the simple subject? 2. Which noun is plural? 3. Which word is a verb? 4. Diagram the sentence here.

1.2 1.2 She bought a new backpack.

1. Is She a noun or a pronoun? 2. Is She singular or plural? 3. Is the verb past tense or present tense? 4. Diagram the sentence here.

1.3 1.3 The young children play a game.

1. Which noun is singular?

2. Is young a noun or an adjective? 3. Which word is a verb? 4. Diagram the sentence here.

Section 1 • 1

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Name 1.4

Week of

1.4 Juan washes the dirty car.

1. Is Juan a common noun or a proper noun? 2. Is the verb present tense or past tense? 3. Which word is an adjective? 4. Diagram the sentence here.

1.5 1.5 We are basketball players.

1. What part of speech is We? 2. Is We singular or plural? 3. Which word is a verb? 4. Diagram the sentence here.

1.6 1.6 Miley owns two small dogs.

1. Which word is a proper noun? 2. Is the verb an action verb or a linking verb? © Loyola Press. Voyages in English Grade 4

3. Which words are adjectives? 4. Diagram the sentence here.

2 • Section 1

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1.7

Week of

1.7 The silly poem is funny.

1. What part of speech is poem? 2. Which word is a linking verb? 3. Which words does the linking verb link? 4. Diagram the sentence here.

1.8

1.8 I counted the brown boxes.

1. Is the pronoun singular or plural? 2. Which word is a verb? 3. Is the verb regular or irregular? 4. Diagram the sentence here.

1.9 1.9 Carlos won a silver medal.

1. What kind of noun is Carlos? 2. Is the verb regular or irregular? © Loyola Press. Voyages in English Grade 4

3. Which word is an adjective? 4. Diagram the sentence here.

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1.10

Week of

1.10 The woman drives a blue truck.

1. Is woman the subject or the verb? 2. Is the verb present tense or past tense? 3. What part of speech is blue? 4. Diagram the sentence here.

1.11 1.11 The students visited a history museum.

1. Is visited the subject or the verb? 2. Is the verb an action verb or a linking verb? 3. Which word is a plural noun?

4. Diagram the sentence here.

4 • Section 1

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1.1

Sentences A sentence is a group of words that expresses a complete thought. The subject tells who or what the sentence is about. The predicate tells what the subject is or does.

Circle the number of each group of words that makes up a sentence. Add a period to the end of each sentence. 1. My mother works at the city zoo 2. A rabbit hopped across the lawn 3. Spotted a graceful bald eagle 4. An octopus has eight arms 5. Lives in forests and fields 6. Children laughed at the lively otters 7. Under the tree two giant gorillas 8. During our visit the zookeeper fed the lions

Write whether each group of words is a sentence or not a sentence. Add a period to the end of each sentence. 9. Many people find jobs at the zoo 10. Cares for sick animals 11. Zookeepers usually 12. Volunteers might take visitors on a tour 13. In the gift shop, the salesperson © Loyola Press. Voyages in English Grade 4

14. Workers make food for the animals

Add a subject or a predicate to each group of words to make a complete sentence. Include capital letters if needed. 15. Several large tigers

16.

swim through the water.

17.

gave the polar bear fresh water.

18. The man at the information desk

For additional help, review pages 2–3 in your textbook or visit www.voyagesinenglish.com.

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1.2

Declarative and Interrogative Sentences A declarative sentence makes a statement and ends with a period. An interrogative sentence asks a question. An interrogative sentence begins with a question word or a verb and ends with a question mark.

Write whether each sentence is declarative (D) or interrogative (I). 1. Atlanta is the capital of Georgia. 2. Is Georgia a part of the United States? 3. Where is the Suwannee River located? 4. Three important rivers flow through Georgia. 5. The Atlantic Ocean borders Georgia on the east. 6. What is the name of that huge Georgia swamp? 7. Do islands protect the Georgia coast from strong storms?

Add periods to the end of declarative sentences. Add question marks to the end of interrogative sentences. Then underline the question words. 8. Who is going to the store with me 9. We hiked up the mountain together 10. Where did your family go last weekend 11. What is your favorite school subject 12. How old will you be on your next birthday

Rewrite the declarative sentence as an interrogative sentence. Rewrite the interrogative sentence as a declarative sentence. 14. Dayna has visited three aquariums.

15. Does this aquarium open early in the morning?

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For additional help, review pages 4–5 in your textbook or visit www.voyagesinenglish.com.

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13. Daniel wrote an excellent science report

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1.3

Imperative and Exclamatory Sentences An imperative sentence gives a command or makes a request, and it ends with a period. An exclamatory sentence expresses strong or sudden emotion, and ends with an exclamation point.

Add a period to the end of each imperative sentence. Add an exclamation point to the end of each exclamatory sentence. 1. How high the water tower is 2. Please hand me that dictionary 3. Oh no, the water level is rising 4. Ask the students to be quiet 5. Wow, I cannot believe you said that 6. Don’t talk with your mouth full 7. Check the doors before you leave 8. Let’s sing with our friends tonight

Add a word or words to complete each sentence. 9. 10.

is so beautiful! your sunglasses on bright days.

11. Please use 12. Ouch—this sunburn

. !

Write a sentence for each topic. Use the kind of sentence in parentheses.

13. a spider on the wall (exclamatory)

14. a heavy snowstorm (imperative)

15. a surprise (exclamatory)

For additional help, review pages 6–7 in your textbook or visit www.voyagesinenglish.com.

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1.4

Complete Subjects and Predicates Every sentence must have a subject and a predicate. A complete subject includes the specific person, place, or thing and all related words. A complete predicate includes the verb and all related words.

Underline the complete subject once and complete predicate twice in each sentence. 1. People selected seven new world wonders in 2007. 2. One hundred million votes were cast online. 3. The Taj Mahal in India was one of the new wonders. 4. This amazing monument was built from white marble in 1630. 5. The ancient city of Machu Picchu is also on this new list. 6. The Incas constructed these buildings over 500 years ago. 7. Another civilization carved the city of Petra 2,000 years ago.

Write whether the italicized words in each sentence are the complete subject or the complete predicate. 8. Some students studied the Great Wall of China. 9. This wall may be the biggest human-made monument. 10. Many short older walls were connected together. 11. Several sections are made from earth and brick. 12. Most of the work lasted more than 300 years. 13. The wall did not often protect the Chinese people.

Write a subject or a predicate to complete each sentence. 15.

visited the history museum.

16.

have gold statues.

17. Two explorers

18. A castle

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For additional help, review pages 8–9 in your textbook or visit www.voyagesinenglish.com.

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14. Visitors are able to walk across sections of the wall.

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1.5

Simple Subjects and Predicates The most important word in the subject is usually a noun. This noun is the simple subject. The predicate describes what the subject is or does and contains a verb. This verb is called the simple predicate.

Underline each simple subject once and each simple predicate twice. 1. Our librarian showed us the new book about presidents. 2. My sharpened pencil rolled off my desk. 3. The artists in Mrs. Parker’s class painted several pictures. 4. Their school band played a lively marching song. 5. According to the menu, the milk costs more than juice. 6. Mr. Kornick pointed to the door. 7. Three students from our grade raise the flags each morning before school.

Use a simple subject from the box to complete each sentence. Then circle each simple predicate. class lunchroom noises rug tires

8. Our entire 9. A new 10. The car’s 11. This year our

12. Strange

faces the flag. covered the classroom floor. screeched at the stop sign. serves hot drinks during winter. suddenly burst from the school intercom.

Write a sentence using each noun and verb as the simple subject and the simple predicate. 13. teacher spoke

14. students practice

For additional help, review pages 10–11 in your textbook or visit www.voyagesinenglish.com.

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Compound Subjects A compound subject has two or more simple subjects connected by and or or.

Underline each compound subject. Then write the simple subjects. 1. Dad and I set up an aquarium. 2. Five fish and a snail live in this tank. 3. The red fish and the blue fish have long tails. 4. Sunlight or a lightbulb will keep the water warm. 5. Some rocks and plants give the fish hiding spots. 6. A scraper and a brush remove the green algae inside. 7. A book or a DVD can teach us about fish care.

Underline the complete subject in each sentence. Then write simple or compound to identify the subject. 8. Spring and fall are my favorite seasons. 9. Santiago and Patrick are best friends. 10. The library is closed on Sundays. 11. A black pencil and a red pen are on the desk. 12. The boys played tennis with Jamal last night. 13. Either Jennifer or Liz fed the hungry chickens. 14. My bat and ball are both in this bag.

Write a compound subject that completes each sentence. 16.

enjoy watching the fish swim.

17.

are funny names for fish.

18.

might injure a pet fish.

19.

keep the fish healthy.

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For additional help, review pages 12–13 in your textbook or visit www.voyagesinenglish.com.

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15. A lively audience cheered for the winning team.

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1.7

Compound Predicates A compound predicate has two or more simple predicates connected with and, but, or or.

Underline the compound predicate in each sentence. 1. I read about Central Park and visited it with my family. 2. New Yorkers brag about its size but complain about the crowds. 3. Many people stroll or jog through Central Park every day. 4. Tourists often ride in a bike cart or relax in a horse carriage. 5. Performers sing and dance on two Central Park stages. 6. A beautiful pond welcomes visitors and offers a restful spot to sit. 7. Young people either play baseball on the field or visit the zoo in the park.

Underline the simple predicate or predicates in each sentence. Then write simple or compound to identify each predicate. 8. The wind pounded and rattled the windows. 9. Children ran or jumped in the cool water. 10. We picked and sorted apples from the orchard. 11. My little brother plays soccer every afternoon. 12. Tom broke the table but later fixed it. 13. My cat sniffed its food and walked away. 14. Helen smiled and laughed at the circus clown.

15. The dog growled at the stranger by the door.

Write a compound predicate to complete each sentence. 16. The children

17. I

18. Several bicyclists

19. A family from Houston

For additional help, review pages 14–15 in your textbook or visit www.voyagesinenglish.com.

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Direct Objects A direct object is the noun or pronoun that receives the action of the verb. The direct object tells whom or what after the verb. A compound direct object has two simple direct objects joined by and.

Underline the direct object in each sentence. 1. She found our route on a map. 2. Ana and I each ate an apple. 3. Duncan and his brother raise pigeons. 4. The artist painted a mural yesterday. 5. My father bought groceries for the week. 6. Emma watered the vegetables in the garden. 7. The explorer discovered an island across the bay. 8. Our team easily won the championship.

Circle the direct object or compound direct object in each sentence. 9. Families can catch fish along the Mississippi River. 10. They get fishing rods and bait at the visitor center. 11. Adults must also purchase a fishing license. 12. Minnesota allows residents to fish without a license. 13. Many people ride their bikes along the shores of the Mississippi. 14. The park rangers lead groups on river paths.

16. They discover exciting new trails and interesting history about the river.

Write a compound direct object that completes each sentence. 17. My sister explored

18. Yesterday I saw

19. Many people buy

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For additional help, review pages 16–17 in your textbook or visit www.voyagesinenglish.com.

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15. The cyclists see amazing views of the Mississippi River.

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1.9

Subject Complements A subject complement is a noun or an adjective that follows a linking verb and tells more about the subject. A compound subject complement is two simple subject complements joined together.

Circle the simple subject in each sentence. Then underline the subject complement or compound subject complement. 1. Most weather reporters on TV are meteorologists. 2. A meteorologist is usually a college graduate. 3. The study of mathematics and physics is important. 4. A college degree in meteorology is useful in other jobs. 5. Many meteorologists are science teachers or researchers. 6. These researchers are curious and concerned about global warming. 7. Some weather forecasters are partners with oceanographers.

Use a subject complement from the box to complete each sentence. Write whether the subject complement is a noun (N) or an adjective (A). fascinating model musical scientist student topic

8. I might be a 9. Storms and weather are

when I grow up. to me.

10. Earthquakes are also an interesting

11. I was the top 12. My science project was a 13. My parents are

. in my science class. of a tsunami. rather than scientific.

Write a subject complement that completes each sentence. 14. A great white shark is

15. Yesterday’s weather was

16. Good activities for rainy days are

For additional help, review pages 18–19 in your textbook or visit www.voyagesinenglish.com.

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Compound Sentences A compound sentence combines two short, related sentences with a comma followed by and, but, or or.

Circle whether each sentence is compound (C) or not compound (NC). 1. Our computer is old, but it still works.

C NC

2. The holiday fireworks were loud and colorful.

C NC

3. We need to apply sunscreen, or we will get sunburned.

C NC

4. Please do not watch TV and do homework at the same time.

C NC

5. Maddie’s puppy was tired but happy after their walk.

C NC

6. We found quarters under the bed, but Patrick spent them.

C NC

7. The diver spotted the octopus, and he photographed it.

C NC

Write yes or no to identify whether each compound sentence is written correctly. 8. I got a banana for lunch, Ursula got a sandwich. 9. Mom wants a new car, but Dad likes the old one. 10. Three people were flying kites and one person had a balloon. 11. Bethany will paint her room or she will put wallpaper on the walls. 12. We swam in the ocean, and they made a sand castle on the beach.

Combine each pair of sentences to form a compound sentence. Use a comma and and, but, or or.

13. I play softball. My brother plays baseball.

14. Dad may have a baked potato. He may have have mashed potatoes.

15. Florida can be very hot in August. It is extremely humid.

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For additional help, review pages 20–21 in your textbook or visit www.voyagesinenglish.com.

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1.10

Compound Sentences A compound sentence combines two short, related sentences with a comma followed by and, but, or or.

Circle the letter of the compound sentence in each pair. 1. a. Teresa’s favorite season is spring, but Hallie likes summer weather. b. Teresa and Hallie like the weather in the summer. 2. a. I might play field hockey, or I might try golf. b. I might play field hockey or golf. 3. a. After hearing thunder Eddie felt a raindrop on his head. b. Eddie heard thunder, and he felt a raindrop on his head. 4. a. Today is my first soccer game, and my family is watching. b. My family is watching my first soccer game today.

Add a comma and and, but, or or to complete each compound sentence. 5. Cyclists may race on the road

races may be held on a track.

6. The winter Olympics are interesting

I like the summer games better.

7. We will watch the Olympics on TV

we will play baseball.

8. Children are learning how to swim

they are learning how to dive.

9. Someday Tom could swim in the Olympics

10. Volleyball is played in a gym

he might win a medal. beach volleyball is played outside.

11. Gymnastics is an exciting sport

soccer can be thrilling too.

12. Weightlifters have strong arms

their legs are very powerful.

Complete each compound sentence. 13. Jake pinned up hockey posters, and 14.

. , but she reads about tennis.

15. Cara will go to judo class, or 16.

. , and he swims across the pool.

For additional help, review pages 20–21 in your textbook or visit www.voyagesinenglish.com.

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Run-on Sentences A run-on sentence results when two sentences are combined improperly. The sentences may be combined with only a comma, or with no connector at all.

Circle the number of each sentence that is a run-on. 1. Some farmers raise animals, but other farmers grow crops. 2. We picked raspberries at the farm, we ate all of them. 3. Cold weather damages crops, and too much rain ruins farmland. 4. Corn is the most common crop in this area, soybeans are also popular. 5. My family visited a pumpkin farm we bought a giant pumpkin.

Write correct if a sentence is written correctly. If a sentence is not correct, write what should be added. 6. Maria walks to school, her sister rides a bike. 7. Tonight is a new moon, and the stars will be very bright. 8. I can rake the leaves, and you can help me. 9. The weather is cold today the wind is icy. 10. I thought I was late, but the bus was early. 11. Sue wants a new book, she does not have enough money. 12. The children can play outside, they can watch a movie.

Rewrite each run-on sentence as a compound sentence.

13. Peggy eats fresh strawberries, Peggy likes blackberries.

14. I watered the plants in the garden, I forgot to water the roses.

15. Mother picked flowers from our yard, I helped carry them inside.

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For additional help, review pages 22–23 in your textbook or visit www.voyagesinenglish.com.

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What Makes a Good Personal Narrative? A personal narrative is a true story about something that happened to the writer. Personal narratives have interesting topics, are told from the first-person point of view, and are arranged in time order.

Circle the letter of the ending that best completes each sentence. 1. A personal narrative is a true story that tells a. about an event that really happened to the writer. b. about a person who lived more than a hundred years ago. 2. Words such as I, me, we, and our show that the story is written in a. the third-person point of view. b. the first-person point of view. 3. The events in a personal narrative are a. made up so that they are more interesting. b. told in the order in which they happened, using time words. 4. When you write a personal narrative, choose a topic a. that will be interesting to your audience. b. that is related to sports. 5. A good topic for a personal narrative is a. a list of facts and dates that tell about a day in your life. b. a funny, exciting, or unusual event that really happened.

I smiled as I watched it fly away across the yard.

First, a butterfly gently floated into my room.

When I opened my window this morning, an amazing thing happened.

Then the butterfly seemed to wave to me as it flew back out the window. Next, it circled around me three times.

10.

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For additional help, review pages 212–215 in your textbook or visit www.voyagesinenglish.com.

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Write 1–5 to show the correct time order.

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LESSON

Introduction, Body, and Conclusion The personal narrative has three main parts: the introduction, the body, and the conclusion. These parts form the beginning, the middle, and the ending of a story.

Circle T (true) or F (false) for each statement about personal narratives. 1. The introduction should make the reader want to know more.

T F

2. An introduction can be a question or an interesting statement.

T F

3. Details that are not related to the topic belong in the body.

T F

4. Interesting details that really happened should be placed in the body.

T F

5. The body describes events in order of importance.

T F

6. Details are important to a personal narrative.

T F

7. The conclusion tells how the story began.

T F

8. Sometimes the conclusion tells something the writer learned or felt.

T F

For each set of sentences, write introduction, body, or conclusion to identify the best placement of each sentence in a personal narrative. 9. a. Little did I know what this day would hold. b. This party was the best surprise of my life. c. I went to soccer practice as usual.

10. a. I found the second clue a minute later. b. This Saturday my family hosted their annual treasure hunt. c. Perhaps my prize proves I am the best detective around. 11. a. As I splashed into the pool, I was relieved the ride was over. b. At the top of the waterslide, I felt on top of the world. c. My legs flew up as the first turn sent me sideways.

For additional help, review pages 216–219 in your textbook or visit www.voyagesinenglish.com.

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LESSON

Time Lines A time line is a tool used by writers to organize their ideas. A time line is divided into equal periods of time. Events are listed in time order along the line.

Circle T (true) or F (false) for each statement about time lines. 1. A time line helps a writer put ideas in time order.

T F

2. A time line can be divided into periods of time that are not equal.

T F

3. All time lines should be drawn diagonally across the paper.

T F

4. The periods of time are on one side, and the events are on the other side.

T F

5. Once you finish a time line, look it over and add or change details as needed.

T F

Write details from the box to complete the time line. hear sound from closet

Shadow eats dinner

find Shadow in clothes hamper

give Shadow big hug

Shadow does not come to eat

6. 4:00

set out Shadow’s dinner

search for Shadow in house

4:30

5:00

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For additional help, review pages 220–223 in your textbook or visit www.voyagesinenglish.com.

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LESSON

Exact Words A writer uses exact words to create a clearer picture for the reader. Strong verbs and colorful adjectives tell the story in a more exact way.

Write a verb or an adjective from the box to replace the italicized word in each sentence. fantastic

exclaimed gorgeous strenuous

kindhearted sprawled darted

stroll

1. After dinner we decided to walk along the river. 2. My friend Teri is a very nice person. 3. “I think Dad found a nugget of gold!” I said. 4. When the deer saw us, it went into the forest. 5. Our hike into the bat caves was a good trip. 6. I noticed a pretty dress in the store window. 7. My kitten lay on the sunny windowsill. 8. “Running is hard exercise.” Pedro explained.

Write more exact words for big to complete the word web.

big

For additional help, review pages 224–227 in your textbook or visit www.voyagesinenglish.com.

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Chapter 1 • 135

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LESSON

Contractions with Pronouns A contraction is formed when two words are combined. An apostrophe is used in place of the missing letter or letters. Contractions with pronouns join a pronoun and a verb.

Write the contraction for each pair of words. 1. I will

5. you have

2. she is

6. I would

3. they will

7. we are

4. he would

8. she has

Circle the word or words that would be appropriate to use in a business letter. 9. (I would I’d) like to ask for the discount coupon. 10. I bought the toy in December, and (it’s it is) already broken. 11. I hope you can attend our ceremony if (you are you’re) not busy. 12. (We will we’ll) return the cracked CD to the store. 13. Please have Mr. Smith call me when (he’s he is) available.

Rewrite each sentence using contractions to make it less formal. 14. It has been a long time since I last wrote you.

15. Toby told me that you would like a photograph from the party.

16. My mom said she will drive us to the movie.

17. I think we have finished all our homework.

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For additional help, review pages 228–231 in your textbook or visit www.voyagesinenglish.com.

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