TEXAS grammar ebook f by RALLY! Education

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

ISBN 978-1-4204-6816-8 R 6816-8 Copyright ©2014 RALLY! EDUCATION. All rights reserved. RALLY! Education, LLC hereby grants purchaser a non-exclusive, non-transferable limited license to use this document, in whole or in part, for the sole and exclusive purpose of using said content in the school classroom. Furthermore, use of this license is strictly limited to employees, students teachers, administrators and/or other educators affiliated with purchaser and, as such, is to be used solely within the scope of said affiliation. 1111.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY www.RALLYEDUCATION.com © RALLY! EDUCATION

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

P art A: R eview Punctuation Lessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Grammar and Word Usage Lessons 1–9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

P art B: M ultiple -C hoice P ractice Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

P art C: P ractice for T est S uccess Strand by Strand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 The Elements of a Complete Sentence . . . . . . . . . . . .54 Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . .56 Capitalization and Punctuation . . . . . . . . . . . . . . . . . .58 Combining of Sentences . . . . . . . . . . . . . . . . . . . . . . .60 Separation of Sentences . . . . . . . . . . . . . . . . . . . . . . . .62 All Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

GRAMMAR, PUNCTUATION, AND WORD USAGE â&#x20AC;˘ LEVEL F

Introduction Test Success Series: Grammar, Punctuation & Word Usage prepares students to answer the multiple-choice questions assessing grammar, punctuation, and word usage on tests.

P art A In Part A, you will complete lessons in grammar, punctuation, and word usage. At the end of each set of lessons you will complete a review.

P art B In Part B, you will read passages with embedded errors. Students then answer multiple-choice questions to indicate appropriate corrections.

P art C In Part C, Strand by Strand covers each of the five strands individually. For each strand, students answer five multiple-choice questions testing each skill. The Elements of a Complete Sentence Subject-Verb Agreement Capitalization and Punctuation Combining of Sentences Separation of Sentences All Together covers all of the strands together. Section 2 contains ten questions for each of the strands, but the questions are mixed together. Students answer 50 multiple-choice questions testing all of the five skills. Part C only includes multiple-choice questions. Each question offers four possible answer choices. Students should review the questions and four choices carefully and select the answer they think is best.

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GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

P art A Punctuation Lessons Grammar and Word Usage Lessons

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Punctuation

Lesson

S tep One: Instruction Periods End sentences that give information or a command with a period. For example:

Basketball practice will begin immediately after school. Clean your room.

Use a period to abbreviate titles, months, days of the week, times of day, and units of measure. For example:

Ms.

Mr.

Feb.

Tues. A.M.

P.M.

tsp.

oz.

Question Marks End a sentence that asks a question with a question mark. For example:

Have you completed the assignment? Did you calculate the cost for the school trip?

Exclamation Points End a sentence that expresses strong feeling or surprise with an exclamation point. For example:

That’s one of the best CD collections I’ve seen! Yes, today is the deadline for handing in the term paper!

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

S tep Two: Practice Directions Look at the following sentences. If the sentence is punctuated correctly, write OK beside the sentence. If it is not correct, draw a line through each mistake. Then write the correction above it. The first one has been done for you. 1. Can we recycle this tin can!

2. When Karen gets here, we’ll all shout “Surprise.” 3. You need to take this note to Ms Cooper. 4. Do you want to go to the movies tonight? 5. Frank went to bed at 10 PM last night. 6. Oh no, I forgot to do my homework. 7. Mrs. Smith took the girls to the park 8. On her way home, she made a quick stop at the grocery store. 9. Did anyone walk the dog this afternoon. 10. Voters re-elected the mayor of New York City for a second term.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Punctuation

Lesson

S tep One: Instruction Commas – Part I Follow exclamatory words at the beginning of a sentence with a comma. (Exclamatory words are used to show a feeling, like surprise.) For example:

Wow, it’s great to see you again after all this time! Yes, I agree.

Use a comma after introductory phrases. For example:

After the hurricane, the football game was cancelled. Before boarding, Sheila made sure she had her ticket.

Use a comma before and after a word or phrase that renames or gives more information about a noun. For example:

The candidate, Mr. Jackson, petitioned the state for a recount. That house, the white one with the red trim, is too expensive.

Use a comma to separate a direct quotation from the person who is speaking. For example:

“This computer program is too complicated for me,” Jack said. Maria answered, “Don’t give up on it just yet.”

Use a comma before and after a word or words that interrupt the main idea of a sentence. For example:

The easiest way to learn the game, however, is to play it. Katie and Jay, meanwhile, will take the baby for a ride in his stroller.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

2. My dog, a German Shepherd mix, is going to be in a commercial. 3. Before you come home could you stop and get some milk? 4. “Kevin, the baseball game is coming on” said Dad. 5. Valerie and Wesley meanwhile will go shopping for Mom’s birthday present.

6. Yes, Jesse returned the video to the store on time. 7. Mr. Martin the owner of the car got a parking ticket last weekend. 8. After the election the winner gave a speech on live TV. 9. The easiest answer to a problem, however, is not always the best. 10. Patricia asked “Do we have enough time to grab a slice of pizza?”

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Punctuation

Lesson

S tep One: Instruction Commas – Part II Use a comma to separate the date from the year. For example:

July 4, 1776

August 29, 1974

Use a comma to separate cities from states and cities from countries. For example:

Ithaca, New York

Paris, France

Separate each word in a series of three or more words with a comma. For example:

The U.S. Postal Service delivers the mail in snow, sleet, and rain. I bought raspberries, peaches, and avocadoes.

Use a comma to separate two or more adjectives. For example:

Present your arguments in a confident, firm manner. Oscar is a mean, troublesome cat.

Use a comma and a connecting word to combine two simple sentences and form a compound sentence. For example:

The cheerleading squad voted to eliminate the dance, but the coaches said it was the school’s favorite routine. I thought we should try another route, and Mom agreed.

Use a comma after the greeting and closing of a letter. For example:

Dear Dr. Kaplan, Enclosed are my chest x-rays from City Radiology. Sincerely, Armena Shandra

Use commas to set off the name of the person you are addressing. For example:

You must treat my condition, Dr. Kaplan, before it prevents me from returning to work. Don’t watch TV, Tanya, before you finish your homework.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

1. The meeting will be held on April 3 2006. 2. Don’t forget Kerry you need to leave by 5 P.M. 3. The recipe described how to prep cook and serve the meal. 4. Her plane lands tomorrow in Dublin Ireland. 5. Ben gave his mother a beautiful fragrant bouquet of flowers. 6. I was searching for my keys, but I realized I had left them in the locked car!

7. Your report Joey is one of the best papers I have read so far. 8. Our car broke down on the way to Des Moines, Iowa. 9. It looks like it’s going to be a cold rainy day today. 10. You will need to bring a flashlight when you go camping.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Punctuation

Lesson

S tep One: Instruction Apostrophes Use an apostrophe to take the place of the missing letters in a contraction. For example:

is not = isn’t

cannot = can’t

Add an apostrophe plus an “s” to show possession. For example:

Juan’s cell phone needed to be charged. Michaela’s backpack is purple.

Put the apostrophe after the letter “s” to indicate plural possession. For example:

Her friends’ names were Alfred, Sonia, and Jimmy. Both cars’ batteries were dead.

Quotation Marks Use quotation marks before and after a direct quote. Put a period, question mark, or exclamation mark inside the quotation mark when ending a sentence. For example:

Joy said, “It’s too hot to go to the city.” “I really didn’t like that movie!” Ben said.

Use quotation marks around the titles of songs, works of art, articles, and poems. For example:

“Wind Beneath My Wings” was a popular wedding song. My favorite painting is “Starry Night.”

Use quotation marks around a word or words being discussed. For example:

The word “parallel” is difficult to spell. The teacher asked Tim what he meant when he called the book “unusual.”

Use quotation marks around slang words, nicknames, or words used in an unusual way. For example:

My little sister calls mice “squeakers” because of the noise they make. Famous baseball player Babe Ruth was often called the “Sultan of Swat.”

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

“outgoing”

2. The sisters room really needed to be cleaned. 3. He said, We need to get to the theater early to get good seats. 4. So Far Away is one of my mom’s favorite songs by Carol King. 5. Dont forget to clean your room before your friends come over. 6. Aurora’s poem was printed in the newspaper. 7. New York City is sometimes referred to as The Big Apple. 8. The Scream is a famous painting by Norwegian artist Edvard Munch. 9. Ms. Darcy said I used the word “like” too many times. 10. Why isnt Sandra in school today?

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Punctuation

Lesson

S tep One: Instruction Hyphens Use a hyphen to spell out fractions or numbers between 20 and 100. 1 For example: ᎏᎏ = one-half 2 33 = thirty-three 156 = one hundred fifty-six Use a hyphen to join two words that work together to make an adjective before a noun. For example:

Use blue-black ink to sign this form. The applicant requested on-the-job training.

Colons Use a colon to introduce a list in a sentence. For example:

Please register for these teams: swimming, basketball, tennis, and hockey. I have visited the following states: Nevada, Utah, and Arizona.

Semicolons Use a semicolon to join two simple sentences without a connecting word. For example:

She volunteered to work at the community center; she was asked to order books for the center’s new library. I asked John for a pencil; he handed me a marker instead.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

dinner;

2. It took twenty-five years for the bridge to be completed. 3. Sally’s dress was a blue green color that matched her eyes. 4. The instructions say we’ll need the following a hammer, a screwdriver, and a wrench.

5. Congress needs a two thirds vote to override the president. 6. She had a large collection of books, including Pride and Prejudice.

7. People describe him as an on the go business man. 8. I asked if he wanted to go to the park; he just ignored me. 9. There are seventy five different species of birds at the zoo. 10. The room is an off white color.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Plurals Add an “s” to the end of most nouns to make them plural. For example:

Mindy’s cat just had three kittens. Please carry in all the folding chairs.

If a noun ends in “s,” “sh,” “ch,” or “x,” add “es” to make it plural. For example:

Our neighborhood has several churches. I asked the clerk to save me leftover boxes.

If a noun ends in a consonant plus “y,” change the “y” to an “i” and add “es” to form the plural. For example:

Is that a fly buzzing around? Actually, there are two flies. Our house has two pantries, not just one pantry.

Subject-Verb Agreement Use the singular form of a verb with a singular subject. Most singular verbs are formed by adding “s.” For example:

The photographer loves her digital camera. Bryce likes to eat barbecue.

Use the plural form of a verb with a plural subject. Most plural verbs do not require adding an “s.” For example:

The teachers plan carefully for the new curriculum. Those two horses trot side by side.

Note: The word “you” is an exception to this rule. Although the pronoun “you” can refer to a singular subject, always use a plural verb with it. For example:

You concentrate on your homework while he cooks dinner. Tessa plays the piano while you sing along.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F STEP ONE: INSTRUCTION

Some irregular verbs, such as “to be” and “to have,” change form when they are plural. For example:

I am grateful that the concert exceeded my expectations. We were nervous about the flight. He has every right to be angry, but they have no choice.

Use a plural verb with two or more subjects joined by “and.” For example:

Flowers, trees, and vines grow quickly in that climate. Maria and Javier play baseball in the yard.

Note: When the subjects are joined by “or,” however, the verb must agree with the subject closest to it. For example:

A minister or the counselors are eligible to preside at the meeting. The Smiths or Mr. Strassheim plays the guitar at the coffee shop every night.

When you use “neither” … “nor and either” … or to join your subjects: • use a singular verb if the subject is created with singular words. For example:

Neither Abdul nor Carol is interested in the roller coaster. Either Pat or Danny travels to Maine each summer.

• use a plural verb if the subject is created with plural words. For example:

Neither motorcycles nor bicycles drive on that bridge. Either toys or games belong in this storage carton.

Note: When the subject is created with both singular and plural words, the verb must agree with the subject closest to it. For example:

Neither the dog nor the cats smell the offensive odor Either the cats or the dog smells the offensive odor.

GRAMMAR, PUNCTUATION, AND WORD USAGE â&#x20AC;˘ LEVEL F

S tep Two: Practice Directions Look at the following sentences. If the sentence is correct, write OK beside the sentence. If it is not correct, draw a line through each mistake. Then write the correction above it. The first one has been done for you. 1. Cathy and Mitch play clarinets in the school band.

2. You is good at painting with watercolors. 3. Keith made ten catchs in the game on Saturday. 4. Our scout troop had a bake sale to raise money for local charitys. 5. Neither shoes nor pets is allowed on the new carpet. 6. Carlos have three cats, two fish, and a parrot as pets. 7. William listen to music before he goes to sleep. 8. The coach or the team members gather the equipment after the game. 9. Either Margaret or the twins needs to wash the dishes. 10. The gym teacher makes us run laps if we arrive late.

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GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Verb Tense, Part I When you write about the present, use the present tense of a verb. With “I,” “you,” “we,” and “they,” do not add an “s” to the end of most verbs. With “he,” “she,” or “it,” add an “s” to the end of most verbs. For example:

I place the coffee mug on the table. Sara places the coffee mug on the table.

When you write about the past, use the past tense of a verb. To transform most verbs into the past tense, add “ed” to the end of them. For example:

The government’s role expanded last year. Mike unlocked the door to his house.

To transform some verbs from present tense to past tense, double the last letter before adding “ed” if the last letter follows a vowel. For example:

Did it stop? Yes, it stopped. Adam wanted to pop some popcorn. After five minutes, all of it had popped.

Note: Many verbs are irregular in the past tense. Some examples are: Present

Past

Present

Past

are

were

tell

told

was

leave

left

get

got

catch

caught

bleed

bled

tear

tore

take

took

shoot

shot

think

thought

light

lit

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F Confusing Words: To, Too, Two To create the infinitive form of a verb, use “to” with the verb. For example:

I love to ski. Uncle Bill likes to cook.

To show direction or movement, use “to” as a preposition. For example:

She anticipated going to the lecture with her mentor. Nadine will drive to the store.

Use the adverb “too” to mean “also” or “excessive.” For example:

After he repaired the exhaust, he complained about the engine noise, too. Although he studied for the test, he said it was too difficult.

To write out the numeral 2, use the word “two.” For example:

Why were two lawyers representing the same client? There are too many people competing for two positions on the team.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

raced

2. After they left the movie theater, the two friends went to eat dinner.

3. My family visited the Grand Canyon last year; my cousin’s family went there, to.

4. I telled the man at the window that I wanted six tickets. 5. Victor took his old clothes to the Goodwill. 6. Kelly likes too bake cookies for her friends on their birthdays. 7. When I’m not listening, my teacher knows how to get my attention. 8. Calvin thought the team needed more practice, but the rest of the team wanted to go home.

9. When Leroy cut his hand, it bleeded for three days. 10. Though she wore a coat every day, Julia still catched a cold.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Comparative Forms of Adjectives To compare two people, places, or things, add the letters “er” to the end of the adjective if the adjective has one or two syllables. For example:

Shandra can hold her breath longer than Michael. Laurie is stronger than Barbara.

When you compare two people, places, or things, use the word “more” with the adjective if the adjective has three or more syllables. For example:

Mei is more fascinated by environmental issues than Germaine. I think waterfalls are more beautiful than rivers.

When you compare three or more people, places, or things, add the letters “est” to the end of the adjective if the adjective has one or two syllables. For example:

Select the pipe with the largest diameter. Out of the entire class, Cassandra’s grade point average was the highest.

When you compare three or more people, places, or things, use the word “most” with the adjective if the adjective has three or more syllables. For example:

She enjoys discussing the most controversial subjects. That’s the most outstanding mural I’ve ever seen.

Adjective or Adverb? Use an adjective to describe a noun or pronoun. For example:

During the school play, the students’ behavior was poor. After his accident, he was careful about how he walked.

Use an adverb to describe a verb. To form many adverbs, add “ly” to the end of an adjective. For example:

The students behaved poorly during the school play. After his accident, my uncle walked carefully to avoid falling.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

quickly

help her.

2. Marcus’s neat handwriting is easy to read. 3. Michael was short than all the girls in his grade. 4. The pyramids in Egypt were more amazing than Juanita had imagined. 5. The kitten tiptoed silent past the sleeping dog. 6. Cathleen is the most fast swimmer on the entire team. 7. Can you quickly write your names on your tests and pass them to the front?

8. How did she become the brilliantest student in the class? 9. Kyle ran to meet his mother immediate. 10. Ryan is dedicate to the history project than the rest of his group.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Pronoun and Antecedent Agreement Use a pronoun to take the place of a noun (also called the pronoun’s antecedent). Pronouns must agree in gender, person, and number with antecedents. Use a singular pronoun with a singular antecedent. Note: if an antecedent is singular, but its gender is not specified, use the phrase “he or she” as the pronoun. For example:

The clown is dressed in stripes, and he makes me laugh. Before anyone expresses an opinion, he or she must research the subject.

Use a plural pronoun with a plural antecedent. For example:

The clowns marched in the parade, and they opened the show. Lisa and Tracy wanted some ice cream, so they went to the kitchen.

Use a possessive pronoun with a possessive antecedent. For example:

Susan’s Honda crashed; her car will never be the same. The employees’ complaints were varied; their concerns were noted by the boss.

Troubling Pronouns: It, They Use “it” as a singular pronoun. For example:

The company released the stockholders’ report, and it contained good news. I don’t want to spoil the TV show by telling you too much about it.

Use “its” as a singular possessive pronoun. For example:

The company released the report, and its results were disputed. I can’t turn on the TV, because its screen is broken.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F Use “it’s” as a contraction taking the place of the phrase “it is.” For example:

It’s the only chance she had to voice her opinion. Are we going to the beach? It’s not likely.

Use “they” as a plural pronoun. For example:

The athletes trained every day because they were determined to win. Mom and Dad like to go to Chicago so they can eat deep-dish pizza.

Use “their” as a plural possessive pronoun. For example:

The athletes won first place, but their victory was contested. Marcia and Dan decided to sell their car.

Use “they’re” as a contraction to take the place of “they are.” For example:

They’re still upset about the change in plans. Our neighbors aren’t going to the movie; they’re going to the theater instead.

Use “there” to indicate location or to introduce a clause or sentence. For example:

Didn’t you see him point over there? There are rules governing behavior in the courtroom.

Verb Tense, Part II Use the present tense of a verb to show action in the present. Use the present progressive tense of the verb to show ongoing action. To form the progressive tense, add “ing” to the verb and precede it with the correct form of the verb “to be” (“am,” “are,” or “is”). For example:

I write what I believe to be true. I am writing what I believe to be true. He is writing what he believes to be true.

Use the subjective tense to show the subject’s ability to complete the action, attitude towards completing the action, obligation to complete the action, or intention to complete the action. For example:

I I I I

can finish the assignment by Thursday. could finish the assignment by Thursday. would finish the assignment by Thursday. should finish the assignment by Thursday.

[ability] [attitude] [intention] [obligation]

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

2. I always tell myself that I should do anything I put my mind to. 3. Melanie and Justin haven’t had they’re breakfast yet. 4. Steven is paint a mural on the wall of the art studio. 5. When my friends get there, he or she will help cook the food for the party.

6. Simeon loves to ski in Vermont, and he is going their in January. 7. I think its fun to buy special gifts for my friends. 8. If anyone sees a blue notebook, he or she should give it to the teacher.

9. Susan ate its lunch in record time. 10. During the party, I worrying that we would run out of food.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Complete Sentences When writing a complete sentence make sure that it includes at least one subject and one verb, expresses a complete thought, and is able to stand on its own. For example:

Lucy told a story. Lucy and Ed hiked and biked on Saturday.

A sentence fragment is missing either a subject or a verb; it does not express a complete idea and cannot stand on its own. For example:

Because Pete told a story. Such as books and newspapers.

Correct run-on sentences. A run-on sentence is usually produced by a comma splice. A comma splice occurs when a comma is used to join two independent clauses, but the coordinating conjunction (and, but, or, nor) is left out. To avoid comma splices, use a coordinating conjunction with the comma to join two independent clauses. You can also correct a comma splice by breaking the independent clauses into two sentences or by substituting a semicolon for the comma. For example:

Susan Susan Susan Susan

told told told told

a a a a

story, she made everyone laugh. story, and she made everyone laugh. story. She made everyone laugh. story; she made everyone laugh.

[incorrect] [correct] [correct] [correct]

Double Negatives Use only one negative word (no, none, not, never, won’t, hardly, barely, un-, neither…nor) in a sentence to express a negative idea. For example:

We can’t hardly wait to see the movie again. We can hardly wait to see the movie again.

[incorrect] [correct]

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

any

2. I am not won’t go to the fair with Fred. 3. Jack said he would help, he will be there this evening. 4. Take the rest of the garbage out to the curb. 5. Next week I am going to the beach; I can’t wait to go! 6. Bert didn’t want no one’s advice. 7. Go to the other side of the room, and tell me if it looks good. 8. William didn’t want no pizza for dinner. 9. I couldn’t see nothing when I looked through his glasses. 10. Even though you are tired. You must go to school.

GRAMMAR, PUNCTUATION, AND WORD USAGE â&#x20AC;˘ LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Begin a sentence with a capital letter. For example:

How much money did you raise for the walk-a-thon? The students voted to participate in the fair.

Capitalize the greeting of a letter (also known as the salutation). Capitalize the closing of a letter. For example:

Dear Mayor Smith, Our school club, Students for the Environment, is conducting an event on Saturday, March 12. We would be honored if you could attend. The event will help raise money to clean up an empty lot in the neighborhood and create a playground with a fountain. If you could arrive at 10 A.M. and speak for a few minutes, you will be helping us call attention to this project. Please let us know if you are available. Sincerely, Michael Dublin

Capitalize days of the week, months, and holidays. For example:

Monday January Labor Day

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GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

S tep Two: Practice Directions Look at the following sentences. If the sentence is capitalized correctly, write OK beside the sentence. If it is not correct, draw a line through each mistake. Then write the correction above it. The first one has been done for you. 1. please, clean your room!

Please

2. On friday night, we went to the movies. 3. The director told us to start from the beginning. 4. Last july, we took a trip to New Hampshire. 5. Hanukkah is celebrated for eight nights. 6. why doesn’t she want to go? 7. There are only twenty-eight days in february. 8. Next tuesday is the last day to vote for class president. 9. Are you going home after school? 10. you need to finish your homework before watching TV.

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Capitalize the first and last names of people and their initials. For example:

Lance Amstrong Theresa Morelas Ms. L. R. Alverez

When you talk about yourself, capitalize the letter I. For example:

Lisa and I are saving our money to buy Broadway tickets. I wrote a 500-word essay for extra credit.

Capitalize the first letter of a person’s title. For example:

Ms. Mr. Sr.

a woman a man senior

Mrs. Jr. Dr.

a married woman junior Doctor

Capitalize words that are used as names. For example:

I played golf with Aunt Jill. “Did I get any e-mail today?” Dad asks every night.

Capitalize the first word in a quotation. For example:

“When does Christmas vacation start?” Darrell asked his teacher on the first day of school. His teacher replied, “Isn’t it a little early to ask about that?”

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Mom

2. The author of The Lord of The Rings is j.r.r. Tolkien. 3. Ginny and i are going ice skating tomorrow. 4. sandra bullock is my favorite actress. 5. You can ride with your Uncle Bob. 6. “are you baking the pumpkin pie this year?” asked Sue. 7. My neighbor, mr. Terry, is also our bus driver. 8. Aunt Jane is taking us to the mall this weekend. 9. His full name is Thomas Henry Anderson, jr. 10. Will you give this card to grandma Helen?

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Capitalize the titles of books, movies, magazines, poems, stories, television shows, songs, and newspapers. For example:

Books: Little Women Movies: Men in Black Magazines: Newsweek Poems: “The Midnight Ride of Paul Revere” Stories: “The Three Little Pigs” Television shows: The Apprentice Songs: “Yankee Doodle Dandy” Newspapers: The New York Times

Capitalize the titles of organizations or groups. For example:

Boy Scouts American Cancer Society City Girls’ Choir

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

The New York Sun.

2. I sat down and watched finding nemo with my little sister. 3. The Polar Express is one of my favorite books to read during the holidays.

4. My aunt and uncle like watching jeopardy after dinner. 5. The report comes from the world heath organization. 6. “the odyssey” is an epic poem by Homer. 7. Kelsey’s band sang along to Jailhouse Rock. 8. He was reading a series of unfortunate events. 9. Randy made a donation to the world wildlife fund. 10. I told my cousin the story “the little mermaid” before bed.

GRAMMAR, PUNCTUATION, AND WORD USAGE â&#x20AC;˘ LEVEL F

Grammar & Word Usage

Lesson

S tep One: Instruction Capitalize the names of proper nouns: specific people, places, and things. Some examples of proper nouns are names of streets, buildings, bridges, cities, countries, groups of people, historic events, geographic features, languages, monuments and public spaces, states, streets, spacecraft, and time periods. For example:

Specific street names: Lexington Avenue Bridges: Verazzano Bridge Buildings: Empire State Building Cities: Chicago Countries: United States Groups of people: Americans Historic events and time periods: World War I , Great Depression Geographic features: Great Plains Continents: North America Oceans: Indian Ocean Lakes: Lake Michigan Mountains: Appalachian Mountains Languages: Chinese Monuments: Lincoln Memorial Public spaces: Rockefeller Center Spacecraft: Challenger States: Texas

ÂŠ RALLY! EDUCATION

GRAMMAR, PUNCTUATION, AND WORD USAGE • LEVEL F

Australia

2. Scientists think the bering strait once connected Asia and North America.

3. Can you point to the planet mars in the night sky? 4. Wendy and Dave enjoy eating at a thai restaurant on Friday nights. 5. My cousin speaks three languages including German. 6. The himalayan mountains are home to some of the highest peaks in the world.

7. Our class took a tour of the Washington Monument last week. 8. Our ancestors on my mother’s side of the family were from scotland.

9. You can take a cruise on the Potomac River. 10. In which state can you find the golden gate bride?

ISBN 978-1-4204-6816-8