Because of Winn-Dixie
Name
DEVELOP THE CONCEPT PROOFREAD
Declarative and Interrogative Sentences A sentence is a group of words that expresses a complete thought. A sentence begins with a capital letter. A sentence that tells something is a declarative sentence. A declarative sentence ends with a period. A sentence that asks a question is an interrogative sentence. An interrogative sentence ends with a question mark. Declarative Sentence
Florida was once a wild place.
Interrogative Sentence Have you ever seen a bear? Directions Read each sentence and add the correct end punctuation. Then write whether each sentence is declarative or interrogative. 1. In the old days, many people lived on farms
2. Wild animals roamed through the forests
3. Were the woods full of bears in those days
Directions Change each sentence to the kind named in ( ). Write the new sentence. 4. Grandpa likes telling stories. (interrogative)
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5. Are his stories always true? (declarative)
Home Activity Your child learned about declarative and interrogative sentences. Have your child write two declarative and two interrogative sentences about something he or she did today.
Grammar and Writing Practice Book
14625_001-004_FSD 1
Unit 1 Week 1 Day 2
1 2/25/05 4:33:14 PM
Because of Winn-Dixie
Name
APPLY TO WRITING
Declarative and Interrogative Sentences Directions Read the interrogative sentences. Then use your own ideas to write a declarative sentence that answers each question. 1. Question Why is it hard to move to a new place? Answer 2. Question Where would be a good place to make new friends? Answer 3. Question What kind of pet might make a good friend? Answer 4. Question: What is a good way to make friends? Answer Directions Read the answers in the interview with Opal from Because of Winn-Dixie. Then write the questions you think she might be answering. 5. Question Answer
At first I felt really lonely.
6. Question Answer
No, I didn’t know anyone.
Answer
I spent a lot of time in the library.
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7. Question
Home Activity Your child learned how to use declarative and interrogative sentences in writing. Have your child ask a member of the family three questions and write down the questions and answers in interview form.
2
Unit 1 Week 1 Day 3
14625_001-004_FSD 2
Grammar and Writing Practice Book
2/25/05 4:33:15 PM
Because of Winn-Dixie
Name
TESTPROOFREAD PREPARATION
Declarative and Interrogative Sentences Directions For each item, mark the letter of the word or the word and punctuation mark that complete each sentence. 1. You have to be quiet in a A library B library? C library. D Library
3.
2.
4. Do you like adventure A stories. B stories C stories? D Stories
many books did you get? A Who B how C How? D How
get a library card? A Can I B I can C I can? D can I
Directions For each item, mark the letter of the declarative or interrogative sentence that is correctly written. 8. A Why is his name Winn-Dixie. B Isn’t that the name of a store. C It’s a funny name for a dog. D Does he know his name.
6. A Our dog can shake hands B Does he come when you call. C can he catch a ball? D I’m teaching him to sit.
9. A Was your dog a stray? B a stray has no home. C Can I adopt one. D Where did he come from.
7. A The pound has many animals B Are they all puppies. C Would you like one as a pet? D some ran away from home?
10. A Dogs are fun B They make good friends. C Dogs are part of the family? D do you have a dog?
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5. A Are pets allowed in the library. B I’ll leave my dog outside? C he is very well behaved. D Do I hear him barking?
Home Activity Your child prepared for taking tests on declarative and interrogative sentences. Say declarative or interrogative and have your child say a sentence of the correct kind.
Grammar and Writing Practice Book
14625_001-004_FSD 3
Unit 1 Week 1 Day 4
3 2/25/05 4:33:16 PM
Because of Winn-Dixie
Name
CUMULATIVE REVIEW
Declarative and Interrogative Sentences Directions Write D if the sentence is declarative. Write I if the sentence is interrogative. 1. 2. 3. 4.
Opal loved to visit the library. What did her dog do? Did Opal have any friends? She made friends with the librarian.
Directions Make each word group into a sentence by writing it with correct capitalization and punctuation. Write D if the sentence is declarative. Write I if the sentence is interrogative. 5. a bear once visited the library 6. it walked through the open door 7. what did the librarian do 8. would you have run away Directions Change each sentence to the kind named in ( ). Write the new sentence. 9. The dog looks like a bear. (interrogative) 10. Are bears dangerous? (declarative)
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11. An amazing story is called a tall tale. (interrogative) 12. Did the librarian tell a tall tale? (declarative)
Home Activity Your child reviewed declarative and interrogative sentences. Read a newspaper article together. Have your child identify declarative and interrogative sentences in the article.
4
Unit 1 Week 1 Day 5
14625_001-004_FSD 4
Grammar and Writing Practice Book
2/25/05 4:33:16 PM
Lewis and Clark and Me
Name
DEVELOP THE CONCEPT PROOFREAD
Imperative and Exclamatory Sentences An imperative sentence gives a command or makes a request. It usually begins with a verb and ends with a period. The subject (you) is not shown. An exclamatory sentence shows strong feeling or surprise. It ends with an exclamation mark. An interjection also shows strong feeling and ends with an exclamation mark. An interjection is a word or group of words, not a complete sentence. Imperative Sentence
Lie down and stay.
Exclamatory Sentences That is a gorgeous dog! What big paws he has! Interjections
Wow! Ouch! Hurray! Oh, no!
Directions Read each sentence. Write C if the end punctuation is correct. Write NC if the end punctuation is not correct. 1. Show me your book about Lewis and Clark. 2. What an incredible journey they took. 3. Please read me the paper you wrote about their expedition! 4. That dog was amazing! 5. I can’t believe the number of squirrels it caught.
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Directions Write a word or phrase that will make these sentences the kind named in ( ). 6.
me the Missouri River on the map. (imperative)
7.
a long river it is! (exclamatory)
8.
why Lewis and Clark went on their expedition. (imperative)
9.
proud they must have been when they finished! (exclamatory)
10.
forget to finish reading your book on Lewis and Clark. (imperative)
Home Activity Your child learned about imperative and exclamatory sentences. With your child, listen to a favorite television show and have your child identify examples of imperative and exclamatory sentences.
Grammar and Writing Practice Book
14625_005-008_FSD 5
Unit 1 Week 2 Day 2
5 2/25/05 4:34:33 PM
Lewis and Clark and Me
Name
APPLY TO WRITING
Imperative and Exclamatory Sentences Directions Write an imperative sentence and an exclamatory sentence for each event. 1. going on a river trip imperative:
exclamatory: 2. meeting a dog imperative:
exclamatory: 3. looking at a map of the United States imperative:
exclamatory:
Directions Imagine that you are on a trip and you are writing a letter to a friend. Write one imperative sentence and one exclamatory sentence that you might include in the letter. 4. imperative:
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5. exclamatory:
Home Activity Your child learned how to use imperative and exclamatory sentences in writing. Have your child write something he or she was told to do that day as an imperative sentence. Ask your child what was exciting or interesting about the day. Have him or her write that as an exclamatory sentence.
6
Unit 1 Week 2 Day 3
14625_005-008_FSD 6
Grammar and Writing Practice Book
2/25/05 4:34:34 PM
Lewis and Clark and Me
Name
TESTPROOFREAD PREPARATION
Imperative and Exclamatory Sentences Directions For each item, mark the letter of the answer that best completes the type of sentence in ( ). 1. I love the way this story is told by ___ (exclamatory) A a dog. B a dog? C a dog. D a dog!
3. What an incredible adventure ___ (exclamatory) A that was! B will we have. C would you like to go on! D is that?
2. ___ the picture of Seaman swimming. (imperative) A Is that B I like C Show me D What is
4. ___ that page again. (imperative) A Are we reading B Please read C Will you read D How exciting to read
Directions For each item, mark the letter of the imperative or exclamatory sentence that is correctly written. 7. A Tell me about Sacagawea! B She was incredibly young! C Show me her picture! D That’s an amazing story?
6. A Go get those squirrels B Bring them back to the boat. C Wow! They taste wonderful. D Give the dog some?
8. A Explain who York was. B It’s terrible that he was a slave? C What a brave man he was. D Find out more about him!
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5. A Fetch, Seaman? B Please sell me your dog! C Tell me his name. D That’s a great trick
Home Activity Your child prepared for taking tests on imperative and exclamatory sentences. Ask your child to write an example of each kind of sentence and to explain what makes it imperative or exclamatory.
Grammar and Writing Practice Book
14625_005-008_FSD 7
Unit 1 Week 2 Day 4
7 2/25/05 4:34:35 PM
Lewis and Clark and Me
Name
CUMULATIVE REVIEW
Imperative and Exclamatory Sentences Directions Write E if the sentence is exclamatory. Write I if the sentence is imperative. 1. Don’t let the dog jump into the river. 2. Lend me a hand with this boat. 3. We’ve got to save the missing people! 4. Make sure you keep away from the shore. 5. Seaman is a hero! Directions Make each word group into an imperative or exclamatory sentence by writing it with correct capitalization and punctuation. Identify imperative sentences with I and exclamatory sentences with E. 6. make room in the boat 7. what a crowd there was on the wharf 8. ask sacagawea which of these plants we should eat 9. those plants will poison you 10. give me that dog for these beaver skins
Directions Write the type of sentence named in ( ) for each event. 11. leading a camping trip (imperative)
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12. sailing on the Missouri River (exclamation)
Home Activity Your child reviewed imperative and exclamatory sentences. Have your child find examples of imperative and exclamatory sentences in magazines, instructions, or other printed materials in your home.
8
Unit 1 Week 2 Day 5
14625_005-008_FSD 8
Grammar and Writing Practice Book
2/25/05 4:34:35 PM
Grandfather’s Journey
Name
DEVELOP THE CONCEPT PROOFREAD
Subjects and Predicates Every sentence has a subject and a predicate. The subject is the part of the sentence that tells whom or what the sentence is about. All the words in the subject are called the complete subject. The simple subject is the most important word in the complete subject. A simple subject can be more than one word, as in United States. Complete Subject
The mountains in America reminded him of home.
Simple Subject
The mountains in America reminded him of home.
The predicate is the part of the sentence that tells what the subject is or does. All the words in the predicate are called the complete predicate. The simple predicate, or verb, is the most important word in the complete predicate. A simple predicate can be more than one word, as in was going. Complete Predicate
The mountains in America reminded him of home.
Simple Predicate
The mountains in America reminded him of home.
A compound subject is made up of two or more simple subjects. A compound predicate is made up of two or more simple predicates. Compound Subject
The forests and deserts amazed him.
Compound Predicate
He traveled and worked in the United States.
Directions Look at the letters after each sentence. Circle the complete subject when you see CS, the simple subject when you see SS, the complete predicate when you see CP, and the simple predicate when you see SP. 1. The United States is home to millions of people from overseas. CP 2. This nation was founded by immigrants. SP
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3. Many of the newcomers are from Asia. CS 4. Some become U.S. citizens. SS 5. More people are arriving every day. SP
Home Activity Your child learned about subjects and predicates. Ask your child to find sentences in a newspaper or magazine. Have him or her identify the simple subject and simple predicate in each sentence.
Grammar and Writing Practice Book
14625_009-012_FSD 9
Unit 1 Week 3 Day 2
9 2/25/05 4:37:18 PM
Grandfather’s Journey
Name
APPLY TO WRITING
Subjects and Predicates Directions Each pair below has a simple subject and a verb. Add details to write an interesting sentence. Then underline the complete subject once and the complete predicate twice. 1. grandfather/traveled
2. he/met
3. people/live
4. mother/was born
5. we/are learning
6. I/will visit
7. United States of America/is
8. visitors/come
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9. schools/teach
10. Everyone/loves
Home Activity Your child learned how to use subjects and predicates in writing. Have your child write a sentence describing something he or she did today. Ask your child to identify the complete subject and the complete predicate of the sentence.
10
Unit 1 Week 3 Day 3
14625_009-012_FSD 10
Grammar and Writing Practice Book
2/25/05 4:37:20 PM
Grandfather’s Journey
Name
TESTPROOFREAD PREPARATION
Subjects and Predicates
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Directions Mark the letter of the phrase that identifies the underlined word or words in each sentence. 1. Our family is going to California next summer. A simple subject B complete subject C simple predicate D complete predicate
6. Some other friends live in San Francisco too. A simple subject B complete subject C simple predicate D complete predicate
2. San Francisco will be our first stop. A simple subject B complete subject C simple predicate D complete predicate
7. A travel agent booked our tickets. A simple subject B complete subject C simple predicate D complete predicate
3. My mom promised us a visit to the Golden Gate Bridge. A simple subject B complete subject C simple predicate D complete predicate
8. Dad will take us to a ball game one night. A simple subject B complete subject C simple predicate D complete predicate
4. We can ride in a cable car. A simple subject B complete subject C simple predicate D complete predicate
9. Fisherman’s Wharf is a great place for dinner. A simple subject B complete subject C simple predicate D complete predicate
5. Our friends, the Kims, will entertain us. A simple subject B complete subject C simple predicate D complete predicate
10. We are staying there for a week. A simple subject B complete subject C simple predicate D complete predicate
Home Activity Your child prepared for taking tests on subjects and predicates. Ask your child a question (What did you eat for lunch? When did you get home?). Have him or her write the answer in a complete sentence and identify the subject and predicate.
Grammar and Writing Practice Book
14625_009-012_BPrinting 11
Unit 1 Week 3 Day 4
11 11/4/05 1:10:17 PM
Grandfather’s Journey
Name
CUMULATIVE REVIEW
Subjects and Predicates Directions Underline the complete subject of each sentence once. Underline the complete predicate twice. 1. The United States is a beautiful country. 2. Snow-capped mountains tower over the western plains. 3. Rich farmland provides food for millions of people. 4. Forests cover the ancient hills of the Northeast. 5. An amazing diversity of people live and work in the great cities. Directions Look at the letters after each sentence. Write the simple subject when you see SS. Write the simple predicate when you see SP. 6. Many immigrants have made America their home. SP 7. They long for their old homes. SS 8. Travel is fast these days. SS 9. People can fly anywhere by airplane. SP 10. The airplane has become a cure for homesickness! SP Directions Write sentences using the pairs of words below. Use the noun as a simple subject and the verb as a simple predicate. Then underline the complete subject once and the complete predicate twice. 11. home/is
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12. country/has
Home Activity Your child reviewed subjects and predicates. Ask your child to describe an object in the house in a sentence. Ask him or her to repeat the sentence and to identify the complete subject and complete predicate.
12
Unit 1 Week 3 Day 5
14625_009-012_FSD 12
Grammar and Writing Practice Book
2/25/05 4:37:21 PM
The Horned Toad Prince
Name
DEVELOP THE CONCEPT PROOFREAD
Compound Sentences A compound sentence is made up of two simple sentences joined by a comma and a connecting word such as and, but, or or. Simple Sentences
Fairy tales are very old. Kids still enjoy them.
Compound Sentence Fairy tales are very old, but kids still enjoy them. The two sentences in a compound sentence must have ideas that make sense together. Directions Write S after each simple sentence and C after each compound sentence. Do not confuse a compound subject or predicate with a compound sentence. 1. Fairy tales and other old stories are sometimes very scary. 2. Witches, giants, or trolls can give little children nightmares. 3. Fairy tale heroes are often in danger, but they usually win in the end. 4. Often a poor girl marries a prince, or a poor boy marries a princess. 5. The dragon is killed, and everybody lives happily ever after. Directions Join each pair of simple sentences to make a compound sentence. Use the word and, but, or or. Do not forget to add a comma. 6. The hero was small and young. He was very brave. 7. She fell in love with the prince. He fell in love with her. 8. You can fight the dragon. You can run away.
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9. He saw the woman in the tower. He wanted to save her. 10. The wolf knocked on the pigs’ door. They wouldn’t let him in.
Home Activity Your child learned about compound sentences. Encourage him or her to show you how the words and, but, and or can link simple sentences to form compound sentences.
Grammar and Writing Practice Book
14625_013-016_FSD 13
Unit 1 Week 4 Day 2
13 2/25/05 4:37:56 PM
The Horned Toad Prince
Name
APPLY TO WRITING
Compound Sentences Directions Complete each sentence by adding and, but, or or and one of the groups of words from the box. she sent them all away. she would not marry anyone. her father gave her half his kingdom. her father would lock her up in a tower. she fell in love with him. 1. The princess had many suitors, 2. She must marry, 3. Many men came to see the princess, 4. Finally, a young farmer made her laugh, 5. The princess got married, Directions Make a compound sentence by adding your own words to each item. 6. I enjoy fairy tales, but 7. We can finish this story today, or 8. The hero killed the monster, and 9. The old witch flew away, and
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10. The princess was locked up in a tower, but
Home Activity Your child learned how to use compound sentences in writing. Have your child write a compound sentence about something he or she did today.
14
Unit 1 Week 3 Day 3
14625_013-016_FSD 14
Grammar and Writing Practice Book
2/25/05 4:37:57 PM
The Horned Toad Prince
Name
TESTPROOFREAD PREPARATION
Compound Sentences
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Directions Mark the letter of the item that correctly completes each sentence. 1. Reba Jo lived on the prairie ___ she loved roping. A , or B , and C and D and,
6. She got the hat ___ she rode home. A , and B but C , or D and,
2. Her hat blew off ___ it fell into a well. A but B or C , and D and
7. Reba Jo was rude ___ her father was polite. A but B , or C , but D and,
3. Reba Jo was scared ___ she wanted her hat. A and B or, C or D , but
8. The horned toad came in ___ it ate some chili. A , or B , and C , but D but
4. The toad made an offer ___ Reba Jo accepted. A or B and C , but D , and
9. She kissed the horned toad ___ she didn’t want to. A , or B but C and, D , but
5. She could accept ___ she could go home. A , or B , but C but, D and,
10. Was Reba Jo smart ___ was she foolish? A , or B , but C , and D and
Home Activity Your child prepared for taking tests on compound sentences. Ask your child to write pairs of simple, related sentences about himself or herself and then connect them with and, but, or or.
Grammar and Writing Practice Book
14625_013-016_FSD 15
Unit 1 Week 4 Day 4
15 2/25/05 4:37:58 PM
The Horned Toad Prince
Name
CUMULATIVE REVIEW
Compound Sentences Directions Circle S if the sentence is a simple sentence. Circle C if the sentence is a compound sentence. Do not confuse a compound subject or predicate with a compound sentence. 1. The Southwest is hot, dry, and mountainous.
S
C
2. The air is clear, and the colors are beautiful.
S
C
3. Sometimes it rains hard, but often it is very dry.
S
C
4. Visitors come from far away and camp.
S
C
5. Some visitors fall in love with the Southwest and settle there.
S
C
Directions Write the word you would use (and, but, or or) to join each pair of simple sentences into a compound sentence. 6. It is called a horned toad. It is really a lizard. 7. The country is beautiful. The people are friendly. 8. Was that an arroyo? Was it a canyon? 9. I’d love to stay. I have to go home. 10. We have had a great vacation. We plan to return. Directions Read each sentence. Think of a simple related sentence. Make a compound sentence by adding and, but, or or and your sentence. 11. The desert is hot and dry,
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12. She could ride a horse,
Home Activity Your child reviewed compound sentences. Ask your child to pretend that he or she has to explain compound sentences to someone who doesn’t know what they are. Have your child “teach” the concept he or she has learned.
16
Unit 1 Week 4 Day 5
14625_013-016_FSD 16
Grammar and Writing Practice Book
2/25/05 4:37:59 PM
Letters Home from Yosemite
Name
DEVELOP THE CONCEPT PROOFREAD
Clauses and Complex Sentences A clause is a group of words with a subject and a verb. A dependent clause begins with a word such as because or when. It cannot stand alone as a sentence. An independent clause can stand alone. Dependent Clause Independent Clause
when I was eight My family visited Yosemite.
A sentence made up of a dependent clause and an independent clause is a complex sentence. Complex Sentences
When I was eight, my family visited Yosemite. My family visited Yosemite when I was eight.
Other words that often introduce a dependent clause are since, although, if, until, unless, as, after, and before. When a dependent clause comes first in a complex sentence, it is followed by a comma. Directions Write I if the underlined group of words is an independent clause. Write D if it is a dependent clause. 1. 2. 3. 4. 5.
People visit Yosemite because it is so beautiful. When you see El Capitan, you’ll be amazed. If you go there, visit Yosemite Falls. You will probably see a bear before you leave. After I returned, I read a book about the park.
Directions Combine each pair of simple sentences. Use the word in ( ). Write the complex sentence.
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6. I’ll visit all the national parks. I’m grown up. (when)
7. I’m only ten years old. I have to travel with my family. (since)
Home Activity Your child learned about clauses and complex sentences. Encourage him or her to show you how words such as because, when, although, and if can link simple sentences to form complex sentences.
Grammar and Writing Practice Book
14625_017-020_FSD 17
Unit 1 Week 5 Day 2
17 2/25/05 4:39:35 PM
Letters Home from Yosemite
Name
APPLY TO WRITING
Clauses and Complex Sentences Directions Make complex sentences by choosing clauses from the box to combine with the clauses below. Write your sentences on the lines. Use correct capitalization and punctuation. Indians were living there you will want to return it is still mostly wilderness
if you get too close because it is so beautiful
1. When explorers reached Yosemite,
2. Many people visit Yosemite 3. Although millions of tourists visit the park, 4. A mule deer can be dangerous 5. After you have visited once,
Directions Think of a place you would like to visit. Write three complex sentences about the place. Use the words in ( ). 6. (because)
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7. (if)
8. (when)
Home Activity Your child learned how to use clauses and complex sentences in writing. Ask your child a why question. Have him or her write a complex sentence to answer it. Ask your child to explain why the answer is a complex sentence.
18
Unit 1 Week 5 Day 3
14625_017-020_FSD 18
Grammar and Writing Practice Book
2/25/05 4:39:36 PM
Letters Home from Yosemite
Name
TESTPROOFREAD PREPARATION
Clauses and Complex Sentences Directions Mark the letter of the independent clause in each group. 1. A when the tourists arrived B if you are camping C it is bigger than Rhode Island D although there are many cars
3. A before we went to sleep B since we had our backpacks C after we ate lunch D we pitched our tent
2. A unless you want an angry bear B don’t tease the animals C until they can smell you D as we were driving by
4. A we went too near the falls B because we were soaking wet C when the wind blows hard D if you want to stay dry
© Pearson Education
Directions Mark the letter of the word that completes each sentence. 5. ___ there are bobcats, we didn’t see any. A Although B And C Until D As
8. ___ you go out at night, you might see an owl. A If B Until C But D Although
6. I’ve been starving ___ we arrived here. A or B but C since D because
9. ___ we go to bed, we safely store our food. A Unless B Before C Or D After
7. We stopped hiking ___ we got too cold. A or B unless C although D when
10. ___ I was hiking, I saw a large brown animal. A And B As C Until D If
Home Activity Your child prepared for taking tests on clauses and complex sentences. Have your child find complex sentences in a newspaper article. Ask him or her to identify the independent and dependent clauses in each sentence.
Grammar and Writing Practice Book
14625_017-020_FSD 19
Unit 1 Week 5 Day 4
19 2/25/05 4:39:37 PM
Letters Home from Yosemite
Name
CUMULATIVE REVIEW
Clauses and Complex Sentences Directions Write the dependent clause in each sentence. 1. Although they are small, peregrine falcons are very fast.
2. A jay will steal your food if you don’t watch out.
3. Sheep had almost vanished from the park before they were brought back.
4. Because bears are so greedy, store food in a metal box.
5. If you enjoy wildlife, Yosemite is a good place to visit.
Directions Combine each pair of simple sentences. Use the word in ( ). Write the complex sentence. 6. The first tourists traveled by foot. There were no cars. (because)
7. Most visitors stay in one area. The park is huge. (although)
8. The rocks seem to change color. The sun shines on them. (when)
10. Don’t go near that waterfall. You want to get wet. (unless)
© Pearson Education
9. You will see a bat. You watch closely. (if)
Home Activity Your child reviewed clauses and complex sentences. Ask your child to tell you something about his or her day using complex sentences with the words when, because, and if.
20
Unit 1 Week 5 Day 5
14625_017-020_FSD 20
Grammar and Writing Practice Book
2/25/05 4:39:37 PM
What Jo Did
Name
DEVELOP THE CONCEPT PROOFREAD
Common and Proper Nouns • A noun is a word that names a person, place, or thing. • A common noun names any person, place, or thing. • A proper noun names a particular person, place, or thing. Proper nouns begin with capital letters. Common Nouns That girl plays basketball at our school. Proper Nouns Sandy will play for Centerville on Friday. Some proper nouns have more than one word, such as Boston Celtics. Some include titles that tell what a person is or does, such as Aunt Rosa or Captain Edwards. Directions One of the underlined words in each sentence is a noun. Circle the noun. Write C if it is a common noun and P if it is a proper noun. 1. Dr. James Naismith invented the game of basketball. 2. He worked at the YMCA Training School in Springfield, Massachusetts. 3. Naismith wanted to find a game to play inside during the winter. Directions Underline the three nouns in each sentence. Then write each noun under the correct heading in the chart. 4. 5. 6. 7. 8.
The first game of basketball was played in Massachusetts. Soon people all over the world were playing the sport. In 1936, basketball was played at the Olympic Games in Berlin. Today, many cities compete every winter in the National Basketball Association. I watch our team at the stadium every weekend. Proper Nouns
© Pearson Education
Common Nouns
Home Activity Your child learned about common and proper nouns. Have your child name people, places, or things around the house and say whether the names are common or proper nouns.
Grammar and Writing Practice Book
14625_021-024_BPrinting 21
Unit 2 Week 1 Day 2
21 11/4/05 1:11:10 PM
What Jo Did
Name
APPLY TO WRITING
Common and Proper Nouns Directions Replace the underlined word in each sentence with a noun from the box that gives a more exact description. Write the new sentence. Write C if the word you chose is a common noun. Write P if it is a proper noun. pizza
roar
fans
December
Mr. Ames
1. He is our basketball coach.
2. I joined the team last month.
3. After each game, the coach takes us out for food.
4. Many people come to our games.
5. I love hearing the sound of the crowd when we score.
Š Pearson Education
Directions Write several sentences about your school. Mention some of the people you meet there. Identify the common nouns you used and underline them once. Underline the proper nouns twice.
Home Activity Your child learned how to use common and proper nouns in writing. Have your child write a sentence or two describing a place in your community. Ask your child to identify the common and proper nouns in the sentences.
22
Unit 2 Week 1 Day 3
14625_021-024_BPrinting 22
Grammar and Writing Practice Book
11/4/05 1:11:15 PM
What Jo Did
Name
TESTPROOFREAD PREPARATION
Common and Proper Nouns Directions Mark the letter of the word that is a common noun. 1. Dr. Naismith wrote thirteen 4. Boston and Chicago have had rules for basketball. great teams. A Dr. Naismith A Boston B wrote B Chicago C thirteen C great D rules D teams 2. The ball could be thrown in any direction. A ball B could C thrown D any
5. Not all basketball players are Americans. A Not B players C are D Americans
3. A player must not run with the ball. A player B must C not D with
6. Basketball is a popular sport in Asia. A is B popular C sport D Asia
Directions Mark the letter of the word or words that are a proper noun.
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7. The inventor of basketball was born in Canada. A The B basketball C born D Canada 8. James Naismith attended a one-room school. A James Naismith B attended C one-room D school
9. He went to college in Montreal, Canada. A He B college C in D Canada 10. While living in Massachusetts, he invented the game. A While B living C Massachusetts D game
Home Activity Your child prepared for taking tests on common and proper nouns. Read a paragraph to your child from a book, magazine, or newspaper. Ask your child to identify nouns and to explain whether they are common or proper.
Grammar and Writing Practice Book
14625_021-024_BPrinting 23
Unit 2 Week 1 Day 4
23 11/4/05 1:11:17 PM
What Jo Did
Name
CUMULATIVE REVIEW
Common and Proper Nouns Directions Circle C if the underlined word is a common noun. Circle P if the underlined word is a proper noun. 1. There’s a girl at Central High who is a basketball star.
C
P
2. She plays center on the all-state team for Maryland.
C
P
3. She averages 24 points a game.
C
P
4. Her name is Toyana Jumper.
C
P
5. That’s a great name for a basketball player!
C
P
Directions Underline the three nouns in each sentence. They may be common or proper. 6. The book we are reading is about a girl called Jo. 7. She plays basketball with a group of boys. 8. Jo wore a hat over her long hair. 9. She flew through the air and dunked the ball into the hoop. 10. T. J. told Jo that he had never played with a girl before. Directions Write one sentence about a place you like to visit and another sentence about a person you know. Include common and proper nouns in each sentence. Underline the common nouns once and the proper nouns twice. 11. Place
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12. Person
Home Activity Your child reviewed common and proper nouns. Ask your child to name things, places, animals, or people he or she passes on the way to school each day. Have your child tell you whether these names are common or proper nouns
24
Unit 2 Week 1 Day 5
14625_021-024_BPrinting 24
Grammar and Writing Practice Book
11/4/05 1:11:20 PM
Coyote School News
Name
DEVELOP THE CONCEPT PROOFREAD
Regular Plural Nouns • Singular nouns name one person, place, or thing. Plural nouns name more than one person, place, or thing. • Add -s to form the plural of most nouns. bird/birds snake/snakes monkey/monkeys • Add -es to form the plural of nouns that end in ch, sh, s, ss, or x. finch/finches dish/dishes gas/gases dress/dresses box/boxes • To form the plural of nouns that end in a consonant followed by a y, change the y to i and add -es. butterfly/butterflies puppy/puppies Directions Underline the plural noun in each sentence. 1. Texas has many cattle ranches. 2. A cowboy rides after cows. 3. A cowboy can throw a rope within inches of his target. 4. Wild ponies also live in the Southwest. 5. Many movies have been made about the Old West. Directions Write the singular form of each noun. ____________________
7. stories
____________________
8. patches
____________________
9. foxes
____________________
10. saddles
____________________
11. coyotes
____________________
12. losses
____________________
© Pearson Education
6. outlaws
Home Activity Your child learned about regular plural nouns. Point to objects around the house. Ask your child to say the nouns and their plural forms and to explain how the plurals were formed.
Grammar and Writing Practice Book
14625_025-028_FSD 25
Unit 2 Week 2 Day 2
25 2/25/05 4:40:43 PM
Coyote School News
Name
APPLY TO WRITING
Regular Plural Nouns Directions Use the plural form of the underlined noun. Add a word from the box to describe the noun. Write the new sentence. yellow
noisy
wooden
interesting
bumpy
1. Those ___ chicken woke us up.
2. He drove his truck along the ___ road.
3. They wrote ___ story for the newspaper.
4. The students sat on rows of hard ___ bench.
5. They went home in bright ___ bus.
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Directions Write a short description of horses that you have seen in books, in movies, or on television. Use at least three different plural nouns. Underline the plural nouns you use.
Home Activity Your child learned how to use regular plural nouns in writing. Ask your child to write a sentence about his or her day using at least one plural noun.
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Unit 2 Week 2 Day 3
14625_025-028_BPrinting 26
Grammar and Writing Practice Book
11/4/05 1:11:48 PM
Coyote School News
Name
TESTPROOFREAD PREPARATION
Regular Plural Nouns Directions Mark the letter of the correct plural form that completes each sentence. 1. Vaqueros means ___ in Spanish. A cowboys’ B cowboys C cowboyes D cowboy’s 2. They were skilled ___. A rideres B riders’ C riderz D riders
3. They worked on the ___ of the Southwest. A ranchies B ranch’es C ranches D ranchus 4. Often they were far from their ___. A familys B families C familyes D familease
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Directions Mark the letter of the ending that will form the plural of the singular noun in the phrases below. 5. wild bunch A -s B -ess C -ies D -es
8. fine lady A -’s B -ies C -s D -es
6. near miss A -es B -es C -es’s D -s
9. whirling rope A -s’ B -es C -s D -ies
7. leather saddle A -’s B -s C -ies D -es
10. red-hot brand A -s B -z C -es D -ez
Home Activity Your child prepared for taking tests on regular plural nouns. Read a brief passage to your child from a book, magazine, or newspaper. Ask him or her to identify any plural nouns in the passage and to say how they were formed.
Grammar and Writing Practice Book
14625_025-028_FSD 27
Unit 2 Week 2 Day 4
27 2/25/05 4:40:45 PM
Coyote School News
Name
CUMULATIVE REVIEW
Regular Plural Nouns Directions Circle the plural noun in each sentence. 1. Our newspaper has an editor and five writers. 2. Our teacher prints copies for us each month. 3. She puts a star next to articles she really likes. 4. I write stories about football. 5. All the classes read our newspaper. Directions Write the plural form of the underlined noun or nouns in each sentence. 6. School newspaper is one of my favorite activity.
___________________
7. We write the news and the headline.
___________________
8. Newspapers are printed by printing press.
___________________
9. Paper that come out every day are called daily.
___________________
10. We store our old papers in big box.
___________________
Directions Write a sentence about each of the following places. Include two plural nouns in each sentence. 11. a ranch
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12. a school
Home Activity Your child reviewed regular plural nouns. Ask your child to pretend that he or she is teaching a second-grade class about plural nouns. Have your child show you how he or she would explain the concept.
28
Unit 2 Week 2 Day 5
14625_025-028_FSD 28
Grammar and Writing Practice Book
2/25/05 4:40:45 PM
Grace and the Time Machine
Name
DEVELOP THE CONCEPT PROOFREAD
Irregular Plural Nouns A plural noun names more than one person, place, or thing. Most nouns add -s to form the plural. An irregular plural noun has a special form for the plural. Singular Nouns The man photographed a wolf chasing a moose. Irregular Plural Nouns Two men photographed some wolves chasing some moose. Some nouns and their irregular plural forms are child/children, deer/deer, foot/feet, leaf/leaves, life/lives, loaf/loaves, man/men, moose/moose, mouse/mice, sheep/ sheep, tooth/teeth, wolf/wolves, and wife/wives. Directions Write the irregular plural noun in each sentence. 1. A time machine could show us what our lives were like long ago. _____________ 2. Before there were cars or trains, we were on our feet a lot more.
_____________
3. Many men worked in the fields or hunted in the forests.
_____________
4. Their wives spent hard days cooking and cleaning.
_____________
5. I wonder if children were happy then.
_____________
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Directions If the noun is plural, write P. If it is singular, write its plural form. If the noun could be either singular or plural, write S/P. 6. loaves
____________________
7. sheep
____________________
8. wolf
____________________
9. leaves
____________________
10. deer
____________________
11. tooth
____________________
12. mouse
____________________
Home Activity Your child learned about irregular plural nouns. Say the words tooth, wife, and sheep and have your child say and spell the plural form of each word.
Grammar and Writing Practice Book
14625_029-032_FSD 29
Unit 2 Week 3 Day 2
29 2/25/05 4:42:51 PM
Grace and the Time Machine
Name
APPLY TO WRITING
Irregular Plural Nouns Directions Write sentences using the plural forms of the given nouns. 1. wolf, tooth
2. man, wife
3. mouse, loaf
4. child, foot
5. moose, leaf
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Directions Write about what you would like to see if you traveled back in time or into the future in a time machine. Use at least two irregular plural nouns and underline them.
Home Activity Your child learned how to use irregular plural nouns in writing. Have your child write a note or an e-mail to a family member about life long ago. Have your child use at least two irregular plural nouns.
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Unit 2 Week 3 Day 3
14625_029-032_FSD 30
Grammar and Writing Practice Book
2/25/05 4:42:53 PM
Grace and the Time Machine
Name
TESTPROOFREAD PREPARATION
Irregular Plural Nouns Directions Mark the letter of the correct plural form for each underlined word. 1. Life were different long ago. A Lifes B Live’s C Lives D Live
3. The man went out and worked. A mans B mens C man D men
2. Woman worked at home. A Women B Womans C Womens’ D Woman
4. Their wife did the housework. A wifes B wives C wive D wivies
Directions Mark the letter of the word that correctly completes each sentence. 7. They made ___ of bread in their kitchens. A loaves B loaf’s C loafes D loaf
6. Women spun yarn from the wool of ___. A mooses B sheeps C sheepes D sheep
8. Sometimes they saw ___ in the forest. A mooses B wolves C moosies D wolfs
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5. Not all ___ went to school. A woman B children C childrens D womens
Home Activity Your child prepared for taking tests on irregular plural nouns. Have a discussion with your child about the families in your neighborhood. Ask him or her to use the singular and plural forms of man, woman, and child.
Grammar and Writing Practice Book
14625_029-032_BPrinting 31
Unit 2 Week 3 Day 4
31 11/4/05 1:12:24 PM
Grace and the Time Machine
Name
CUMULATIVE REVIEW
Irregular Plural Nouns Directions Underline the singular nouns and circle the plural nouns in the sentences. 1. Long ago wolves ran through forests where our city is now. 2. Then men and women from Europe arrived on these shores. 3. They brought cows, horses, chickens, and geese to this country. 4. They built a town with houses and schools for their children. 5. They worked hard to improve their lives. Directions Write C if the underlined plural noun is correct. If it is not correct, write the correct form. 6. How did they brush their teeths in the old days?
___________________
7. I love those old-fashioned crusty loaves.
___________________
8. Mices were everywhere years ago.
___________________
9. Many deers roamed the land.
___________________
10. Clothes were made mostly from the wool of sheep.
___________________
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Directions Write one or two sentences about animals. Use at least two irregular plural nouns.
Home Activity Your child reviewed irregular plural nouns. Look at an article from a newspaper or magazine. Have your child point out three or four irregular plural nouns.
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Unit 2 Week 3 Day 5
14625_029-032_FSD 32
Grammar and Writing Practice Book
2/25/05 4:42:54 PM
Marven of the Great North Woods
Name
DEVELOP THE CONCEPT PROOFREAD
Singular Possessive Nouns A possessive noun shows ownership. A singular possessive noun shows that one person, place, or thing has or owns something. Add an apostrophe (’) and the letter s to a singular noun to make it possessive. Singular Nouns This country had forests that were a valuable resource. Irregular Plural Nouns This country’s forests were a valuable resource. Directions Write the possessive form of each underlined noun. 1. Minnesota forests were once full of white pines. __________________________ 2. The white pine wood was soft and easy to cut. __________________________ 3. This lumber helped build the Midwest cities. __________________________ 4. The nation need for lumber was enormous. __________________________ 5. A lumberjack work was long and hard. __________________________ 6. At first, a nearby river provided a logging camp source of power.
© Pearson Education
__________________________ 7. Later, steam power speeded up a sawmill rate of work. __________________________ 8. Sadly, the state supply of big trees could not last forever. __________________________ Home Activity Your child learned about singular possessive nouns. Ask your child to write the names of family members as possessive nouns and to use them in sentences.
Grammar and Writing Practice Book
14625_033-036_FSD 33
Unit 2 Week 4 Day 2
33 2/25/05 4:43:55 PM
Marven of the Great North Woods
Name
APPLY TO WRITING
Singular Possessive Nouns Directions Make each sentence less wordy by replacing the underlined words with a possessive noun phrase. Write the new sentences. 1. The need of America for lumber was great 100 years ago.
2. The forests of Minnesota supplied much of this material.
3. The rivers of the state played an important part in the logging industry.
4. Lumberjacks braved the cruel weather of winter.
5. The appetite of a lumberjack was enormous.
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Directions Write about a time (real or imaginary) that you spent in the country. Use at least two singular possessive nouns and underline them.
Home Activity Your child learned how to use singular possessive nouns in writing. Ask your child to write a journal entry about the day’s activities. Have him or her use at least two singular possessive nouns.
34
Unit 2 Week 4 Day 3
14625_033-036_FSD 34
Grammar and Writing Practice Book
2/25/05 4:43:57 PM
Marven of the Great North Woods
Name
TESTPROOFREAD PREPARATION
Singular Possessive Nouns Directions Mark the letter of the word that completes each sentence. 1. A ___ job was to cut down trees. A lumberjacks B lumberjack’s C lumberjack D lumberjacks’
5. The ___ end was at a sawmill. A journeys B journies C journey D journey’s
2. A ___ long journey started in the forest. 6. The logs became wood for ___ cities. A log’s A American’ B loges B Americas C log C America D logies D America’s 7. In time, ___ supply of trees ran out. A nature’s B natures’ C nature D natural’
4. ___ trees floated south to Iowa. A Minnesotan’ B Minnesota’s C Minnesota D Minnesotas
8. The ___ great north woods were gone. A Midwests B Midwest C Midwest’s D Midwestern’
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3. Cut logs floated on the ___ current. A rivers B river C river’s D riveres
Home Activity Your child prepared for taking tests on singular possessive nouns. Name two or three familiar objects in the house. Have your child write the possessive forms of these nouns and use them in sentences.
Grammar and Writing Practice Book
14625_033-036_BPrinting 35
Unit 2 Week 4 Day 4
35 11/4/05 1:13:06 PM
Marven of the Great North Woods
Name
CUMULATIVE REVIEW
Singular Possessive Nouns Directions Write the possessive form of each underlined noun. 1. wood grain
______________________
2. river bank
______________________
3. winter cold
______________________
4. bed pillow
______________________
5. desk drawer
______________________
6. snow wetness
______________________
7. horse saddle
______________________
8. fiddle music
______________________
9. kitchen warmth
______________________
10. saw handle
______________________
Directions Write a singular possessive noun to complete each sentence. __________________
12. Some people earn $200 for one ___ work.
__________________
13. A ___ day is spent at school.
__________________
14. A ___ place of work is often a hospital.
__________________
15. A ___ job is very important.
__________________
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11. A ___ job is very hard.
Home Activity Your child reviewed singular possessive nouns. Look at a newspaper or magazine article with your child. Have him or her identify singular possessive nouns.
36
Unit 2 Week 4 Day 5
14625_033-036_BPrinting 36
Grammar and Writing Practice Book
11/4/05 1:13:12 PM
So You Want to Be President?
Name
DEVELOP THE CONCEPT PROOFREAD
Plural Possessive Nouns A plural possessive noun shows that something is owned or shared by more than one person, place, or thing. • Add an apostrophe (’) to a plural noun that ends in -s, -es, or -ies. our parks’ popularity animals’ rights • Add an apostrophe (’) and -s to a plural noun that does not end in -s, -es, or -ies. the deer’s feeding ground the children’s vacation Directions Write the possessive form of each underlined plural noun. 1. highways roads
____________________
2. teeth cavities
____________________
3. states laws
____________________
4. forests trees
____________________
5. raccoons paws
____________________
6. geese feathers
____________________
7. men jackets
____________________
8. rivers banks
____________________
Directions Choose a plural possessive noun to complete each sentence. Write the word on the line. 9. Our national (parks, parks’) landscapes are known around the world. _____________________________ 10. (Automobiles, Automobiles’) exhausts can harm the wilderness.
© Pearson Education
_____________________________ 11. The (wolfs’, wolves’) fangs are very sharp. _____________________________ 12. Park (rangers’, ranger’s) jobs are rewarding. _____________________________ Home Activity Your child learned about plural possessive nouns. Ask your child to explain the difference between singular and plural possessive nouns. Encourage your child to give examples using the words boys, girls, and children.
Grammar and Writing Practice Book
14625_037-040_FSD 37
Unit 2 Week 5 Day 2
37 2/25/05 4:44:38 PM
So You Want to Be President?
Name
APPLY TO WRITING
Plural Possessive Nouns Directions Make each sentence less wordy by replacing the underlined words with a plural possessive noun phrase. Write the new sentences. 1. The wise decisions of our Presidents helped create America’s national parks.
2. The trees of our forests are for animals as well as for people.
3. We must protect the creatures of our oceans.
4. People should respect the plants of the deserts.
5. All Americans should learn the histories of the states.
© Pearson Education
Directions Write about a visit to the zoo or a wildlife park. Use at least two plural possessive nouns and underline them.
Home Activity Your child learned how to use plural possessive nouns in writing. Have your child write a sentence about school using a plural possessive noun. Suggest that he or she use the word teachers’, students’, boys’, or girls’.
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Unit 2 Week 5 Day 3
14625_037-040_FSD 38
Grammar and Writing Practice Book
2/25/05 4:44:39 PM
So You Want to Be President?
Name
TESTPROOFREAD PREPARATION
Plural Possessive Nouns Directions Mark the letter of the plural possessive noun that completes each sentence. 5. The ___ pets have a great life. A childrens’ B children’s C childs’ D children’
2. Their ___ lives are different from ours. A families’ B familys’ C familie’s D familys’
6. The White House gardens must be ___ playgrounds! A cats’ B cat’s C cat’ D cat
3. Servants take care of all the ___ needs. A resident’s B resident C resident’s’ D residents’
7. Do cats hunt for ___ nests in the Rose Garden? A birds B birds’s C birds’ D bird’s
4. Families bring their ___ toys to the White House. A pet B pets’ C petes’ D pet’s
8. The Secret Service ___ responsibilities are great. A officer’s B officers C officers’s D officers’
© Pearson Education
1. ___ families live in the White House. A President’s B President C Presidents’ D Presidentes’
Home Activity Your child prepared for taking tests on plural possessive nouns. Have your child prepare flash cards with a plural noun on one side and its possessive form on the other. Quiz him or her using the flash cards.
Grammar and Writing Practice Book
14625_037-040_FSD 39
Unit 2 Week 5 Day 4
39 2/25/05 4:44:40 PM
So You Want to Be President?
Name
CUMULATIVE REVIEW
Plural Possessive Nouns Directions Write the possessive form of each underlined plural noun. 1. cities residents
____________________
2. senators speeches
____________________
3. streets names
____________________
4. shelves ledges
____________________
5. women dresses
____________________
6. children toys
____________________
7. feet toes
____________________
8. congressmen letters
____________________
Directions Write the possessive form of each underlined plural noun. 9. Two wolves approached the deer feeding ground. __________________________ 10. The wolves coats were thick and gray. __________________________ 11. They wanted a deer for their cubs dinners. __________________________ 12. The deer saw the wolves and vanished into the trees shadows.
Š Pearson Education
__________________________
Home Activity Your child reviewed plural possessive nouns. Have your child find and circle examples of plural possessive nouns in a magazine or newspaper article.
40
Unit 2 Week 5 Day 5
14625_037-040_FSD 40
Grammar and Writing Practice Book
2/25/05 4:44:40 PM
The Stranger
Name
DEVELOP THE CONCEPT PROOFREAD
Action and Linking Verbs The main word in the predicate of a sentence is a verb. Verbs that show actions are called action verbs. Most verbs show actions you can see. Some verbs, such as think and wonder, show actions you cannot see. Action Verbs Mrs. Bailey gave the man some food. Katy wondered about the stranger. Linking verbs do not show actions. They tell what the subject is or what the subject is like. Common linking verbs are forms of the verb to be, such as am, is, are, was, and were. Verbs such as seem, appear, become, and feel can also be linking verbs. Linking Verbs The man was weak. Soon he felt better. Directions Circle the verb in each sentence. 1. The Bailey family lives on a farm. 2. Katy is Mr. and Mrs. Bailey’s daughter. 3. She peeked into the room. 4. The stranger wore rough leather clothing. 5. He seemed confused and unhappy. 6. A doctor examined the stranger. 7. Later the stranger felt better. 8. He helped Mr. Bailey on the farm.
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Directions Underline action verbs. Circle linking verbs. 9. The trees were bright red. 10. The stranger became sad. 11. The family waved goodbye. 12. Every year, the stranger leaves a message.
Home Activity Your child learned about action and linking verbs. Ask your child to tell you something that happened today. Have your child identify action and linking verbs in his or her account.
Grammar and Writing Practice Book
14625_041-044_FSD 41
Unit 3 Week 1 Day 2
41 2/25/05 4:45:17 PM
The Stranger
Name
APPLY TO WRITING
Action and Linking Verbs Directions Choose the best action verb from the box to complete each sentence. Write the new sentence on the line. dawdles
scurry
shudder
shimmers
delights
1. Summer ___ us with its warmth.
2. Sunlight ___ on the lake.
3. On a breezy day clouds ___ across the sky.
4. Birds ___ to one another.
5. A lazy cat ___ on the front steps.
6. We ___ at the thought of winter.
Š Pearson Education
Directions Write a paragraph about your favorite time of year. Use strong action verbs and at least one of these linking verbs: appear, feel, seem, become. Underline all the linking verbs you use.
Home Activity Your child learned how to use action and linking verbs in writing. Encourage your child to write a journal entry about the day’s activities. Have him or her underline action verbs and circle linking verbs.
42
Unit 3 Week 1 Day 3
14625_041-044_FSD 42
Grammar and Writing Practice Book
2/25/05 4:45:19 PM
The Stranger
Name
TESTPROOFREAD PREPARATION
Action and Linking Verbs Directions Mark the letter of the verb that completes each sentence. 1. The seasons ___ in a regular pattern. A is B be C change D runs
6. Logs ___ in the fireplace. A burn B become C was D appears
2. Summer ___ autumn. A to B becomes C from D and
7. The air ___ clean and fresh. A are B feels C blow D am
3. People ___ the fallen leaves. A up B in C are D rake
8. Geese ___ south for warmer lands. A flows B cry C to D fly 9. Soon the first flakes of snow ___. A fallen B fall C is D do 10. Winter ___ with us. A become B are C be D is
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4. The days ___ shorter. A than B much C are D longer 5. We ___ our winter clothes. A unpack B worn C into D be
Home Activity Your child prepared for taking tests on action and linking verbs. Have your child write action and linking verbs on index cards. Ask your child to use these verbs in sentences as you hold up the cards one at a time.
Grammar and Writing Practice Book
14625_041-044_FSD 43
Unit 3 Week 1 Day 4
43 2/25/05 4:45:19 PM
The Stranger
Name
CUMULATIVE REVIEW
Action and Linking Verbs Directions Write the verb in each sentence. 1. The Stranger describes a farm.
____________________
2. Mr. Bailey’s life was hard.
____________________
3. He worked at many jobs.
____________________
4. Farmers raised pigs, sheep, and cows.
____________________
5. They also grew crops.
____________________
Directions Underline action verbs. Circle linking verbs. 6. Farms in the old days were smaller than today’s farms. 7. Modern farms seem more like factories. 8. Farmers today often specialize in only one crop. 9. Long ago, farmers milked cows by hand. 10. Today they use machines. 11. Hens sometimes wandered into the farmhouse. 12. Now hens live in special cages. 13. Farming is still hard work. 14. Computers and modern equipment help farmers today.
© Pearson Education
15. Today’s farms are big businesses.
Home Activity Your child reviewed action and linking verbs. With your child, look at a newspaper or magazine article. Ask your child to circle action verbs in red and linking verbs in blue.
44
Unit 3 Week 1 Day 5
14625_041-044_FSD 44
Grammar and Writing Practice Book
2/25/05 4:45:20 PM
Adelina’s Whales
Name
DEVELOP THE CONCEPT PROOFREAD
Main and Helping Verbs A verb that has more than one word is called a verb phrase. A verb phrase is made up of a main verb and one or more helping verbs. The main verb shows action. The helping verb or verbs tell more about the action. Common helping verbs are am, is, are, was, were, will, would, should, has, have, had, do, does, did, can, and could. In the following sentences, the main verb is underlined once and the helping verb is underlined twice. Scientists are studying animal migration. They have tracked salmon’s journeys. The helping verbs am, is, and are show present time. Was and were show past time. Will shows future time. The helping verbs has, have, and had show that an action started in the past. In the following sentences, the helping verb has shows action that started in the past, and the helping verb will shows future time. One turtle has traveled 7,000 miles. Scientists will follow it by satellite. Directions Circle the verb phrase in each sentence. 1. I am studying the migration of sharks. 2. My team has put tags on sharks’ fins. 3. The tags are sending radio signals to satellites. 4. Our computers have received information from the satellites. 5. We are collecting important information. Directions Write the verb named in ( ).
© Pearson Education
6. These salmon could deposit thousands of eggs. (helping) _____________________ 7. The flashlight fish are looking for food. (main) _____________________ 8. The turtle has returned to its home. (helping) _____________________
Home Activity Your child learned about main and helping verbs. Ask your child these questions: What are you doing now? What will you do tomorrow? Have your child answer the questions in complete sentences and identify the main and helping verbs.
Grammar and Writing Practice Book
14625_045-048_FSD 45
Unit 3 Week 2 Day 2
45 2/25/05 4:46:23 PM
Adelina’s Whales
Name
APPLY TO WRITING
Main and Helping Verbs Directions Replace the underlined word or words in each sentence with a verb phrase from the box. Write the verb phrase on the line. have chased will crawl have hurried are crowding
has tumbled were struggling
1. The turtles will go up the beach.
2. Hundreds of salmon went against the strong current.
3. The tourists go to see the whales.
4. They go to the side of the ship.
5. One man went into the water.
6. The scientists went after the sharks for a year.
Directions Answer the following questions in a sentence or two. Use main and helping verbs in your answers.
8. What are the whales doing? ____________________________________________
Š Pearson Education
7. What has Adelina done? _______________________________________________
Home Activity Your child learned how to use main and helping verbs in writing. Encourage your child to write a note or an e-mail to a friend. Ask your child to identify the main and helping verbs in the message.
46
Unit 3 Week 2 Day 3
14625_045-048_FSD 46
Grammar and Writing Practice Book
2/25/05 4:46:24 PM
Adelina’s Whales
Name
TESTPROOFREAD PREPARATION
Main and Helping Verbs Directions Mark the letter of the helping verb that completes each sentence. 1. The whales ___ swimming north. A are B be C do D will
4. The baby ___ grown fat on milk. A has B do C he D they
2. They ___ spent the winter in Baja. A does B in C for D have
5. All the whales ___ moving slowly. A some B swim C are D by
3. A baby whale ___ following its mother. A have B is C be D try
6. They ___ travel many miles. A being B used C will D are
Š Pearson Education
Directions Mark the letter of the verb phrase that completes each sentence. 7. The whales ___ on the ocean floor. A feeding B does feed C are feeding D feeded 8. Some ___ more than 2,000 pounds of food. A can eat B has ate C eating D eaten
9. One whale ___ out of the water. A is leap B leaping C is leaping D have leap 10. It ___ a huge wave. A has made B make C creating D do makes
Home Activity Your child prepared for taking tests on main and helping verbs. Have your child write helping verbs on index cards. Hold up the cards one at a time and ask your child to use the helping verb with a main verb in a sentence.
Grammar and Writing Practice Book
14625_045-048_FSD 47
Unit 3 Week 2 Day 4
47 2/25/05 4:46:25 PM
Adelina’s Whales
Name
CUMULATIVE REVIEW
Main and Helping Verbs Directions Write the verb phrase in each sentence. 1. Our class is reading about the gray whales of La Laguna. _________________________________ 2. We have researched whales. _________________________________ 3. Those whales are breaching. _________________________________ 4. That baby whale has traveled next to its mother all day. _________________________________ 5. I will visit the library for more books about whales. _________________________________ Directions Underline the main verb and circle the helping verb in each sentence. 6. 7. 8. 9.
Who has viewed this photograph? The whale in the picture is spyhopping. It is looking around. I am searching the Internet for more whale pictures.
10. Both my brothers have tried a whale watch. 11. They were talking about the whales for days afterward.
Š Pearson Education
12. Our class has created a model gray whale out of clay.
Home Activity Your child reviewed main and helping verbs. Look at an article from a newspaper or magazine with your child. Ask him or her to identify main and helping verbs in several sentences.
48
Unit 3 Week 2 Day 5
14625_045-048_BPrinting 48
Grammar and Writing Practice Book
11/4/05 1:13:43 PM
How Night Came from the Sea
Name
DEVELOP THE CONCEPT PROOFREAD
Subject-Verb Agreement The subject and the verb in a sentence must work together, or agree. To make most present tense verbs agree with singular nouns or he, she, or it, add -s or -es. If the subject is a plural noun or I, you, we, or they, the present tense verb does not end in -s. Singular Subject Ant tugs at his belt. He watches Bear. Plural Subject Animals talk in some stories. Ants and bears act like people. Use is or was to agree with singular nouns. Use are or were to agree with plural nouns. Singular Subject Bear is angry. Plural Subject Ants are small and stubborn. Directions Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree. 1. Whone, the Changer, plant trees for forests.
______
2. He becomes tired of his work.
______
3. Bear’s name is Chetwin.
______
4. Bears catches ants in rotten logs.
______
5. Some ants grows wings.
______
6. That anthill is very tall.
______
7. Thousands of ants lives there.
______
© Pearson Education
Directions Circle the verb that correctly completes each sentence. 8. I (like, likes) the story about Ant’s waist. 9. An insect (flys, flies) from its nest. 10. Bears (sleep, sleeps) through the cold winter months. 11. A good story (keep, keeps) us interested. 12. Ants and bears (are, is) very different creatures. Home Activity Your child learned about subject-verb agreement. Ask your child questions with does and do: What does a cow say? What do chickens say? Have your child show you how the verb in the answer changes when the subject is singular and plural.
Grammar and Writing Practice Book
14625_049-052_FSD 49
Unit 3 Week 3 Day 2
49 2/25/05 4:47:00 PM
How Night Came from the Sea
Name
APPLY TO WRITING
Subject-Verb Agreement Directions Complete each comparison. Write a verb from the box on the first line and a noun phrase from the box on the second line. Make sure subjects and verbs agree. Verbs scream glows flicker Noun Phrases a silver dollar a glowing coal tiny candles frightened ghosts
sinks spreads a cool blanket
1. The sun ____________________ into the sea like ____________________. 2. Night ____________________ across the land like ____________________. 3. A full moon ____________________ like ____________________. 4. Night birds ____________________ like ____________________. 5. Stars __________________ above the sleeping world like ___________________. Directions Add a subject and a noun or noun phrase to complete each comparison. Make sure subjects and verbs agree. Write the new sentence. 6. ___ shake like ___.
7. ___ sings like ___.
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8. ___ runs like ___.
Home Activity Your child learned how to use subject-verb agreement in writing. Have your child write about things he or she does every day, beginning each sentence with I (I walk, I learn, I play). Ask your child to rewrite each sentence beginning with He or She and show how the verb changes.
50
Unit 3 Week 3 Day 3
14625_049-052_FSD 50
Grammar and Writing Practice Book
2/25/05 4:47:02 PM
How Night Came from the Sea
Name
TESTPROOFREAD PREPARATION
Subject-Verb Agreement Directions Mark the letter of the verb that completes each sentence. 1. The Native Americans ___ this story. A tells B tell C are D telling
6. Bear’s tail ___ stuck in the ice. A are B get C gets D be
2. Bear ___ very hungry. A is B are C feel D feeling
7. He ___ it off. A pull B take C yank D yanks
3. He ___ to catch fish with his tail. A try B trys C tries D trying
8. The other animals ___ at Bear’s stumpy tail. A are B laugh C looks D looking 9. They ___ away when he chases them. A is B runs C scampers D run 10. I ____ that story. A love B be C likes D loves
© Pearson Education
4. Bear ___ his tail in the icy water. A dangle B dangles C drop D hanging 5. He ___ nothing. A catched B catch C catchs D catches
Home Activity Your child prepared for taking tests on subject-verb agreement. Have your child explain the rules he or she has learned about how verbs change when the subject is singular or plural. Ask your child to give you examples of these rules.
Grammar and Writing Practice Book
14625_049-052_FSD 51
Unit 3 Week 3 Day 4
51 2/25/05 4:47:02 PM
How Night Came from the Sea
Name
CUMULATIVE REVIEW
Subject-Verb Agreement Directions Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree. 1. This story is interesting.
______
2. The Cherokees tells the story.
______
3. A Cherokee boy go to the mountains day after day.
______
4. His parents scold him.
______
5. “I gets more food in the mountains.”
______
6. He grows long brown hair all over his body.
______
7. His parents needs food too.
______
8. “Maybe his stories is true.”
______
9. Finally, all his relatives follow him to the mountains.
______
10. They turns into bears.
______
Directions Write the verb that correctly completes each sentence. ______________________
12. You (read, reads) such interesting things.
______________________
13. Animals (talk, talks), and trees are alive.
______________________
14. A bear (act, acts) just like a person.
______________________
15. I (wish, wishes) real life were like that.
______________________
© Pearson Education
11. I (enjoys, enjoy) old stories from other cultures.
Home Activity Your child reviewed subject-verb agreement. Read a story together. Ask your child to show you examples of subject-verb agreement in the story. Have him or her look for examples of plural and singular subjects and verbs.
52
Unit 3 Week 3 Day 5
14625_049-052_FSD 52
Grammar and Writing Practice Book
2/25/05 4:47:03 PM
Eye of the Storm
Name
DEVELOP THE CONCEPT PROOFREAD
Past, Present, and Future Tenses The tense of a verb tells when an action happens. A verb in the present tense tells about action that is happening now. A verb in the past tense tells about action that has already happened. Many past tense verbs end in -ed. A verb in the future tense tells about action that will happen in the future. The helping verb will is added to a verb to form the future tense. Present Tense She enjoys winter. They skate on the pond. Past Tense It snowed many times last year. We played in the snow. Future Tense Tomorrow it will rain. • When a verb ends with e, drop the e before adding -ed: hope hoped • When a one-syllable verb ends with one vowel followed by one consonant, double the final consonant before adding -ed: stop stopped • When a verb ends with a consonant followed by y, change the y to i before adding -ed: worry worried Directions Write present, past, or future to identify the tense of each underlined verb. 1. My family lives in Massachusetts. 2. We moved here from Florida last year. 3. We will miss Florida’s warm winters. 4. I even liked the hurricanes in Florida. Directions Write the verb in each sentence. Circle the past tense verbs. Underline the future tense verbs. 5. It never snows in Florida. 6. She really wants a snowy winter. © Pearson Education
7. In school we learned about blizzards. 8. This year I will play in the snow.
Home Activity Your child learned about past, present, and future tenses. Ask your child to use verbs in these three tenses. If necessary, prompt him or her with questions: What did you do yesterday? What does he do every day? What will they do tomorrow?
Grammar and Writing Practice Book
14625_053-056_FSD 53
Unit 3 Week 4 Day 2
53 2/25/05 4:47:32 PM
Eye of the Storm
Name
APPLY TO WRITING
Past, Present, and Future Tenses Directions Choose the verbs from the box that best complete the paragraph. Change the verbs to the tenses given in ( ). Write the new verbs on the numbered lines. destroy
smash
nail
rush
fear
1. Where we live, hurricanes sometimes ___ (present) up the coast. 2. Last year a hurricane nearly ___ (past) our summer cottage. 3. It ___ (past) all the windows. 4. My dad ___ (present) that the same thing may happen again. 5. Next year he ___ (future) plywood over the windows. 1. 2. 3. 4. 5. Directions Write two or three sentences about what you did on your birthday last year. Then describe what you will do on your next birthday. Choose your verb tenses carefully. Last year: _____________________________________________________________
Š Pearson Education
Next year: _____________________________________________________________
Home Activity Your child learned how to use past, present, and future tenses in writing. Have your child write three sentences about himself or herself, using verbs in the past, present, and future tenses.
54
Unit 3 Week 4 Day 3
14625_053-056_FSD 54
Grammar and Writing Practice Book
2/25/05 4:47:34 PM
Eye of the Storm
Name
TESTPROOFREAD PREPARATION
Past, Present, and Future Tenses Directions Mark the letter of the verb that completes each sentence.
Š Pearson Education
1. Tornadoes often ___ in the spring. 6. He ___ his camera everywhere last August. A forming A carried B former B carryed C forms C carries D form D will carry 2. Warm oceans ___ hurricanes. A create B creating C creates D create’s
7. He ___ at a weather station as a young man. A worker B work C will working D worked
3. Every summer the desert ___ the cool air. A heats B heat C heater D heating
8. I ___ to see a big storm last summer. A will hope B hopes C hoped D hope
4. The thunderstorms ___ next September. A will ends B ends C ended D will end 5. Last year the photographer ___ tornadoes. A will chase B chased C chases D chase
9. That thunder last week ___ my dog. A will scare B scared C scares D scare 10. When I grow up, I ___ the weather. A will studied B studies C will study D studied
Home Activity Your child prepared for taking tests on past, present, and future tenses. Look at pictures in books with your child. Have him or her describe the pictures using verbs in the past, present, and future tenses.
Grammar and Writing Practice Book
14625_053-056_FSD 55
Unit 3 Week 4 Day 4
55 2/25/05 4:47:34 PM
Eye of the Storm
Name
CUMULATIVE REVIEW
Past, Present, and Future Tenses Directions Write present, past, or future to identify the tense of each underlined verb. 1. Last year we moved to Vermont from New Mexico. 2. I liked the weather in New Mexico. 3. In Vermont it rains a lot. 4. A cool wind often blows from the sea. 5. Someday I will return to the Southwest. 6. I will enjoy the heat of the desert sun again. 7. Some people just love warm weather. Directions Change each underlined verb to the past tense. 8. A hurricane damages many houses. 9. High winds smash many windows. 10. Trash cans roll down the street. 11. People hurry home from work or school. 12. They stay indoors during the storm. 13. The storm knocks down power lines.
Š Pearson Education
14. People use candles for light.
Home Activity Your child reviewed past, present, and future tenses. Read a newspaper or magazine article with your child. Ask him or her to identify verbs in the past, present, and future tenses.
56
Unit 3 Week 4 Day 5
14625_053-056_FSD 56
Grammar and Writing Practice Book
2/25/05 4:47:35 PM
The Great Kapok Tree
Name
DEVELOP THE CONCEPT PROOFREAD
Irregular Verbs Usually you add -ed to a verb to show past tense. Irregular verbs do not follow this rule. Irregular verbs change to other words to show past tense. Present Tense This book teaches me a lesson. Past Tense This book taught me a lesson. Past with has, have, or had This book has taught me a lesson. Irregular verbs have a special form when they are used with has, have, or had. Below are some irregular verbs and their past forms. Present Tense bring choose come do feel get give go make say speak teach
Past Tense brought chose came did felt got gave went made said spoke taught
Past with has, have, or had (has, have, had) brought (has, have, had) chosen (has, have, had) come (has, have, had) done (has, have, had) felt (has, have, had) gotten (has, have, had) given (has, have, had) gone (has, have, had) made (has, have, had) said (has, have, had) spoken (has, have, had) taught
Š Pearson Education
Directions Write the past tense form of the irregular verb in ( ). 1. The animals (speak) to the sleeping man.
____________________
2. They (teach) him about the value of nature.
____________________
3. They (give) him a lesson in how to behave.
____________________
4. The man (get) up surrounded by the animals.
____________________
5. He (feel) different after his sleep in the forest.
____________________
Home Activity Your child learned about irregular verbs. Have your child tell you what happened this morning using a past tense form of the words feel, make, say, get, and give.
Grammar and Writing Practice Book
14625_057-060_FSD 57
Unit 3 Week 5 Day 2
57 2/25/05 4:49:22 PM
The Great Kapok Tree
Name
APPLY TO WRITING
Irregular Verbs Directions Write a sentence using the noun and the past tense form of the verb. Example: verb: bring; noun: book
She brought a book about rain forests to class.
1. verb: teach; noun: nature ______________________________________________
2. verb: say; noun: world ________________________________________________
3. verb: give; noun: money _______________________________________________
4. verb: speak; noun: rain forests __________________________________________
5. verb: see; noun: animals _______________________________________________
Š Pearson Education
Directions Write about something that interests you in nature. Use at least two of the following verbs in the past tense: bring, come, do, go, teach, feel, get, give, make, say.
Home Activity Your child learned how to use irregular verbs in writing. Have your child write sentences about school using the past tense forms of the verbs teach, get, say, and give.
58
Unit 3 Week 5 Day 3
14625_057-060_FSD 58
Grammar and Writing Practice Book
2/25/05 4:49:23 PM
The Great Kapok Tree
Name
TESTPROOFREAD PREPARATION
Irregular Verbs Directions Mark the letter of the verb that correctly completes each sentence. 5. They ___ away the animals’ homes. A taked B tooked C taken D took
2. They ___ trucks and tractors. A bringed B broughted C brought D brings
6. They ___ they would be careful. A sayed B saying C said D saided
3. They ___ much damage. A doed B did C dided D done
7. Many animals have ___ from the forest. A gone B went C goed D going
4. Other people have ___ roads through the forest. A maked B make C making D made
8. This has ___ us to be more careful. A teached B taught C teach D teaching
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1. Men ___ to cut trees. A came B comed C camed D have comed
Home Activity Your child prepared for taking tests on irregular verbs. Help your child prepare flash cards with an irregular verb on one side and its other forms on the other side. Quiz your child using the flash cards.
Grammar and Writing Practice Book
14625_057-060_FSD 59
Unit 3 Week 5 Day 4
59 2/25/05 4:49:24 PM
The Great Kapok Tree
Name
CUMULATIVE REVIEW
Irregular Verbs Directions Write the past tense form of the irregular verb in ( ). 1. Yesterday we (make) a model rain forest in class. _____________________ 2. Each student (bring) material to school. _____________________ 3. Our teacher (say) it is very beautiful. _____________________ 4. The principal also (see) it. _____________________ 5. My dad (take) photographs of us in the forest. _____________________ Directions Write the missing verb forms in the chart. Past Tense
6. choose
____________________
Past Tense with has, have, or had chosen
7. do
did
____________________
8. teach
____________________
taught
9. feel
____________________
felt
10. get
got
____________________
11. give
gave
____________________
12. speak
spoke
____________________
13. see
____________________
seen
14. come
____________________
come
15. go
____________________
gone Š Pearson Education
Present Tense
Home Activity Your child reviewed irregular verbs. Have your child find and circle examples of irregular verbs in a magazine or newspaper article.
60
Unit 3 Week 5 Day 5
14625_057-060_FSD 60
Grammar and Writing Practice Book
2/25/05 4:49:24 PM
The Houdini Box
Name
DEVELOP THE CONCEPT PROOFREAD
Singular and Plural Pronouns Pronouns are words that take the place of nouns. Pronouns that take the place of singular nouns are singular pronouns. I, me, he, she, him, her, and it are singular pronouns. Pronouns that take the place of plural nouns are plural pronouns. We, us, they, and them are plural pronouns. Sam and I enjoy reading about Harry Houdini. We enjoy reading about him. Always capitalize the singular pronoun I. When you talk about yourself and another person, name yourself last. The pronoun you can be singular or plural. Directions Circle the pronoun in each sentence. 1. I am reading about Harry Houdini in school. 2. He was born in Hungary but raised in the United States. 3. Harry married Wilhelmina Rahner, and together they performed magic tricks. 4. Houdini’s escapes still amaze us today. 5. If you want to learn more, read books about Houdini. Directions Choose a pronoun in ( ) to replace each underlined noun or noun phrase. Write the pronoun on the line. 6. The class enjoyed reading about Houdini’s tricks. (She, We)
7. Houdini often had the police lock Houdini in a prison cell. (it, him)
© Pearson Education
8. He always escaped from the cell. (it, us)
Home Activity Your child learned about singular and plural pronouns. Have your child tell you what he or she did today. Ask your child to identify any singular or plural pronouns he or she uses.
Grammar and Writing Practice Book
14625_061-064_FSD 61
Unit 4 Week 1 Day 2
61 2/25/05 4:49:57 PM
The Houdini Box
Name
APPLY TO WRITING
Singular and Plural Pronouns Directions On the lines below, write pronouns to replace the underlined nouns or noun phrases in the sentences. 1. Magicians rarely tell people how magicians do their tricks. 2. For example, Harry Houdini did not reveal to the public how Harry Houdini got out of handcuffs or locked chests. 3. He left spectators puzzled because he wanted spectators to return to see another show. 4. If he told how a trick was done, no one would want to see the trick again. 5. I wish he could tell the person writing this a few of his secrets! 1. 2. 3. 4. 5.
Š Pearson Education
Directions Write a paragraph about a magic trick you have seen or a trick you know how to do. Underline any singular or plural pronouns that you use.
Home Activity Your child learned how to use singular and plural pronouns in writing. Have your child write an e-mail to a friend or relative. Ask your child to print it and show you the singular and plural pronouns.
62
Unit 4 Week 1 Day 3
14625_061-064_BPrinting 62
Grammar and Writing Practice Book
11/4/05 1:14:20 PM
The Houdini Box
Name
TESTPROOFREAD PREPARATION
Singular and Plural Pronouns Directions Write the letter of the word that completes each sentence in the paragraph. 1. Next month ___ am going to perform magic tricks for the class. 2. I will ask a student to pick a card, and I will guess what ___ is. 3. Then I will pull white mice out of my pockets and let ___ loose in the classroom. 4. I think that Ms. Lopez might not want ___ to do this trick. 5. ___ is afraid of mice! 6. I will also ask students if ___ want me to cut them in half. 7. Maybe ___ can get Ms. Lopez to volunteer! 8. Reader, do ___ think she will? 5. A She B Her C They DI
2. A they B it C him DI
6. A them B they C us D she
3. A it B they C he D them
7. A we B us C them D me
4. A she B we CI D me
8. A she B it C you D them
Š Pearson Education
1. A me B us CI D we
Home Activity Your child prepared for taking tests on singular and plural pronouns. Have your child write a list of the pronouns he or she has learned. Ask your child to tell you a story, using as many of the pronouns as possible.
Grammar and Writing Practice Book
14625_061-064_FSD 63
Unit 4 Week 1 Day 4
63 2/25/05 4:49:59 PM
The Houdini Box
Name
CUMULATIVE REVIEW
Singular and Plural Pronouns Directions Underline the pronoun in the sentence if it is a singular pronoun. Circle the pronoun if it is a plural pronoun. 1. Wilhelmina Rahner was 18 when she married Harry Houdini. 2. Together they traveled around the country performing magic. 3. A wealthy man named Martin Beck saw them perform. 4. Beck hired the Houdinis to perform for him. 5. The Houdini’s act was amazing, and crowds flocked to see it. Directions Replace each underlined noun or noun phrase with a pronoun from the box. Write the new sentence and underline the pronoun you chose. her
you
we
them
us
6. Sarah and I are pretending that Sarah and I are Houdini and his wife.
7. We are learning tricks and will perform the tricks for the class.
Š Pearson Education
8. We are hoping our audience will find Sarah and me amazing.
Home Activity Your child reviewed singular and plural pronouns. Read an article in a magazine or newspaper with your child. Ask him or her to identify examples of singular and plural pronouns in the article.
64
Unit 4 Week 1 Day 5
14625_061-064_FSD 64
Grammar and Writing Practice Book
2/25/05 4:50:00 PM
Encantado
Name
DEVELOP THE CONCEPT PROOFREAD
Subject and Object Pronouns A subject pronoun is used in the subject of a sentence. Singular subject pronouns are I, you, he, she, and it. Plural subject pronouns are we, you, and they. When you use a person’s name and a pronoun in a compound subject, be sure to use a subject pronoun. Singular Subject Pronoun He saw the dolphin. Jo and I took photographs. Plural Subject Pronoun
We swam with the dolphins. They are very fast.
An object pronoun is used in the predicate of a sentence after an action verb or with a preposition, such as for, at, into, with, or to. Singular object pronouns are me, you, him, her, and it. Plural object pronouns are us, you, and them. When you use a person’s name and a pronoun in a compound object, be sure to use an object pronoun. Singular Object Pronoun The rain soaked her. Give the camera to Jo and me. Plural Object Pronoun
We watched them. They played with Bill and us.
Directions Write each subject pronoun. 1. We are studying the rain forests in class. _________ 2. I would love to learn more about them. _________ 3. Sarah, Maria, and she are showing us a forest model. _________ 4. It looks really interesting to me. _________ 5. Next week you and Jaime will tell us about the dolphins. _________
© Pearson Education
Directions Write each object pronoun. 6. 7. 8. 9.
She explained why the forests are important to us. _________ Please tell me how to save the forests. _________ They are doing more research with Karl and her. _________ Next week I will help them write a report. _________
10. If we do a good job, Ms. Lopez will give us extra credit. _________
Home Activity Your child learned about subject and object pronouns. Have your child explain the difference between subject pronouns and object pronouns by using the words I, me, she, and her in oral sentences.
Grammar and Writing Practice Book
14625_065-068_FSD 65
Unit 4 Week 2 Day 2
65 2/25/05 4:50:48 PM
Encantado
Name
APPLY TO WRITING
Subject and Object Pronouns Directions Complete the numbered sentences with pronouns from the box. Use each pronoun once. you
us
it
I
she
me
they
him
1. Bill, Valya, and ___ want to visit Brazil in the rainy season. 2. We will take waterproof clothing with ___. We want to see the pink dolphins. 3. ___ live in shallow river waters. The trip was Bill’s idea. 4. It came to ___ when he read Encantado. 5. He persuaded Valya and ___ to go. 6. Unfortunately, we have no money for the flight, but we hope to earn ___ by selling cookies. Valya is a good cook. 7. ___ has some great recipes. 8. Do ___ think we will raise enough money? 1. ________________
5. ________________
2. ________________
6. ________________
3. ________________
7. ________________
4. ________________
8. ________________
Š Pearson Education
Directions Imagine your class took a trip to the rain forest. Write a paragraph describing what it was like. Underline subject pronouns and circle object pronouns.
Home Activity Your child learned how to use subject and object pronouns in writing. Have your child write a postcard home from a rain forest. Ask him or her to identify subject pronouns and object pronouns in the message.
66
Unit 4 Week 2 Day 3
14625_065-068_FSD 66
Grammar and Writing Practice Book
2/25/05 4:50:50 PM
Encantado
Name
TESTPROOFREAD PREPARATION
Subject and Object Pronouns Directions Write the letter of the word that completes each numbered sentence.
© Pearson Education
1. “Look at the size of that spider!” Jesse said to ___. 2. ___ was enormous. 3. The spider looked at ___ and waved a hairy leg. 4. Jesse and ___ didn’t wait to see what it would do. 5. ___ ran as fast as we could to our camp. 6. “What’s going on?” Jaime asked Jesse and ___. 7. “A spider out there scared ___,” said Jesse. 8. Jaime gave ___ a funny look. 9. “Spiders see me and ___ run away,” he laughed. Jaime went out to look for the spider. 10. I wonder what happened to ___. 1. A I B we C they D me
6. A I B we C me D he
2. A You B They C It D Him
7. A us B yous CI D we
3. A us B she C we DI
8. A he B him CI D we
4. A I B me C him D her 5. A Us B We C Them D Me
9. A they B he C it D me 10. A he B him C she D her
Home Activity Your child prepared for taking tests on subject and object pronouns. Have your child write lists of the subject pronouns and object pronouns. Ask him or her to use the pronouns in sentences as you say them.
Grammar and Writing Practice Book
14625_065-068_BPrinting 67
Unit 4 Week 2 Day 4
67 11/4/05 1:14:47 PM
Encantado
Name
CUMULATIVE REVIEW
Subject and Object Pronouns Directions Write SP if the underlined pronoun is a subject pronoun. Write OP if it is an object pronoun. 1. We are rapidly destroying the rain forests.
______
2. People cut down trees and use them for fuel or buildings.
______
3. Then they farm the land.
______
4. Saving the forests is a job for you and me.
______
Directions Write each subject pronoun. 5. In a few minutes I will give you a report. _________ 6. It describes how people can save the forests. _________ 7. Later, we can discuss conservation. _________ 8. Ms. Lopez and you can look at my photographs. _________ Directions Write each object pronoun. 9. We could not see them in the black water. _________ 10. One swam right under us. _________ 11. You could almost reach over the side and touch it. _________ 12. It thrills me to watch the dolphins. _________ Directions Choose the correct subject or object pronoun in () to complete each sentence. Write the pronoun on the line, 13. Jonas and (I, me) present information about recycling. _________ 14. Jonas tells Claire and (I, me) to help set up a video. _________ 15. The video shows (they, them) how discarded plastic harms wildlife. _________ 17. Jonas tells the students and (we, us) how to conserve natural resources. _________ 18. He and (they, them) will work together. _________
Š Pearson Education
16. Students ask (he, him) questions about recycling. _________
Home Activity Your child reviewed subject and object pronouns. Listen with your child to the radio or TV for a minute. Ask him or her to identify some subject and object pronouns in the broadcast.
68
Unit 4 Week 2 Day 5
14625_065-068_FSD 68
Grammar and Writing Practice Book
2/25/05 4:50:51 PM
The King in the Kitchen
Name
DEVELOP THE CONCEPT PROOFREAD
Pronouns and Antecedents A pronoun takes the place of a noun or nouns. An antecedent, or referent, is the noun or nouns to which the pronoun refers. A pronoun and its antecedent must agree in number and gender. Before you use a pronoun, ask yourself whether the antecedent is singular or plural. If the antecedent is singular, decide whether it is masculine, feminine, or neuter. Then choose a pronoun that agrees. In the following sentences, the antecedents are underlined once; the pronouns are underlined twice. The King didn’t like the soup, so he decided to cook for himself. The Princess and the peasant told the King that they wanted to get married. Directions Write the letter of the pronoun next to the noun or noun phrase that could be its antecedent. 1. soup
A he
2. the kitchen maid
B us
3. the guard and the peasant
C them
4. the Princess and me
D it
5. the Duke
E she
Directions Write the correct pronoun in ( ) to complete each sentence. The antecedents of the pronouns have been underlined to help you. 6. The Princess and the peasant talked each day when (they, she) met. 7. The Princess knew what (her, she) wanted.
© Pearson Education
8. Did the King think that Cook was trying to poison (him, it)? 9. The Duke couldn’t talk after (him, he) ate the King’s awful food. 10. The maids were glad that the King was nice to (her, them).
Home Activity Your child learned about pronouns and antecedents. Ask your child to explain to you how a pronoun can change with a different antecedent.
Grammar and Writing Practice Book
14625_069-072_FSD 69
Unit 4 Week 3 Day 2
69 2/25/05 4:51:23 PM
The King in the Kitchen
Name
APPLY TO WRITING
Pronouns and Antecedents Directions Write a pronoun to complete each sentence. 1. Bill and his little sister Janice decided to make “no bake” cookies when ____ were alone in the house one afternoon. 2. Bill wanted to make a recipe that ____ had seen in a magazine. 3. Janice said that ____ would help. 4. Bill gave Janice a plastic bottle of chocolate syrup and told ____ to squeeze it into a bowl. 5. Janice took the cap off the syrup and squirted ____ into a bowl. 6. A few minutes later chocolate syrup was all over the floor. Bill and Janice were trying to clean ____ up when their mother came home. 7. “What are you doing?” ____ asked Bill. 8. “Janice made a mess,” ____ replied. 9. Their mother was cross with Bill and told ____ not to blame his sister. 10. She made Bill and Janice finish washing the floor and told ____ not to cook alone in the future. 1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
© Pearson Education
Directions Write a paragraph about a time you helped in the kitchen. Use pronouns to make your writing smooth. Underline the pronouns.
Home Activity Your child learned how to use pronouns and antecedents in writing. Have your child write two or three sentences about someone in the family, using pronouns and antecedents. Ask him or her to point out the pronouns and their antecedents.
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Unit 4 Week 3 Day 3
14625_069-072_FSD 70
Grammar and Writing Practice Book
2/25/05 4:51:24 PM
The King in the Kitchen
Name
TESTPROOFREAD PREPARATION
Pronouns and Antecedents Directions Read the following story. Mark the letter of the pronoun that correctly completes each sentence. The antecedents of the pronouns have been underlined.
© Pearson Education
1. One day the King announced that ___ would give a diamond ring to the person who made the best bowl of soup. 2. Cooks came from all over the kingdom, bringing their soup recipes with ___. 3. The King tried all the soups, but ___ did not please him. 4. “___want a simple soup that won’t make me fat,” the King said. 5. A little kitchen maid heard the King say this and knew what ___ would do. 6. She boiled some water and poured ___ into a bowl. 7. Then she brought the “soup” to the King and put it before ___. 8. “Try this soup,” she said. “___ is simple and won’t make you fat.” 9. The King tried a spoonful of the hot water. “This is delicious,” ___ announced. 10. He gave the girl the diamond ring and made ___ head cook. 1. A she B it C him D he
6. A us B her C it D them
2. A they B her C she D them
7. A he B him C it D you
3. A they B them C she D we
8. A It B She C We DI
4. A Me BI C Us D Him
9. A we B they C us D he
5. A her B he C she D it
10. A she B it C her D me Home Activity Your child prepared for taking tests on pronouns and antecedents. Say the names of people your child knows. Have him or her talk about these people, replacing their names with pronouns.
Grammar and Writing Practice Book
14625_069-072_FSD 71
Unit 4 Week 3 Day 4
71 2/25/05 4:51:25 PM
The King in the Kitchen
Name
CUMULATIVE REVIEW
Pronouns and Antecedents Directions Match the pronoun with the noun or noun phrase that could be its antecedent. Write the letter of the correct antecedent next to the pronoun. ______ 1. it A mixing bowls ______ 2. we
B the King’s son
______ 3. he
C soup dish
______ 4. they
D Cook and I
______ 5. she
E the Queen
Directions Write a pronoun to replace each underlined noun or noun phrase. 6. The King said that the King didn’t like Cook’s soup. 7. He said the soup was horrible and threw the soup on the floor. 8. Cook said that Cook had worked hard to make it. 9. The maids were frightened when the maids heard about the King. 10. When the King entered the kitchen, Cook curtsied to the King. 11. The King gave Cook a towel and made Cook blindfold him. 12. The Princess and the peasant said that the Princess and the peasant were getting married. Directions Circle the pronoun in ( ) to complete each sentence. The antecedents of the pronouns are underlined. 13. The King was concerned that (it, he) would get fat. 14. The young maid was clever, and (her, she) had a good idea.
16. The King liked the young maid’s “soup” and gave (she, her) a job in his kitchen.
© Pearson Education
15. The maid created “soup” from water, and she fooled the King with (them, it).
Home Activity Your child reviewed pronouns and antecedents. Ask your child to find examples of pronouns and antecedents in reading matter around the house.
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Unit 4 Week 3 Day 5
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Grammar and Writing Practice Book
11/4/05 1:15:24 PM
Seeker of Knowledge
Name
DEVELOP THE CONCEPT PROOFREAD
Possessive Pronouns Possessive pronouns show who or what owns, or possesses, something. My, mine, your, yours, her, hers, his, its, our, ours, their, and theirs are possessive pronouns. • Use my, your, her, our, and their before nouns. I study my notes. Marie looked at her drawing. Let us show you our alphabet. • Use mine, yours, hers, ours, and theirs alone. These notes are mine. The drawing was hers. This alphabet is ours. • His and its can be used both before nouns and alone. Jean-François followed his plan. The plan was his. The tomb guarded its secrets. The secrets were its. • Do not use an apostrophe with a possessive pronoun. Directions Circle the possessive pronoun in each sentence. 1. Justine and I are preparing our report on hieroglyphs. 2. We are learning how Jean-François Champollion made his discoveries. 3. You can see examples in your book of how the Egyptians wrote. 4. Modern writing is very different from theirs. 5. Justine will focus on their use of pictures. Directions Write the possessive pronoun in ( ) that correctly completes each sentence. 6. The Raymonds went to Egypt, but their trip was different from (our, ours). ___________________ 7. She has shown us (hers, her) photographs and videos. ___________________
© Pearson Education
8. You should show the class (your, yours) drawings of Egypt. __________________ 9. Ms. Raymond’s pictures were better than (my, mine)! ___________________ 10. Can you help me make my pictures as good as (yours, your)? ___________________ Home Activity Your child learned about possessive pronouns. Ask your child to use possessive pronouns in sentences about friends or family members and their belongings.
Grammar and Writing Practice Book
14625_073-076_FSD 73
Unit 4 Week 4 Day 2
73 2/25/05 4:51:52 PM
Seeker of Knowledge
Name
APPLY TO WRITING
Possessive Pronouns Directions Write a possessive pronoun to replace the underlined words or phrases. 1. Jen and I are studying how the ancient Egyptians built the ancient Egyptians’ pyramids. 2. Jen has borrowed a book from Jen’s uncle. 3. It says that the Pharaoh Khufu built the Pharaoh Khufu’s pyramid out of huge stone blocks. 4. Long ramps were used to put each stone in each stone’s place. 5. Jen and I are each planning to build a model pyramid for Jen and my report. 6. Jen is making Jen’s pyramid out of clay. 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________
© Pearson Education
Directions Write a paragraph about something that you have enjoyed making for homework or as a class project. Underline any possessive pronouns you use.
Home Activity Your child learned how to use possessive pronouns in writing. Ask your child to write a journal entry titled My Day. Have him or her identify possessive pronouns in the entry.
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Unit 4 Week 4 Day 3
14625_073-076_FSD 74
Grammar and Writing Practice Book
2/25/05 4:51:54 PM
Seeker of Knowledge
Name
TESTPROOFREAD PREPARATION
Possessive Pronouns Directions Mark the letter of the possessive pronoun that correctly completes each sentence. 5. Queen Cleopatra lost ___ war against the Romans. A its B she C hers D her
2. The Egyptians preserved the bodies of ___ dead. A their B its C his D they
6. When we do our Egypt reports, ___ will be about hieroglyphs. AI B mine C me D my
3. When a king died, ___body was placed in a great tomb. A its B their C his D him
7. I will draw hieroglyphs on ___ poster. A me B my C mine D ours
4. Papyrus was a common plant, and ___ stems were used to make paper. A their B its C it D they
8. Will you do ___ on mummies? A ours B their C yours D you
Š Pearson Education
1. ___ class went to the museum and learned about ancient Egypt. A We B Ours C Us D Our
Home Activity Your child prepared for taking tests on possessive pronouns. Give your child a newspaper or magazine article to read. Ask him or her to highlight the possessive pronouns.
Grammar and Writing Practice Book
14625_073-076_FSD 75
Unit 4 Week 4 Day 4
75 2/25/05 4:51:54 PM
Seeker of Knowledge
Name
CUMULATIVE REVIEW
Possessive Pronouns Directions Write the possessive pronoun in ( ) that correctly completes each sentence. 1. The students in (our, ours) class have each chosen a hieroglyph to study. ___________________ 2. Every hieroglyph has (theirs, its) own meaning. ___________________ 3. Marie has found a hieroglyph that looks like (her, hers) dog! ___________________ 4. (My, Mine) is a bird with a long beak. ___________________ 5. I am getting good at drawing (my, mine) hieroglyph. ___________________ 6. Some students are making models of (theirs, their) hieroglyphs. ___________________ Directions Write a possessive pronoun to replace the underlined words or phrases. 7. Ancient Egyptians ate bread as part of ancient Egyptians’ daily diet. ___________________ 8. A family sometimes kept a goat and made cheese from a goat’s milk. © Pearson Education
___________________
Home Activity Your child reviewed possessive pronouns. With your child, look through the headlines or titles in newspapers or magazines. Challenge your child to find ten examples of possessive pronouns.
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Unit 4 Week 4 Day 5
14625_073-076_FSD 76
Grammar and Writing Practice Book
2/25/05 4:51:55 PM
Encyclopedia Brown
Name
DEVELOP THE CONCEPT PROOFREAD
Contractions and Negatives A contraction is a shortened form of two words. An apostrophe takes the place of one or more letters. Some contractions are formed from a pronoun and a verb: she is = she’s. Other contractions combine a verb and the word not: would not = wouldn’t. Contractions with Pronouns and Verbs I am he is (has) she is (has) it is (has)
I’m he’s she’s it’s
she will you will we will they will
she’ll you’ll we’ll they’ll
you are we are they are I have you have we have they have I will he will
you’re we’re they’re I’ve you’ve we’ve they’ve I’ll he’ll
I had (would) he had (would) she had (would) you had (would)
I’d he’d she’d you’d
Contractions with Verbs and not is not are not was not
isn’t aren’t wasn’t
were not has not have not did not does not will not would not could not should not cannot
weren’t hasn’t haven’t didn’t doesn’t won’t wouldn’t couldn’t shouldn’t can’t
Directions Choose the correct contraction in ( ) to complete each sentence. Write the contraction. 1. (She’ll, She’s) read all the Encyclopedia Brown stories later. __________________ © Pearson Education
2. (I’d, I’m) like to borrow a book from her. ____________________ 3. I hear that (there, they’re) all interesting. ______________ 4. (Its, It’s) hard to believe that anyone could be that smart! ______________ 5. I (don’t, hasn’t) think I could be a detective. ______________ Home Activity Your child learned about contractions and negatives. Ask your child to show you how an apostrophe can make two words become one word. Encourage him or her to use contractions in oral sentences.
Grammar and Writing Practice Book
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Unit 4 Week 5 Day 2
77 11/4/05 1:16:01 PM
Encyclopedia Brown
Name
APPLY TO WRITING
Contractions and Negatives Directions Complete the paragraph with contractions from the box. isn’t
won’t
there’s
We’re
she’d
It’s
he’d
he’s
1. ___ trying to solve a mystery. 2. Why ___ our cat behaving normally? 3. ___ been staring out the window and yowling all evening. 4. My mom said that ___ have to put the cat in the basement if it kept making that noise. 5. My dad said ___ give it away. 6. My brother told me that ___ a spaceship outside and that only the cat can see it! 7. I think ___ making that up! 8. At this rate, we ___ get much sleep. 1. ________________
5. ________________
2. ________________
6. ________________
3. ________________
7. ________________
4. ________________
8. ________________
Directions Write a paragraph about something you hope to do in the next few days. Use at least three of the contractions in the box. Underline all the contractions you use. she’ll
we’re
he’s
isn’t
can’t
aren’t
won’t
© Pearson Education
I’m
Home Activity Your child learned how to use contractions in writing. Ask your child to write an e-mail to a friend or family member, using contractions. Have your child show you the contractions he or she used.
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Unit 4 Week 5 Day 3
14625_077-080_FSD 78
Grammar and Writing Practice Book
2/25/05 4:52:44 PM
Encyclopedia Brown
Name
TESTPROOFREAD PREPARATION
Contractions and Negatives Directions Mark the letter of the contraction that correctly completes each sentence. 1. ___ investigating a crime. A We’re
A don’t
B We’ve
B d’ont
C We’d
C dont
D Were
D do’nt
2. It ___ be difficult to solve.
6. ___ all be behind bars.
A wont
A There’ll
B won’t
B Theyll
C willn’t
C They’ll
D weren’t
D Theyul
3. ___ got a kit for testing blood.
7. ___ going to be a detective.
A Shes
A I’d
B Shees
B Im
C Shes’
C I’m
D She’s
D I’ll
4. ___ fun being a policeman.
© Pearson Education
5. Criminals ___ have a chance against us.
8. I ___ wait for my first case.
A Its
A cann’t
B Its’
B cant
C It’s
C cant’
D Itz
D can’t
Home Activity Your child prepared for taking tests on contractions. Have your child look through advertisements in magazines or newspapers. Ask him or her to highlight the contractions and tell you what words they stand for.
Grammar and Writing Practice Book
14625_077-080_FSD 79
Unit 4 Week 5 Day 4
79 2/25/05 4:52:45 PM
Encyclopedia Brown
Name
CUMULATIVE REVIEW
Contractions and Negatives Directions Choose the correct contraction in ( ) to complete each sentence. Write the contraction. 1. There (isn’t, doesn’t) an aquarium in our town. _________________ 2. (I’ll, I’ve) been to the aquarium in Boston. _________________ 3. (It’s, Its) right on the waterfront. _________________ 4. (They’ve, They’re) got a huge tank full of sharks and rays. _________________ 5. I looked for a dolphin, but I (don’t, didn’t) see one. _________________ 6. Next time we visit, (we’re, we’d) going on a whale watch. _________________ Directions Find two words in each sentence that can be written as a contraction. Write the sentence using the contraction. 7. I am reading a book about amphibians.
8. It is very interesting.
9. Amphibians are not reptiles.
10. They do not have dry skin.
11. They should not live far from water.
© Pearson Education
12. Maybe you would like to borrow the book.
Home Activity Your child reviewed contractions and negatives. Ask your child to say “stop” every time he or she hears you use a contraction in conversation. Have your child identify the words that make up each contraction.
80
Unit 4 Week 5 Day 5
14625_077-080_FSD 80
Grammar and Writing Practice Book
2/25/05 4:52:46 PM
Sailing Home
Name
DEVELOP THE CONCEPT PROOFREAD
Adjectives and Articles An adjective is a word that describes a noun or pronoun. An adjective usually comes before the word it describes, but it can also follow the noun or pronoun. Many adjectives answer the question What kind? They describe color, shape, size, sound, taste, touch, or smell. Other adjectives answer the question How many? or Which one? What Kind? We ate fresh meat and eggs. Our appetites were good. How Many? There were four children in the family. Which One? That storm nearly sank the ship A, an, and the are special adjectives called articles. A and an are used only with singular nouns. Use a before words that begin with a consonant sound. Use an before words that begin with a vowel sound or a silent h. The is used with both singular and plural nouns. A kangaroo is an animal that hops. The kangaroo jumped overboard, but the men rescued it. • Proper adjectives are formed from proper nouns. Proper Nouns Japan, Mexico, India Proper Adjectives Japanese, Mexican, Indian Directions Underline each adjective and circle each article. 1. Sailing Home describes an unusual family. 2. The children lived on a tall ship. 3. The family kept many animals.
Š Pearson Education
Directions Decide what kind of question each underlined adjective answers. Write What kind? How many? or Which one? 4. Matilda smelled the salty air. 5. She had three siblings. 6. This story is told by Matilda. Home Activity Your child learned about adjectives and articles. Ask your child to show you how adjectives answer the questions What kind? How many? and Which one?
Grammar and Writing Practice Book
14625_081-084_FSD 81
Unit 5 Week 1 Day 2
81 2/25/05 4:53:29 PM
Sailing Home
Name
APPLY TO WRITING
Adjectives and Articles Directions Choose an adjective from the box to write in each blank in the paragraph. long
two
exciting
this
happy
four
lively
black
The 1. books that I liked best in 2. class were both about history. One was Sailing Home, and the other was Lewis and Clark and Me. Sailing Home is about 3. children who live a 4. life on a ship. They have many pets, including a very 5. kangaroo! Lewis and Clark and Me is told by a big 6. Newfoundland dog. This book is about a 7. trip across America and is very 8. to read. 1.
5.
2.
6.
3.
7.
4.
8.
Š Pearson Education
Directions Write a description of your favorite food. Make your writing clear by using adjectives. Underline the adjectives and circle the articles you use.
Home Activity Your child learned how to use adjectives and articles in writing. Ask your child to write two or three sentences describing your home. Have your child identify the adjectives and articles in the description.
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Unit 5 Week 1 Day 3
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Grammar and Writing Practice Book
11/4/05 1:17:47 PM
Sailing Home
Name
TESTPROOFREAD PREPARATION
Adjectives and Articles Directions Mark the letter of the adjective or article that best completes each sentence. 6. She never got into Aa B happy C serious D the
trouble.
2. Albert thought Miss Shipman was . A this B mean C many D under
7. The children led a A four B interesting C different D much
life.
3. He hid from her in a A the B jumpy C lazy D little
8. The men on the crew were A this B four-masted C marble D friendly
1. Miss Shipman was a A real B the C one D that
teacher.
cubbyhole.
Š Pearson Education
4. Albert thought school was idea. A an Ba C the D that 5. Matilda watched A the B these C an D all
bad
rolling ocean.
9. The cook baked the children Aa B this C special D that 10. The sailmaker taught them A an B into C brown D difficult
.
treats.
knots.
Home Activity Your child prepared for taking tests on adjectives and articles. Give your child a short newspaper or magazine article to read. Ask him or her to underline the adjectives and circle the articles.
Grammar and Writing Practice Book
14625_081-084_FSD 83
Unit 5 Week 1 Day 4
83 2/25/05 4:53:31 PM
Sailing Home
Name
CUMULATIVE REVIEW
Adjectives and Articles Directions Each sentence has two adjectives. One adjective is underlined. Find and write the other adjective. (It may be an article.) 1. We had wild weather that Christmas. 2. Mother locked up things in a special box. 3. We tied heavy furniture to steel hooks. 4. Soon we were in a terrible storm. 5. Two seamen nearly fell over the side. 6. We were lucky we survived this storm. Directions Decide what kind of question each underlined adjective answers. Write What kind? How many? or Which one? 7. Gigantic waves struck the boat. 8. The only safe place to sit was the floor. 9. The three children sat on the floor. 10. Later the cook made delicious treats. 11. The happy family danced and sang. 12. That Christmas was one to remember. 13. Those children had an unusual childhood. 14. They lived on a ship for five years. 15. It was a wonderful adventure.
Š Pearson Education
16. I enjoyed reading this story.
Home Activity Your child reviewed adjectives and articles. With your child, look at the packaging on items for sale at a grocery store. Ask him or her to show you examples of adjectives and articles.
84
Unit 5 Week 1 Day 5
14625_081-084_FSD 84
Grammar and Writing Practice Book
2/25/05 4:53:32 PM
Lost City
Name
DEVELOP THE CONCEPT PROOFREAD
Comparative and Superlative Adjectives A comparative adjective compares two people, places, things, or groups. Add -er to most short adjectives to make their comparative forms. Use more with longer adjectives. Comparative Adjectives This trail is shorter but more difficult than that one. A superlative adjective compares three or more people, places, things, or groups. Add -est to most short adjectives to make their superlative forms. Use most with longer adjectives. Superlative Adjectives It was the slowest and most exhausting climb he had ever taken. An adjective may change its spelling in its comparative and superlative forms. • For adjectives that end with a consonant and y, change the y to i before adding -er or -est: funny, funnier, funniest. • For adjectives that end in a single consonant after a single vowel, double the final consonant before adding -er or -est: hot, hotter, hottest. • For adjectives that end in e, drop the e before adding -er or -est: fine, finer, finest. • Some adjectives, such as good and bad, have irregular comparative and superlative forms: good, better, best; bad, worse, worst. Directions Change the underlined adjective to the form named in ( ). 1. Who has the heavy backpack in the group? (superlative) 2. I bought the comfortable hiking boots available. (superlative)
3. This trail is steep than that one. (comparative)
© Pearson Education
4. Which is the easy trail of the three trails? (superlative) 5. Today’s weather couldn’t be bad than yesterday’s. (comparative)
Home Activity Your child learned about comparative and superlative adjectives. Ask your child to discuss with you the pros and cons of things he or she knows well (games, cars, TV shows). Have your child identify the comparative and superlative adjectives he or she uses.
Grammar and Writing Practice Book
14625_085-088_FSD 85
Unit 5 Week 2 Day 2
85 2/25/05 4:54:03 PM
Lost City
Name
APPLY TO WRITING
Comparative and Superlative Adjectives Directions Write the comparative or superlative form of the adjectives in ( ) that best complete the paragraph. Would you have a 1. (good) time hiking in the mountains or in the rain forest? You would have 2. (steep) and 3. (rocky) trails in the mountains than in the forests. You would also have much 4. (windy) weather. But the rain forests have 5. (dangerous) snakes and insects. The forests also have some of the 6. (hot) and 7. (wet) weather in the world. On the plus side, rain forests have 8. (interesting) wildlife than mountains have. The mountains, on the other hand, would offer you 9. (beautiful) views. Maybe the 10. (good) solution of all would be to give both mountains and forest a try! 1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Š Pearson Education
Directions Write a paragraph comparing two places that you know well. Underline the comparative and superlative adjectives you use.
Home Activity Your child learned how to use comparative and superlative adjectives in writing. Ask your child to write two or three sentences comparing two rooms in your house. Have your child identify the comparative or superlative adjectives he or she uses.
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Unit 5 Week 2 Day 3
14625_085-088_BPrinting 86
Grammar and Writing Practice Book
11/4/05 1:18:31 PM
Lost City
Name
TESTPROOFREAD PREPARATION
Comparative and Superlative Adjectives
Š Pearson Education
Directions Mark the letter of the word or words that complete each sentence. 1. Jem is the traveler I know. A more experienced B most experienced C experienceder D experienced 2. He and I hiked through the terrain in the whole world. A rockyest B most rockiest C rockiest D rocky 3. We chose the route to the summit. A longest B more long C most long D longerest 4. Each river seemed than the one before. A wideer B more wide C wider D widest 5. I was than Jem on the rope bridge. A afraider B more afraid C most afraid D afraidest
6. He was a walker than I was. A fast B fastest C more fast D faster 7. He was also a climber. A more good B best C gooder D better 8. The part of the climb was at the end. A most difficult B difficultest C more difficulter D less difficulter 9. I don’t know who was , Jem or me. A exhausteder B most exhausted C exhaustedest D more exhausted 10. It was our A greatest B greater C greatly D grater
achievement of all.
Home Activity Your child prepared for taking tests on comparative and superlative adjectives. Have your child look through newspaper headlines or advertisements. Ask him or her to highlight the comparative and superlative adjectives.
Grammar and Writing Practice Book
14625_085-088_FSD 87
Unit 5 Week 2 Day 4
87 2/25/05 4:54:05 PM
Lost City
Name
CUMULATIVE REVIEW
Comparative and Superlative Adjectives Directions Change the underlined adjective to the form named in ( ). 1. Machu Picchu is one of the world’s popular landmarks. (superlative)
2. It is much high than our city. (comparative) 3. Is sunrise the good time of day to see Machu Picchu? (superlative)
4. This is the nice photograph I have seen of the site. (superlative)
5. There is a pretty view from here than from over there. (comparative)
6. Which of the two routes would be challenging? (comparative)
Directions Choose the correct form of the adjective in ( ) to complete each sentence. Write the adjectives. 7. Where are the (tall) mountains in the world? 8. Are the views (spectacular) in the Alps or the Andes? 9. The very (near) mountains to us are in New Hampshire. 10. The Rockies are (snowy) than the White Mountains. 11. The (beautiful) season in the mountains is fall.
Š Pearson Education
12. The trees are (colorful) in fall than in summer.
Home Activity Your child reviewed comparative and superlative adjectives. Listen with your child to a radio or television commercial. See how many comparative or superlative adjectives he or she can identify.
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Unit 5 Week 2 Day 5
14625_085-088_FSD 88
Grammar and Writing Practice Book
2/25/05 4:54:06 PM
Amelia and Eleanor
Name
DEVELOP THE CONCEPT PROOFREAD
Adverbs An adverb is a word that tells how, when, or where something happens. Adverbs tell about verbs. An adverb can appear before or after a verb. Many adverbs that tell how something is done end in -ly. How The jet flew rapidly past. We clearly saw its trail in the sky. When We will fly to New York City tomorrow. We often go there. Where I looked overhead. There were airplanes everywhere. Directions Write the adverb in each sentence. 1. Drive slowly down this road. 2. Look carefully for signs to the airport. 3. I sometimes miss the turn. 4. Then I have to drive for miles. 5. Turn here for the road to the airport. Directions Write how if the underlined adverb tells how an action happens. Write when if it tells when an action happens. Write where if it tells where an action happens. 6. Sometimes a flight can be bumpy. 7. Passengers often get a little nervous. 8. We were sitting comfortably in our seats. 9. The plane was flying smoothly over the ocean. 10. I could see thick storm clouds below. 11. The plane bucked wildly. Š Pearson Education
12. Then it began to shake. 13. A bag crashed down. 14. The pilot calmly asked us to fasten our seatbelts. 15. Afterwards, he said we had experienced a little turbulence. Home Activity Your child learned about adverbs. Encourage your child to tell you about his or her day using adverbs telling how, when, or where things happened. Ask your child to identify the adverbs he or she used.
Grammar and Writing Practice Book
14625_089-092_FSD 89
Unit 5 Week 3 Day 2
89 2/25/05 4:54:47 PM
Amelia and Eleanor
Name
APPLY TO WRITING
Adverbs Directions Choose an adverb from the box to complete each sentence with descriptive detail. ever often
finally outside
gladly overhead
noisily silently
1. Most people stay in the house at night, but I like to go . 2. I explore the quiet streets of our neighborhood. 3. I like to wander along the shadowy sidewalks. 4. I stop and listen to televisions playing in living rooms. 5. On a clear night, I gaze at the stars . 6. Will we know if there are other worlds like ours? 7. , I return home. 8. I go to bed. 1.
5.
2.
6.
3.
7.
4.
8.
Š Pearson Education
Directions Write a description of something you like to do. Include adverbs to add details. Underline the adverbs.
Home Activity Your child learned how to use adverbs in writing. Ask your child to write a description of how to do a familiar action, such as brush teeth or make toast. Have your child use adverbs in the description and point them out to you.
90
Unit 5 Week 3 Day 3
14625_089-092_FSD 90
Grammar and Writing Practice Book
2/25/05 4:54:48 PM
Amelia and Eleanor
Name
TESTPROOFREAD PREPARATION
Adverbs Directions Mark the letter of the correct answer to each question. 1. Which word is an adverb? A science B silently C silence D silent
3. Which word is a “when” adverb? A tomorrow B tightly C too D tame
2. Which word is a “how” adverb? A mercy B must C merrily D there
4. Which word is a “where” adverb? A slowly B inside C inning D ink
Directions Mark the letter of the word that is an adverb. 7. It was snowing hard in Denver. A hard B Denver C It D snowing
6. Finally, we heard that the flight was canceled. A Finally B heard C canceled D flight
8. Mom will return tomorrow by bus. A will B return C tomorrow D by
© Pearson Education
5. We waited eagerly for Mom’s plane to arrive. A arrive B waited C for D eagerly
Home Activity Your child prepared for taking tests on adverbs. Have your child look through a newspaper or magazine article. Ask him or her to highlight the adverbs and say whether they tell how, when, or where something happened.
Grammar and Writing Practice Book
14625_089-092_FSD 91
Unit 5 Week 3 Day 4
91 2/25/05 4:54:49 PM
Amelia and Eleanor
Name
CUMULATIVE REVIEW
Adverbs Directions Write the adverb in each sentence. 1. Eleanor Roosevelt spoke her mind clearly on important issues.
2. Amelia Earhart always accepted a challenge. 3. Did these two women often meet? 4. In the story we read, they suddenly decide to go to the airport.
5. Did anyone see them there? Directions Circle the adverb in each sentence. Write how if the adverb tells how an action happens. Write when if it tells when an action happens. Write where if it tells where an action happens. 6. Amelia strapped the helmet securely under her chin. 7. She checked the gauges carefully. 8. Then she looked for other aircraft. 9. No planes were flying nearby. 10. She looked around. 11. Slowly she taxied to the runway. 12. The plane rapidly gained speed. 13. It floated upward like a huge bird. 14. The aircraft rose steeply. Š Pearson Education
15. Finally, Amelia was in the clouds.
Home Activity Your child reviewed adverbs. Ask your child to explain how adverbs are different from adjectives. Encourage your child to give you examples of different types of adverbs in oral sentences.
92
Unit 5 Week 3 Day 5
14625_089-092_BPrinting 92
Grammar and Writing Practice Book
11/4/05 1:19:10 PM
Antarctic Journal
Name
DEVELOP THE CONCEPT PROOFREAD
Comparative and Superlative Adverbs A comparative adverb compares two actions. Add -er to many adverbs to make them comparative. Use more with most adverbs that end in -ly. Do not use more with the -er form of an adverb. The orca swam faster and more powerfully than the penguin. A superlative adverb compares three or more actions. Add -est to many adverbs to make them superlative. Use most with most adverbs that end in -ly. Do not use most with the -est form of an adverb. On the third day of the storm, the wind blew hardest and most constantly. Some adverbs, including well and badly, have irregular comparative and superlative forms: well, better, best; badly, worse, worst. Directions Change the underlined adverb to the kind of adverb in ( ). Write the new adverb. 1. The wind in Antarctica blows hard than in Africa. (comparative)
2. I walk slowly on the ice than I do on the rocks. (comparative)
3. People move carefully than penguins. (comparative) 4. I travel fast of all on skis. (superlative)
Š Pearson Education
5. The sun stays long in the sky in December. (superlative) 6. The sun in Antarctica burns the skin badly than in the United States. (comparative)
Home Activity Your child learned about comparative and superlative adverbs. Ask your child to give you examples comparing how he or she does something with how friends or family members do the same thing.
Grammar and Writing Practice Book
14625_093-096_BPrinting 93
Unit 5 Week 4 Day 2
93 11/4/05 1:19:42 PM
Antarctic Journal
Name
APPLY TO WRITING
Comparative and Superlative Adverbs Directions Write the comparative or superlative form of each adverb in ( ) to complete the paragraph correctly. Allan, Jill, and I went on an expedition to Antarctica. Of the three of us, Allan knew the continent (1. well), so he advised us what to do. Jill skied (2. fast) and (3. skillfully) than I did. However, I was useful because I cooked (4. well) than the other two! We loved watching the penguins, which move (5. gracefully) in the water of all birds. On land, however, they waddle (6. comically) than a baby learning to walk. The wind never stopped blowing. Each day it tried (7. hard) than the day before to knock us off our feet. On our final day it blew (8. fiercely) of all. We were glad to reach camp. 1.
5.
2.
6.
3.
7.
4.
8.
Š Pearson Education
Directions Write three sentences about dogs and cats. Use a comparative adverb in each sentence.
Home Activity Your child learned how to use comparative and superlative adverbs in writing. Ask your child to write a brief description telling what he or she can do now compared with a year ago. Encourage him or her to use comparative or superlative adverbs in the description.
94
Unit 5 Week 4 Day 3
14625_093-096_FSD 94
Grammar and Writing Practice Book
2/25/05 4:55:19 PM
Antarctic Journal
Name
TESTPROOFREAD PREPARATION
Comparative and Superlative Adverbs Directions Mark the letter of the word or words that complete each sentence. 1. The snow fell today. A heavilier B most heavily C heaviest D more heavily 2. Fresh water freezes water. A faster B fastest C fast D more faster
yesterday than
than salt
3. Of all the birds, the penguin walks . A more clumsily B clumsiest C most clumsily D clumsy
6. You survive the cold do. A more better B best C better D good
than I
7. It was stormy all week, but the wind blew on Monday. A most hardest B hardly C hardest D more harder
of all mammals. 8. I will remember this my vacations. A best B better C most best D bestest
of all
Š Pearson Education
4. The whale dives A most deepest B deepliest C deeper D deepest
5. My two partners and I set out together, but I arrived . A most soon B soonest C sooner D more soon
Home Activity Your child prepared for taking tests on comparative and superlative adverbs. Have your child write a list of adverbs. Say an adverb from the list and ask your child to say a sentence using the adverb in its comparative or superlative form.
Grammar and Writing Practice Book
14625_093-096_FSD 95
Unit 5 Week 4 Day 4
95 2/25/05 4:55:20 PM
Antarctic Journal
Name
CUMULATIVE REVIEW
Comparative and Superlative Adverbs Directions Write the correct form of the adverb in ( ) to complete each sentence. 1. The ice in Antarctica is melting (quickly) now than it did 100 years ago.
2. People explore the continent (comfortably) than they used to.
3. Modern technology works (well) than the old-fashioned kind.
4. Of all people, scientists return to Antarctica (frequently).
5. The wind blows (fiercely) there than here. 6. You can get frostbite in Antarctica (easily) than in the United States.
7. Three teams raced to the South Pole to see which would get there (fast).
9. The winners traveled (rapidly) of all. 10. Dogs work (efficiently) in the extreme cold than horses do.
Š Pearson Education
8. The winning team worked (hard) than the second-place team.
Home Activity Your child reviewed comparative and superlative adverbs. Have your child find examples of comparative and superlative adverbs in ads and explain what each adverb is being used to compare.
96
Unit 5 Week 4 Day 5
14625_093-096_FSD 96
Grammar and Writing Practice Book
2/25/05 4:55:21 PM
Moonwalk
Name
DEVELOP THE CONCEPT PROOFREAD
Prepositions and Prepositional Phrases A preposition begins a group of words called a prepositional phrase. A prepositional phrase ends with a noun or pronoun called the object of the preposition. The preposition shows how the object of the preposition is related to other words in the sentence. A prepositional phrase can be used to tell where, when, how, or which one. Preposition Prepositional Phrase Object of the Preposition
We took a rocket into outer space. into outer space space
Common Prepositions about, above, across, after, along, around, at, behind, below, beneath, between, by, for, from, in, into, of, on, over, through, to, under, upon, with, without Directions Write the prepositional phrase in each sentence. Underline the preposition. Circle the object of the preposition. 1. Can you jump across that gully? 2. Don’t trip over a rock. 3. Gravity on the moon is very weak. 4. Earth is in the sky! 5. At night the temperature here is very cold. Directions Each sentence below contains two prepositional phrases. Underline the prepositional phrases. Š Pearson Education
6. The race to the moon ended in triumph. 7. Astronauts from the United States landed on the moon. 8. They drove in buggies and even swung at golf balls. Home Activity Your child learned about prepositions and prepositional phrases. Ask your child to name some common prepositions and to show you how they combine with nouns or pronouns to make prepositional phrases.
Grammar and Writing Practice Book
14625_097-100_FSD 97
Unit 5 Week 5 Day 2
97 2/25/05 4:55:47 PM
Moonwalk
Name
APPLY TO WRITING
Prepositions and Prepositional Phrases Directions Improve the paragraph below by finding the prepositional phrase from the box that best fits in each sentence. Write the phrases on the lines below. into great cities on the moon
between Earth and the moon through the solar system
for other living creatures under the moon’s surface
(1) People should build settlements . (2) Then they could easily explore outer space . (3) They could also dig for minerals . (4) A shuttle service would carry people and supplies. (5) After a few years, these moon settlements would grow . (6) People living there would think nothing of traveling . 1. 2. 3. 4. 5. 6.
Š Pearson Education
Directions Write a paragraph agreeing or disagreeing with the following statement: People should explore the moon. Use prepositional phrases to strengthen your argument. Underline the prepositional phrases you use.
Home Activity Your child learned how to use prepositions and prepositional phrases in writing. Ask your child to write a brief description of his or her bedroom. Have your child underline the prepositional phrases he or she uses.
98
Unit 5 Week 5 Day 3
14625_097-100_FSD 98
Grammar and Writing Practice Book
2/25/05 4:55:49 PM
Moonwalk
Name
TESTPROOFREAD PREPARATION
Prepositions and Prepositional Phrases Directions Mark the letter of the preposition that completes each sentence. 1. Do you want to do a space project me? A of B since C with D against
3. NASA has a good site Internet. A all B on C between D behind
2. I want to learn more A which B between C across D about
4. Let’s go afternoon. A without B of C to D beneath
the moon.
the
the library this
© Pearson Education
Directions Mark the letter of the word that is the object of a preposition. 5. People once thought there might be life on the moon. A moon B People C life D on
7. At night the temperature is much too cold. A cold B night C temperature D at
6. The moon’s climate is too harsh for living things. A moon’s B things C living D harsh
8. No creatures could survive under those conditions. A creatures B survive C under D conditions
Home Activity Your child prepared for taking tests on prepositions and prepositional phrases. Have your child write a list of prepositions. Say a preposition from the list and ask your child to say a sentence using that word in a prepositional phrase.
Grammar and Writing Practice Book
14625_097-100_FSD 99
Unit 5 Week 5 Day 4
99 2/25/05 4:55:50 PM
Moonwalk
Name
CUMULATIVE REVIEW
Prepositions and Prepositional Phrases Directions Write the prepositional phrase in each sentence. Underline the preposition. Circle the object of the preposition. 1. Can you jump over this rock? 2. You can jump high on the moon. 3. Without Earth’s gravity we are much lighter. 4. We could stand beneath a full Earth. 5. Can you read a book by Earthlight? 6. One moon day lasts for 28 Earth days. 7. That would be a long day in school! Directions Each sentence below contains two prepositional phrases. Underline the prepositional phrases. 8. For centuries scientists have gazed at the skies. 9. Is there somewhere else in the universe with intelligent life? 10. One day astronauts may fly at the speed of light. 11. Perhaps they will find signs of life in a distant galaxy.
Š Pearson Education
12. For people on Earth that would be a great discovery.
Home Activity Your child reviewed prepositions and prepositional phrases. Have your child look through a newspaper or magazine article to find examples of prepositions and prepositional phrases.
100 14625_097-100_FSD 100
Unit 5 Week 5 Day 5
Grammar and Writing Practice Book
2/25/05 4:55:50 PM
My Brother Martin
Name
DEVELOP THE CONCEPT PROOFREAD
Conjunctions Conjunctions are connecting words, such as and, but, and or. They can be used to join words, phrases, and sentences. • • •
Use and to add information or to join related ideas: Pam and Ann lived with them. Use but to join different ideas: He was gentle but strong-minded. Use or to suggest a choice: Sometimes you have to fight or give in.
Conjunctions also make compound subjects, compound predicates, and compound sentences. There is a comma before the conjunction in a compound sentence. Compound Subject Martin and his brother were younger than Christine. Compound Predicate They lived and played on Auburn Avenue. Compound Sentence Martin had many difficulties, but he worked to make his dream come true. (Note the comma.) Directions Write the conjunction in each sentence. 1. White families and black families lived on Auburn Avenue. 2. The kids were friendly with each other, but the grown-ups were not. 3. Martin did not know whether he was more angry or sad. Directions Use the conjunction and, but, or or to join each pair of sentences. Write the new sentences. Remember to add a comma.
© Pearson Education
4. Martin could have lived a quiet life. He chose to take action.
5. He graduated from high school at 15. He got high grades in college.
Home Activity Your child learned about conjunctions. Ask your child to give you oral examples of how the conjunctions and, but, and or are used differently in sentences.
Grammar and Writing Practice Book
14625_101-104_FSD 101
Unit 6 Week 1 Day 2
101 2/25/05 4:56:42 PM
My Brother Martin
Name
APPLY TO WRITING
Conjunctions Directions Make the paragraph flow more smoothly by combining short related sentences with and, but, or or. Complete the last sentence by adding a conjunction and more information. Write the new sentences. (1) I wasn’t alive in the 1950s. My grandfather was. (2) He was born in Atlanta. He went to an all-black school. (3) In those days you kept your mouth shut. You got into trouble. (4) There were separate stores for blacks. There were places black people couldn’t go. (5) Many people thought this situation was wrong. It was hard to change society. (6) Finally, Martin Luther King, Jr., and others took action, (but, and, or) . 1.
2.
3.
4.
5.
© Pearson Education
6.
Home Activity Your child learned how to use conjunctions in writing. Ask your child to write a brief description of his or her day, using the conjunctions and, or, and but. Have your child read his or her description aloud, pointing out the conjunctions.
102 14625_101-104_FSD 102
Unit 6 Week 1 Day 3
Grammar and Writing Practice Book
2/25/05 4:56:44 PM
My Brother Martin
Name
TESTPROOFREAD PREPARATION
Conjunctions Directions Mark the letter of the word that completes each sentence. 1. Martin Luther King, Jr., fought for equality justice. A and B but C if D now
5. He was arrested nearly 20 times, he kept on fighting. A but B or C when D because
2. He believed in action violence. A or B since C but D than
6. People must take action, nothing will change. A and B but C so D or
not in
3. Should people accept injustice fight for their rights? A but B or C and D to
7. King John F. Kennedy were both killed by assassins. A or B and C but D for
4. King dreamed of a better world, he helped create one. A and B but C or D than
8. King is dead, lives on. A since B but C or D because
Š Pearson Education
his memory
Home Activity Your child prepared for taking tests on conjunctions. Ask your child to find 10 examples of and, but, and or in a newspaper or magazine article. Have your child explain how they are used.
Grammar and Writing Practice Book
14625_101-104_FSD 103
Unit 6 Week 1 Day 4
103 2/25/05 4:56:44 PM
My Brother Martin
Name
CUMULATIVE REVIEW
Conjunctions Directions Circle the conjunction in each sentence. 1. Rosa Parks was a brave and determined young woman. 2. She was told to give up her seat on a bus, but she refused. 3. Parks was taken off the bus and arrested. 4. Montgomery’s black population got together and protested. 5. Black people continued working, but they wouldn’t ride the buses. 6. They walked to work or hitched rides with friends. Directions Use the conjunction and, but, or or to join each pair of sentences. Write the new sentences. Remember to add a comma. 7. Society is not always fair. People can help change it.
8. We can do nothing. We can work to make life better.
9. Great leaders take action. They inspire others to follow.
© Pearson Education
10. Martin Luther King, Jr., turned society upside-down. He was never violent.
Home Activity Your child reviewed conjunctions. Together listen to a radio broadcast for one minute. Have your child raise a hand or make a check mark on paper each time he or she hears the speaker use the conjunctions and, or, and but.
104
Unit 6 Week 1 Day 5
14625_101-104_BPrinting 104
Grammar and Writing Practice Book
11/4/05 1:20:12 PM
Jim Thorpe’s Bright Path
Name
DEVELOP THE CONCEPT PROOFREAD
Capitalization Here are some rules for capitalizing proper nouns. •
Capitalize the first word and every important word of a proper noun. Proper nouns name particular persons, places, or things. Jim Thorpe is in the Pro Football Hall of Fame.
•
Capitalize the first letter of an abbreviation. Capitalize both letters in a state postal abbreviation. 227 Topeka Ave. Fargo, ND
•
Capitalize days of the week, months of the year, and holidays. Monday November Memorial Day
•
Capitalize titles that are used before people’s names. Coach and Mrs. Warner asked us to come to their house.
Directions Rewrite each sentence. Use correct capitalization. 1. That letter goes to the united states indian industrial school in carlisle, pa.
2. He competed at the summer olympics in sweden.
Directions Write C if the group of words is capitalized correctly. If the group of words is capitalized incorrectly, rewrite it using correct capitalization.
© Pearson Education
3. Stockholm in sweden 4. National Football league 5. every other Sunday
Home Activity Your child learned about capitalization. Write the addresses of three of your family’s friends or relatives, leaving out all capital letters. Have your child rewrite the addresses and add the capital letters.
Grammar and Writing Practice Book
14625_105-108_FSD 105
Unit 6 Week 2 Day 2
105 2/25/05 4:57:10 PM
Jim Thorpe’s Bright Path
Name
APPLY TO WRITING
Capitalization Directions Correct errors in capitalization in the following paragraph. Write the new paragraph. (1) On sundays I watch the new england patriots. (2) They play at gillette stadium in foxboro, ma. (3) We get there by car from route 1 or by train from south station. (4) When they’re away, I watch their games on sports network channel. (5) The season lasts from august to december. (6) Last year the patriots won the super bowl. 1. 2. 3.
4.
5. 6.
© Pearson Education
Directions Write a paragraph telling a friend about a real or imaginary sports event. Be sure to use correct capitalization.
Home Activity Your child learned how to use capitalization in writing. Have your child address an envelope using correct capitalization.
106 14625_105-108_FSD 106
Unit 6 Week 2 Day 3
Grammar and Writing Practice Book
2/25/05 4:57:12 PM
Jim Thorpe’s Bright Path
Name
TESTPROOFREAD PREPARATION
Capitalization Directions Mark the letter of the group of words that is written correctly. 1. A the town of Jim Thorpe, Pa B the town of Jim Thorpe, PA C the Town of Jim Thorpe, pa D The Town Of Jim Thorpe, PA
7. A saturday, Jan. 4 B Saturday, JAN 4 C Saturday, Jan. 4 D Saturday, jan. 4
2. A Mauch chunk museum B Mauch Chunk museum C Mauch Chunk Museum D mauch chunk Museum
8. A Mr. John Drury B Mr John Drury C mr. John Drury D MR. John Drury
3. A 140 West Tenth St. B 140 west Tenth St. C 140 West Tenth ST D 140 West tenth St.
9. A Every Day Except Monday and Tuesday B every day except Monday and Tuesday C every day except Monday and tuesday D every Day except Monday and Tuesday 10. A principal Skinner of Morris school B Principal Skinner of Morris school C Principal skinner of morris school D Principal Skinner of Morris School
5. A the space needle in seattle B the Space needle in seattle C the Space Needle in Seattle D the space Needle in Seattle
11. A Dr. Judith Ann Tomacek B dr. Judith Ann Tomacek C Dr. Judith Ann tomacek D Dr. judith ann Tomacek
6. A martin luther king, jr., day B Martin Luther King, Jr., Day C Martin Luther king, jr., Day D Martin luther King, Jr., day
12. A 2879 station rd., Centerville, OH 45458 B 2879 Station Rd., Centerville, Oh 45458 C 2879 Station Rd., centerville, OH 45458 D 2879 Station Rd., Centerville, OH 45458
© Pearson Education
4. A George Bell elementary School B george Bell Elementary school C George bell elementary school D George Bell Elementary School
Home Activity Your child prepared for taking tests on capitalization. Read your child several sentences from a magazine or newspaper article. Have him or her write down what you read. Check that your child used capital letters correctly.
Grammar and Writing Practice Book
14625_105-108_FSD 107
Unit 6 Week 2 Day 4
107 2/25/05 4:57:12 PM
Jim Thorpe’s Bright Path
Name
CUMULATIVE REVIEW
Capitalization Directions Rewrite each sentence using correct capitalization. 1. Last june dad took me to the pro football hall of fame in canton, oh.
2. The museum is open memorial day through labor day until 8 at night.
3. We flew into cleveland hopkins airport on a tuesday evening.
4. We learned about jim thorpe when he played for the canton bulldogs.
Directions Write C if the group of words is capitalized correctly. If the group of words is capitalized incorrectly, rewrite it using correct capitalization. 5. Prague, Ok 6. the 1912 Olympics 7. Rock island Independents 8. March 28, 1953 © Pearson Education
9. mr. Jack Cusack 10. Except Christmas day 11. Akron visitors Bureau Home Activity Your child reviewed capitalization. Together look at a page in one of your child’s textbooks. Point to words with capital letters and ask your child to explain why those words are capitalized.
108 14625_105-108_FSD 108
Unit 6 Week 2 Day 5
Grammar and Writing Practice Book
2/25/05 4:57:13 PM
Tía Lola
Name
DEVELOP THE CONCEPT PROOFREAD
Commas Here are some rules for using commas. •
Use commas to separate items in a series. I enjoy football, baseball, and hockey.
•
Use commas to set off the name of someone being spoken to. This is called direct address. Use commas when the name is at the beginning, in the middle, or at the end of a sentence. Dad, are you awake? Yes, Tony, I am. Then look at this replay, Dad.
•
Use commas after introductory words and phrases in sentences. By the way, I never saw a play like that before. Boy, that was good!
•
Use commas in dates and addresses. Between the day and the month: Friday, September 13 Between the date and the year: The season starts on April 4, 2006. Between the city and the state: The World Series ended in St. Louis, Missouri.
Directions Write C if commas are used correctly in the sentence. If commas are not used correctly, add them where they belong. 1. Grandpa did you ever see Juan Marichal pitch? 2. Yes, I saw his major-league debut on Thursday July 19, 1960. 3. He was strong, fast, and unbeatable that day. 4. I’m telling you, Bill he was an amazing pitcher. Directions Write the sentence. Add commas as needed.
© Pearson Education
5. Juan Marichal played for the Giants the Red Sox and the Dodgers.
Home Activity Your child learned about commas. Ask your child to list objects in the room. Have him or her say the word comma after each item.
Grammar and Writing Practice Book
14625_109-112_FSD 109
Unit 6 Week 3 Day 2
109 2/25/05 4:57:48 PM
TĂa Lola
Name
APPLY TO WRITING
Commas Directions Match each sentence in the following paragraph with the letter of the comma rule that applies to that sentence. (1) I will never forget May 17 1980. (2) I was at bat in the ninth inning with two outs bases loaded and the Eastern Championship title on the line. (3) My goodness I was nervous. (4) I won that game with one swing of the bat David. (5) We lost the state final on Saturday May 18. A B C D E
Use commas to separate items in a series. Use commas with direct address. Use commas after introductory words and phrases. Use commas to separate the day and the month. Use commas between the date and the year.
1. 2. 3. 4. 5.
Š Pearson Education
Directions Pretend you called a friend to ask him or her to go to a baseball game or another event. Write the message you might leave for your friend. Be sure to use commas correctly.
Home Activity Your child learned how to use commas in writing. Have your child write a sentence using the date and place he or she was born. Ask your child to show you where commas are needed.
110 14625_109-112_FSD 110
Unit 6 Week 3 Day 3
Grammar and Writing Practice Book
2/25/05 4:57:50 PM
Tía Lola
Name
TESTPROOFREAD PREPARATION
Commas Directions Mark the letter of the group of words that correctly completes each sentence. 1. Fenway Park is located at
.
the park is crammed full of
A 4 Yawkey Way Boston, MA
history.
B 4, Yawkey Way, Boston, MA
A As a matter of fact
C 4 Yawkey Way, Boston, MA
B As a matter of fact,
D 4, Yawkey, Way, Boston, MA
C As, a matter of fact
2. It’s the
D As a matter, of fact
ballpark in the
6. Can you
country!
can go to a game this
A smallest, oldest and strangest
year?
B smallest, oldest and, strangest
A tell, me Dad, if we
C smallest, oldest and strangest,
B tell me, Dad, if we
D smallest, oldest, and strangest
C tell me, Dad if we
3. Fenway Park opened on
D tell me Dad if, we
.
A April 20, 1912
7.
got tickets.
B April, 20, 1912
A Oh, I’ve already
C April, 20 1912
B Oh I’ve already
D April 20 1912
C Oh, I’ve already,
4.
have all started for the Boston Red Sox.
© Pearson Education
5.
D Oh I’ve, already 8. They’re for
.
A Ruth, Williams, and Clemens,
A Wednesday June, 4
B Ruth, Williams and Clemens
B Wednesday June 4
C Ruth, Williams, and Clemens
C Wednesday, June, 4
D Ruth, Williams and, Clemens,
D Wednesday, June 4
Home Activity Your child prepared for taking tests on commas. Read your child addresses from the telephone directory at random. Have your child write the addresses, using commas where needed.
Grammar and Writing Practice Book
14625_109-112_BPrinting 111
Unit 6 Week 3 Day 4
111 11/4/05 1:20:50 PM
Tía Lola
Name
CUMULATIVE REVIEW
Commas Directions Write C if commas are used correctly in the sentence. If commas are not used correctly, add them where they belong. 1. Boston Chicago Detroit and New York all have baseball teams. 2. The Braves have played in Boston Milwaukee, and Atlanta. 3. They moved from Milwaukee Wisconsin, and they now play in Atlanta Georgia.
4. Dad is opening day on Saturday April 2? 5. I think it’s later than that, Allison. 6. Bill did I tell you we are moving to Boston Massachusetts? Directions Write the sentences. Add commas as needed. 7. We visited the Baseball Hall of Fame on June 23 2005.
8. It’s located in Cooperstown New York.
9. You can see photos memorabilia and movies there.
© Pearson Education
10. Stars such as Cobb Mays Ruth and Aaron are honored at the Hall.
Home Activity Your child reviewed commas. Look at a newspaper or magazine article with your child. Ask him or her to identify commas used to separate items in a series.
112 14625_109-112_FSD 112
Unit 6 Week 3 Day 5
Grammar and Writing Practice Book
2/25/05 4:57:51 PM
To Fly
Name
DEVELOP THE CONCEPT PROOFREAD
Quotations and Quotation Marks A speaker’s exact words are called a quotation. When you write a quotation, use quotation marks (“ ”) at the beginning and end of the speaker’s exact words. Begin the quotation with a capital letter. • •
•
If the quotation comes last in a sentence, use a comma to separate it from the rest of the sentence: Wilbur said, “This is the perfect place to test our gliders.” If the quotation comes first, use a comma, question mark, or exclamation mark to separate the quotation from the rest of the sentence: “Isn’t the wind a little strong?” Orville asked. Place the end punctuation mark of a quotation before the closing quotation mark: “Let the wind blow!” declared Wilbur.
Directions Underline the sentence in each pair that uses quotation marks correctly. 1. “How do you make your kite turn?” asked one of the boys. “How do you make your kite turn”? asked one of the boys. 2. “Wow!” marveled the boy. That’s some kind of kite!” “Wow!” marveled the boy. “That’s some kind of kite!” Directions Rewrite each sentence. Add quotation marks and other correct punctuation. 3. Where will we get strong, steady winds asked Wilbur.
© Pearson Education
4. On the coast of North Carolina Orville answered.
Home Activity Your child learned about quotations and quotation marks. Ask your child to create a larger-than-life set of quotation marks using raisins, peanuts, or breath mints. Have him or her explain to you what the marks are used for.
Grammar and Writing Practice Book
14625_113-116_FSD 113
Unit 6 Week 4 Day 2
113 2/25/05 4:58:26 PM
To Fly
Name
APPLY TO WRITING
Quotations and Quotation Marks Directions Choose two sentences from the box that best support the paragraph below. Write the sentences with quotation marks and punctuation. My teacher said What the Wright brothers did at Kitty Hawk changed the world. If men were meant to fly, God would have given them feathers announced one minister You be careful now said their sister Katherine. An Ohio newspaper asked Why fly when we have safe and rapid trains Do you think it will work Wilbur asked anxiously. Today we take flight for granted, but 100 years ago not everyone thought it was such a good idea. Some people argued that flying was simply too dangerous. Others believed that it was not natural for people to become airborne. When the Wright brothers were just getting off the ground, they had their critics. 1.
2.
Š Pearson Education
Directions Write a conversation that Wilbur and Orville Wright might have had while working on their airplane. Use quotation marks to show their exact words.
Home Activity Your child learned how to use quotations and quotation marks in writing. Ask your child to write something you just said to him or her in a sentence including the words he said or she said. Have your child show you how quotation marks are used to show your exact words.
114
Unit 6 Week 4 Day 3
14625_113-116_BPrinting 114
Grammar and Writing Practice Book
11/4/05 1:21:20 PM
To Fly
Name
TESTPROOFREAD PREPARATION
Quotations and Quotation Marks Directions Mark the letter of the answer that completes each sentence correctly. 1. “What’s our science project going to
Song replied.
asked Jasmine. A be?”
A “Flyer,
B “be,
B “Flyer,”
C be!”
C Flyer”,
D be”?
D Flyer,”
2. “Let’s make a rocket
Jim
6. “That’s way too
suggested.
A big?”
A ship”
B “big,
B ship,”
C “big!
C “ship”
D big!”
D ship
Jim snorted.
7. Song smiled and said,
3. “Stop!
got a great idea!”
A no
B Stop!” shouted Song, “I’ve
B “no
C Stop!” shouted Song. “I’ve
C “No
D Stop!” shouted Song, I’ve
D “No”
is it?”
, I mean
a model.”
A Stop”! shouted Song. “I’ve
4. There was a silence. Then I asked,
© Pearson Education
5. “We’ll make a plane like the
8. “Count me
Jasmine
announced.
A “What
A in,”
B “what
B “in,
C what,”
C “In,
D What
D in,
Home Activity Your child prepared for taking tests on quotations and quotation marks. Read your child a part of a story that includes dialogue. Ask your child to tell you where the quotation marks should go.
Grammar and Writing Practice Book
14625_113-116_FSD 115
Unit 6 Week 4 Day 4
115 2/25/05 4:58:28 PM
To Fly
Name
CUMULATIVE REVIEW
Quotations and Quotation Marks Directions Underline the sentence in each pair that uses quotation marks correctly. 1. “Do you think he’ll get off the ground”? asked John Daniels. “Do you think he’ll get off the ground?” asked John Daniels. 2. “I don’t know, Adam” observed. It’s pretty windy.” “I don’t know,” Adam observed. “It’s pretty windy.” 3. Willie muttered to himself, “It’ll never fly.” Willie muttered “to himself, It’ll never fly.” 4. Suddenly Adam cried out, “It’s in the air!” Suddenly Adam cried “out, It’s in the air!” 5. “Get a photograph, John”! shouted Willie. “Get a photograph, John!” shouted Willie. Directions Rewrite each sentence. Add quotation marks and other correct punctuation. 6. What was it like up there asked a reporter
7. Wilbur smiled and replied There’s a mighty nice view
© Pearson Education
8. Were you ever afraid of crashing another reporter asked
Home Activity Your child reviewed quotations and quotation marks. Look at a newspaper or magazine article with your child. Ask your child to identify and read aloud the exact words that someone said.
116 14625_113-116_FSD 116
Unit 6 Week 4 Day 5
Grammar and Writing Practice Book
2/25/05 4:58:28 PM
Far Side of the Moon
Name
DEVELOP THE CONCEPT PROOFREAD
Titles •
In your writing, underline the titles of books, magazines, and newspapers. When these titles appear in printed material, they are set in italic type. Handwritten New York Times, Time, Stuart Little Printed New York Times, Time, Stuart Little
•
Put quotation marks around the titles of stories, poems, and songs. We sang “America,” and Ms. Collins recited “If.”
•
Capitalize the first word, the last word, and other important words in titles. Capitalize all forms of the verb be. Do not capitalize the following short words unless they begin or end a title: the articles a, an, and the; the conjunctions and, but, and or; and prepositions with fewer than five letters, such as to, for, in, of, on, at, or with. “I Was with Washington at Valley Forge” Toronto Globe and Mail
Directions Write the title in each sentence. 1. Our class is making a book called Getting Creative.
2. Tori contributed a poem called “Total Eclipse.”
Directions Correct any mistake in capitalization in the title. Write Correct if the title has no errors. 3. The Lord of the Rings
© Pearson Education
4. When we were Very Young
Home Activity Your child learned about titles. Look at titles of books, magazines, or newspaper articles in your house. Ask your child to explain why some words begin with capital letters and some don’t.
Grammar and Writing Practice Book
14625_117-120_FSD 117
Unit 6 Week 5 Day 2
117 2/25/05 4:59:20 PM
Far Side of the Moon
Name
APPLY TO WRITING
Titles Directions Rewrite the paragraph below. Write all titles correctly. Use quotation marks, underlining, and capital letters as needed. Everything in the world is the name of our new reading book. It’s full of stories, poems, articles, and songs. It even includes a complete novel called sailing in the solar system. Some of the songs, like this land is your land, I already know. I also know two poems, darkness and all I ever wanted. We have just read an article called in the tombs of the pharaohs from a magazine called time for kids.
Š Pearson Education
Directions Write about what you have read in class this year. Include at least three titles.
Home Activity Your child learned how to use titles in writing. Ask your child to write the titles of a book, a song, and a story that he or she knows. Have your child explain to you the rules for writing titles.
118 14625_117-120_FSD 118
Unit 6 Week 5 Day 3
Grammar and Writing Practice Book
2/25/05 4:59:21 PM
Far Side of the Moon
Name
TESTPROOFREAD PREPARATION
Titles Directions Mark the letter of the title that completes each sentence correctly. 1. My dad’s favorite newspaper is . A News of the World B “News of the World” C News Of the World D “News” of the World 2. I used to get a magazine called . A Highlights for Children B Highlights For Children C “Highlights for Children” D “Highlights for children” 3. One article called was interesting. A You Can Be a Writer B “You Can Be a Writer” C “You can be a Writer” D You Can Be a “Writer”
is a poem I learned by heart. A Sunrise and Sunset B “Sunrise and sunset” C “Sunrise” and “Sunset” D “Sunrise and Sunset”
6. Mom just bought a book called . A A Brief History Of Gardening B “A Brief History of Gardening” C A Brief History of Gardening D A brief History of Gardening 7. I sang for my aunt. A “My Darlin’ clementine” B “My Darlin’ Clementine” C My Darlin’ Clementine D my darlin’ “Clementine” 8. Now I’ve got homework to do from my textbook . A Grammar and Writing Today B Grammar And Writing Today C “Grammar and Writing Today” D Grammar and writing Today
© Pearson Education
4. My baby brother is always singing . A “Happy Birthday To You” B Happy Birthday to You C “Happy Birthday to You” D “Happy Birthday to You”
5.
Home Activity Your child prepared for taking tests on titles. Read to your child the titles of songs, stories, books, or articles. Have your child write the titles correctly.
Grammar and Writing Practice Book
14625_117-120_FSD 119
Unit 6 Week 5 Day 4
119 2/25/05 4:59:22 PM
Far Side of the Moon
Name
CUMULATIVE REVIEW
Titles Directions Put a check mark by the sentence in each pair that has the title written correctly. 1.
My sister is reading a book called “To Kill a Mockingbird.” My sister is reading a book called To Kill a Mockingbird.
2.
Mom sometimes reads “Good Housekeeping” magazine. Mom sometimes reads Good Housekeeping magazine.
3.
My brother reads the Chicago Tribune newspaper at school. My brother reads the “Chicago Tribune” newspaper at school.
4.
I’ve just read a poem called “Eating Everything in sight”. I’ve just read a poem called “Eating Everything in Sight.”
5.
The dog howls whenever I play “Home on the Range” on the piano! The dog howls whenever I play “Home On the Range” on the piano!
Directions Write the following titles correctly. The words in ( ) tell you what they are. 6. los angeles times (newspaper) 7. turkey in the straw (song) 8. billy bathbinder and his amazing bag (book)
© Pearson Education
9. health and fitness (magazine) 10. what to avoid in the woods (article)
Home Activity Your child reviewed titles. Find a list of best sellers or go on the Internet with your child and key in best sellers. Have your child read to you the current best-selling titles. Ask whether the titles are capitalized according to the rules he or she has learned.
120 14625_117-120_FSD 120
Unit 6 Week 5 Day 5
Grammar and Writing Practice Book
2/25/05 4:59:22 PM
Because of Winn-Dixie
Name
EXTRA PRACTICE
Declarative and Interrogative Sentences Directions Write D if the sentence is declarative. Write I if the sentence is interrogative. 1. Is that a purebred dog? 2. Many dogs are mixed breeds. 3. Some people say mutts make the best pets. 4. Have you seen my dog? 5. She is a mix between a boxer and a poodle. Directions Read each sentence and add the correct end punctuation. Then write whether each sentence is declarative or interrogative. 6. Is there an animal shelter in your town
7. Animal shelters take care of homeless pets
8. People adopt dogs and cats from shelters
9. How many of these animals are strays
Directions Change each sentence to the kind named in ( ). Write the new sentence. 11. There are many stray dogs in our city. (interrogative)
Š Pearson Education
10. Which dog would you take home with you
12. Is your dog friendly? (declarative)
122 14625_122-126_FSD 122
Unit 1 Week 1
Grammar and Writing Practice Book
2/25/05 4:59:57 PM
Name
Lewis and Clark and Me EXTRA PRACTICE PROOFREAD
Imperative and Exclamatory Sentences Directions Write E if the sentence is exclamatory. Write I if the sentence is imperative. 1. Look up more information about Lewis and Clark. 2. Go to the library or a reliable website. 3. That was a very long journey! 4. Find out what the men ate on the expedition. 5. Wow! They ate nine pounds of meat every day! Directions Read each sentence. Write C if the end punctuation is correct. Write NC if the end punctuation is not correct. 6. Please tell me what you learned about Lewis and Clark. 7. What an enormous area the Louisiana Territory is. 8. Show us where its borders are! 9. Tell me what Thomas Jefferson paid for the land. 10. That is an incredible bargain! Directions Write the correct end punctuation for each sentence. Then write E if it is exclamatory and I if it is imperative. 11. I can’t believe the French sold us 820,000 square miles 12. Wow, that is a huge amount of land
© Pearson Education
13. Read what it says here about Lewis and Clark 14. Amazing! They didn’t quarrel during the entire trip 15. Do more research on the expedition
Grammar and Writing Practice Book
14625_122-126_BPrinting 123
Unit 1 Week 2
123 11/4/05 1:21:56 PM
Grandfather’s Journey
Name
EXTRA PRACTICE
Subjects and Predicates Directions Underline the complete subject of the sentence once. Underline the complete predicate twice. 1. Many people from Japan settled in California 100 years ago. 2. The first arrivals were looking for work on America’s farms. 3. These newcomers lived in all-Japanese towns. 4. Their children went to Japanese-language schools. 5. Some Japanese immigrants returned to Japan. Directions Circle the simple subject and the simple predicate of each sentence. 6. The Japanese immigrants worked very hard. 7. Some would start successful businesses. 8. Life was not always easy for Japanese Americans. 9. Many were sent to prison camps during World War II. 10. These people lost their homes and their jobs. Directions Identify the underlined word or words in each sentence. Write CS for complete subject, CP for complete predicate, SS for simple subject, or SP for simple predicate. 11. You may have heard about these camps. 12. Whole families were imprisoned for up to four years. 13. Half of the Japanese-American prisoners were children. 14. Many of the prisoners had lived in America for years.
16. They were moved from the West Coast to inland camps.
124 14625_122-126_FSD 124
Unit 1 Week 3
© Pearson Education
15. Most of the Japanese Americans were U.S. citizens.
Grammar and Writing Practice Book
2/25/05 4:59:59 PM
Name
The Horned Toad Prince EXTRA PRACTICE PROOFREAD
Compound Sentences Directions Write S if the sentence is a simple sentence. Write C if the sentence is a compound sentence. Do not confuse a compound subject or predicate with a compound sentence. 1. The Horned Toad Prince is based on an old fairy tale. 2. It is about a frog and a princess. 3. A princess was by a spring, and she lost her golden ball. 4. Just then a frog wandered by. 5. The frog offered help to the princess. 6. The princess must be kind, or she would not get the ball. 7. The frog found the ball, but the princess ran away with it. 8. The frog hopped after her and found her in her palace. 9. The princess slammed the door, but the king let the frog in. 10. The princess had given her word, and she must keep it. Directions Write the word you would use (and, but, or or) to join each pair of simple sentences into a compound sentence. 11. The frog had to sleep in the palace. He would never become a prince.
12. The princess did not like the frog. She let him sleep on her pillow.
Š Pearson Education
13. On the third morning she awoke. She was amazed.
14. She looked for an ugly frog. She saw a handsome prince.
15. The prince and princess went off together. They lived happily ever after.
Grammar and Writing Practice Book
14625_122-126_FSD 125
Unit 1 Week 4
125 2/25/05 5:00:00 PM
Letters Home from Yosemite
Name
EXTRA PRACTICE
Clauses and Complex Sentences Directions Write I if the underlined group of words is an independent clause. Write D if it is a dependent clause. 1. When miners first arrived, Native Americans were living in Yosemite. 2. Later, tourists flocked to the valley because it was so beautiful. 3. As more people visited, the area suffered. 4. People arrived in Yosemite by horse before there was a railroad. 5. The land was unprotected until the federal government gave it to California. Directions Write the clause in the sentence that is named in ( ). 6. Since cars were not allowed at first, most early visitors came by train. (dependent)
7. After cars were permitted, the park became even more crowded. (independent)
8. The area was covered with dust because the roads were unpaved. (independent)
9. Some roads became one way when traffic got too bad. (dependent)
10. Visitors walked more after cars were banned from some areas. (independent)
11. Yosemite has many visitors. You can get away from the crowds. (although)
Š Pearson Education
Directions Combine each pair of simple sentences. Use the word in ( ) to begin each sentence. Write the complex sentence. Remember to add a comma after a dependent clause when it comes first
12. You want a great experience. Go to Yosemite. (if)
126 14625_122-126_FSD 126
Unit 1 Week 5
Grammar and Writing Practice Book
2/25/05 5:00:00 PM
Name
What Jo Did EXTRA PRACTICE PROOFREAD
Common and Proper Nouns Directions One of the underlined words in each sentence is a noun. Write the noun. 1. Women have played basketball for almost as long as men have.
2. One of the first games was played at Smith College in Massachusetts.
3. At first there were nine women on a side.
4. The court was divided into three zones.
5. Three players would play in each zone.
Directions Two nouns are underlined in each sentence. Write the noun that is the kind named in ( ). 6. Senda Berenson taught physical education at Smith College. (common)
7. The first college game was played at Smith on March 21, 1893. (proper)
8. The first intercollegiate game for women was played in California. (common)
Š Pearson Education
9. Stanford played Berkeley in the game then known as basket ball. (proper)
10. Stanford scored two baskets and won the game! (proper)
Grammar and Writing Practice Book
14625_127-131_FSD 127
Unit 2 Week 1
127 2/25/05 5:00:34 PM
Coyote School News
Name
EXTRA PRACTICE
Regular Plural Nouns Direction Write the two plural nouns in each sentence. 1. The cowboys of the Southwest were expert riders.
2. On horses or ponies, they were completely at home.
3. They worked on the big ranches, far from the cities.
4. Cowboys worked in many of the western and southwestern states.
5. They spent their days herding cows.
Directions Write each singular noun as a plural noun. 6. trench 7. lady 8. road 9. dress 10. puppy 11. branch 12. family Š Pearson Education
13. brother 14. farm 15. box
128 14625_127-131_FSD 128
Unit 2 Week 2
Grammar and Writing Practice Book
2/25/05 5:00:36 PM
Name
Grace and the Time Machine EXTRA PRACTICE PROOFREAD
Irregular Plural Nouns Directions Write the irregular plural noun in each sentence. 1. If we went back in time, our lives would be different. 2. Women would probably stay in their homes more. 3. Men might be out in the fields. 4. They would hitch their oxen to the wagons. 5. Their feet would be sore from heavy leather boots. 6. Guarding sheep and cows was an important job. 7. Wolves might grab a lamb for their suppers. 8. What would the children do? 9. They might look after the chickens and geese. 10. Maybe they would help the cats catch mice in the barns. Directions If the noun is plural, write P. If it is singular, write its plural form. If the noun could be either singular or plural, write S/P. 11. moose 12. calf 13. teeth 14. shelf 15. wives 16. deer 17. ox Š Pearson Education
18. men 19. tooth 20. wife
Grammar and Writing Practice Book
14625_127-131_FSD 129
Unit 2 Week 3
129 2/25/05 5:00:36 PM
Marven
Name
EXTRA PRACTICE
Singular Possessive Nouns Directions Write the possessive form of each underlined singular word. 1. desk surface 2. man beard 3. hat brim 4. night gloom 5. tree branches 6. Jean-Louis ax 7. bookkeeper work 8. horse stable 9. pine tree smell 10. bed quilt Directions Write the singular possessive noun in ( ) that completes each sentence. 11. (America, America’s) houses were built of wood.
12. (Minnesota, Minnesota’s) great forests were in the north of the state.
13. A (lumberjack’s, lumberjacks) job was to cut down trees.
14. (Marvens’, Marven’s) job was to pay the lumberjacks.
© Pearson Education
15. The (stories, story’s) setting is northern Minnesota.
130 14625_127-131_FSD 130
Unit 2 Week 4
Grammar and Writing Practice Book
2/25/05 5:00:36 PM
Name
Want to Be President? EXTRA PRACTICE PROOFREAD
Plural Possessive Nouns Directions Write the possessive form of each underlined plural word. 1. senators duties 2. cities monuments 3. states rights 4. women votes 5. parks wildlife 6. wolves howls 7. sheep horns 8. families vacations 9. feet blisters 10. wives conversations Directions Write the plural possessive noun in ( ) that completes each sentence. 11. Three (President’s Presidents’) pets once got together for a meeting.
12. The (pets’, pet’s) idea was that they would run the country.
13. The (dog’s, dogs’) job would be homeland security.
14. The Roosevelt (children’s, childrens’) guinea pigs would run the hospitals.
© Pearson Education
15. The white (mices’, mice’s) voices were so soft that no one heard them.
Grammar and Writing Practice Book
14625_127-131_FSD 131
Unit 2 Week 5
131 2/25/05 5:00:37 PM
The Stranger
Name
EXTRA PRACTICE
Action and Linking Verbs Directions Write the verb in each sentence. 1. Leaves change color in the fall. 2. The air becomes cooler. 3. Many birds fly south for the winter. 4. Some leaves turn yellow and gold. 5. They fall to the ground in great piles. 6. The trees’ branches are bare and gray. 7. Pine trees keep their green needles all year. 8. New life returns to the forest in spring. 9. Green buds swell on every branch. 10. Summer is on its way. Directions Underline action verbs. Circle linking verbs. 11. Winter was always my favorite season. 12. We skated over the frozen ponds. 13. The world appeared very beautiful in the snow. 14. My dad made a snowman with us in the backyard. 15. We wore gloves, hats, and scarves. 16. Tell me a story about seasons. 17. It seems very cold today. 18. Dad shoveled the sidewalk. Š Pearson Education
19. January is my favorite month. 20. Mom predicts more snow.
132 14625_132-136_FSD 132
Unit 3 Week 1
Grammar and Writing Practice Book
2/25/05 5:01:13 PM
Name
Adelina’s Whales EXTRA PRACTICE PROOFREAD
Main and Helping Verbs Directions Write the verb phrase in each sentence. 1. The killer whales are swimming in a group.
2. Yesterday people were watching them from a boat.
3. The whales have caught squid and other fish.
4. This group of whales has stayed together for years.
5. I am hoping for more whale viewing today.
Directions Underline the main verb and circle the helping verb in each sentence. 6. Humpback whales were hunted for many years. 7. The number of humpbacks was falling. 8. Now the whale population is growing again. 9. People have seen humpbacks in all the world’s oceans. 10. That whale is slapping the water with its tail. 11. Those two are rolling on their sides.
© Pearson Education
12. They have fed all summer in the north. 13. Now they are migrating south. 14. That baby has followed its mother all the way. 15. It is swimming to the warm waters of the Caribbean.
Grammar and Writing Practice Book
14625_132-136_FSD 133
Unit 3 Week 2
133 2/25/05 5:01:14 PM
How Night Came
Name
EXTRA PRACTICE
Subject-Verb Agreement Directions Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree. 1. Brazilians tell many folktales. 2. These stories often includes strange creatures. 3. One forest creature is the caipora. 4. It ride a large boar. 5. I like these stories. Directions Write the verb that correctly completes each sentence. 6. Another myth (describes, describe) the curupira. 7. Its toes (point, points) backwards. 8. Hunters (is, are) confused by its footprints. 9. The curupira (protect, protects) Brazil’s animals and trees. 10. Brazil’s animals (need, needs) the curupira. 11. The negrinho (are, is) an invisible little boy. 12. People (believe, believes) in the negrinho. 13. Brazilians (ask, asks) the negrinho for help. 14. Some folk creatures (frightens, frighten) people. 15. One big snake (lives, live) in the water. 16. It (scares, scare) away fishers. 17. A fisher (is, are) afraid of this snake
19. A society (create, creates) its own myths. 20. Myths (answer, answers) questions about the world.
134
Unit 3 Week 3
14625_132-136_BPrinting 134
© Pearson Education
18. We (finds, find) these stories very interesting.
Grammar and Writing Practice Book
11/4/05 1:22:30 PM
Name
Eye of the Storm EXTRA PRACTICE PROOFREAD
Past, Present, and Future Tenses Directions Write present, past, or future to identify the tense of each underlined verb. 1. Winds in a tornado whirl with great power. 2. Many tornadoes formed in the Midwest last year. 3. They destroyed houses, cars, and businesses. 4. Hail sometimes falls before a tornado strikes. 5. Tomorrow we will inspect the damage. 6. That car landed on a supermarket roof. 7. The driver escaped without injury. 8. People often hide from a tornado in their basements. 9. Scientists will learn more about these storms. 10. We will feel safer with better weather forecasts. Directions Write the verb in each sentence. Circle the past tense verbs. Underline the future tense verbs. 11. Some people chase tornadoes. 12. They like the excitement. 13. I followed a tornado last year with my friend Bill. 14. At first, the sky darkened. 15. A huge twister approached us at high speed. 16. Luckily, the tornado hopped over our car. 17. Then the winds quickly died. Š Pearson Education
18. Bill loved the adventure. 19. Next time, I will stay at home. 20. However, Bill will go again.
Grammar and Writing Practice Book
14625_132-136_FSD 135
Unit 3 Week 4
135 2/25/05 5:01:15 PM
The Great Kapok Tree
Name
EXTRA PRACTICE
Irregular Verbs Directions Write the past tense form of the irregular verb in ( ). 1. A scientist (come) to our school. 2. She (give) a presentation about the rain forests. 3. We (hear) her recordings of rain forest sounds. 4. We also (see) her videos of Brazil. 5. She (speak) about the importance of the rain forests. 6. She (say) that people are destroying the forests. 7. When she (leave), we had a class discussion. 8. Most of us (get) many ideas from this presentation. 9. It (make) us think about the environment. 10. It (teach) me how important the forests are. Directions Write the correct past form of the verb in ( ) that goes with has or have. 11. Tasha has (go) to the library. 12. Many authors have (write) about the environment. 13. People have (take) advantage of Earth’s resources. 14. We have (do) harm to the forests and rivers.
Š Pearson Education
15. Tasha will write her paper when she has (read) more.
136 14625_132-136_FSD 136
Unit 3 Week 5
Grammar and Writing Practice Book
2/25/05 5:01:15 PM
The Houdini Box
Name
EXTRA PRACTICE PROOFREAD
Singular and Plural Pronouns Directions Underline the pronoun in the sentence if it is a singular pronoun. Circle the pronoun if it is a plural pronoun. 1. If readers are curious about magicians, they should read this book about Harry Houdini. 2. It tells the amazing story of Houdini’s life. 3. This book describes the most famous escapes and how Houdini did them. 4. I became interested in magic tricks while reading the book. 5. In school, we did a project on Houdini’s incredible acts. 6. He was a remarkable magician. Directions Replace each underlined noun or noun phrase with one of the pronouns below. Write the new sentence and underline the pronoun you chose. me
she
them
they
us
we
7. My friend Alma claimed Alma could get out of a locked closet.
8. Alma’s parents were asleep, or Alma’s parents would have stopped us.
© Pearson Education
9. Her brother and I locked the door when Alma said, “I’m ready.”
10. Alma couldn’t escape, so she asked her brother and me to unlock the door.
Grammar and Writing Practice Book
14625_137-141_FSD 137
Unit 4 Week 1
137 2/25/05 5:01:59 PM
Encantado
Name
EXTRA PRACTICE
Subject and Object Pronouns Direction Write each subject pronoun. 1. They played near us for several minutes. 2. First, we watched them leap high in the air. 3. Then I saw a mother dolphin with a baby behind her. 4. She was swimming very close to it. 5. After a while, it nuzzled her. 6. You should have seen them. 7. I will go with you next week. 8. It will be fun for us. Directions Write each object pronoun. 9. Scientists have studied dolphins and tried to “talk” to them. 10. It is not easy for us to imitate their clicks and whistles. 11. To me they sound meaningless. 12. Professor James said that dolphins have taught him about people. 13. His wife said that he talks to the dolphins more than to her! 14. I’ll lend you the professor’s book on dolphin “language.” 15. Please tell us more about dolphins. 16. You can come to the library with Elsa and me. 17. Call us tomorrow to make arrangements.
© Pearson Education
18. Mr. Schultz will give you extra credit.
138 14625_137-141_FSD 138
Unit 4 Week 2
Grammar and Writing Practice Book
2/25/05 5:02:00 PM
The King in the Kitchen
Name
EXTRA PRACTICE PROOFREAD
Pronouns and Antecedents Directions Write the letter of the pronoun next to the noun or noun phrase that could be its antecedent. 1. my brother
A it
2. my sister
B they
3. my mom’s kitchen
C she
4. my dad and I
D him
5. salt and pepper
E we
Directions Write a pronoun to replace each underlined noun or noun phrase. 6. My mom said that my mom would teach us how to cook. 7. First she gave me an apron and told me to wear the apron. 8. Then she made my sister, my brother, and me chop onions. 9. The onions stung our eyes as soon as we cut into the onions. 10. My sister, my brother, and I started to cry. 11. My mom said that onions never did that to my mom. 12. My dad started to laugh when my dad saw our faces. 13. I laughed too, but my sister and my brother did not. 14. The cooking lesson was over before the cooking lesson had begun. 15. My dad said that my dad was sorry my dad had laughed. Directions Write each sentence. Replace the underlined noun or noun phrase with the correct pronoun.
Š Pearson Education
16. Annie says that Annie likes to bake.
17. I have eaten her pies, and her pies are tasty.
18. Her friends ask her to bake pies for her friends.
Grammar and Writing Practice Book
14625_137-141_BPrinting 139
Unit 4 Week 3
139 11/4/05 1:23:01 PM
Seeker of Knowledge
Name
EXTRA PRACTICE
Possessive Pronouns Directions Write the possessive pronoun in ( ) that correctly completes each sentence. 1. We have learned some interesting facts in (our, ours) study of ancient Egypt.
2. Bread was the Egyptians’ staple food, and beer was (theirs, their) favorite drink.
3. A boy would shave (its, his) hair, except for one braid. 4. A girl might wear (her, hers) in a pigtail. 5. The sun was bright, and people wore eye makeup to guard against (their, its) rays.
6. What have you learned from (your, yours) reading? Directions Write a possessive pronoun to replace the underlined word or phrase. 7. Amy and José dressed as ancient Egyptians for Amy and José’s presentation.
8. Amy wore shiny copper anklets on Amy’s legs. 9. José looked funny in José’s short skirt! 10. They served us Egyptian food, which was better than this writer’s lunch.
11. Miwako and I are both making model pyramids for Miwako’s and my projects.
12. My pyramid is smaller than Miwako’s.
14. A pyramid has a wide base, and a pyramid’s top comes to a point.
140 14625_137-141_FSD 140
Unit 4 Week 4
© Pearson Education
13. Miwako’s pyramid is taller than my pyramid.
Grammar and Writing Practice Book
2/25/05 5:02:01 PM
Name
Encyclopedia Brown EXTRA PRACTICE PROOFREAD
Contractions and Negatives Directions Write the correct contraction in ( ) to complete each sentence. 1. (We’ve, We’ll) been reading about the famous Sherlock Holmes. 2. He (aren’t, isn’t) a real person, but many people think he is. 3. If Holmes (couldn’t, doesn’t) solve a case, no one could. 4. (I’ll, I’ve) heard about his partner, Dr. Watson. 5. Together (you’d, they’d) solve crimes all over England. 6. The police (won’t, weren’t) as effective as Holmes and Watson. Directions Find two words in each sentence that can be written as a contraction. Write the sentence using the contraction. 7. I have always wanted to be a detective.
8. It is interesting and challenging work.
9. Most detectives are not like Sherlock Holmes.
10. Solving crimes is not easy to do.
11. I will study law enforcement.
© Pearson Education
12. You will not get a good job without an education.
Grammar and Writing Practice Book
14625_137-141_FSD 141
Unit 4 Week 5
141 2/25/05 5:02:02 PM
Sailing Home
Name
EXTRA PRACTICE
Adjectives and Articles Directions Each sentence has two adjectives. One adjective is underlined. Find and write the other adjective. (It may be an article.) 1. The magnificent John Ena carried coal and lumber. 2. This ship took cargo around the world. 3. The vessel made forty-four voyages. 4. Some were short; others lasted up to five months. 5. Daily life was luxurious. 6. Food was served on heavy white plates. 7. Beds were thick and soft. 8. Those beds were attached to the walls. 9. They were secure in rough seas. 10. Every passenger slept soundly for eight hours. Directions Decide what kind of question each underlined adjective answers. Write What kind? How many? or Which one? 11. On a few occasions the children had to stay ashore. 12. These experiences were miserable for them. 13. They hated being away from their wonderful ship. 14. They had starched tablecloths and napkins. 15. On the ship they lived in spacious quarters. 16. It was hard to give up this exciting life. 17. I admire those children. Š Pearson Education
18. Their ship might sail for several months. 19. They would visit foreign lands. 20. In those places they saw many new sights.
142 14625_142-146_FSD 142
Unit 5 Week 1
Grammar and Writing Practice Book
2/25/05 5:02:31 PM
Lost City
Name
EXTRA PRACTICE PROOFREAD
Comparative and Superlative Adjectives Directions Change the underlined adjective to the form named in ( ). 1. Is it hard traveling in the desert or in the polar regions? (comparative)
2. The cold weather in the world is at the poles. (superlative)
3. Few places get hot than the Sahara. (comparative)
4. Is it windy at the poles than in North America? (comparative)
5. I think it’s enjoyable walking on snow than on sand. (comparative)
6. Both areas have some of the bad conditions anywhere on Earth. (superlative)
Directions Write the correct form of the adjective in ( ) to complete each sentence. 7. Explorers go to the (beautiful) places in the world. 8. They climb the very (high) mountains of all. 9. They visit (dangerous) places than we ever will. 10. They tell the (interesting) stories of all. © Pearson Education
11. Is there a (exciting) job than exploring? 12. I can’t think of a (good) life than that.
Grammar and Writing Practice Book
14625_142-146_FSD 143
Unit 5 Week 2
143 2/25/05 5:02:32 PM
Amelia and Eleanor
Name
EXTRA PRACTICE
Adverbs Directions Write the adverb in each sentence. 1. Amelia Earhart enthusiastically took flying lessons. 2. Then she saved money and bought her own plane. 3. Later she set an altitude record for women. 4. People watched below in admiration. 5. Amelia approached flying fearlessly. 6. Most people fly a plane cautiously. 7. They are always careful. 8. Soon the plane will appear. 9. The pilot will land there. 10. The plane gently rolls to a stop. Directions Circle the adverb in each sentence. Write how if the adverb tells how an action happens. Write when if it tells when an action happens. Write where if it tells where an action happens. 11. We leave today for our flight around the world. 12. Fred, my navigator, has carefully checked the route. 13. Our last attempt ended badly. 14. We crashed and seriously damaged the plane. 15. Now we are ready for a second attempt. 16. Everywhere people are watching us. 17. Crowds are waiting outside. Š Pearson Education
18. The plane lifts steadily off the ground. 19. I point its nose up. 20. We are finally on our way.
144 14625_142-146_FSD 144
Unit 5 Week 3
Grammar and Writing Practice Book
2/25/05 5:02:33 PM
Antarctic Journal
Name
EXTRA PRACTICE PROOFREAD
Comparative and Superlative Adverbs Directions Fill in the chart. Write the comparative and superlative forms of each adverb. Adverb
Comparative
Superlative
bad
1.
2.
heavily
3.
4.
deep
5.
6.
rapidly
7.
8.
soon
9.
10.
Directions Write the correct form of the adverb in ( ) to complete each sentence. 11. People visiting Antarctica live (well) now than in the old days.
12. They travel (fast) by snowmobile than they did with dogs. 13. Modern ships deliver food (regularly) than the old sailing ships ever did.
14. And you can sleep (soundly) in a heated cabin than in a frigid tent.
15. But of all the places on Earth, the wind blows (hard) here. 16. Of all the continents, the cold cuts to the bone (savagely) in Antarctica.
17. The sun burns your skin (severely) of all in January. Š Pearson Education
18. The person who respects the Antarctic climate survives (well) of anyone.
19. You will live (long) than others if you are prepared for violent changes in weather.
20. A visit to Antarctica makes you appreciate the comforts of home (keenly) than before. Grammar and Writing Practice Book
14625_142-146_FSD 145
Unit 5 Week 4
145 2/25/05 5:02:33 PM
Moonwalk
Name
EXTRA PRACTICE
Prepositions and Prepositional Phrases Directions Write the prepositional phrase in each sentence. Underline the preposition. Circle the object of the preposition. 1. Can you name the planet closest to Earth?
2. Mars is not far from us.
3. Venus is between Earth and Mercury.
4. There are beautiful rings around Saturn.
5. Let’s focus on Jupiter.
6. That’s Mars, just above the horizon.
7. After some practice, you’ll recognize the planets.
Directions Each sentence below contains two prepositional phrases. Underline the prepositional phrases.
9. It’s about a scientist who creates a material that defies the force of gravity. 10. He flies from the Earth to the moon. 11. On the moon he discovers that there is a civilization beneath the moon’s surface.
© Pearson Education
8. I enjoyed reading The First Men in the Moon by H. G. Wells.
12. He goes into the moon’s center and barely escapes with his life.
146 14625_142-146_FSD 146
Unit 5 Week 5
Grammar and Writing Practice Book
2/25/05 5:02:34 PM
Name
My Brother Martin EXTRA PRACTICE PROOFREAD
Conjunctions Directions Circle the conjunction in each sentence. 1. People from Europe and Africa settled in North America. 2. Most Europeans were free, but most Africans arrived in chains. 3. White people farmed and traded freely. 4. Africans were enslaved workers on farms and in cities. 5. Many people protested this injustice, but change was slow to come. 6. Would America take the path of freedom or of slavery? Directions Use the conjunction and, but, or or to join each pair of sentences. Write the new sentences. Remember to add a comma. 7. The Civil War ended slavery. African Americans were set free.
8. It seemed that society had changed. New laws soon oppressed the freed slaves.
9. African Americans were free. They were still treated like slaves.
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10. They must accept these cruel laws. They would suffer harsh punishment.
Grammar and Writing Practice Book
14625_147-151_FSD 147
Unit 6 Week 1
147 2/25/05 5:03:14 PM
Jim Thorpe’s Bright Path
Name
EXTRA PRACTICE
Capitalization Direction Rewrite each sentence using correct capitalization. 1. Both london and new york city want to host the 2012 olympics.
2. find out more from different united states olympic organizations.
3. andy warner and i went to a training center for olympic athletes.
4. andy’s father, mr. warner, drove us there one saturday last august.
5. The center’s address is 1 olympic place, colorado springs, co.
Directions Write C if the group of words is capitalized correctly. If the group of words is capitalized incorrectly, rewrite it using correct capitalization. 6. Turin, italy © Pearson Education
7. august 17, 2012 8. coach Mario Tartini 9. every Saturday in May 10. mayor Michael r. Bloomberg 11. a young man from Idaho 12. New York, Ny
148 14625_147-151_FSD 148
Unit 6 Week 2
Grammar and Writing Practice Book
2/25/05 5:03:15 PM
Tía Lola
Name
EXTRA PRACTICE PROOFREAD
Commas Directions Write C if commas are used correctly in the sentence. If commas are not used correctly, add them where they belong. 1. Our team has a game on Friday May 2. 2. We play in Columbus, Ohio. 3. The Tigers, the Spartans and the Browns are also in our league. 4. I’ll be playing shortstop first base, or third base. 5. The address is Seymour Drive Columbus, Ohio 43235. 6. Well I sure hope you can make it. Directions Write the sentences. Add commas as needed. 7. Jim’s uncle lived on Torrance Avenue in Brooklyn New York.
8. Jim’s tenth birthday was Tuesday April 23 2005.
9. He arrived at his uncle’s house feeling happy excited and curious.
© Pearson Education
10. His uncle said, “Jim I’ve got tickets for the Yankees game.”
Grammar and Writing Practice Book
14625_147-151_FSD 149
Unit 6 Week 3
149 2/25/05 5:03:16 PM
To Fly
Name
EXTRA PRACTICE
Quotations and Quotation Marks Directions Underline the sentence in each pair that uses quotation marks correctly. 1. “Are you ready? Wilbur” asked, as the engine began to roar. “Are you ready?” Wilbur asked, as the engine began to roar. 2. “I can’t hear you!” Orville yelled back. “What did you say?” I can’t hear you! Orville” yelled back. What did you say?” 3. This time “Wilbur shouted, Are you ready?” This time Wilbur shouted, “Are you ready?” 4. “Let her go,” said Orville. “Let her go”, said Orville. 5. “As the plane rattled along the track”, Wilbur shouted after it, Good luck! As the plane rattled along the track, Wilbur shouted after it, “Good luck!” Directions Rewrite each sentence. Add quotation marks and other correct punctuation. 6. What are they doing asked a bystander are those men crazy
7. People were not meant to fly like birds said a woman
© Pearson Education
8. Another man added gloomily I’ll bet you a dollar that thing crashes
150 14625_147-151_FSD 150
Unit 6 Week 4
Grammar and Writing Practice Book
2/25/05 5:03:16 PM
Far Side of the Moon
Name
EXTRA PRACTICE PROOFREAD
Titles Directions Put a check mark by the sentence in each pair that has the title written correctly. 1.
My grandmother used to sing a song called “Catch a Falling Star.” My grandmother used to sing a song called Catch a Falling Star.
2.
My aunt subscribes to “Better Homes and Gardens” magazine. My aunt subscribes to Better Homes and Gardens magazine.
3.
We bought a book called Teaching Your Puppy to Behave. We bought a book called “Teaching Your Puppy to Behave.”
4.
“Things That go Bump In the Night” is a funny poem. “Things That Go Bump in the Night” is a funny poem.
5.
The Springfield Argus And courier, our local newspaper, published my story. The Springfield Argus and Courier, our local newspaper, published my story.
Directions Write the following titles correctly. The words in ( ) tell you what they are. 6. boston herald (newspaper)
7. my bonny lies over the ocean (song)
8. where the wild things are (book)
© Pearson Education
9. healthy eating and living (magazine)
10. the best computer games of the year (article)
Grammar and Writing Practice Book
14625_147-151_FSD 151
Unit 6 Week 5
151 2/25/05 5:03:17 PM
Units 1 and 2
Name
TESTPROOFREAD PREPARATION
Language Test Read the passage and decide which type of mistake, if any, appears in each underlined section. Mark the letter of your answer. What was in the parcel on the bed. I knew it was Dads present (1)
(2)
to me, but I couldn’t guess what it might be. As I tore off the end of the box, out scampered a fat black mouse. I called him (3)
herman, and we played together all day. The next morning I (4)
looked in Herman’s cage and saw six baby mices. While I was (5)
(6)
sleeping. Herman had become a mother!
1. A Spelling B Capitalization
G Capitalization
C Punctuation
H Punctuation
D No mistake
J No mistake
2. F Missing sentence part
5. A Incorrect plural noun
G Incorrect plural noun
B Incorrect possessive
H Incorrect possessive
C Missing sentence part
J No mistake
D No mistake
3. A Spelling © Pearson Education
4. F Spelling
6. F Sentence fragment
B Capitalization
G Incorrect plural noun
C Punctuation
H Incorrect plural possessive
D No mistake
J No mistake
Grammar and Writing Practice Book
14625_153-158_FSD 153
Units 1–2
153 2/25/05 5:03:46 PM
Units 1 and 2
Name
TEST PREPARATION
Writing Test Read the paragraph and answer questions 1–4. (1) Growing a tomato plant from seed is easy and fun. (2) Near the end of winter, fill a small pot with moist soil, place three or four tomato seeds on the surface, and cover them with about a quarter inch of soil. (3) Wrap the pot with black plastic and put it in a warm, dark place. (4) After three or four days, check to see if any seeds have sprouted. (5) When you see the first tiny plants, take off the plastic and place the pot on a sunny windowsill. (6) Transplant your tomato seedling to the garden when there is no danger of frost.
3. What visual detail best replaces plants in sentence 5?
A To entertain
A sign that things are happening
B To inform
B threadlike shoots
C To persuade
C tomatoes
D To criticize
D evidence that germination has occurred
2. Which transition would be a good addition to sentence 3? F Meanwhile G Then H However J Finally
4. What necessary information should be included between sentences 5 and 6? F When leaves appear on the plants, pull out all but the biggest plant. G There are many varieties of tomato plants to choose from. H Like all green plants, tomatoes require energy from the sun. J Tomatoes are great raw in salads or cooked in sauces or stews.
154 14625_153-158_FSD 154
Units 1–2
© Pearson Education
1. Which phrase best describes the purpose of this paragraph?
Grammar and Writing Practice Book
2/25/05 5:03:47 PM
Units 3 and 4
Name
TESTPROOFREAD PREPARATION
Language Test Read the passage and decide which type of mistake, if any, appears in each underlined section. Mark the letter of your answer. My mom says that the world are divided into city people (1)
and country people. If thats true, I’m a city person. My friends (2)
and me love the stores, the crowds, the tall buildings, and the (3)
excitement everywhere. What does the country had to offer? (4)
Well, you got trees, grass, cows, really boring roads, swarms of (5)
stinging flies, and more trees. Give me a noisy weekend in the (6)
city any day.
1. A Pronoun error B Subject-verb agreement
G Subject-verb agreement
C Verb tense
H Verb tense
D No mistake
J No mistake
2. F Spelling
5. A Pronoun error
G Capitalization
B Subject-verb agreement
H Punctuation
C Verb error
J No mistake
D No mistake
3. A Pronoun error © Pearson Education
4. F Pronoun error
6. F Spelling
B Subject-verb agreement
G Capitalization
C Verb error
H Punctuation
D No mistake
J No mistake
Grammar and Writing Practice Book
14625_153-158_FSD 155
Units 3–4
155 2/25/05 5:03:48 PM
Units 3 and 4
Name
TEST PREPARATION
Writing Test Read the paragraphs and answer questions 1–4. (1) Like lots of people, Sam didn’t believe in space aliens. (2) One Monday evening, however, he changed his mind very suddenly. (3) Sam was struggling to complete a math homework sheet, and his eyelids felt like lead. (4) All at once, the room filled with a dazzling light, and chattering, bluish creatures with soft heads and glowing eyes surrounded him. (5) “You dreamed the whole thing,” Sam’s dad told him at breakfast. (6) But that morning Sam’s math sheet was completed in very strange and unusual handwriting, and all the answers were correct!
3. Which sentence contains an example of dialogue?
A Sentence 1
A Sentence 2
B Sentence 2
B Sentence 3
C Sentence 3
C Sentence 4
D Sentence 4
D Sentence 5
2. Which sentence includes a simile? F Sentence 1
4. Which phrase should be left out of sentence 6 to eliminate wordiness?
G Sentence 3
F all the answers
H Sentence 5
G But that morning
J Sentence 6
H and unusual J were correct
156 14625_153-158_FSD 156
Units 3–4
© Pearson Education
1. Which sentence appeals to the senses of sight and hearing?
Grammar and Writing Practice Book
2/25/05 5:03:48 PM
Units 5 and 6
Name
TESTPROOFREAD PREPARATION
Language Test Read the passage and decide which type of mistake, if any, appears in each underlined section. Mark the letter of your answer. The town of springfield has done it again! Mayor Bradley (1)
has signed a order making it illegal to exercise a dog off the (2)
leash anywhere in town. This is the more unfair rule I have (3)
ever heard. Dogs are living creatures that need to run play, and (4)
explore the world, just like us. How can we love our dogs or (5)
still treat them like prisoners? Let’s make the world a better (6)
place for people’s best friend.
1. A Spelling B Capitalization
G Capitalization
C Punctuation
H Punctuation
D No mistake
J No mistake
2. F Incorrect adjective or article use
5. A Incorrect adjective or article use
G Incorrect adverb use
B Incorrect adverb use
H Incorrect conjunction use
C Incorrect conjunction use
J No mistake
D No mistake
3. A Incorrect adjective or article use © Pearson Education
4. F Spelling
6. F Spelling
B Incorrect adverb use
G Capitalization
C Incorrect conjunction use
H Punctuation
D No mistake
J No mistake
Grammar and Writing Practice Book
14625_153-158_FSD 157
Units 5–6
157 2/25/05 5:03:49 PM
Units 5 and 6
Name
TEST PREPARATION
Writing Test Read the paragraph and answer questions 1–4. (1) Eleanor Roosevelt was a shy girl who became one of the most powerful women in the United States. (2) Women earned the right to vote in 1920. (3) When she married Franklin Delano Roosevelt in 1905, she knew little about life outside the home. (4) As she saw more of the world, however, she grew to care deeply about making life better for people. (5) After Franklin became President of the United States, Eleanor reached out to help people. (6) She also worked hard to promote world peace.
A Sentence 1 B Sentence 2 C Sentence 3 D Sentence 4 2. Which of the following sentences adds support to sentence 4? F She was a key member of the Democratic Party. G She wrote a weekly newspaper column. H She reached out to women, African Americans, and working people everywhere. J She became friends with the famous pilot Amelia Earhart.
3. Which sentence is the best paraphrase of the paragraph? A Eleanor Roosevelt married Franklin D. Roosevelt. B Eleanor Roosevelt was one of the shyest of all first ladies. C Many people lived in poverty during the 1920s. D Eleanor Roosevelt worked to make the world a better place. 4. Which sentence is the best conclusion for this paragraph? F Eleanor was one of America’s most respected first ladies. G Eleanor was shy and highly intelligent. H Many people disagreed with Eleanor’s ideas.
© Pearson Education
1. Which sentence should be left out of this paragraph?
J She lived long after the death of her husband.
158 14625_153-158_FSD 158
Units 5–6
Grammar and Writing Practice Book
2/25/05 5:03:49 PM
WRITING WORKSHOP
UNIT
1
Personal Narrative
Research Report Name
Notes for a Personal Narrative Directions Fill in the graphic organizer with information about the event or experience that you plan to write about.
Summary What happened? When? Where? Who was there?
Details Beginning
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Middle
End
160 14625_160-163_FSD 160
Unit 1
Grammar and Writing Practice Book
2/25/05 5:04:17 PM
WRITING WORKSHOP
Personal Narrative
UNIT
1
Name
Words That Tell About You Directions Your feelings probably changed during the course of the experience described in your personal narrative. Choose two or three words from the word bank to describe how you felt at different times. For each word, explain why you felt that way. Then use vivid details that show how you felt. angry disappointed nervous
excited embarrassed anxious
proud satisfied delighted
sad curious upset
I felt Reason: And here’s how I looked and acted:
I felt Reason: And here’s how I looked and acted:
© Pearson Education
I felt Reason: And here’s how I looked and acted:
Grammar and Writing Practice Book
14625_160-163_FSD 161
Unit 1
161 2/25/05 5:04:19 PM
WRITING WORKSHOP
UNIT
1
Personal Narrative
Research Report Name
Elaboration Clauses and Complex Sentences When you write, you can elaborate by combining short, simple sentences to make complex sentences. One sentence will become a dependent clause—a group of words that cannot stand alone as a sentence—by the addition of words such as if, when, because, although, since, or as. The two sentences you combine must make sense together. Directions Use the word in ( ) to combine the two sentences. Remember to place a comma after the dependent clause when it comes first in a complex sentence. 1. I grow up. I want to be an actor. (when)
2. Acting is fun. You can pretend to be someone else. (because)
3. An acting school will accept me. I’d love to go. (if)
5. Maybe I’ll move to Hollywood. I graduate from high school. (after)
162 14625_160-163_FSD 162
Unit 1
© Pearson Education
4. I’m only eleven. I have a long way to go. (since)
Grammar and Writing Practice Book
2/25/05 5:04:20 PM
WRITING WORKSHOP
Personal Narrative
UNIT
1
Name
Self-Evaluation Guide Personal Narrative Directions Think about the final draft of your personal narrative. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions. Writing Traits
4
3
2
1
Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your personal narrative?
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2. Write one thing you would change about this personal narrative if you had the chance to write it again.
Grammar and Writing Practice Book
14625_160-163_FSD 163
Unit 1
163 2/25/05 5:04:20 PM
UNIT
2
WRITING WORKSHOP
How-to Report
Research Report Name
How-to Chart Directions Fill in the how-to chart with information about your project. Explain Task
Materials
Introduction
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Steps
Conclusion
164 14625_164-167_FSD 164
Unit 2
Grammar and Writing Practice Book
2/25/05 5:04:53 PM
How-to Report
WRITING WORKSHOP
UNIT
2
Name
Time-Order Words Directions Add a time-order word, such as next, now, first, then, or finally, to each step below. Write each sentence. Then write a final sentence using a time-order word. Tell what you could do with the collage. 1. Gather leaves of various colors from outdoors.
2. Bring the leaves indoors.
3. Spread the leaves over a large piece of paper.
4. Design a nature collage, adding drawings if you wish.
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5. Glue the leaves in place.
6.
Grammar and Writing Practice Book
14625_164-167_FSD 165
Unit 2
165 2/25/05 5:04:54 PM
WRITING WORKSHOP
UNIT
2
How-to Report
Research Report Name
Elaboration Vivid Words When you write, you can elaborate by using vivid words. For example, by replacing a general noun or verb with a more precise noun or verb, your writing will be more descriptive. General Words Look at those model cars go on the ground. Precise Words Look at those model cars speed on the track. Directions Replace each underlined word with a vivid, precise word. Write each sentence. 1. With modeling clay you can create a model.
2. Begin by warming the clay in your hands and rolling it into a shape.
3. Press the clay on a surface.
5. Paint your model a color and display somewhere.
166 14625_164-167_FSD 166
Unit 2
Š Pearson Education
4. Make the model and allow the clay to dry.
Grammar and Writing Practice Book
2/25/05 5:04:55 PM
WRITING WORKSHOP
How-to Report
UNIT
2
Name
Self-Evaluation Guide How-to Report Directions Think about the final draft of your how-to report. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions. Writing Traits
4
3
2
1
Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your how-to report?
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2. Write one thing you would change about this how-to report if you had the chance to write it again.
Grammar and Writing Practice Book
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Unit 2
167 2/25/05 5:04:56 PM
UNIT
3
WRITING WORKSHOP
Compare and Contrast Essay
Research Report Name
Venn Diagram
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Directions Fill in the Venn diagram with similarities and differences about the two things you are comparing.
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Unit 3
Grammar and Writing Practice Book
2/25/05 5:05:21 PM
Compare and Contrast Essay
WRITING WORKSHOP
UNIT
3
Name
Words That Compare and Contrast Directions The words in the box signal that two things are alike or different. Write two sentences that explain how your two animals are alike, using words from the box. Then write two sentences that explain how your two animals are different, using words from the box.
Words That Signal Similarity and also too as well like
Words That Signal Difference but however unlike on the other hand
How the two animals are alike 1.
2.
How the two animals are different
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1.
2.
Grammar and Writing Practice Book
14625_168-171_FSD 169
Unit 3
169 2/25/05 5:05:22 PM
WRITING WORKSHOP
UNIT
3
Compare and Contrast Essay
Research Report Name
Elaboration Strong Verbs Directions Replace each underlined verb with a strong verb from the box. Write each new sentence. barks own
adopt scamper
romp buy
grow
1. Many people have a dog or gerbil as a family pet.
2. Dogs need more space for exercise. They move around in a yard or park, but gerbils usually are in their cage.
3. A dog knows when strangers approach. However, a gerbil does not provide a warning.
5. You can get both dogs and gerbils at a pet store. However, you might choose to get a dog from a local shelter.
170 14625_168-171_FSD 170
Unit 3
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4. Generally, dogs are much larger than gerbils.
Grammar and Writing Practice Book
2/25/05 5:05:23 PM
WRITING WORKSHOP
Compare and Contrast Essay
UNIT
3
Name
Self-Evaluation Guide Compare and Contrast Essay Directions Think about the final draft of your compare and contrast essay. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions. Writing Traits
4
3
2
1
Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your compare and contrast essay?
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2. Write one thing you would change about this compare and contrast essay if you had the chance to write it again.
Grammar and Writing Practice Book
14625_168-171_FSD 171
Unit 3
171 2/25/05 5:05:24 PM
UNIT
4
WRITING WORKSHOP
Story
Research Report Name
Story Chart Directions Fill in the graphic organizer with information about your story.
Title
Characters
Setting
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Events
Solution
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Unit 4
Grammar and Writing Practice Book
2/25/05 5:06:06 PM
Story
WRITING WORKSHOP
UNIT
4
Name
Good Beginnings Make the beginning sentence of your story grab your readers’ attention. Below are some different ways to write the beginning of a story. Directions Write an attention-grabbing opening sentence (based on your characters, setting, and plot) using each idea. You can use one of the sentences you write to begin your story. 1. Ask a question. (What was that strange sound?)
2. Use an exclamation. (Eek! I heard a strange sound.)
3. Use a sound word. (Creeeaaak! The hair on the back of my neck stood up when I heard that strange sound.)
4. Hint at the ending. (I had never heard a sound like that before, but who knew that I would hear it many times again.)
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5. Use alliteration. (The strange scraping sounded again, and I shivered.)
6. Make a list. (Pounding heart, gasping breath, dropping stomach. Yes, I had all the signs of fear.)
7. Set the scene. (The clouds blocked the moon’s light. It was so dark I could not see where I was walking. Somewhere to my left I heard a strange scraping sound.)
Grammar and Writing Practice Book
14625_172-175_FSD 173
Unit 4
173 2/25/05 5:06:08 PM
WRITING WORKSHOP
UNIT
4
Story
Research Report Name
Elaboration Avoid Repetition One way to avoid repetition is to use pronouns in place of nouns or noun phrases. Directions Choose an appropriate pronoun for each underlined noun or noun phrase. Write the new sentence. 1. Cassidy said Cassidy had just finished reading a great book.
2. The new teacher told the new teacher’s class that the new teacher hoped the new teacher and the class would have a great year.
3. Jason was so excited about the puppy that Jason took the puppy wherever Jason went.
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4. Kelly looked all over the house, but Kelly couldn’t find Kelly’s shoes.
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Unit 4
Grammar and Writing Practice Book
2/25/05 5:06:08 PM
WRITING WORKSHOP
Story
UNIT
4
Name
Self-Evaluation Guide Story Directions Think about the final draft of your story. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions. Writing Traits
4
3
2
1
Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your story?
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2. Write one thing you would change about this story if you had the chance to write it again.
Grammar and Writing Practice Book
14625_172-175_FSD 175
Unit 4
175 2/25/05 5:06:09 PM
WRITING WORKSHOP
UNIT
5
Persuasive Essay
Research Report Name
Persuasion Chart Directions Fill in the persuasion chart with the introduction to your argument, supporting reasons, and a conclusion. Introduction: State your opinion or goals
First reason
Second reason
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Third reason (most important)
Conclusion
176 14625_176-179_FSD 176
Unit 5
Grammar and Writing Practice Book
2/25/05 5:06:41 PM
WRITING WORKSHOP
Persuasive Essay
UNIT
5
Name
Persuasive Words Directions Circle the persuasive word or words in each sentence. Write your own sentence using the same persuasive word or words. For number 5, write a sentence with one of the unused words from the box.
better best
worse worst
Persuasive Words must should most important never necessary effective
need
1. Our class must take a trip to the top of the Sears Tower.
2. Students should have the opportunity to visit a large city and see skyscrapers.
3. The best view of the city is from the sky deck.
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4. The most important reason for visiting the Sears Tower is to learn more about urban architecture.
5.
Grammar and Writing Practice Book
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Unit 5
177 2/25/05 5:06:42 PM
WRITING WORKSHOP
UNIT
5
Persuasive Essay
Research Report Name
Elaboration Powerful Adjectives Directions Write a word from the box to complete each sentence.
foolish popular
curious primary
odorous memorable
1. Yellowstone Park is one of the most America.
amazing undisturbed
vacation spots in
2. The wildlife in Yellowstone is a visit the park.
reason that many people
3. You can see moose, elk, bison, bear, and an other animals. 4. However, be
number of
dealing with these animals.
5. Remember that they can be 6. Respect their needs for
. territory.
7. Never chase or try to pet animals, even if they seem approach you. 8. Never feed them, and store campsite. 9. Remember that a
and
items carefully in your
vacationer can get hurt.
10. Keep your distance, and bring your camera to record these sights.
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Unit 5
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cautious dangerous
Grammar and Writing Practice Book
2/25/05 5:06:43 PM
WRITING WORKSHOP
Persuasive Essay
UNIT
5
Name
Self-Evaluation Guide Persuasive Essay Directions Think about the final draft of your persuasive essay. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions. Writing Traits
4
3
2
1
Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your persuasive essay?
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2. Write one thing you would change about this persuasive essay if you had the chance to write it again.
Grammar and Writing Practice Book
14625_176-179_FSD 179
Unit 5
179 2/25/05 5:06:43 PM
WRITING WORKSHOP
UNIT
6
Research Report
Research Report Name
K-W-L Chart Directions Fill out this K-W-L chart to help you organize your ideas. Topic
What I Want to Know
What I Learned
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What I Know
Controlling Question
180 14625_180-183_FSD 180
Unit 6
Grammar and Writing Practice Book
2/25/05 5:07:12 PM
Research Report
WRITING WORKSHOP
UNIT
6
Name
Topic and Detail Sentences Directions Decide how you will organize your paragraphs. Then write a topic sentence and supporting details for each paragraph. Paragraph 1 Topic Sentence
Detail Sentences
Paragraph 2 Topic Sentence
Detail Sentences
Paragraph 3 Topic Sentence
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Detail Sentences
Paragraph 4 Topic Sentence
Detail Sentences
Grammar and Writing Practice Book
14625_180-183_FSD 181
Unit 6
181 2/25/05 5:07:13 PM
WRITING WORKSHOP
UNIT
6
Research Report
Research Report Name
Elaboration Combine Sentences When you write, you can elaborate by combining short, choppy sentences into one longer sentence. You can make compound sentences by joining sentences with the conjunctions and, but, and or. You can make complex sentences by joining sentences with words such as when, because, and if. Directions Use the words in ( ) to combine the sentences. Remember to capitalize the first word of each new sentence and replace the first period with a comma. 1. (because) Dolphins are intelligent. They learn quickly.
2. (and) They do tricks. They entertain audiences.
3. (but) Dolphins can hear well. They have no sense of smell.
5. (or) See them at the aquarium. You can read about them at the library.
182 14625_180-183_FSD 182
Unit 6
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4. (when) Dolphins communicate. They use a sonar system.
Grammar and Writing Practice Book
2/25/05 5:07:14 PM
WRITING WORKSHOP
Research Report
UNIT
6
Name
Self-Evaluation Guide Research Report Directions Think about the final draft of your research report. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions. Writing Traits
4
3
2
1
Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your research report?
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2. Write one thing you would change about this research report if you had the chance to research or write it again.
Grammar and Writing Practice Book
14625_180-183_FSD 183
Unit 6
183 2/25/05 5:07:15 PM