a4gpb txna fmcy rd11 - long branch public schools · © macmillan/mcgraw-hill printer pass unit 4...

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ContentsSentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Test: Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Test: Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . 10

Simple and Compound Sentences . . . . . . . . . . . . . . . . . . 11Simple and Compound Sentences . . . . . . . . . . . . . . . . . . 12Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Test: Simple and Compound Sentences . . . . . . . . . . . . . 15

Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Test: Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . .20

Run-On Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Run-On Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Test: Run-On Sentences . . . . . . . . . . . . . . . . . . . . . . . . .25

Making a MoveMy Diary from Here to There

ChangingThe Adventures of Ali Baba Bernstein

Kids at WorkTime for Kids: “Kid Reporters at Work”

MentorsThe Astronaut and the Onion

Friends of All AgesBecause of Winn-Dixie

Unit 1 • Growing Up

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Civil RightsMy Brother Martin

Inspiring WomenMighty Jackie

Facing ChallengesTime for Kids: “Making a Splash”

Saving AnimalsWild Horses

CourageMystic Horse

Common and Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . 26Common and Proper Nouns . . . . . . . . . . . . . . . . . . . . . . .27Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Test: Common and Proper Nouns . . . . . . . . . . . . . . . . . .30

Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . 31Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . .32Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Test: Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . .35

Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Test: Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . .40

Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Test: Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . .45

Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . .46Plurals and Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . 47Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Test: Plurals and Possessives . . . . . . . . . . . . . . . . . . . . .50

Unit 2 • Making a Difference

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Unit 3 • The Power of Words

LettersWhen I Went to the Library

The Art of PersuasionDear Mrs. LaRue

From Words to ActionTime for Kids: “Words Add Up to Success”

Keeping PromisesRanita, The Frog Princess

Expression Through ArtMe and Uncle Romie

Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Test: Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Test: Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . 61Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . .62Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64Test: Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . .65

Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Test: Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Test: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

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Unit 4 • Working Together

Value of FriendshipThe Cricket in Times Square

Animal TeamsThe Life and Times of the Ant

EnergyTime for Kids: “The Power of Oil”

Teaming UpIma and the Great Texas Ostrich Race

Family TeamsMy Brothers’ Flying Machine

Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . 76Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . .77Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Test: Pronouns and Antecedents . . . . . . . . . . . . . . . . . . .80

Types of Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Types of Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84Test: Types of Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . .85

Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . .86Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . .87Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Test: Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . .90

Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . .92Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94Test: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . .95

Pronouns and Homophones . . . . . . . . . . . . . . . . . . . . . . . 96Pronouns and Homophones . . . . . . . . . . . . . . . . . . . . . . .97Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99Test: Pronouns and Homophones . . . . . . . . . . . . . . . . . 100

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Unit 5 • Habitats

DesertsA Walk in the Desert

Desert AnimalsRoadrunner’s Dance

National ParksTime for Kids: “Animals Come Home to Our National Parks”

OceansAt Home in the Coral Reef

Ocean AnimalsAdelina’s Whales

Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Test: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Using a and an Correctly . . . . . . . . . . . . . . . . . . . . . . . . 107Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Test: Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Adjectives that Compare . . . . . . . . . . . . . . . . . . . . . . . . . 111Adjectives that Compare . . . . . . . . . . . . . . . . . . . . . . . . . 112Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Test: Adjectives that Compare . . . . . . . . . . . . . . . . . . . . 115

Comparing with More and Most . . . . . . . . . . . . . . . . . . . 116Comparing with More and Most . . . . . . . . . . . . . . . . . . . 117Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Test: Comparing with More and Most . . . . . . . . . . . . . . . 120

Comparing with Good and Bad . . . . . . . . . . . . . . . . . . . 121Comparing with Good and Bad . . . . . . . . . . . . . . . . . . . 122Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Test: Comparing with Good and Bad . . . . . . . . . . . . . . . 125

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Unit 6 • Problem Solving

Working Together to Find SolutionsLeah’s Pony

Finding Out About the PastThe Gold Rush Game

Improving LivesTime for Kids: “Taking the Lead”

Step by StepSnowflake Bentley

Invent ItHow Ben Franklin Stole the Lightning

Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Test: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Comparing with Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . 131Comparing with Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . 132Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Test: Comparing with Adverbs . . . . . . . . . . . . . . . . . . . . 135

Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Test: Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Test: Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Sentences Using Prepositions . . . . . . . . . . . . . . . . . . . . 146Sentences Using Prepositions . . . . . . . . . . . . . . . . . . . . 147Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Test: Sentences Using Prepositions . . . . . . . . . . . . . . . . 150

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Write sentence or fragment for each group of words. Write each group

of words as a sentence with the correct punctuation.

1. the cat feeds her kittens

2. is very hungry today

3. we traveled a great distance

4. did you bring your lunch

5. he ate a tuna fi sh sandwich

6. with a glass of juice

7. what else do you think he likes

8. they learned new things

• A sentence is a group of words that express a complete thought.

• A sentence fragment is a group of words that does not

express a complete thought.

• All sentences begin with a capital letter and end with a period

or question mark.

Grammar:Sentences

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• A statement is a sentence that tells something. It ends with a

period. .

• A question is a sentence that asks something. It ends with a

question mark. ?

• A command tells or asks someone to do something. It ends

with a period. .

• An exclamation shows strong feeling. It ends with an

exclamation mark. !

Write each sentence with the correct punctuation.

1. Are you sure you brought your homework

2. Maybe you tucked it in your backpack

3. Class, stay in your seats

4. Don’t you dare say I stole it

5. Have you written in your diary today

6. I asked him how to spell his name

7. This was the hardest day of school ever

8. Do you think we should play outside today

Grammar:Sentences

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• Every sentence begins with a capital letter.

• A question ends with a question mark.

• A statement or a command ends with a period.

• An exclamation ends with an exclamation mark.

Read each sentence. Rewrite it with the correct capital letters

and punctuation.

1. I’m starving

2. are you allergic to peanuts

3. who made this delicious soup

4. let me know if you fi nd out who made it

5. i often copy recipes into my diary

6. that was absolutely the most awesome dessert ever

7. who brought the fruit salad

8. wow, this was a great meal

Grammar:Sentence Punctuation

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Read the passage. Think about what type of sentence each one is. Then rewrite the passage using the correct punctuation.

when our cat had her kitten, we did not know what we would do a grown-up cat can be left by itself a baby kitten needs someone to watch her who could we get to care for her all day long I go to school all day Mom and Dad go to work all day could Grandpa take the kitten Grandpa said he could now the kitten lives with Grandpa We visit them every weekend It’s wonderful

• A sentence is a group of words that express a complete thought.• A sentence fragment is a group of words that does not express a complete thought.

• A statement is a sentence that tells something. • A question is a sentence that asks something. • All sentences begin with a capital letter and end with a period, a question mark, or an exclamation mark.

Grammar:Sentences

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A. Decide if each sentence is a statement, a question, a command, or

an exclamation. Write the type of sentence each is on the line.

1. His favorite city is New Orleans.

2. Can you lend me a dollar?

3. Don’t forget your ticket.

4. The kittens are hiding.

5. What a funny story!

6. That cloud looks like an alligator.

B. Write each sentence with the correct punctuation.

7. I sent a letter to my friend

8. Did you ever forget to put a stamp on a letter

9. Hamsters are my favorite pets

10. I don’t have any money

11. Wow, I can’t believe our team won that game

12. Bring the trophy to my offi ce

Grammar:Sentences

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• The subject of a sentence is the person, place, or thing the

sentence tells about.

• The complete subject includes all the words in the subject.

• The simple subject is a noun—the main word in the

complete subject.

• A compound subject has two or more nouns that make up

the subject.

Turn these sentence fragments into complete sentences by

adding a subject. Write each complete sentence on the line.

1. are fun to play.

2. scares me more than anything!

3. come out at night.

4. went looking for treasure.

5. is reading an adventure novel.

6. caught the touchdown pass.

7. are useful tools for building.

8. is dangerous.

Grammar:Subjects and Predicates

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• The predicate tells what the subject does or did.

• The complete predicate includes all the words in the

predicate.

• The simple predicate is the verb—the action word or words

in the complete predicate.

• A compound predicate has two or more verbs.

Turn these fragments into complete sentences by adding a

predicate. Write each complete sentence on the line.

1. The children in school

2. My fi rst name

3. Flocks of birds

4. My best friend

5. Hungry animals

6. The last book I read

7. On their fi eld trip, the students

8. The greatest adventure

Grammar: Subjects and Predicates

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• The subject of a sentence tells whom or what the sentence

is about.• The predicate of a sentence tells what the subject does or is.

• You can sometimes correct a sentence fragment by adding a

subject or a predicate.

Read each sentence. Rewrite it with the correct punctuation.

1. The desert and beach are sandy

2. Grant can walk run or skip a long way.

3. Maria ate read and played the piano.

4. The hound on the hill was pacing and howling

5. Sara Jack, and John were very thirsty.

6. What kinds of movies do Clint Jo and Amy like

7. The kids and their parents did not lose their way

8. Tito and I Looked for water

Grammar:Punctuate Types of Subjects and

Predicates

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Grammar:

Subjects and Predicates

• A complete sentence contains both a subject and a

predicate.

• You can sometimes correct a sentence fragment by adding a

subject or a predicate.

Rewrite the advertisement. Correct the

sentence fragments, punctuation, and

capitalization.

A brand new video game. “Desert Adventure.” must find water in the desert. Bandits and animals will be after you. is there water hidden behind the dunes. Watch out. A slithering Snake. can you escape the sand traps! Enjoy the excitement of. The best game ever!

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A. Draw a line separating the complete subject from the complete

predicate in each sentence. Then write the simple subject and the

simple predicate on the line.

example: A cactus | stores water. cactus, stores

1. The boy next door changed his name.

2. Our new teacher knows how to sing.

3. My favorite band performed last night.

4. Their very fi rst song was my favorite.

5. The price of movie tickets rose last year.

B. Write the simple subject and simple predicate in each sentence

below.

6. John packed some snacks and drank lots of water.

Subject:

Predicate:

7. Our class wrote and performed a new play.

Subject:

Predicate:

8. The students disliked the boy’s pranks.

Subject:

Predicate:

9. The teacher and principal met with the parents.

Subject:

Predicate:

10. My friends and I cooked and ate some pasta.

Subject:

Predicate:

Grammar:Subjects and Predicates

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• A simple sentence contains one subject and one predicate.

It contains one complete thought.

• Two simple sentences may be joined to form a compound

sentence, which contains two subjects and two predicates.

It contains two complete thoughts.

• A conjunction is used to combine the two sentences. And, but, and or are conjunctions.

Add a comma followed by and, but, or or to combine each pair of

simple sentences into one compound sentence.

1. Darien wrote the story. Elsie took the photographs.

2. The paper comes out next week. You can see it online tonight.

3. Visitors like the fl owers in the park. They should not pick them.

4. You could ask the mayor about the plan. We could both talk to the

senator instead.

5. I love hiking in mountains. My brother prefers the beach.

6. My aunt came with me. She said it was beautiful.

Grammar:Simple and Compound

Sentences

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Kid Reporters at WorkGrade 4/Unit 1

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• A simple sentence has one independent clause.

The sky was clear and sunny.

• A compound sentence has two or more independent

clauses.

The faucet kept running, and the sink overflowed.

• You can combine two independent clauses by joining them

with a coordinating conjunction, such as or, but, or and.

Decide whether each sentence is simple or compound. Write

simple or compound on the line.

1. Some articles require a great deal of research.

2. The game lasted hours, but the score never changed.

3. The day was sunny, and the beach was crowded.

4. My family and I dressed for warm weather.

5. I will write about our trip in my journal tonight.

6. The weather report said rain, but no clouds appeared.

7. I wrote a review of the fi lm, and the paper published it.

8. My dad likes camping, but my sister does not.

Grammar: Simple and Compound Sentences

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• Use a comma before and, but, or or when you join two

sentences to form a compound sentence.

• Do not use a comma before and when you combine two

subjects or two predicates.

Use and, or, or but to combine two sentences into a compound

sentence. Or, use and or or to combine subjects or predicates.

1. My family loves camping. I prefer reading indoors.

2. A reporter does research. A reporter interviews people.

3. Mom likes to watch the news. I discuss it with her.

4. We could write about the fi re. We could write about the robbery.

5. The fi re burned some buildings. Other buildings were untouched.

6. Karen went hiking. I’m going with her next time.

7. I wrote the story. I forgot to put my name on it.

8. Serena is counting votes. Maria will post the results.

Grammar:Punctuation in

Compound Sentences

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• You can combine two sentences by using and, but, or or.• You can combine two sentences by joining two subjects or

two predicates with and or or.

Read the passage. Think about how two sentences are joined.

Then rewrite the passage using the correct punctuation.

I enjoy travel magazines, and hope to write for one some day. I could fl y around the world. And people could read about my adventures. can you imagine what fun it would be. I like tasting new food I like meeting new people. They would tell me stories and I would write them in my journal. There’s only one Problem. I don’t like airplanes, But I guess I’ll just have to get over it!

Grammar: Simple and Compound Sentences

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Combine each pair of simple sentences with and, but, or or.

1. The storm continues. Rivers begin to fl ood.

2. The mayor says to leave. Some people stay.

3. We might go to a hotel. Some friends might take us in.

4. Kyle forgot to pack a toothbrush. Susan forgot to bring soap.

5. Mom wants to head east. Dad wants to go west.

6. I take notes about the storm. Kyle takes pictures.

7. I talk to the neighbors. They tell me their plans.

8. People can drive to safety. Buses can take them there.

9. Dad packed the knapsack. He forgot to take it with him.

10. I will publish my story. Some day my own children might read it.

Grammar:Simple and Compound

Sentences

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Combine each pair of sentences using the given conjunction.

1.Thenightbecameverydark.Acloudhidthemoon.(when)

2.Graciereadsbooksaboutthemoon.Shecomeshome.(assoonas)

3.Peopleweighlessonthemoon.Gravityisweakerthere.(because)

4. I’vestudiedstarsandplanets.Iwaseightyearsold.(since)

5. Ialwaysputonmyspacesuit.Ileavetheship.(before)

6.Youcan’tbreatheonthemoon.Youbringanoxygentank.(unless)

7.Astronautsvisitedthemoon.Themoonisover250,000milesaway.(although)

• Adependent clausecannotstandaloneasasentence.• Adependentclauseoftenbeginswithaconjunction.• Someconjunctionstellwhere,when,why,how,orunder

what condition. where when why how although as before because asif if assoonas after since asthough unless

Grammar: Complex Sentences

The Astronaut and the Onion Grade 4/Unit 1

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• A sentence that contains two related ideas joined by a conjunction other than and, but, or or is called a complex sentence.

To form a complex sentence, combine these ideas using the given conjunction. Be sure that the new sentence makes sense.

1. The astronaut eats his meal. He floats around in the rocket. (as)

2. Light leaves a star. It takes thousands of years to reach Earth. (after)

3. Eat some freeze-dried snacks. You work at the computer. (while)

4. He goes to the library. He reads books about space. (where)

5. Mom doesn’t want me to come along. It is dangerous. (since)

6. Fasten your seatbelts. The ship takes off. (before)

7. He brought a chunk of moon rock. He came home for the holidays. (when)

8. They watched. The rocket blasted off into space. (as)



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• A complex sentence features an independent clause and one or more dependent clauses.

• It does not always need a comma.

Rewrite this paragraph using complex sentences.

I was a little girl I have wanted to be an astronaut. I would read books about space. I felt like getting right into a rocket ship. I want to see the Red Planet, Mars, most of all. It represents action and energy. Red is my favorite color. I want to try to make my dream come true I grow up. I plan to go to college and I can major in astronomy. I can train in a space program.

Mechanics: Punctuate Clauses and

Complex Sentences


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Rewrite the letter below. Fix any spelling, punctuation, and grammar mistakes.

678SaturnRoad Baltimore,MD21204 July112010Mr.andMrs.Rhodes39SunshineDriveBaltimoreMD21286

DearMr.andMrs.Rhodes,

Iwouldliketobeanastroknot.Becauseitwouldbeexciting.YouwerethefirstpeopletotraveltoMars.Ibetyouknowalotaboutspacetravel.Iwouldliketolearnmoreaboutouterspace?IwanttotraveltoMarssomeday.IalsoplantovisitJupiterandVenus.doyouknowwhichschoolsIcouldgoto! Sincerely, DianaSmith

• Remember that some conjunctions tell where, when, why, how, or under what condition.


The Astronaut and the Onion Grade4/Unit1

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Choose the best conjunction to combine each pair of sentences.

1. Itwastheyear1969__________thefirstpersonwalkedonthemoon.

a until b asif c when d since

2. Amonthwillpass__________weseeafullmoonagain.

e before f unless g as h assoonas

3. Youneedtowearaspacesuit__________thetemperaturesareextreme.

a although b because c after d why

4. Hejumpedhighofftheground_________hisbodywereweightless.

e how f before g asif h until

5. Iwouldnotmovetothemoon__________itisabeautifulplace.

a if b after c asthough d although



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Grammar:

Run-On Sentences

Correct the run-on sentences by separating them into two sentences.

Each sentence should have a subject and a verb.

1. I’m bored at Grandma’s house she doesn’t have a TV.

2. We’re going shopping you can bring your friend along.

3. The dog trotted by we wondered where it came from.

4. The shoppers are fascinating I will try drawing them.

5. I played with the neighbors they let me stay for lunch.

6. I bought my dog a collar he wore it for years.

7. We teach the dog tricks he plays with us all day.

8. My dog sits still I draw his picture I hang it on the wall.

• A run-on sentence joins together two or more

sentences that should be written separately.

The boy found the raft the raft floated down the river.

• You can correct a run-on sentence by separating two

complete ideas into two sentences. Each sentence

should have a subject and a verb.

The boy found the raft. The raft floated down the river.

1st Pass

Because of Winn-Dixie Grade 4/Unit 1

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Grammar:Run-On Sentences

• You can correct a run-on sentence by rewriting it as a

compound or a complex sentence.

Correct these run-on sentences by rewriting them as compound or

complex sentences. Be sure that the new sentence makes sense.

1. I thought the visit would be boring I had a fun time.

2. I woke up the birds started chirping.

3. She looked at the dog wondered why he started barking.

4. She told him to be quiet he didn’t listen.

5. My sister likes animals she has a cat.

6. My aunt is allergic to cats my uncle is too.

7. We like to swim we like to surf even more.

8. We have to be careful the water is deep.

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Because of Winn-DixieGrade 4/Unit 1

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• You can correct a run-on sentence by separating two

complete ideas into two sentences. Make sure each

sentence starts with a capital letter and ends with a period.

• You can correct a run-on sentence by rewriting it as a

compound or complex sentence. Be sure to use a comma

before and, but, or or.

Correct the following run-on

sentences. Separate the

parts into two sentences,

or join the parts into one

compound or complex

sentence.

1. The workroom is messy there are books, sketches, and fi shing poles

everywhere.

2. We want to camp out it is too cold outdoors.

3. It’s hard to photograph animals, they get frightened and run away.

4. Hal likes his raft the dog barks at it.

5. I wear a life jacket I can’t swim well.

6. The dog jumped into the raft tipped over.

Grammar:Correcting Fragments

and Run-Ons

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Rewrite the journal entry below, correcting any punctuation and grammar mistakes. Be sure to fix any run-on sentences.

April 10, 2010

Mom, Dad, Dave, and I went rafting on Foamy River today we had so much fun! We were worried about the water being cold it is only April. We brought extra sweaters. Of course, we also brought our lifejackets? Dave and I wanted to steer the raft we were too little. The current was very strong. The raft went up and down we got splashed a few times. We passed the woods my brother saw a deer. At the end of the day we were tired we want to go again soon.

• A run-on sentence joins together two or more sentences.• You can correct a run-on sentence by separating two complete ideas into two sentences.

• You can correct a run-on sentence by rewriting it as a compound or complex sentence.



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A. Correct these run-on sentences by separating them into two

sentences.

1. Have you ever been to the zoo it’s lots of fun.

2. My grandfather is a painter he paints animals.

3. I looked up a huge elephant was standing there.

4. Beavers are so funny-looking have you ever seen one?

5. I drew the fawn I showed it to my classmates.

B. Rewrite the following run-on sentences as compound or complex

sentences. Be sure that the new sentences make sense.

6. My older sister trains animals they appear in fi lms.

7. She teaches them tricks they behave like people.

8. One dog has to whimper he is sad.

9. Sometimes he cries on cue sometimes he barks.

10. She says dogs are easy to train cats are a challenge.


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Grammar:Common and Proper Nouns

• A noun names a person, place, or thing.

• A common noun names any person, place, or thing.

Examples: teacher city dog

• A common noun does not begin with a capital letter.

• A common noun does not name a particular person, place,

or thing. These words are not common nouns: Mr. Smith,

Chicago, Spot.

Underline the common nouns in each sentence.

1. Baseball is my favorite sport.

2. Our team’s pitcher is from Japan.

3. My father says the New York Yankees are a great team.

4. Listen to the noise of the crowd sitting in the bleachers.

5. New players come from around the world.

6. Alex and Daniel play baseball in the backyard.

7. My sister uses a wooden bat.

8. Don’t throw the ball in the house!

9. The batter has two strikes.

10. John lost his mitt.

11. Your foot has to touch the base.

12. Let’s watch the game together.

13. That ball is a foul.

14. Did you bring your cleats?

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My Brother MartinGrade 4/Unit 2

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Grammar:

Common and Proper Nouns

COMMON PROPER

• A proper noun names a particular person, place, or thing

Examples: Ms. Brown San Francisco Atlantic Ocean

• A proper noun begins with a capital letter.

• Some proper nouns contain more than one word. Each

important word begins with a capital letter.

Examples: Statue of Liberty New England Patriots

• The name of a day, month, or holiday begins with a capital

letter.

Read the list of nouns below. Decide whether each noun is

common or proper and write it in the correct column. Capitalize

the nouns in the Proper column.

independence day summer birthday san francisco

barack obama museum super bowl july

airplane dr. king speech mount shasta

weekend movie firefighter georgia

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• Some proper nouns contain more than one word. Each

important word begins with a capital letter.

• The name of a day, month, or holiday begins with a capital

letter.

• Capitalize proper nouns that name historical events or

documents, languages, races, or nationalities.

Capitalize the proper nouns found in each sentence.

1. I like to go to movies with my brother matt and his friends.

2. Last saturday, we saw a double feature.

3. The fi rst movie starred an actress named rita khan.

4. The second fi lm took place in atlanta.

5. Next week we will plant trees on arbor day.

6. Some of the trees come from a canadian nursery.

7. I didn’t know that the rocky mountains went that far north.

8. Some canadian movies we’ve seen were in french.

Grammar: Capitalizing Proper

Nouns

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Grammar:Common and Proper

Nouns

• Some proper nouns contain more than one word. Each important word begins with a capital letter.

• The name of a day, month, or holiday begins with a capital letter.

Rewrite the invitation below. Fix any spelling, punctuation, and grammar mistakes. Remember to capitalize each important word in a proper noun. Use a separate page if you need more space.

westfield little league invites you to attend

our 2009 most valuable player awards ceremony

at five o’clock on sunday, january 25

westfield town hall

501 central avenue, westfield, virginia

Please contact sally and jim smith at 555-1212 if you plan to attend.

We hope you will join us!

My Brother Martin Grade 4/Unit 2

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Grammar:Common and Proper Nouns

A. Find the two nouns in each sentence and write them on the

lines.

1. Halle Berry is a famous actress.

2. Ms. Berry won an Oscar.

3. The award was a great achievement.

4. Dr. Zed talked to my mom.

5. Her appointment was on Monday.

6. His assistant scheduled a test.

7. My mother needs a vacation.

8. Our trip is scheduled for Martin Luther King Day.

B. Use the nouns in the box to complete each sentence in a way

that makes sense. Don’t forget to capitalize any proper nouns.

jill dog february florida

beach auditorium speaker

9. We drove from Nebraska to .

10. Our stayed in the back seat.

11. I had never set foot on a .

12. I’ve been waiting since .

13. Ask to come with us.

14. We sat in the .

15. Where is today’s ?

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Singular and Plural Nouns

• A singular noun names one person, place, or thing.

Examples: teacher, city, dog

• A plural noun names more than one person, place, or thing.

Examples: teachers, cities, dogs

• Add -s to form the plural of most singular nouns.

Decide whether each underlined word is a singular or plural

noun. Then write singular or plural on the line.

1. There are no games here.

2. My family is going to the city.

3. We’re going to stay with my grandparents.

4. They sent us a ticket.

5. Grandpa is meeting us at the bus station.

6. We’re waiting to take our seats.

7. This trip is taking forever!

8. It’s been weeks since I’ve seen them.

9. The pages of my diary are fi lling up.

10. I miss the park I used to go to.

11. I had to sell my bike.

12. The stadium is crowded.

13. The pitcher threw two strikes.

14. We bought some new clothes.

15. We learned several new cheers.

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Mighty JackieGrade 4/Unit 2

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• Add -s to form the plural of most singular nouns.• Add -es to form the plural of singular nouns that end in s, sh,

ch, or x.• To form the plural of nouns ending in a consonant and y, change y to i and add -es.

• To form the plural of nouns ending in a vowel and y, add -s.

Write the correct plural form of each noun in parentheses.

1. We saw (foxs) running across the prairie.

2. Many people from other (countrys) have come to the United States.

3. (Massies) of people traveled to the west in the 1800s.

4. Some travelers keep (diarys) .

5. Gather a few (branchs) so we can build a fire.

6. She caught a rabbit that was hiding in the (bushs) .

7. I asked the neighbor’s two (boyes) to help me milk the cow.

8. Some people used the old trail, but a few found new (pathway)

.

9. That chest has many (scratchs) .

10. Please feed the (babys) .

11. We need more (boxs) than that!

12. I will write two more (pagies) today.

Grammar: Singular and Plural Nouns

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• A comma tells the reader to pause between the words that it separates.

• Use commas to separate three or more words in a series.

Example: We enjoyed the mountains, the trees, and the clouds in

the park.

• Do not use a comma after the last word in a series.

Rewrite the sentences below by adding commas where they belong.

1. He fed milked and groomed the cows.

2. Go to the store and get fl our eggs and sugar.

3. Mexico Canada and Brazil are three countries I have visited.

4. Bring wood nails and a hammer.

5. I like running swimming and biking in the summer.

6. This city feels dirty strange and lonely.

7. Mosquitoes spiders and ants annoyed us.

8. I brought my checklist my pencil and an eraser.

9. My mother father and brother are coming along.

10. The pitcher catcher and umpire are talking.

Grammar:Using Commas in

a Series

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Grammar:Singular and Plural Nouns

• Add -s to form the plural of most singular nouns.• Add -es to form the plural of singular nouns that end in s, sh,

ch, or x.• To form the plural of nouns ending in a consonant and y, change y to i and add -es.

• To form the plural of nouns ending in a vowel and y, add -s.

Rewrite the radio advertisement below. Fix any spelling, punctuation, and grammar mistakes. Use a separate page if you need more space.

Looking for quick fixs for bath and shower time? Dr. Minty’s Amazing 3-in-1 Gel is the answer! Use it to clean minor cuts and scratchs. It also works to soothe any itchs rashs or irritations of the skin. Lastly, it’s a gentle cleansing alternative to harsh soaps and body washs. It’s safe for adultes kids and even babys. The 3-in-1 Gel is available in boxs containing eight twelve or sixteen ounces. It’s one of our best buyes—each box lasts for monthies!

Mighty Jackie Grade 4/Unit 2

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A. Read each sentence. Find the noun that is singular. Circle

your answer.

1. The players practiced before the big game.

a. players b. practiced c. big d. game

2. The coach wants the fans to cheer even louder.

a. coach b. fans c. cheer d. louder

3. Two outfi elders raced over to catch the ball.

a. outfi elders b. raced c. catch d. ball

4. Our team scored three runs in two innings.

a. Our b. team c. three d. innings

B. Read each sentence. Find the correct plural form for the

nouns in parentheses. Circle your answer.

5. The blue (sky) over the mountains seem so vast and clear.

a. skys b. skyes c. skies d. skyies

6. We spent many (day) on our vacation.

a. days b. dayes c. daies d. dayies

7. Be sure to avoid the swamps and (marsh).

a. marshs b. marshes c. marshies d. marshys

8. I’ve lived in several (city), but I prefer the country.

a. citys b. cityes c. cities d. cityies

Grammar:Singular and Plural Nouns

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• Some nouns have special plural forms.

1. man

2. child

3. woman

4. life

5. calf

6. thief

7. potato

8. goose

9. ox

10. wife

11. foot

12. hero

13. tooth

14. gentleman

15. knife

16. tomato

17. mouse

18. louse

19. leaf

20. half

calves lice children feet geesegentlemen leaves potatoes knives halvesmice wives thieves heroes tomatoeslives men women oxen teeth

Look in the above box for the plural form of each singular noun. Write it on the line provided.

Grammar: Irregular Plural Nouns

Making a Splash Grade 4/Unit 2

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• A few nouns have the same plural and singular form.• To determine whether the noun is singular or plural, look at the rest of the sentence.

Read the sentences below. Then decide whether the underlined noun is singular or plural. Write your answer on the line.

1. There was not one sheep on Papa’s farm.

2. A herd of buffalo trampled across the land.

3. Moose live in cold places, like Canada.

4. This species of insect only lives for two days.

5. I ate clams and shrimp at dinner.

6. Be quiet or you might scare that deer away.

7. We caught five fish today.

8. We saw a moose at the zoo.

9. He dipped each shrimp into the cocktail sauce.

10. Sheep produce wool for sweaters.

11. We raked the leaves today.

12. I am not afraid of the mouse.

13. She is getting her teeth cleaned.

14. Several oxen passed the ranch.

15. He wanted a baked potato.



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• Some nouns have special plural forms.

• A few nouns have the same singular and plural forms.

Read each sentence. Draw a line under the word in parentheses

that is the correct plural form.

1. Chinese (factoryes, factories) produced lots of paper.

2. Some farmers plow with horses and some use (oxes, oxen).

3. We saw many kinds of (fi sh, fi shes) at the aquarium.

4. The fi rst kites fl oated through the air like (leafs, leaves).

5. I wonder who fi rst realized it’s a good idea to brush your (tooths,

teeth)?

6. Warm soup fi lled the (bellys, bellies) of the cold workers.

7. Scientists are working to invent a machine to predict (earthquakes,

earthquaks).

8. Hikers rely a great deal on their (compassies, compasses).

9. I think of inventors as (heroes, heros).

10. What different (specieses, species) of animals come from Africa?

11. These inventions have changed many people’s (lives, lifes).

12. (Tomatoes, Tomatos) come with the meal.

Grammar:Irregular Plural Nouns

1st Pass

Making a SplashGrade 4/Unit 2

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• A few nouns have the same plural and singular form.• To determine whether the noun is singular or plural, look at the rest of the sentence.

Rewrite the narrative below. Fix any spelling, punctuation, and grammar mistakes. Be sure to correct the 11 incorrectly formed plural nouns.

I want to be a chef who invents new, delicious dishs for people to enjoy! I decided this after visiting a new restaurant a few days ago. All of the mens, womans, and childs there watched the chef with great excitement. I watched him handle his long, sharp knifes carefully. Effortlessly, he diced potatos and tomatoeies into halfs and quarters. The shrimpses and fishies sizzled as he cooked them on the hot grill. When our excellent meal arrived, we really sank our toothes into it. That’s when I decided cooking must be a fun way to be creative.



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A. Write yes if the noun below has the same singular and plural

forms. Write no if the noun does not have the same singular

and plural forms.

1. ship

2. deer

3. calf

4. species

5. moose

6. ox

7. half

8. shrimp

B. Complete each sentence with the plural form of the singular

noun in parentheses.

9. Two baby (calf) were born last night.

10. Which of the inventors were (woman) ?

11. It is easier for (child) to learn a new language than it

is for adults to learn one.

12. The married men thanked their (wife) .

13. There were a few (mouse) under the stove in the

kitchen.

14. The (thief) were soon caught.

15. My (foot) are so tired.

16. That dog has plenty of (louse) .

Grammar:Irregular Plural Nouns

1st Pass

Making a SplashGrade 4/Unit 2

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Grammar:

Possessive Nouns

• A possessive noun is a noun that shows who or what owns

or has something.

• A singular possessive noun is a singular noun that shows

ownership.

• Form a singular possessive noun by adding an apostrophe

(’) and -s to a singular noun.

Write the possessive form of each underlined singular noun.

1. My mother e-mails are very funny to read.

2. The book is the library, so please return it.

3. People rang the church loud bells when there was a fi re.

4. The inventor fame spread throughout the nation.

5. Have you seen Mary bifocals?

6. The President is one of America best-known citizens.

7. This old book pages are torn.

8. My doctor advice is to exercise more.

9. We used a ribbon to make the kite tail.

10. The battery power is running low.

11. The lawyer advice was quite helpful.

12. One person work is not enough today.

13. The car fender is dented.

14. I created the offi ce design.

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Wild HorsesGrade 4/Unit 2

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• A plural possessive noun is a plural noun that shows

ownership.

• To form the possessive of a plural that ends in s, add an

apostrophe.

• To form the possessive of a plural noun that does not end

in s, add an apostrophe and -s. A few nouns have the same

plural and singular form.

Write the plural possessive form of each underlined noun.

1. Those experiments purpose was to teach us more about nutrition.

2. For the fi rst time, the post offi ce delivered mail directly to people

houses.

3. The mayor honored the fi refi ghters heroism.

4. The four horses hooves pounded the dirt.

5. Several countries athletes ran in the race.

6. The church bells ringing woke me.

7. Most limes skins are green, but one kind of lime is yellow.

8. The children book was very interesting.

9. That is the workers break room.

10. The bulbs shoots will sprout fl owers.

11. Twelve sinks drains must be cleaned out.

12. The insects habits inspired my work.

13. Airplanes tires are fully infl ated.

14. Those objects tags are missing.

Grammar:Possessive Nouns

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• Capitalize the first and last words and all important words in the

titles of books and newspapers.

• Underline titles of books, newspapers, magazines, and TV series.

• Put quotation marks around the titles of short stories, articles,

songs, poems, and book chapters.

• Remember to use apostrophes to form possessive nouns.

Rewrite each sentence, making sure the titles are written correctly.

1. One of my favorite books about horses is black beauty.

2. Nicholas Evans published a book called the horse whisperer in 1995.

3. I learned how to tie things together from an article called nuts about

knots.

4. The article was published in the magazine science for kids.

5. My friend is writing a short story titled a ride to remember.

6. He hopes to get his story published in his local newspaper, the miami herald.

Grammar:Punctuating Titles

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• A singular possessive noun is a singular noun that shows ownership.

• A plural possessive noun is a plural noun that shows ownership.

Rewrite the book review below. Fix any spelling, punctuation, and

grammar mistakes. Be sure to correct any mistakes in titles or

possessive nouns.

I enjoyed Spencer MacDonalds new novel, range racers, more than any of his other books. Tyler Robbins is the stories main character. He helps his father train horses in Montana. Tyler also takes care of the horses food and water. One summer, the neighbors’s daughter Amelia challenges Tyler to a race. At fi rst they don’t tell anyone about it, but then a reporter from the local paper, the prairie post, writes a story about them called two teens race across the range. The authors description of the actual race pumps up the readers excitement. It rivals the horse race in his other book, a second wind for wendy.

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Grammar:

Possessive Nouns

Printer Pdf

A. Choose the correct singular possessive form to complete each sentence.

1. inventionchangedtheworld.

a. Edisons b. Edison’ c. Edison’s d. Edisons’

2. The effectwasdevastating.

a. fire’ b. fire’s c. fires’ d. fires

3. The temperatureiswarmerinsomeplaces.

a. oceans b. oceans’ c. ocean d. ocean’s

4. The laughterlastedalongtime.

a. king’s b. kings c. kings’ d. king’

B. Choose the correct plural possessive form to complete each sentence.

5. These inventionswereamazing!

a. people b. peoples c. peoples’ d. people’s

6. African-American righttotakeoutpatentswasrecognizedaftertheCivilWar.

a. inventors b. inventor’s c. inventors’ d. inventor’

7. Themany effortsledtoanewcreation.

a. worker b. workers’ c. workers d. worker’s

8. The amazementshowedontheirfaces.

a. childs’ b. childrens’ c. children’s d. childrens

9. Allofthe coversweretorn.

a. books b. books’ c. book’s d. book

10. These purposesmustbemadeclearer.

a. experiments b. experiment’s c. experiment’ d. experiments’

Wild Horses Grade 4/Unit 2

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Grammar:Plurals and Possessives

1st Pass


• Add -s to most nouns to form the plural. Do not use an

apostrophe.

• To form the plural of most nouns that end in y, change the y

to i and add -es.

Write the plural form of the noun in the parentheses on the line

provided.

1. The two girls rode their (bike) up the hill.

2. You’re not allowed to bring (drink) into the library.

3. (Library) are good places to go to fi nd information.

4. We are not allowed to make (copy) of this

photograph.

5. I bet the (person) who work in theaters see many

movies.

6. The museum has a special section just for (child) .

7. I want to look up some (fact) about horses.

8. I am also checking out a book of folk (tale) .

9. These (map) show where Native Americans once

lived.

10. I like to watch television shows about (animal) .

11. There are many (mystery) to read about.

12. My favorite (stop) are nature trails.

13. I found some great history (magazine) .

14. We like the (museum) in the city.

Mystic HorseGrade 4/Unit 2

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1. Marika didn’t like the ending.

2. Many people lost their during the storm.

3. I want to read some about the Great Plains.

4. Horses and look somewhat similar.

5. We planted several kinds of on the lawn.

6. We enjoyed lying down in the coolness.

7. Will you help me open those to see what’s inside?

8. We used the computer to adjust the color.

9. Oh no, that lid is moving!

10. A legs are longer than a pony’s.


• Add -s to most nouns to form the plural. Do not use an

apostrophe.

• A possessive noun shows who or what owns or has

something.

• Add an apostrophe (’) and -s to a singular noun to make it

possessive.

Write a plural noun or a possessive noun to complete each

sentence. Use the singular nouns in the box to help you.

box picture horse story grass pony home

Grammar: Plurals and Possessives


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• Begin the salutation and closing of a letter with a capital letter.• Use a comma after the salutation and closing in a letter. • Use a comma between the names of a city and state. • Use a comma between the day and the year in a date. • Use the following abbreviations for people’s titles: Mr., Mrs.,

Ms., Dr. (Doctor), Jr. (Junior), Sr. (Senior)• Use U.S. Postal service abbreviations for the state name.

Correctly rewrite the letter below.

506CedarLane albany,NewYork10965 February22010

DearDoctorMitchell,

Thankyousomuchforcomingtospeaktoourclasslastmonth.Weallreallyenjoyedyourslideshowaboutreptiles.Ourteacher,MisterNelson,taughtawholeunitaboutreptilesthatweek.

Yourfriend

BobbyHernandez

Grammar: Punctuation

in Letters

Mystic Horse Grade4/Unit2

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Correctly rewrite the letter below.

December 9, 2010Ms Margaret WilsonHistory DepartmentUniversity of GeorgiaAtlanta, GA 33560

Dear ms Wilson:

Thank you for answering our class’es questions about Native American tribes. The maps you brought helped a great deal. The mapses colors really made the boundarys between nations clear. Have you read Louise Erdrich books? They are some of my families favorites.

Yours truly, Kevin Andrews, Junior


• A possessive noun shows who or what owns or has something.

Grammar: Plurals and Possessives


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Grammar:Plurals and Possessives

1st Pass

A. Decide whether each underlined word is a plural noun or a

possessive noun. Then write plural or possessive on the line

provided.

1. This spider’s bite is not poisonous.

2. The horses left clear tracks in the sand.

3. The teacher’s science lesson was very interesting.

4. Some reptiles change color to match their surroundings.

5. We went to see the museum’s display.

6. I decided to write down some notes.

7. The facts are very important.

8. That cat’s fur is shiny.

B. Choose the plural or possessive noun that best completes

each sentence. Write it on the line provided.

9. Shawna grew up in midwestern (states, states’).

10. She met Native Americans from several (tribe’s, tribes).

11. The (farmers, farmer’s) crops were harmed by the insects.

12. The (colors, color’s) of the nation’s fl ag were red, black, and gold.

13. The (magazines, magazine’s) articles were very helpful.

14. Don’t touch those (animals, animals’) skeletons!

15. Several (people, people’s) stopped by the exhibit.


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Grammar:

Action Verbs

• A verb tells what the subject does or is.

• A verb can include more than one word. There may be a

main verb and a helping verb.

Read each sentence. Write each verb on the lines provided.

1. The children race across the auditorium.

2. He pauses near the playing fi eld.

3. A ball is bouncing down the stairs.

4. The students look out the window.

5. They are staring at the storm clouds.

6. The rain is falling again.

7. A bird jumps from branch to branch.

8. The wind is blowing the leaves around.

9. Thunder shakes the entire building.

10. The coach cancels the afternoon game.

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When I Went to the Library Grade 4/Unit 3

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• An action verb tells what a subject does, did, or will do.

• Action verbs have different tenses. They can show action in

the past, present, or future.

Read each sentence. On the lines provided, write present, past,

or future to name the tense of each underlined verb.

1. The diver stretched out against the sky.

2. The water fl ashes silver in the hot sun.

3. The wet dog swished his long tail.

4. A squirrel scurries away when it hears the dog bark.

5. A small mouse will crawl away.

6. The waves reached the edge of the rock.

7. A bee buzzes past the blossom.

8. The girl hurries down the trail.

9. She will quickly pass by a cold, shaded area.

10. She approached the river with caution.

Grammar:Action Verbs

1st Pass

When I Went to the LibraryGrade 4/Unit 3

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• Use quotation marks at the beginning and end of a speaker’s

exact words. Begin a quotation with a capital letter.

• Commas and periods always go inside quotation marks.

• Do not use quotation marks when you do not use the

speaker’s exact words.

Rewrite each sentence correctly by putting capital letters and

quotation marks where they belong.

1. Roberto asked me, have you ever eaten enchiladas?

2. no, I never have, I answered.

3. Roberto told me that enchiladas are his favorite meal.

4. Our science teacher said, we will continue our work in the library.

5. choose a new topic for research, she explained.

6. I will fi nd books about reptiles, Andrea said.

7. you might also check out amphibians, Andrea, replied Ms. Giordello.

8. how do i know where to look asked Hakim.

Grammar:Punctuation in Dialogue

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• Action verbstellwhatthesubjectdoes,did,orwilldo.• Actionverbshavetensesthatcanshowactioninthepresent,past,orfuture.

Proofread the dialogue below. Look for mistakes in action verb tenses and quotations. Rewrite the dialogue, action verbs, and quotations correctly.

I am so excited! Tomorrow we arrived in Taos, New Mexico! Carla says.Dad will reply, Yes, we should be there in about a day.Mom points to the mountains in the distance. She will say, stop the car so we can take some pictures. Carla remarks, I will see a strange bird in the distance. Dad explained, the bird was a roadrunner. Carla watched the speedy bird. It passes close enough to see its feathers.

Grammar: Action Verbs

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Grammar:

Action Verbs

A. Read each sentence. Circle the letter of the sentence that has

a present-tense action verb.

1. a. The author signs his new book in the library.

b. He wrote it four years ago.

c. The illustrator will be here tomorrow.

d. They visited our class and answered questions.

2. a. The snake will slither past the sidewalk.

b. The goat galloped into the gulley.

c. The wind was whipping through the willows.

d. The fl ocks of birds fl y far, far away.

B. Read each sentence. Fill in the blank with an action verb.

3. The athlete across the fi eld.

4. The weather reporter the sky for signs of rain.

5. The skater across the ice.

6. The mother bird her babies.

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Grammar: Verb Tenses

• A verb in the past tense tells about an action that already

happened.

• Add -ed to most verbs to show past tense.

• If a verb ends with e, drop the e and add -ed.

• If a verb ends with a consonant and y, change y to i and add

-ed.

Write the verb in parentheses in the past tense.

1. We my birthday last month. (celebrate)

2. People home from school for the holiday. (stay)

3. The students in our school about nutrition before the

health fair. (learn)

4. We a program of events about world cultures.

(prepare)

5. Today my class a play about American history.

(perform)

6. James the lead in the show. (play)

7. He his lines before going onstage. (practice)

8. He his Aunt Betty to come to the play. (ask)

9. Our teacher, Mrs. Clark, us good luck before the play

started. (wish)

10. We all our best to make the show a success. (try)

1st Pass

Dear Mrs. LaRueGrade 4/Unit 3

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Grammar:

Verb Tenses

• A verb in the future tense tells about an action that is going

to happen.

• To write about the future, use the helping verb will.

Underline the action verb in each sentence. Rewrite the sentence

so it tells about the future.

1. The teachers assign a project about important laws.

2. The students work in pairs.

3. All of the classes go to the library.

4. Cordell and Janine fi nd out about voting.

5. Yvonne and Frank learn about educational rights.

6. The librarians show us the right books and magazines.

7. Juan and Patricia give an oral report.

8. Josie and Emmett create a poster.

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Grammar: Subject-Verb Agreement

• The present tense must have subject-verb agreement. Add

-s to most verbs if the subject is singular. Do not add -s if the

subject is plural or I or you. • Add -es to verbs that end in s, ch, sh, x, or z if the subject

is singular. Do not add -es when the subject is plural or I or you.

Pick the correct form of the verb in each sentence below.

Underline your answer.

1. Ms. Harkner’s class (take, takes) a fi eld trip today.

2. The students (visit, visits) a historic site.

3. The class (hurry, hurries) to the buses at 9:00 a.m.

4. The buses (reach, reaches) their destination at 10:00 a.m.

5. Tour guides (show, shows) us through the exhibits.

6. A guide (teach, teaches) us about various documents and artifacts.

7. She (say, says) there are many more at the university.

8. The house that stands there (remain, remains) a landmark.

9. My parents and I (discuss, discusses) the trip often.

10. My sister’s class (will tour, will tours) the site next week.

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Grammar:

Verb Tenses

Rewrite the poem below. Change the underlined verbs to the

past tense. Then circle the verb in the future tense.

Just History?

To me, it’s a mystery — Why do people thinkheroes are history? They stand on the brinkof change. They dream of better days. They speakwith calm strength. Our world may seemcold, but they seekto warm it. Heroes, we will followyour lead.

• A verb in the past tense tells about an action that already

happened.

• A verb in the future tense tells about an action that is going

to happen.

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Grammar: Verb Tenses

A. Rewrite each underlined verb, using the correct past-tense

form.

1. Gordon help Ms. Morrison decorate the classroom.

2. The students copy quotes from famous poets onto banners.

3. Gordon place a banner on the wall.

4. The corner of the banner fl utter in the breeze.

5. The teacher push a pin into each corner of the banner.

B. Choose a verb from the box below to complete each

sentence. Write the correct future-tense form of the verb.

6. I the sign to the wall.

7. The sign people to our local arts celebration.

8. Anna that the sign isn’t straight.

9. Ms. Morrison the sign for us.

10. Our class everyone welcome as they walk

into the room.

fix invite tape wish worry

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• Themain verbinasentenceshowswhatthesubjectdoesoris.

• Ahelping verb helpsthemainverbshowanactionormakeastatement.

• Have, has,andhad canbehelpingverbs.• Is, are, am, was, were,andwill canbehelpingverbs.

Write a main verb or helping verb to complete each sentence.

1. Charlie searchedforaplacetovolunteer.

2. Hehas listsofgroups.

3. Charlie worryingaboutchoosingtherightplacetohelp.

4. He visitdifferentgroups.

5. Thepeopleinthesoupkitchenare vegetables.

6. Manypeople donatedclothestothisgroup.

7. ThisafternoonCharlieis forpeoplewhocouldn’tleavetheirhomes.

8. Hehas floorsattheanimalshelter.

9. Charlie pitchinwhereverhecan.

10. Theleadersofthegroupsare himandtellinghimhe’sdoneagreatjob.

Grammar: Main and Helping

Verbs

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Grammar:Main and

Helping Verbs

• The main verb in a sentence shows what the subject does

or is.

• A helping verb helps the main verb show an action or make

a statement.

• Have, has, had, is, are, am, was, were, and will are helping

verbs.

• Is, are, am, was, and were can be used with a main verb

ending in -ing. A verb in the past tense tells about an action

that already happened.

• Will is a helping verb used to show an action in the future.

Draw one line under each helping verb. Draw two lines under

each main verb.

1. Lorette always has liked to help others.

2. Next year, she will volunteer at the homeless shelter.

3. The shelter workers have decided to train student volunteers.

4. Lorette has considered other ways to help.

5. She is starting her own group.

6. Lorette and her group are collecting things for fl ood victims.

7. As of last week, they had gathered jackets, school supplies, and backpacks.

8. I am thinking of joining the group.

9. Yesterday we were talking about the group.

10. My friends will defi nitely help, too.

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Words Add Up to SuccessGrade 4/Unit 3

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Punctuation in Contractions

• A contraction is a shortened form of two words.

• A contraction can be made by combining certain verbs with

the word not. • An apostrophe (’) shows that the letter o has been left out.

• Examples of contractions: is + not = isn’t, did + not = didn’t

Read each sentence. Write the contraction for each set of

underlined words.

1. Annie has not fi nished sorting the bags of donated clothes.

2. Chris is not making cookies for himself but will sell them at the bake

sale.

3. Gina does not use these toys anymore, so she will donate them.

4. Stacy and Steven will help, too, because they are not selfi sh.

5. Sam could not make it to the bake sale, but he raked leaves at the

park.

6. We should not bring toys to the hospital after 8 p.m.

7. Carlos enjoyed his work so much, he did not want to leave.

8. Amy and Alex do not work at the animal shelter on Thursdays.

9. Karen and Stanley have not decided yet where to volunteer.

10. The volunteers were not needed at the nursing home today.

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• Themain verb inasentenceshowswhatthesubjectdoesoris.• Ahelping verb helpsthemainverbshowanactionormakeastatement.Add-edtomostverbstoshowpasttense.

• Have, has,andhadcanbehelpingverbs.• Is, are, am, was, were, and will canbehelpingverbs.

Rewrite the paragraphs below. Be sure to correct any main verbs, helping verbs, or contractions that are used incorrectly.

Everyone should volunteering to help others. It does’nt matter what you do. Any way you can help will makes a difference. You don’ot have to give up all of your free time. You can help even by volunteering just a few hours a week. Many local organizations are count on volunteers.

One way you can help is by working at a soup kitchen. Starting on Wednesday, I will work at the soup kitchen on Fifth Street. I am look forward to it.

If you take time to help others, you will knowed that you has made your community a better place.

Grammar: Main and Helping

VerbsName

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PracticeGrammar:Main and

Helping Verbs

A. Read each sentence. Draw one line under the helping verb

and two lines under the main verb.

1. The class has planned a pancake breakfast.

2. They are hoping to strengthen community spirit.

3. The students have invited everyone in town.

4. Casey and Jerome are mixing milk, eggs, and butter.

5. Scott is pouring batter on the griddle.

B. Choose the correct helping verb to complete each sentence.

Write it on the line.

6. Anya fl ipping pancakes like an expert.

a. am

b. are

c. was

7. Gordy and Fred pitching in by showing people to

their seats.

a. was

b. are

c. is

8. The class probably succeeded in its goal.

a. will

b. have

c. has

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Grammar:Linking Verbs

• A linking verb does not show action. It connects the subject

to the rest of the sentence.

• Is, are, am, was, and were are often used as linking verbs.

• Look, seem, appear and become can also be linking verbs.

Read each sentence. Underline the linking verbs.

1. The story we read was “Fifi ’s Talking Flower Farm.”

2. It is about a girl who can talk to plants.

3. My classmates were not very happy with it.

4. They are bigger fans of talking animals.

5. The next story on our list is “Barker’s Bakery.”

6. The fi rst picture is a poodle in a chef’s hat.

7. I am eager to fi nd out what happens.

8. The pictures are helpful in making predictions.

1st Pass

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• Some linking verbs link the subject to a noun or pronoun

in the predicate. Other linking verbs link the subject to an

adjective in the predicate.

Complete each sentence by writing the correct linking verb on

the line. Then, underline the complete subject of the sentence.

1. Our social studies project an interesting assignment.

2. I eager to get started on it.

3. The history of fairy tales the subject of my project.

4. Ranita, the Frog Princess my favorite book last year.

5. My classmates and I unfamiliar with the story.

6. Many stories versions of tales passed down through time.

7. The author clever and changed the names and setting.

8. Many books about history available located in the school

library.

9. The library so big that I can’t always fi nd what I need.

10. Our librarian, Ms. Kribble, helpful to students.


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• UseamorwaswithI.Useaminthepresenttense.Usewasinthepasttense.

• Useisorwaswithsingular subjectsorwithhe,she,orit.Useisinthepresenttense.Usewasinthepasttense.

• Useareorwerewithplural subjectsorwithyou,we,orthey.Useareinthepresenttense.Usewereinthepasttense.

• Usewill beforallsubjectsinthefuturetense.

A. Write am, is, or are to complete each sentence.

1. Mr.Hernandez ateacheratourschool.

2. I inhishistoryclass.

3. Ithinkhe agreatteacher.

4. Hiswords agreatinspirationtome.

5. They wordstolistentoandlearnfrom.

B. Write was, were, or will be to complete each sentence.

6. Yesterday,ourlesson aboutAbrahamLincoln.

7. He thesixteenthpresidentoftheUnitedStates.

8. TheGettysburgAddress onespeechthathegave.

9. Thewordshespoke simple,butverymeaningful.

10. Inthefuture,I readytospreadhismessageofhopeandequality.

Grammar: Subject and Linking

Verbs

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• Some linking verbs link the subject to a noun in the predicate.

• Some linking verbs link the subject to an adjective in the

predicate.

Rewrite the lines of this play. Correct any linking verbs that are

used incorrectly. Be sure to use proper punctuation for a play.

T.J.: I need an idea for my social studies project. I can’t think of anything. (T.J. paces the room nervously.) CARA (confidently): My project are about classic folk tales.T.J.: “That’s a good idea, Cara.” CARA opens the book and points to a picture.CARA: Other cultures is very interesting to read about.T.J. (excitedly): This were a great idea.


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A. Find the linking verb in each sentence. Write it on the line.

1. The college my sister Sharon attends is in California.

2. Sharon and her friends were hard workers in high school.

3. Even as a girl, she was interested in world history.

4. Foreign languages are part of what she studies in college.

B. Find the noun or adjective in the predicate that is linked to

the subject by a linking verb. Write the noun or adjective on

the line.

5. Pedro’s favorite book is now a movie.

6. The lives of our grandparents were different from ours.

7. Dr. Gonzalez and Dr. Lasser are experts on the family histories.

8. Pedro’s report on his family tree was very detailed.

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Grammar:

Irregular Verbs

Write the correct past-tense form of the underlined verb on the line provided.

1. Thesnowbegin tofall.

2.Thesunlightmake thesnowandiceglitter.

3.Aniciclebreak offoftheroof.

4. Ifind theicicleontheground.

5.Thefirstsnowcome earlierthanusualthisyear.

6.Wego tothepondtoice-skate.

7. ElijahandIdo leaps,twists,andturnsontheice.

8.Hefly throughtheairandlandedsafelyonthebladesofhisskates.

9.Ninadraw apictureofthefrozenpond.

10.Wedecidedtogohomewhenwesee itwasgettingdark.

• Anirregular verbisaverbthatdoesnotadd-edtoformthepasttense.

• Theverbsbeandhavealsohaveirregularspellingsforthepresenttense.

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• Some irregular verbs have special spellings when used with

the helping verbs have, has, or had.

Read each sentence and the verb choices in parentheses.

Underline the verb choice that correctly completes the sentence.

1. Alice has (did, done) many drawings and photographs of the city.

2. She had (make, made) it a hobby by the time she was ten years old.

3. For the past four years, her parents have (given, gave) her a photo

album each year for her birthday.

4. Alice has carefully (put, putted) all of her pictures in the albums.

5. Today, the surface of the pond has (frozen, froze).

6. Alice took pictures of the tree because she had (saw, seen) icicles on it.

7. She has (lay, laid) her camera aside while she sketched.

8. By the end of the afternoon, the icicles have (shrunk, shrank) in the

sun.

9. Before she went home, Alice had (taken, took) more than 40 pictures.

10. The next morning, she saw that more snow had (fell, fallen).

Grammar:Irregular Verbs

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Grammar:

Irregular Verbs

• An irregular verb isaverbthatdoesnotadd-edtoformthepasttense.

• Someirregularverbshavespecialspellingswhenusedwiththehelpingverbshave, has,orhad.

Rewrite each sentence with the correct past-tense form of the underlined verb.

1.Wegooutsideanhourago.

2.Itgrowcolderafterwewentoutside.

3. Iknowitwasagoodideatowearmygloves,hat,andscarf.

4.Thesnowandiceleavethetreesglisteningandwhite.

5.Thepathleadusstraighttotheforest.

6. Ikeepmyhandsinmypockets.

7. Wechoosethefirstdayofwintertotakepicturesoftheforest.

8.Thewindsblowdriftsofsnowagainstthebaretrees.

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Grammar:Irregular Verbs

Rewrite the character sketch below. Be sure to correct any

mistakes in the use of irregular verbs.

MargaretMargaret getted up early. She bringed her notebook to the park.

She speaked with the people who had showed up there. She writed down their stories.

Ever since she were a little girl, Margaret had know she wanted to write about other people’s lives. By the age of 20, she had winned three journalism awards. Now in her thirties, Margaret has began to write a history of the city’s oldest residents. She feels it is the best decision she has ever maked.

• An irregular verb is a verb that does not add -ed to form the

past tense.

• Some irregular verbs have special spellings when used with

the helping verbs have, has, or had.

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Grammar:

Irregular Verbs

A. Circle the letter before the irregular verb that correctly

completes each sentence.

1. Kevin his catcher’s mitt and picked it up.

a. fi nd

b. fi nded

c. found

d. founded

2. Laurie has some portraits of family members.

a. draw

b. drew

c. draw

d. drawn

B. Circle the letter before the correct irregular verb and helping

verb that completes each sentence.

3. The weather colder and windier since this morning.

a. has become

b. have become

c. has became

d. have became

4. Before she retired, the professor a career out of

studying family relationships.

a. has maded

b. has make

c. had make

d. had made

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• A pronoun is a word that takes the place of one or more

nouns.

• A pronoun must match the noun it refers to.

• Singular pronouns are I, you, he, she, it, me, him, and her.• Plural pronouns are we, you, they, us, and them.

• Reflexive pronouns are used when the subject of a sentence

and the object of the verb are the same: myself, yourself, himself, herself, ourselves, yourselves, themselves.

Underline the incorrect pronoun in each sentence. Then write

the correct pronoun on the line provided.

1. There was no sugar left because the ants ate them.

2. Kendra says her cats are angels, but he are not.

3. Why doesn’t he enroll her children in kindergarten?

4. Ask the neighbors to please be quiet because he am trying to sleep.

5. My brother and I hope that us can travel to the city.

6. Carl said that him wanted to come home.

7. Our mother said that her would like to see a show.

8. When Edward and Sandra were together again, them were very

happy.

9. Nicholas checked hisself in the mirror.

10. I pride meself on my excellent writing skills.

Grammar:Pronouns and Antecedents

The Cricket in Times SquareGrade 4/Unit 4

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• A pronoun is a word that takes the place of one or more

nouns.

• A pronoun must match its antecedent, or the noun it refers to.

• Singular pronouns are I, you, he, she, it, me, him, and her.• Plural pronouns are we, you, they, us, and them.

Write the pronoun that correctly replaces the underlined noun in

each sentence.

1. At fi rst, Stefan didn’t want to go to the city because Stefan thought

it was dangerous.

2. Lila said Lila found out that bus fares had gone up.

3. Joshua knew Grandpa would be happy to see Caleb, so Joshua

decided to bring Caleb.

4. The receptionist at the offi ce said to Joshua, “I see Joshua

brought a friend today.”

5. Tammy said, “Tammy lost my keys this morning.”

6. Mr. Woodsum said, “I’m glad you brought the supplies to Mr. Woodsum.”

7. Tammy asked her friends to give Tammy a ride to the mall.

8. Diego said the movie gave Diego the chills.

9. We would take the bus if we knew how much the bus cost.

10. Stefan said that Stefan might take the train.



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• Apronounisawordthattakestheplaceofoneormorenouns.

• Apronounmustmatchthenounitrefersto,oritsantecedent.• SingularpronounsareI, you, he, she, it, me, him,andher.• ThepronounImustalwaysbecapitalized.• Pluralpronounsarewe, you, they, us,andthem.

Write the pronoun that correctly completes each sentence.

1. Isaid,“ thinkImusttakemycattothevet.”

2. ItooktheleashbecauseIwouldneed toholdthedog.

3. IambrushingmydogTrixie’scoatbecause willbeinashowtomorrow.

4.MydogEdwardneedsmedicine.Igiveitto everymorning.

5.Janice’sbrothergave apictureoftheirdogBuddy.

6.Fidoburiedhisboneintheyard,butnowhecan’tfind

.

7. Mysisterand threwthestick,andourdogbroughtitbacktous.

8.Fran’smothertoldusthat hadacatwhenshewaslittle.

9.Mycousinscalled,and toldmetheircatjusthadkittens.

10.Mylittlebrotherwantedtofeedthedog,so showedhimhowtodoit.

Grammar: Pronoun Capitalization

and Clarity

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• A pronoun is a word that takes the place of one or more nouns.

• A pronoun must match its antecedent.

• Singular pronouns are I, you, he, she, it, me, him, and her.• The pronoun I must always be capitalized.

• Plural pronouns are we, you, they, us, and them.

Read the following paragraphs. Circle all the incorrect pronouns.

Then rewrite the paragraph, making sure all pronouns are

correct and match their nouns.

Yesterday i took the bus downtown to see a movie with my friend, Sheila. I told her I would meet him at the theater.

She asked me, “What do i want to see?”“I thought us both wanted to see that new animated movie.”The ticket seller told us the show was about to begin. We gave him our

money and they gave us our tickets.Sheila enjoyed the movie better than we did. We also bought popcorn and

soda. It cost as much as the tickets!



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A. Write the pronoun that can replace the underlined word or

words in each sentence.

1. The witness led the police to the suspect.

2. My sister told my brother to wash the dishes.

3. Sally and her friend tried to bake a cake.

4. Fido had the ball in his mouth but he wouldn’t give the ball to me.

5. Edgar and I lifted weights all morning. He and I were both tired

afterward.

6. If the cats don’t stop scratching the couch, we’ll have to keep the cats

outside.

7. We saw our neighbors across the street.

8. I told my sister not to watch the scary movie alone.

B. Write the correct pronouns to complete these sentences.

9. I bought my friends some gum, but didn’t like it.

10. Last year my little brother was a baby, and now

weighs thirty pounds.

11. My sister didn’t believe me when told her how mean

the crossing guard was.

12. The Ungers’ grandfather has lived with for 16 years.

13. My friend Mary has both fi sh and birds, and loves

them both equally.

14. Gertrude has grown up and become a senator. Her family is proud of

.

15. We brought my aunt to the beach, but wouldn’t go in

the water.

16. The broken stove has bothered for many years.



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Grammar:

Types of Pronouns

• Use a subject pronoun as the subject of a sentence.

• I, you, he, she, it, we, and they are subject pronouns.

• Use an object pronoun after an action verb or after a word

such as for, at, of, with, or to.

• Me, you, him, her, it, us, and them are object pronouns.

Underline the incorrect pronouns and write the correct pronouns

on the line.

1. Our neighbors loved the mail carrier, and them all missed him when he

moved away.

2. Everyday when the man woke, him went to work in his

garden.

3. Her and me went to the store to buy clothes.

4. Us are the only ones who could sing the song.

5. Them are the people we met last year.

6. The young man feared the police offi cer would be unkind

to he.

7. Her grandmother gave she a special gift.

8. This is a secret between you and I.

9. The tourists used a map to help they get around.

10. The bugs are a bother to she and Grandpa.

11. My father handed the hammer to I.

12. Don’t forget to call we.

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Grammar: Types of Pronouns

• Useareflexive pronouninsteadofanobjectpronounifthesubjectofthesentenceisdoingtheactiontohimselforherself.

•Myself,yourself,himself,herself,itself,ourselves,andyourselvesarereflexivepronouns.

Fill in the blanks in the sentences below with the correct reflexive pronoun.

1. Becarefulanddon’thurt .

2.AfterIgoswimming,Idry withatowel.

3.Yourbabysistercan’tfeed .

4.Hemade dizzybyspinningaroundandaround.

5.Let’sgive abreakandtryagainlater.

6.Thebirdwashed inthepuddle.

7. Boys,pleaseget readyfordinner.

8.Thegardenershutthedoorandlocked intheshed.

9.Mygrandfatheralmostfell,buthecaught .

10.Lookat !You’recoveredinmud!

11. Itriedtoreachthetowel .

12.Helookedat inthemirror.

13.Wecanplantthattree .

14.Mysistercannotdress withoutsomehelp.

15.Youcanhelp tosomecookies.

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Grammar:

Using Subject and Object Pronouns

• Use a subject pronoun as the subject of a sentence or to

replace a noun that follows a form of the verb to be.

• Use an object pronoun after an action verb or after a

preposition—a word such as for, at, of, with, or to.

Read the sentences below. Then write the correct pronouns on

the lines provided to complete each sentence.

1. My friend and saw a female clown walking

toward us.

2. was holding on to dozens of balloons.

3. When people saw coming, they moved over to let

her pass.

4. Does the woman know how funny looks?

5. Then again, being funny-looking is job.

6. She asked if I knew how to get to 79 Kendall Street.

7. Of course knew.

8. After all, is where I live.

9. Why do think she wanted to know?

10. My brother likes balloons, so maybe she was delivering

to him.

11. “Do know Zach Huffman?” she asked me.

12. laughed and said it was my brother.

13. was celebrating his birthday that day.

14. This was going to be an interesting day for all of .

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Grammar: Types of Pronouns

• Useasubject pronounasthesubjectofasentenceorafteraformoftheverbto be.

• I,you,he,she,it,we,andtheyaresubjectpronouns.• Useanobject pronounafteranactionverborafterawordsuchasfor,at,of,with,orto.

• Me,you,him,her,it,us,andthemareobjectpronouns.

A. Circle every pronoun that is not used correctly.

Someone gave I directions to the museumYou and me need to walk to Maple Street. Then turn right at Oak Street.

Mr. Exeter lives there. Him and me go on walks sometimes. If him is in his yard, he will give a big wave to you and I.

When we got to the museum, we saw Mrs. Peters. Her and my dad went to school together. Them often like the same paintings

B. Rewrite the passage above. Use the correct forms of the pronouns. Be sure to use capital letters and end punctuation correctly.


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Grammar:

Types of Pronouns

A. Circle the pronoun in parentheses that correctly completes each sentence.

1. (He,Him)andtheoldermanwentonajourney.

2.Ihurt(me,myself)whilewalkinginthewoods.

3. Igave(them,they)fivefeathersfrommycollection.

4. (Him,He)andIaregoinghunting.

5.Myparentshelped(we,us)withthearrows.

6.Mybrotherfoundthestones(him,himself).

7. (Them,They)areolderthanwhatIhave.

8. Ithought(we,us)weregoingtheotherway.

B. Write the pronoun that completes each sentence.

9.Heshowed howIshouldplanttheseeds.

10.Wesent amessage,andtheysentoneback.

11. Shelikestowatchbirds.It’sfunfor .

12.Weneedtomakebreakfast—theeggswon’tcook !

13.He’swiseandeveryonerespects .

14.Let’saskherandfindoutwhere isgoing.

15.Youmustlearntorespect .


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• Apresent-tenseverbmustagreewithitssubjectpronoun.• Add-sor-estomostactionverbswhenyouusethepronounshe, she,andit.

• Donotadd-sor-estoanactionverbinthepresenttensewhenyouusethepronounsI, we, you,andthey.

Write the correct form of the underlined action verb to complete each sentence.

1. Ituse lessgasthanyours.

2.Theymake energyfromthewind.

3.Everyfewyearsshebuy anewtruck.

4.Theypollute theenvironment.

5.Scientistshelppeoplebecausetheylook fornewwaystomakeenergy.

6.Sheput upsolarpanelsatherjob.

7.Shealsodesign hybridcars.

8.Heknow agreatdealaboutelectricity.

9.WhereIlive,weget energyfromtheriver.

10.Hework inanoilfield.

11.Heride abiketowork.

12.Whencoalburns,itsend sootintotheair.

13.Weneed moretwigstostartthefire.

14.Youhike inthemountains.

Grammar: Pronoun-Verb

Agreement

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• Theverbshaveandbehavespecialformsinthepresenttense.

Have BeIhave Wehave Iam WeareYouhave Youhave Youare YouareHe/She/Ithas Theyhave He/She/Itis Theyare

Writethecorrectformoftheunderlinedverbtocompleteeachsentence.

1. Ihas awaytotellwhichhouseisyours.

2.Yourhousehave sixsolarpanelsonitsroof.

3.Wehas hadthemsincelastyear.

4.Theybe helpingussaveenergy.

5.Theyhas alreadysavedussomemoney.

6. Ibe tryingtogetmyfriendstousesolarpanels.

7. IthinkFredandElliotbe goingtobuysome.

8.Billbe helpingprotecttheenvironment.

9.Youis goodwithtools.

10.Shehave abigtruckthatsheusesonthejob.

11.Webe buildinganadditiontoourhouse.

12.Dadhave tonailthebeams.

13.Webe puttingintwowindows.

14.Nowyouhas agooddesign.


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• Useparentheses ( )aroundmaterialthatisaddedtoasentencebutnotimportanttothemeaningofthesentence.

• Putpunctuationinsidetheparentheseswhenitgoeswiththeinformationinside.

• Putpunctuationoutsidetheparentheseswhenitgoeswiththemainpartofthesentence.

Proofread the sentences. Add parentheses ( ) once in each numbered item.

1. ThestudentsatmyschoolPaysonParkaremakingamural.

2.ThemuralwilltakeuponewholewallWow!.

3.MaraasksMrs.Langourteachertohelphermixpaint.

4.Ourmuralwon’thavewordsYeah!.

5. Itwillbeallpictureswhichisgoodforme.

6.ThemuralwillshowAreyousurprised?thingsthatwedoatschool.

7. Eachgradeofthefivegradesatmyschoolwilldoonesection.

8.LookatmysketchfoundbelowofwhatIwanttodraw.

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• Apresent-tense verbmustagreewithitssubjectpronoun.• Add-sor-es tomostactionverbswhenyouusethepronounshe, she,andit.

• Donotadd-sor-es toanactionverbinthepresenttensewhenyouusethepronounsI, we, you,andthey.

• Theverbshaveandbehavespecialformsinthepresenttense.

Rewrite the story. Be sure all verbs agree with their pronouns.

Working on the North Slope

Right now, I is far from my family. I is now working in a place called the North Slope, way up in Alaska. I has only been here about a month, but my friends has been here about two years. We is here to build an oil pipeline. A few years ago, they found oil north of here. Now we is building a pipeline. When it is done, they will be able to put the oil on ships. It will be at least two years before we finish the job and it are over. I am glad to be working, but I will be happy to see my family again.


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A. Write the correct form of the underlined action verb or verbs in each sentence.

1.MysisterandIlove learningaboutelectricity.

2.Whenshegrow up,shewant tobeanelectrician.

3. Iknow howtouseallkindsoftools.

4.Sheandourdadfixes thingsaroundthehouse.

5.Sheread booksabouthowthingswork.

6.Sometimestheyworks onprojectstogether.

7. Wedesigns asimplelamp.

8.Youhelps Dadwithprojects,too.

B. Write the correct form of have or be to complete each sentence.

9. I afriendwhoworksonawindfarm.

10. It ontopofahill.

11. Thewindmillstherearenew,andthey verytall.

12.Eachwindmill threeblades.

13. They averysimpledesign.

14. I goingtovisithimthisweekend.

15. We takingatourofthewindfarm.

16. It milesandmilesofland.


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• A possessive pronoun takes the place of a possessive

noun. It shows who or what owns something.

• Some possessive pronouns are used before nouns

(my, your, his, her, its, our, their).

Rewrite the underlined parts of the sentences using possessive

pronouns and nouns.

1. Hannah’s father works on a ranch and the grandfather of Hannah does,

too.

2. The rooms in Hannah’s house are small.

3. The ranch is busy, and the ranch’s visitors come from all over the

world.

4. Her family’s job is to teach people how to ride horses.

5. The horses know how to listen to the horses’ riders.

6. Hannah’s grandfather’s stories are fascinating, and the grandfather’s

job is, too.

7. If you go to the ranch, be sure to bring the camera that belongs

to you.

8. Robert learned about the ranch from Robert’s friend Melissa.

9. Robert and I went there for the vacation we had last winter.

10. I took a lot of pictures for the photo album that belongs to me.

Grammar:Possessive Pronouns

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Grammar: Possessive Pronouns

• Somepossessive pronounscanstandalone(mine,yours,his,hers,its,ours,theirs).

In each sentence, replace the underlined incorrect possessive pronoun with the correct one on the line provided.

1. Thatisyourboat,butthisoneismy’s.

2.Your’sisthesmallerlife-vest,theblueone.

3. Idon’thavemyown,butmybrotherletmeusehe’s.

4.Youhaveyouroars.Wherearemy?

5. IwantedtoaskMercedesifIcoulduseher’s,butshewasn’tathome.

6.Weareoff,andthewholedayisour!

7. PacoandPepesaythisbeachisthey’s,butit’snot.

8. Iforgotmylunch,sowillyoushareyour?

9. Isthatcoolerher’s?

10.Thefishingshackontherightishe’s.

11. Shouldwegotohisfishingshackoryour?

12.Thattackleboxisnotour.

13. It’shandleisbroken.

14.Thatprettyhatismy.

15.Thoseshoesareher’s.

Ima and the Great Texas Ostrich Race Grade 4/Unit 492


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• Add an apostrophe and -s to a singular noun to make it

possessive.

• Add an apostrophe to make most plural nouns possessive.

• Add an apostrophe and -s to form the possessive of plural

nouns that do not end in -s.

• Possessive pronouns do not have apostrophes.

Read the sentences below. Replace the underlined incorrect

possessive nouns and pronouns in each sentence with the

correct one on the line provided.

1. My friends cousin was a fi sherman.

2. A fi shermans life is not always easy.

3. He must wake with mornings fi rst light.

4. Sometimes the waves power tosses his boat.

5. The captains’ crew must be strong and able.

6. My cousins boat was once lifted nearly forty feet high.

7. It’s wooden sides creaked and groaned.

8. Water splashed all the crew member’s faces.

9. The boat dropped back into the seas foamy waters.

10. Theirs job sounds harder than life on dry land!


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• Some possessive pronouns are used before nouns (my, your, his, her, its, our, your, their).

• Some possessive pronouns can stand alone (mine, yours,

his, hers, its, ours, theirs).

Rewrite the following paragraph. Be sure all possessive nouns

and pronouns are used correctly.

Me name is Robert, and this is mine wife, Florence. That’s her’ given name, but she prefers to be called Fluffy. Let us show you around our’s home. Down the hall we have our’s offi ces. The one on the left is mines, and the one on the right is Fluffy’s. My offi ce is where we keep our’s jewels. They were my mother’s. My father bought them for her on he’s many trips abroad. He used to travel a lot to take pictures of exotic animals. On his’s trips, he photographed rhinos, zebras, and ostriches.

Ima and the Great Texas Ostrich RaceGrade 4/Unit 494


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Circle the letter before the possessive pronoun that correctly

completes each sentence.

1. Belinda’s hometown was small, and main street had

only a few houses.

a. his

b. our

c. its

d. their

2. People walked to the diner to have breakfast and

chat.

a. their

b. your

c. my

d. her

3. Although fi rst trip to visit Belinda was in June, this

year I’m going in January.

a. his’s

b. theirs

c. my

d. her

4. Belinda likes the town because family was one of the

fi rst to settle there.

a. my

b. their

c. our

d. her

5. In fact, the town gets name from her great-great-

grandmother.

a. hers

b. their

c. its

d. my




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Grammar:Pronouns and Homophones

• Homophones are words that sound alike but have different

spellings and meanings. Two, to, and too are homophones.

• Its, their, and your are possessive pronouns.

• It’s, they’re, and you’re are contractions for it is, they are,

and you are.

• Be careful not to confuse possessive pronouns with

contractions that sound the same.

A. Read each sentence below. Then circle the correct word in

parentheses to complete each sentence.

1. If we don’t protect certain species, (their, they’re) likely to die.

2. If you visit a museum, (your, you’re) likely to learn something new.

3. When you go, remember to bring (your, you’re) camera.

4. (Its, It’s) important to take notes about what you’ve seen.

5. (Their, They’re) stories kept us on the edge of our seats.

6. If it’s after four o’clock, (its, it’s) time for us to go.

7. (Its, It’s) strange to be at school on a Saturday.

8. Surely (your, you’re) amazed that we fi nished the project on time.

9. I hope that the teacher appreciates (its, it’s) size and quality.

10. (Your, You’re) going to be happy with the grade we got.

B. Write two, too, or to to complete each sentence.

11. You don’t have join us at the mall.

12. We have visited shoe store times.

13. Next time we hope you can come, .

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Grammar:

Pronouns and Homophones

• Homophones sound alike but have different meanings

and spellings.

• Its, their, and your are possessive pronouns. It’s, they’re, and

you’re are contractions for it is, they are, and you are.

• The word there means “in that place.” It sounds just like their and they’re.

Write the homophone that correctly completes each sentence.

1. their they’re there

Go to Florida and explore the warm, clear waters .

2. Its It’s

not uncommon to wake up late on weekends.


My parents came from Asia, and relatives still live

there.

4. Its It’s

an adventure to travel to foreign countries.

5. its it’s

The town plunged into darkness when power lines went

down.


The state capital is a busy place, and many politicians live

.

7. your you’re

Which one is favorite: the pie or the cake?


No matter which one is your favorite, both available at

the counter.

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• An apostrophe takes the place of letters left out of a contraction.

• Possessive pronouns do not have apostrophes.

• Be careful not to confuse possessive nouns with contractions.

A. Read the pairs of sentences below. Then write the correct

form of the underlined incorrect contraction or possessive

pronoun on the line.

1. Their about to start boarding the fl ight to Boston.

2. I checked my bags and my parents put there’s in the overhead bins.

3. Its almost time for our fl ight to take off.

4. My suitcase has a green tag on it’s handle. What’s on you’re luggage?

5. Your going to enjoy having a window seat.

B. Read each sentence below. Then decide if the underlined

word in each sentence is a possessive noun or a contraction.

Write your answer on the line provided.

6. The world’s oceans are home to millions of creatures.

7. The world’s fi lled with wonders.

8. Some people think that my sister’s a wonderful singer.

9. My sister’s singing lifts our spirits.

10. We asked the neighbors if their plans had changed.

Grammar:Contractions and

Possessives

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Grammar:

Pronouns and Homophones

• Its, their, and your are possessive pronouns.

• It’s, they’re, and you’re are contractions for it is, they are,

and you are.

• The word there means “in that place.” It sounds just like the

homophones their and they’re.

Rewrite each sentence in the following short essay. There are six

homophone mistakes.

Airplanes can be a scary way to travel for some people. Their afraid to be so high off the ground. Some people feel cramped in the plane’s small space, two. Luckily, there are programs that can help. In one, travelers take short trips and learn to overcome there fears over time. In another, they learn ways to ignore the plane’s noises or it’s sudden movements. Some fl iers like too think of peaceful places. Others listen to soothing music. Its up to you to decide which way works best.

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Grammar:Pronouns and Homophones

Read each sentence. Choose either the possessive pronoun or

the contraction to complete the sentences.

its it’s

Our school’s Great Paper Airplane Race is about to begin! Since

raining outside, we’ve moved the event into the

gym. I think my plane will win for best design. I have painted colorful

designs on wings. I hope that a

good flyer, too!

your you’re

“When ready to launch,” the teacher said, “raise

hand. And remember that not

allowed to step over the starting line.”

their they’re there

There’s a landing zone on the other side of the gym. I hope my plane

can make it . Three other students couldn’t fly

planes more than ten feet. Now

asking if they can try again. I don’t think ever going

to get their planes . They put too many stickers on

paper planes.

its it’s

The race is over. For some of us, been a great

event. For others, the contest hasn’t lived up to

name. No matter how far they flew, fun to see all

the airplanes on display at the end.

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• Adjectives are words that describe nouns or pronouns. For

example, adjectives may tell what a noun or pronoun looks,

sounds, smells, tastes, or feels like. They may also describe

something’s purpose (for example, sleeping bag).

• Adjectives may be placed before a noun or pronoun.

• Adjectives may come after the words a, an, and the.

• Adjectives may follow a linking verb.

Read the sentences below. Write each adjective on the line

provided. Some sentences may have more than one adjective.

1. The park has big mosquitoes.

2. My mother wanted a little house with many books.

3. That short, smart woman is the doctor.

4. She feared that she would be late for the meeting.

5. This book is long and difficult.

6. The large pot had a strong smell.

7. The waves looked dangerous.

8. The chef had clean, sharp knives.

9. Our neighbor was rich.

10. When she saw the dog, she let out a loud, high scream.

11. The dog was friendly and clean.

12. The bookshelves are high.

13. Her father had a loud, scratchy voice.

14. The road was not steep at all.

15. They cooked the eggs in a frying pan.

Grammar:Adjectives

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Grammar:Adjectives

• Proper adjectives are formed from proper nouns. A proper

adjective begins with a capital letter.

• Some proper adjectives describe languages, races, or

nationalities.

• Brand names are often proper adjectives.

• Common adjectives are not formed from proper nouns.

Do not capitalize common adjectives.

On the line, rewrite each proper adjective correctly.

1. Today I sat and read in the thomas jefferson room library.

2. I understand many spanish words and phrases.

3. Many students at the school are hispanic.

4. I read about a chinese custom of having brides wear red at weddings.

5. The room had a shelf of books about asian countries.

6. This library has more books than both springfield libraries put together.

7. I won’t miss the chill of minnesota winters.

8. I lived near the canadian border, where it got very cold.

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• Use quotation marks at the beginning and end of a person’s exact words.

• Use a comma before the opening quotation mark if the sentence begins before the quote. Use a comma before the closing quotation mark if a sentence continues after the quote.

• Use quotation marks before and after the titles of short works.

Rewrite each sentence correctly by adding commas and quotation marks where they belong.

1. Our class just finished reading a great story, The Lion and the Queen.

2. Mr. Peterson asked, Did you like the story?

3. We liked it very much the students said.

4. Then let’s put on a play about it, the teacher said.

5. Mr. Peterson looked around and said James, you can play the lion.

6. That’s great! I’m really excited,” said James with a grin.

7. Grace raised her hand and asked Can I play the queen?

8. Mr. Peterson said Sure, as long as the rest of the class doesn’t mind.

Grammar: Punctuation

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Grammar: Adjectives

• Proper adjectives are formed from proper nouns. A proper adjective begins with a capital letter.

• Common adjectives are not formed from proper nouns. Do not capitalize common adjectives.

• Use quotation marks to begin and end direct quotations.

Rewrite each sentence in the paragraph below. Remember to punctuate quotations correctly. Capitalize proper adjectives. Use a separate page, if necessary.

The spanish bookstore on the corner is different from the huge japanese bookstore nearby. Both stores have lots of interesting, exciting books. But that’s the only way they are alike. The small store on the corner is warm and dim. It is filled with old and unusual books. The japanese store is bright and cool and Big. We carry some korean and chinese books and all the latest Japanese graphic novels,” said Ms. Yamada. She gives new customers a copy of her eassay “The Joys of asian Novels.

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Grammar:Adjectives

A. Complete each sentence with an adjective from the box

below. Remember to capitalize any proper adjectives.

reddish atlantic british lonely ohio

1. My dog gets when he’s by himself.

2. I gathered shells on the sandy shore.

3. My cousin’s hair is long and .

4. We live in a little town.

5. The announcer’s voice sounded .

B. Choose the group of words that best completes each

sentence. Circle the letter of your choice.

6. I brought home a kitten.

a. Fluffy, white,

b. fluffy, white

7. The house was .

a. warm and cozy

b. warm and Cozy

8. Her hamster is .

a. large, brown, and shy

b. large Brown and shy

9. This book contains words.

a. common spanish

b. common Spanish

10. The car had tags.

a. yellow New Jersey

b. yellow New jersey

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• An article is a type of adjective. These words are articles: a, an, the.

• An article comes before the noun it describes. other words sometimes come between the article and the noun it introduces.

Read each sentence. Put one line under each article. Put two lines under the noun that each article points out.

1. The snake bared his fangs.

2. Father and his family took a different path home.

3. Many villagers went to speak to the elders.

4. They went to see Desert Woman to ask a favor.

5. She placed a noisy rattle on Snake’s tail.

6. Rattlesnake continued to threaten the animals.

7. They needed an animal that would make Rattlesnake behave.

8. Desert Woman molded a strange new bird from clay.

9. Roadrunner practiced dancing until he could twirl like a twister.

10. Roadrunner raced down the road to find Rattlesnake.

11. Rattlesnake let out an angry hiss.

12. He struck, but Roadrunner hopped out of the way.

13. Roadrunner danced around Rattlesnake like a whirlwind.

14. Rattlesnake made a promise not to frighten everyone anymore.

15. All the children thanked Roadrunner for helping them.

16. Now the road was safe for everyone to use.

Grammar: Articles

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• The words a, an, and the are special adjectives called articles.

• Use a and an with singular nouns.

Write the article in each sentence on the line provided.

1. Carson was a spoiled child.

2. He was upset because he had missed the program.

3. His mother told him not to throw a fit.

4. Carson wanted to go away on a trip.

5. His mother tried to think of an excuse not to go.

6. She had promised to attend a wedding.

7. He was hoping to get a piece of cake.

8. Everyone complained about the weather.

9. Mother thought Glenn would make a good husband.

10. The couple looked forward to a dance.

11. Her father gave her a beautiful necklace.

12. Carson forgot to sign the guest book.

13. His mother told him a story about elves.

14. Carson thought Glenn looked like an elf.

Grammar:Using a and an correctly

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• Use a and an with singular nouns.

• Use a if the next word starts with a consonant sound.

• Use an if the next word starts with a vowel sound.

• Use the with singular nouns that name a particular person,

place, or thing.

• Use the before all plural nouns that name particular people,

places, or things.

Each sentence is missing two articles. Add the articles and write

the sentences correctly.

1. Who is boy who lost front tooth?

2. He told doctor it was accident.

3. Tennis ball hit his mouth during game.

4. Tooth had been loose for week anyway.

5. Thank goodness doctor said new tooth would take its place.

6. Now boy makes whistling sound when he speaks.

7. He sang song way that way at school assembly.

8. Teacher said he should become entertainer.

Grammar:Using a and an correctly

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• Use a and an with singular nouns. • Use a if the next word starts with a consonant sound.• Use an if the next word starts with a vowel sound. • Use the with singular nouns that name a particular person, place, or thing.

• Use the before all plural nouns.

Rewrite each sentence in the poster below. Remember to use a, an, and the correctly. Add articles where they are missing.

VICEROY ELEMENTARY SCHOOL ANNOUNCESA THIRD ANNUAL ARTS AND CRAFTS SHOW!

show will take place on Saturday, March 28.If you have a art project or an craft project to display,

please let fourth-grade art teacher know.Gift card worth $30 will be awarded

to artist who wins first place.

Grammar: Articles

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A. Circle the letter before the sentence that uses articles correctly.

1. a. Our dog is not allowed to eat from my plate.

b. Our dog is not an very obedient pet.

c. I would not share my dinner with our dog.

2. a. They made movie out of the book.

b. There was an actor in it whom I liked.

c. Some day I would like to be a actress.

3. a. I liked the character of Voltrina, the sassy robot.

b. Voltrina is funniest character in the film.

c. It’s hilarious to hear robot talk that way.

4. a. What is moral of story?

b. I enjoyed the story.

c. Tell me a important event from the story.

B. Circle the letter before the article that correctly completes

each sentence.

5. Which of characters did you like best?

a. a

b. an

c. the

6. There wasn’t happy ending for the evil twins.

a. a

b. an

c. the

7. Did mayor present the award at the ceremony?

a. a

b. an

c. the

8. At first they hid the award behind orange curtain.

a. a

b. an

c. the

Grammar:Articles

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Grammar: Adjectives

That Compare

• Add -er to most adjectives to compare two people, places,

or things.

• Add -est to most adjectives to compare more than two.

Read each sentence. Underline the adjective in parentheses that

correctly completes the sentence.

1. Have you ever imagined exploring the (deeper, deepest) waters of the

ocean?

2. The sun looks (brighter, brightest) on the water than it does on land.

3. The Pacific Ocean looks (bluer, bluest) than the Atlantic Ocean.

4. The blue whale is the (larger, largest) mammal of all.

5. The deep water is (colder, coldest) than the shallow water by the shore.

6. This shell is the (prettier, prettiest) shell I found today.

7. This seaside park is the (larger, largest) one in the country.

8. It is so much (quieter, quietest) under water than it is on the surface.

9. The colors of this fish are the (stranger, strangest) I have ever seen.

10. Andrea is a (faster, fastest) swimmer than Eric.

11. Which of the waves do you think is (higher, highest)?

12. My towel is (sandier, sandiest) than yours.

13. This fish is (smaller, smallest) than the other one.

14. My shell collection is (better, best) than Ralph’s.

15. This rock is the (heavier, heaviest) of them.

16. Andrea can stay afloat (longer, longest) than Cyril can.

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• Add -er to most adjectives to compare two people, places,

or things.

• Add -est to most adjectives to compare more than two.

• The comparative form of good is better. The superlative form

of good is best.• The comparative form of bad is worse. The superlative form

of bad is worst.

Rewrite the sentences below, correcting the form or spelling of

the underlined adjective.

1. After the sun went down, the air felt chilliest than before.

2. I think the trails are gooder than they were last year.

3. Dad climbed the bigger tree in the forest.

4. I wonder which mountain is the taller one of all.

5. The park rangers are the smarter people in the park.

6. The water is calmest than it was yesterday.

7. The winds are badder than they were this morning.

8. That weekend was our better vacation ever!

Grammar:Adjectives

That Compare

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• An introductory phrase comes at the beginning of a sentence.

• Use a comma to separate long introductory phrases from the rest of the sentence.

• An interjection is a word or a phrase that shows emotion.• Use a comma to separate interjections from the rest of a sentence.

• If the interjection shows a very strong emotion, use an exclamation mark.

Fix the sentences. Add commas after the introductory phrases or interjections.

1. Over the past hundred years many plants and animals have disappeared from our national parks.

2. Oh did you know that elk have been reintroduced to the Great Smoky Mountains National Park in North Carolina?

3. For more than 150 years there had been no elk in North Carolina.

4. Without all the elk around there were fewer plants for small animals to eat and fewer small animals for big animals to eat.

5. Well 28 elk were reintroduced into the national park.

6. Ever since then researchers have been studying the elk.

7. By studying signals from special collars researchers can tell how the elk are doing.

8. In the very first year of the study 11 baby elk were born.

9. Wow that is wonderful!

10. Yes the researchers are hoping that the natural balance will be restored to the park.

Grammar: Introductory Phrases

and Interjections

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Rewrite the title and each sentence in the response to literature

below. Remember to use -er and -est endings correctly with

adjectives. Be sure to capitalize proper nouns, names, and titles.

Response to “helping our National parks”

I enjoyed reading this article. After learning about national parks, I think that they are some of the goodest places to visit in our country. Now I know how we can make them cleaner and prettyer.

Litter is one of the baddest problems facing our parks. Visitors to places like yellowstone and big bend should not leave a spot dirtiest than it was when they arrived. Biger signs may help. It’s also important to make finding trash cans more easy. We can all do a gooder job keeping america clean!

Grammar:Adjectives

That Compare

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A. Read each sentence. Write yes if the underlined adjective is the

correct form or the correct spelling. Write no if it is not the correct

form or the correct spelling.

1. The top of the mountain was the windyer place I had ever been!

2. The river had a stronger current after the rains.

3. The hole in our tent grew badder as the wind blew.

4. This backpack has the brightest colors of all.

5. It’s warmest in this water than over there.

6. That is the best looking view of all.

B. Read each sentence. Use the correct form of the adjective in

parentheses. Write it on the line.

7. This wolf has the (long) tail I have ever seen!

8. Compared to this morning, the sun is (bright) than

before.

9. That boat is the (safe) of all.

10. September is one of the (bad) months for hurricanes.

11. This sandwich tastes (good) than the other one.

12. You swim (fast) than I do.

Grammar:Adjectives

that Compare

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• For long adjectives, use more and most to compare people,

places, or things.

• Use more to compare two people, places, or things.

• Use most to compare more than two.

Write more or most to complete each sentence correctly.

1. Your brownie delight is the delicious dessert of all.

2. The pastry chef had an even enormous belly than

my father.

3. He made the interesting cakes I have ever seen.

4. New York City is exciting than my hometown.

5. But for me, North Carolina will always be the

comfortable place in the world.

6. Their kitchen was the glorious mess I had ever

seen!

7. I thought my birthday would be pleasant if all of my

friends could be there.

8. This birthday turned out to be the special birthday

ever.

9. My friend Doug was familiar with party games than

I was.

10. This summer vacation was enjoyable than last

year’s vacation.

11. Could this get exciting than yesterday?

12. This is the fun I’ve ever had.

Grammar:Comparing with More and Most

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places, or things.



• For some common two-syllable adjectives, such as happy and

healthy, use the ending -er or -est instead.

Rewrite each sentence. Use the correct form of the adjective.

1. The shore is the more excitingest place I’ve ever been.

2. The sounds of the boats outside made me feel more awaker than at home.

3. At first, my aunt seemed more caringer than my uncle.

4. My visit to their house is the most happier time I can remember.

5. My friends are most importanter to me than they used to be.

6. My little sister is the most artisticest person I know.

7. I was more carefuller with this project than I usually am.

8. My mother makes the more excellentest smoothies I have ever tasted.

Grammar:Comparing withMore and Most

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Combine each pair of sentences. Write the new sentence.

1. Acoralreefismadeupoftinyanimalscalledcoralpolyps.Acoralreefisahometomillionsoflivingthings.

2.Somecoralpolypshaveskeletonsthatmovebackandforthinthewater.Theseskeletonsaresoft.

3.Othercoralpolypshaveskeletonsthatmakeupthecoralreef.Theseskeletonsarehard.

4.Allcoralpolypscatchfoodwiththeirtentacles.Tentaclesarebodypartsthatlooklikelittlearms.

5.Coralpolypseatplankton.Planktonaretinyplantsandanimalsthatfloatinthewater.

• Adjectivescanbeusedtocombinetwosentencesintoonelongersentence.

• Appositivescanbeusedtocombinetwosentencesintoonelongersentence.

• Commasareusedtosetoffmanyappositivesfromtherestofthesentence.

Grammar: Combining Sentences

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places, or things.



Rewrite each sentence in the introduction speech below. Remember

to use more and most correctly with adjectives.

I would like to introduce our most new snorkeling guides, Mitch and Annabelle. They are two of the intelligentest divers in the state. Even though Annabelle is most experienced than Mitch, they share the same love of the ocean. Mitch knows where to find the most unusualer fish in the sea. Annabelle has explored the island caves and their mysticaler underwater caverns. Swimming along the reef with them is more safe than swimming in a pool. Together they will show you some of the more amazing sights you’ve ever seen!

Grammar:Comparing withMore and Most

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A. In each sentence, find the adjective that compares.

Circle your answer.

1. My sister is more musical than my brother is.

a. sister

b. more musical

c. musical than

d. brother is

2. Chicago is one of the most popular of all cities to visit.

a. Chicago

b. the most

c. most popular

d. all cities

3. My guidance counselor is the most generous person I know.

a. most generous

b. guidance

c. generous person

d. I know

B. Choose the correct adjective to complete each sentence.

Circle your answer.

4. My sister was about my trip than my brother was.

a. curious

b. curiouser

c. more curious

d. most curious

5. John is the of all three children.

a. responsible

b. responsiblest

c. more responsible

d. most responsible

6. That is the idea I ever heard.

a. original

b. originalest

c. more original

d. most original

Grammar:Comparing with More and Most

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• The adjective good becomes better or best when it is used

to compare.

• Use better to compare two people, places, or things.

• Use best to compare more than two.

Write better or best to complete each sentence correctly.

1. The aquarium is one of the places to see

tropical fish.

2. The new theater has sound than the old one.

3. The comedy was a movie than the action film.

4. He thought the choice would be the award-winning

film.

5. This theater has snacks than the one downtown.

6. I had a understanding of whales after the

documentary.

7. My friend Milo thought the animals were actors than

the people.

8. The way to see the movie is in 3-D.

9. We had the seats in the entire theater.

10. I’m sure I’ll get a grade when I retake the exam.

11. Watching the film was the way to study for it.

12. I will visit the library to find books on the subject.

Grammar:Comparing with Good and Bad

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• The adjective bad becomes worse or worst when it is used to

compare.

• Use worse to compare two people, places, or things.

• Use worst to compare more than two.

Write worse or worst to complete each sentence correctly.

1. Rough seas from the storm created conditions for

swimming.

2. During the part of the storm, the waves were

ten feet high.

3. Some of the flooding occurred along the coast.

4. Our neighbors’ house had damage than ours.

5. Things got even when the power went out.

6. The thought of falling down the stairs in the dark was Noreen’s

fear.

7. The thunder made a noise than the rushing water.

8. The cold felt than the rain for the rescue workers

outside.

9. This is the disaster to ever hit our area.

10. We had weather last month, but not for so long.

11. Gloomy Glenda always focuses on the outlook.

12. She has a personality than my bitter cousin Kevin.

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1. Agraywhalehasabrainthatisthesizeofacar’sengine.Itsbrainislarge.

2.Graywhalescommunicatewitheachother.Theyuselowrumblesandloudclicks.

3.Flukingiswhenagraywhaleraisesitstailupintheairandthendives.Thetailiswideandflat.

4.Agraywhaleisbreaching.Itisleapingoutofthewaterandsplashingbackin.

5.Graywhalesswimnorthintheearlyspring.Theyareheadedtotheirsummerhomes.

• Adjectivescanbeusedtocombinetwosentencesintoonelongersentence.

• Participial phrasescanbeusedtocombinetwosentencesintoonelongersentence.

• Useacommaaftertheparticipial phrasewhenitcomesatthebeginningofthesentence.

Grammar: Combining Sentences with Adjectives and Participial Phrases

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Grammar:Comparing withGood and Bad

Rewrite each sentence in the scientific observation below.

Remember to use forms of good and bad correctly.

QUESTION: What is the bestest way to approach a wild animal?OBSERVATIONS: Calm animals have relaxed muscles, heads, and necks.Frightened animals may raise their heads and tense their muscles. Flattenedears are the most worst signs of fear in some animals.

When wild animals may be present, it is always more good to have an adult to call for safety. Animal control officers say the more better plan of action is sometimes to take no action. They don’t want to make a bad situation even more bad by startling the animal. CONCLUSION: Approaching a wild animal is never a good idea. The most good thing you can do is to prevent the situation from getting worser.

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A. Read each sentence. Write yes if the underlined adjective is

the correct form of good. Write no if it is not correct.

1. I think the carnival would be the better place in the world to

work.

2. This ride is better than that one.

3. Summer is the best of all seasons.

4. I remember this story the better of all.

5. Cotton candy is a best snack than caramel corn.

6. This amusement park is the better of them.

7. My throwing arm is better than yours.

8. This prize is best than the other one.

B. Read each sentence. Decide if the missing adjective is worse

or worst. Write it on the line.

9. Chocolate is one of the foods you could give to pets.

10. Chocolate is much for animals than it is for humans.

11. I had a sore throat than my sister.

12. This is the flu I have ever had in my life.

13. Last year’s weather was bad, but this year’s weather is .

14. This show is the one I’ve seen.

15. Illness left our team in shape than the others.

16. We played the game of the season so far!

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Grammar:Adverbs

• Adjectives and adverbs should not be confused.

• An adjective describes nouns. It gives information about a

person, place, or thing.

• An adverb tells more about the verb, such as how, when,

or where an action takes place.

Read each sentence and look at the underlined word. Then tell if

the word is an adjective or an adverb.

1. People quickly moved to the exit when the alarm rang.

2. The inventors hoped to become rich men.

3. I like to read interesting stories about animals.

4. Show your father the jewelery that you found recently.

5. The boy dug deeply into his pocket to reach the last dime.

6. I do not think that this ring is made of real gold.

7. On our fi eld trip, our guide led us through a dark tunnel.

8. The two cows were standing by a muddy road.

9. Dad always wanted to travel back in time to see how his old

neighborhood used to look.

10. They eagerly waited for the delivery truck to arrive.

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Grammar:Adverbs

• An adverb is a word that tells more about a verb.

• Some adverbs tell how an action takes place. These adverbs

may describe how completely an action is performed.

• Some adverbs tell when an action takes place. These

adverbs may describe how often an action takes place.

• Some adverbs tell where an action takes place.

Underline the adverb in each sentence. Then write if the adverb

tells how, when, or where the action takes place.

1. My mother and I went to the library together for new recipes.

2. Tomorrow we will visit our local museum of natural history.

3. Were they traveling far in search of a discount?

4. Did Marcia fi rst fi nd the dress on sale?

5. The dairy built a new ice cream parlor nearby.

6. We patiently waited for the team roster to be posted.

7. Our uncle examined the newspaper thoroughly.

8. He carelessly threw the coins into the toll booth.

9. That crossing guard looked at them suspiciously.

10. We then found the key to reach the next level.


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• Good is an adjective and is used to describe nouns.• Well is an adverb that tells how about a verb.• Do not confuse the adjective good with the adverb well.• Use well as an adjective when you refer to someone’s health.

Complete each sentence by writing the word good or well on the line.

1. Today our team did in the class treasure-hunt game.

2. Our teacher hid the treasure pieces so that they were very hard to find.

3. It was a experience to win the game for a second year.

4. The other team also did , but we found the pieces faster than they did.

5. Though I didn’t feel , I helped find the last, hidden treasure piece.

6. This river is a place to look for gold pieces.

7. Grandfather, would it be a idea to look for gold in the river?

8. If we pan for gold all day and night, we should do .

9. We can have a time swimming in the water if we do not find anything.

10. Is your father feeling enough to come with us?

Grammar: Good vs. Well

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• An adverb is a word that tells more about a verb.

• Some adverbs tell how an action takes place.

• Most adverbs that tell how end in -ly. They are formed by

adding -ly to an adjective. The adverb well also tells how.

A. Read the magazine article below, and circle the six incorrect

adverbs. Then write the words correctly on the lines below.

Raising horses and ponies as pets is different from having a cat or dog join the household. Families frequent encounter problems they hadn’t expected at fi rst. Perhaps because these animals spend most of their time outside, the new owners mistaken think, “Out of sight, out of mind.” What might start off as a small challenge may quick become a huge nightmare.

First, check the animal’s health history good. Make sure that it is up to date on any treatments or vaccines. Having a veterinarian inspect the animal is a good idea. Next, consider where you’ll keep the animal. Most people don’t usual have spaces large enough to fully exercise a large animal. Lastly, understand the budget. Large animals eat large amounts of food, which can cost a great deal. If you plan careful enough, you enjoy many fi ne years with your new companion!

1. 3. 5.

2. 4. 6.

B. Rewrite the above article with the correct adverbs on the lines.

Grammar:Adverbs


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Grammar:Adverbs

Read each sentence. Then using the clue in the parentheses,

circle the letter of the correct adverb that completes each

sentence.

1. After the new apartments were built, many people moved .

(where?)

a. there c. briefl y

b. well d. quietly

2. Our family packed to avoid any breakage. (how?)

a. today c. carefully

b. outside d. ahead

3. My mother shouted when she saw the beautiful view. (how?)

a. well c. around

b. next d. gleefully

4. Her shouting was so loud, it could be heard . (where?)

a. outside c. often

b. fi rst d. silent

5. people came from everywhere to ask what was happening.

(when?)

a. Forcefully c. Eagerly

b. Wisely d. Soon

6. they realized it was good news, not bad. (when?)

a. Unhappily c. Immediately

b. Excitedly d. Nearly


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• An adverb can compare two or more actions.• Add -er to short adverbs to compare two actions. Add -est to short adverbs to compare more than two actions.

• Use more or most to compare adverbs that are long or that end in -ly.

• Use more to compare two actions and most to compare more than two actions.

A. Add -er or -est to each boldfaced adverb to complete the sentences below.

1. fast My brother runs than I do.

2. close The spaceship traveled to Mars than Venus.

3. hard I think she works of any student in the class.

B. Complete each sentence using more or most.

4. Do you use the computer often at home or at school?

5. Which swimmer started quickly of all?

6. Does Craig or Ana write neatly?

Grammar: Comparing with

Adverbs

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Grammar:Comparing with

Adverbs

• Use more or most to form comparisons with adverbs that

end in -ly or with longer adverbs. Use more to compare two

actions. Use most to compare more than two actions.

• To make comparisons using the adverb well, use better and best.

• To make comparisons using the adverb badly, use worse

and worst.

A. Use more or most with the underlined adverb in each first

sentence to complete the two sentences that follow.

1. The car that Heinrich drove shook harshly as it hit the bump.

The next car shook as it rumbled past.

But the old pickup truck shook of all.

2. The police offi cer moved speedily toward the accident.

The fi refi ghter ran the of all toward the scene.

The fi refi ghter reacted than the police offi cer.

B. Use better or best or worse or worst to replace the underlined

adverb in the two sentences that follow.

3. Carla sings well when she is by herself.

Carla sings when she rehearses with the band.

But Carla sings of all when she is on stage.

4. He sings badly when it is very hot.

He sings when he is sick than when he is healthy.

He sings of all when he has a cold.

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• Every sentence begins with a capital letter.• Use the correct end mark for each sentence.• Capitalize proper nouns and proper adjectives, such as Asia.• Capitalize the first word in the title of a book or the name of a historical event, as well as each important word after that.

• Capitalize the first word in a quotation that is a full sentence.• Use a comma to separate three items in a series, as well as before coordinating conjunctions that join compound sentences.

Rewrite each sentence correctly by adding commas and quotation marks where they belong. Luis: sara, are carpenter ants a type of american ant?

Sara: a book I read, the world of ants, says that carpenter ants dig wood!

Luis: yes, after they dig the wood, they live in the caverns they made.

Sara: Three kinds of ants are the queen the males and the workers.

Luis: the other ants take special care of the queen.

Sara: what are those little white things, luis?

Luis: those are lots of eggs but only the queen produces them.

Sara: they must be very strong and some look very big!

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Grammar:Comparing with

Adverbs

A. Read the magazine article below and circle six incorrect uses of adverbs.

Last week, a baby bird was lucky found in a nest near school. The winds blew coldly than the bird could stand, so it chirped loud and hid inside the nest. Then a boy and his uncle heard it chirping frantically than it had earlier. It was the tiniest bird they had ever seen.

They kind took the bird to the zoo. Because the workers there are taking good care of it, the bird is doing much more well than before.

B. Rewrite the above article with the correct adverbs on the lines below.


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A. For each of the adverbs below, write the form you would use to compare two things. Then choose one of the adverbs you formed and use it in a sentence.

1. cute

2. curiously

3. careful

4. soon

5. gloomily

6. tall

7. young

8.

B. For each of the following adverbs, write the form you would use to compare more than two things. Then choose one of the adverbs you formed and use it in a sentence.

9. graciously

10. playfully

11. poor

12. heavily

13. hard

14. sweetly

15. sad

16.

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• A negative is a statement that means “no.” Most statements can be changed to a negative form: I like chess. I do not like chess.

Rewrite each sentence by changing it to a negative form.

1. Hakeem wants to study science.

2. He likes to be near dirt and bones.

3. His teacher thought he would pass her class.

4. He is happy when science class begins.

5. Hakeem had seen a piece of amber.

6. His opinion of science has changed.

7. Hakeem does get bored in class now.

8. There is a better way to thank his teacher for what she did.

Grammar: Negatives

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Grammar: Negatives

• A negative is a word that means “no.”

• Many verbs with not can be made into contractions.

Rewrite each sentence by replacing the verb and not with a

contraction.

1. Imagine if we did not know anything about eating well.

2. What if there was not any information on product labels?

3. A long time ago, people were not as careful about what they ate.

4. There was not any effort made to make foods more healthful.

5. We did not have ways to do research and experiments.

6. There were not as many laboratories as there are today.

7. Years ago, there was not as much emphasis on good nutrition.

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Grammar: Correcting Double

Negatives

• Do not use two negatives in the same sentence.

• You can fix a sentence with two negatives by removing one.

• You can correct a sentence with two negatives by changing

one negative to a positive word.

Rewrite each sentence below by dropping a negative or

changing one negative to a positive word.

1. I haven’t found nothing in this area yet.

2. Our team didn’t waste no time fi nding the answer.

3. Don’t never go out in the bright sun without putting on a hat.

4. There isn’t no place to fi nd a good price on furniture.

5. I wouldn’t never want to see a wild lion in real life.

6. Doesn’t no one know about the new contest online?

7. The team couldn’t fi nd the hidden clues nowhere.

8. The slow runner didn’t win no trophy for fi nishing last.


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A. Read the personal essay below. Underline the sentences that contain two negatives.

The New Kid in Class

Last month, I started going to a new school. I didn’t know nobody at this school. At first, I thought there wasn’t no way I would be comfortable here.

The teacher introduced me to the class. I had to tell them a little about myself. Everyone was laughing at me. I didn’t have no idea what to say. I told the class about how I’d seen a real bear far off in the woods.

Instead of laughing at me, the students were all listening to me. They asked me lots of questions. I still don’t know if I’ll get used to this new school, but my first day didn’t turn out so bad.

B. Rewrite the personal essay, correcting the sentences that contain two negatives.

Grammar: Negatives

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Grammar: Negatives

A. Each numbered sentence contains two negatives. Circle the

answer choice that best revises it.

1. Sue can’t think of nothing more exciting than fl ying overseas.

a. Sue can think of anything more exciting than fl ying overseas.

b. Sue can’t not think of anything more exciting than fl ying overseas.

c. Sue can’t think of anything more exciting than fl ying overseas.

d. Sue can think of nothing no more exciting than fl ying overseas.

2. No one nowhere had found a cheaper ticket than this one.

a. No one never had found a cheaper ticket than this one.

b. No one anywhere had found a cheaper ticket than this one.

c. Not no one anywhere had found a cheaper ticket than this one.

d. Nobody nowhere had found a cheaper ticket than this one.

3. Isn’t the sunset not always a golden color?

a. Isn’t any sunset always a golden color?

b. Is the sunset never no golden color?

c. Is the sunset always no golden color?

d. Isn’t the sunset always a golden color?

4. That new stadium isn’t nowhere near here.

a. That new stadium is anywhere near here.

b. That new stadium isn’t not nowhere near here.

c. That new stadium isn’t nowhere ever near here.

d. That new stadium is nowhere near here.

5. The tourists didn’t have no maps to fi nd the city park.

a. The tourists didn’t have any maps to fi nd the city park.

b. The tourists did have no maps to fi nd the city park.

c. The tourists didn’t never have maps to fi nd the city park.

d. The tourists did have none maps to fi nd the city park.

6. Nobody never knew that the tunnel was right under them.

a. Nobody not never knew that the tunnel was right under them.

b. Nobody didn’t never know that the tunnel was right under them.

c. Nobody ever knew that the tunnel was right under them.

d. No one never knew that the tunnel was right under them.


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• A preposition comes before a noun or pronoun and relates

that noun or pronoun to another word in a sentence.

• Common prepositions are about, above, across, after, around, at, before, behind, by, down, during, for, from, in, into, near, of, on, over, to, under, and with.

Complete each sentence by adding a preposition.

1. Papa brought home a little treat the kids.

2. Mama never complained the children’s messes.

3. The two brothers did not agree their father’s plans.

4. Only the family knew the safe’s location.

5. There was no place their home where they could

cash the check.

6. Driving the rickety old bridge was not a good idea.

7. The model airplane fl ew the ground.

8. Katherine took her fi rst train ride almost six years

the baby was born.

9. Riding the fi re truck was an adventure.

10. I like the wind my hair.

11. The farmer parked his tractor the fi eld.

12. He left the plans the fl oor.

Grammar:Prepositions

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A. Underline the prepositional phrases in the following sentences.

1. Last summer, my parents went on a camping trip.

2. The birds fl ew over a group of boys.

3. Ruth helped her parents by managing their shop.

4. In their letters, they told her everything they were doing.

5. Brent said that the state park was a safe place for campers.

6. The campfi re smoke drifted in the air.

7. The boys gathered more fi rewood from the ground.

8. They came home to the city with a new idea.

9. Our parents worked from day to night.

10. Together we drew up designs for their new store.

B. Write an object pronoun on the line to complete each sentence.

11. The crowd applauded the actress and gave roses to .

12. The role was diffi cult, but had prepared for well.

• A prepositional phrase is a group of words that begins

with a preposition and ends with a noun or pronoun.

Prepositional phrases can convey location, time, or direction.

• When a pronoun follows a preposition, it should be an object

pronoun, such as me, you, him, her, it, us, or them.


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• Use quotation marks at the beginning and end of a person’s exact words. Begin a quotation with a capital letter.

• Begin a new paragraph each time a new person speaks.• Use quotation marks for the titles of short works.

Rewrite this passage correctly. Add quotation marks and capital letters where needed. Begin new paragraphs whenever necessary.

what are you making, Rashid? I’m making a paper airplane, Papa, but I can’t get it to fly, said Rashid. it looks good, but maybe you need to make the wings longer, his father answered. okay, Papa, what else? well, your grandmother used to open a little space in the middle of the plane for air to travel through. now, let’s see what happens. Hey, it’s flying, Papa! yelled Rashid.

Grammar: Review Using

Quotations

Snowflake Bentley Grade 4/Unit 6

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Grammar: Prepositions

Read the interview below. Then rewrite each line by switching the preposition in each phrase with the correct one from another sentence.

1. “CaptainReilly,whatdoyoulikemostinsideexploringspace?”

2.“IlikethefeelingthatIamaboutanotherworld.It’sexciting.”

3. “Whatisyourjobtothespaceshuttle?”

4. “Ihelptheothercrewmemberswithrepairsfromtheship.”

5. “Whatcankidslearnforexploringspace?”

6. “Exploringspacecanhelpkidsabovetheirscienceandmathclasses.”

7. “Doyouhaveanyadviceinouraudience?”

8. “Yes.Thereisawholeworldwithyou,kids.Discoverit!”

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A. Complete each sentence below by writing the missing

preposition.

1. Quentin tossed the game controller the air.

2. Polly looked down his new hobby.

3. Quentin sold videogame secrets to kids school.

4. Polly’s character wandered the maze.

5. She asked Quentin how to get back the building.

6. He posted his suggestions her Web page.

7. She grew bored and moved a different game.

B. Underline the prepositional phrase in each of the sentences

below.

8 We spent weeks preparing for the season’s fi rst snowstorm.

9. On December 14, the fi rst storm rushed up the coast.

10. At fi rst the snowfl akes danced lazily above the ground.

11. Soon you could hardly see beyond your hand.

12. We shoveled a path to the street.

13. On the television, the reporter listed school closings.

14. The cars were buried beneath the snow.

15. Luckily we had stored away plenty of food.



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• Two sentences can be combined by adding a prepositional phrase to one sentence.

Combine the pairs of sentences below by adding a prepositional phrase. Then underline the words you added to join the two sentences.

1. Today our class went bird-watching. We were at the park.

2. There were many birds to see. They were in the trees.

3. I could see a baby bird. It was inside a small nest.

4. The baby bird was crying. It was crying with its mouth open.

5. There was a mother bird. She was above the baby.

6. The mother fed the baby. She fed the baby by giving her a worm.

7. The baby bird hid. She hid inside the nest.

8. The mother bird flew across. She flew to another tree.

Grammar: Sentences Using

Prepositions

How Ben Franklin Stole the Lightning Grade 4/Unit 6

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Practice

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Ma

cmill

an

/McG

raw

-Hill

Grammar:

Sentences Using Prepositions

Two sentences can be combined by adding a prepositional

phrase to one sentence. If the prepositional phrase begins the

sentence, a comma is often inserted at the end of the phrase.

A. Rewrite the pairs of sentences below, using the prepositional

phrase to combine them into one sentence.

1. The weather service issued warnings. They were about the storm.

2. The rain started to fall. It started after midnight.

3. Lightning struck the tree. The tree was near the house.

4. The river rose up. It rose up above its banks.

5. We piled up sandbags. We piled them along the river.

B. Combine each pair of sentences below. Begin the new

sentence with a preposition. Add a comma at the end of the

prepositional phrase.

6. The sun came out. It came out after the storm.

7. A rainbow appeared. It was in the eastern sky.

How Ben Franklin Stole the Lightning Grade4/Unit 6

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Practice

Name

© M

acm

illa

n/M

cGra

w-H

ill


1. Vonda got a new computer game. The game was about electricity.

2. Vonda pressed a button, and lightning fi lled the screen. It happened

suddenly.

3. She had to stop the lightning. She had less than a minute.

4. She won the fi rst game. She won it easily.

5. She played the game again. She played after dinner.

6. Lightning zapped her houses. The houses were on the computer screen.

• Adverbs can be used to combine two sentences into one

longer sentence.

• Prepositional phrases can be used to combine two

sentences into one longer sentence.

Grammar:Combining Sentences


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Practice

Name©

Ma

cmill

an

/McG

raw

-Hill

Grammar:

Sentences Using Prepositions

Read the passage below. Combine each pair of underlined

sentences into one sentence by adding a prepositional phrase.

Write the combination sentences on the lines below.

I read an interesting book. It was about cyclones. The book says that cyclones are the most powerful kinds of storms. These storms turn around. They turn in a circle. They absorb energy and concentrate it in a small area. Scientists study how they develop. They can develop into tornadoes and hurricanes.

These storms can cause great damage. This damage comes from high winds, heavy rains, and severe lightning. In fact, scientists measure storms by how much damage they cause. Now I understand a lot more when I watch the weather report on television. The pictures in the book show you what the storms look like from outer space. Some of them are quite beautiful even though they are dangerous!

1.

2.

3.

4.


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Practice

Name

© M

acm

illa

n/M

cGra

w-H

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Study the sentences below. Then circle the choice in which the

sentences are combined correctly.

1. They saw the kite fl ying. It was fl ying in the western sky.

a. They saw a fl ying kite the western sky.

b. They saw the western kite fl ying in the sky.

c. They saw the kite fl ying in the western sky.

2. The kite soared and dipped. It was above the trees.

a. Above the trees, the kite soared and dipped.

b. The kite soared and dipped the trees.

c. Above the kite, the trees soared and dipped.

3. Storm clouds gathered. They gathered along the horizon.

a. Storm clouds gathered the horizon.

b. Along the storm, the horizon gathered.

c. Storm clouds gathered along the horizon.

4. The man pulled the kite down. He pulled it out of the sky.

a. The man pulled the kite and the sky down.

b. The man pulled the kite down out of the sky.

c. The man out of the sky pulled the kite down.

5. We raced to our cars. Our cars were near the entrance.

a. We raced our cars to the entrance.

b. We raced to our cars were near the entrance.

c. We raced to our cars near the entrance.

6. The storm knocked down two trees. The trees were in the park.

a. The storm knocked down trees in two parks.

b. The storm knocked down two trees in the park.

c. The storm knocked down two in the park trees.

Grammar:Sentences Using

Prepositions


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