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By the Editors of TIME For Kids

TCM 10131

Level

6G

RAMM

AR, USAG

E, & MECHAN

ICS

Name

Essential tools and resources for student writers!

Level 6TCM

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1 Sentences Kinds of Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–2

Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3–4

2 Nouns Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5–6

Common and Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7–8

Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9–10

3 Verbs Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11–12

Direct Objects and Transitive and Intransitive Verbs . . . . . . . . 13–14

Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15–16

Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17–18

Main and Auxiliary Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19–20

Principal Parts of Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21–22

Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23–24

4 Adjectives Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25–26

Articles and Demonstrative Adjectives . . . . . . . . . . . . . . . . . . . . 27–28

Proper Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29–30

Comparing with Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31–32

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5 Adverbs Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33–34

Comparing with Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35–36

6 Negatives Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37–38

7 Prepositions Prepositions and Prepositional Phrases . . . . . . . . . . . . . . . . . . 39–40

8 Pronouns Subject and Object Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . 41–42

Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43–44

9 Conjunctions Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45–46

10 Capitalization and Punctuation Guide Titles of Books, Magazines, Poems, and Songs. . . . . . . . . . . . . 47–48

Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49–50

Other Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51–52

Quotations and Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53–54

Apostrophes with Contractions and Possessives . . . . . . . . . . . . . 55–56

Fragments and Run-on Sentences. . . . . . . . . . . . . . . . . . . . . . . 57–58

11 Usage Guide Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59–60

Frequently Misspelled Words . . . . . . . . . . . . . . . . . Inside back cover

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Verb Tenses

The tense of a verb tells when the action or state of being takes place. The present tense describes action that is happening now.

Tony collects stamps.

The birds call to each other.

Verb Tenses

The past tense describes action that has already happened. To form the past tense of most verbs, add –ed. The spelling of some verbs must be changed before –ed is added.

Underline the verb in each sentence. Write the verb tense on the line.

My grandfather raises horses in Kentucky. __________________

I took horseback riding lessons at a stable outside of town. __________________

Claire will compete in the show next Saturday. __________________

Her little sister enjoyed last year’s show. __________________

Now she wants to take riding lessons. __________________

After the show, the horses will munch hay in the barn. __________________

●1 Show What You Know

The future tense describes action that is going to happen in the future. To form the future tense of most verbs, use the main verb with the auxiliary verb will or shall.

I shall meet you at noon.

The hobby shop will close at two o’clock.

For verbs ending in –e, drop the –e and add –ed.

For verbs ending in a consonant and –y, change the –y to –i and add –ed.

For many verbs ending in a single vowel and a consonant, double the final consonant and add –ed.

Forming the Past Tense of Regular Verbs Examples

save saved

worry worried

shop shopped

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Verb Tenses

Fill in the blanks with the correct forms of the verbs in parentheses. Use auxiliary verbs where necessary. Write the tense above the verb.

Someday, Ronald __________________________ his collection of rocks. (organize)

He ________________________ the rocks and stones from the creek bed last summer. (collect)

Now he ________________________ for information in an encyclopedia. (search)

In school yesterday, Inez ________________________ him about his collection. (ask)

Then they ________________________ for a long time about their hobbies. (talk)

Inez’s mother ________________________ geology in college a long time ago. (study)

Perhaps Inez’s mother ________________________ Ronald with his collection. (help)

Do you have a hobby or favorite weekend activity? How did you first become interested in your hobby? What do you plan to do next? Write a short speech to deliver to a small group of classmates about your hobby or activity. Write at least three sentences, and use each tense (the past, the present, and the future) at least once.

●2 Take It Up a Notch

●3 On Your Own

Are you uncertain about when to choose will and when to choose shall for forming the future tense? Many writers are confused about will and shall. In the past, most English teachers taught their students to use shall with I or we to indicate future action, and to use will with I and we only to emphasize a strong intention. Today, many respected writers and speakers do not use shall, and so will is a safer choice when you are in doubt.

TFK Tips for Writers

Are you uncertain about when to choose will and when to choose shall for forming the future tense? Many writers are confused about will and shall. In the past, most English teachers taught their students to use shall with I or we to indicate future action, and to use will with I and we only to emphasize a strong intention. Today, many respected writers and speakers do not use shall, and so will is a safer choice when you are in doubt.

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Irregular Verbs

Verbs with past and past participle tenses not formed in the regular way are called irregular verbs. Memorize any verbs below that are new to you. Just like regular verbs, irregular past participles use has and have to show action that began in the past but continues in the present or is completed in the present. Had is used to show action that began and was completed in the past.

Irregular Verbs

Beatrice has thought about a career as a musician. __________________

For the past two years, she has taken piano lessons. __________________

Yesterday, she sang a solo at the concert. __________________

Austin has chosen the violin as his instrument. __________________

Last night, his dad drove him to orchestra rehearsal. __________________

He had heard Itzhak Perlman in concert a year ago. __________________

Underline the irregular past and past participle verb forms in the sentences below. Then write the present tense verb on the line at the end of each sentence.


Verb Past Past Participle

choose chose chosen

do did done

drive drove driven

fly flew flown

go went gone

grow grew grown

hang hung hung

hear heard heard

Verb Past Past Participle

know knew known

say said said

sing sang sung

speak spoke spoken

take took taken

think thought thought

wear wore worn

write wrote written

Itzhak Perlman, world-class musician


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Proofread the following concert review for the local newspaper. Find eleven mistakes and correct them, using proofreader’s marks.

Proofreading Power!

Below is a conversation between two friends before a concert. Fill in each blank with the past or past participle form of the verb used in the first sentence.

Kiki: Tony wears a tuxedo tonight. Last year, Cameron ____________________ one.

Connor: His dad grows a beard every year. He has ____________________ one every winter.

Kiki: He never breaks with tradition. He ____________________ his leg once, though.

Connor: Do you know Cameron’s mother? I have ____________________ her since last winter.

Kiki: She flies planes for a living. Tonight, she ____________________ here for the concert.

Connor: Cameron speaks of her often. She has ____________________ to our class on Career Day.

Kiki: She also writes music. She ____________________ a song for this concert.

Last night, a concert was gave by the chorus and teh orchestra

of the local middle school. When the conductor taked the stage,

the applause was thunderous. For years, Mr. Herman has beed

a favorite with the town’s musical fans. The concert begun

with a melodic piece that was wrote by our mayor. Miss Bruno

conducteded the choir. The choirs’ soloists all sung well. They

weared formal attire that gived an air of dignity to the occasion.

The orchestra played and the choir sanged like professionals.

Indent paragraph

Add

Add a period

Delete

Capitalize

Make lowercase

Reverse

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Subject and Object Pronouns

A pronoun is a word that takes the place of a noun. The noun that the pronoun replaces is called the antecedent. The antecedent may or may not be in the same sentence as the pronoun that it replaces.


Use a subject pronoun to replace a noun that is the subject of a sentence, or to replace a noun that follows a form of the verb to be. Use an object pronoun to replace a noun that is either a direct object or the object of a preposition.

My friends and I started a book club. We want to share books and talk

about them. Glen suggested that Katrina choose the first book for us. She

chose a mystery called The Dark Secret of Meadow Middle School. Tim

and I volunteered to see if the public library had it. The librarian told us

that the book was very popular. I am reading it now. It is about a girl and

a boy who solve mysteries. They find clues and follow them. The clues

often lead them into dangerous situations.

Underline the subject and object pronouns in the paragraph below. Label the subject pronouns with S and the object pronouns with O.


Name yourself last when you use I or me with nouns or other pronouns.

Glen and I are starting a book club. Call Katrina and me tomorrow.

antecedent pro-

After Yousef finished writing, he asked Mary to read his story.

Mary read his story with interest. It was fascinating.

Subject Pronouns

Singular Plural

I, you, he, she, it we, you,

Object Pronouns

Singular Plural

me, you, him, her, it us, you,


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Circle each pronoun. Draw a line from the pronoun to its antecedent.

Candace and Conrad carefully examined the lockers. They had been broken into yesterday.

Conrad noticed that the locker doors had no marks on them, so they probably had not been

forced open. Candace told Conrad that she thought there were two thieves. Perhaps one of them

learned the combinations to the lockers, and the other one broke into them. All the school’s

locker combinations were in a file, and it was on Ms. Kemp’s computer. The thieves could have

discovered the combinations if they knew the password. Candace and Conrad realized that they

would have to watch that computer to see how many people had access to it.

Work with a small group of classmates to finish the story started above. Choose a person to begin by writing one sentence on a sheet of paper. Then the paper is passed to the next person, who composes a sentence to follow the first one. Make sure that the paper goes around the circle twice before someone writes the sentence that solves the mystery. After you have finished the story, work as a group to underline the pronouns and circle their antecedents. If there is a pronoun without a clear antecedent, some rewriting might be necessary.


●3 On Your Own

Remember that your reader needs to be sure what each pronoun’s antecedent is. When you are editing your writing, make sure that each pronoun you have used has an antecedent that is close to the pronoun that refers to it. If the antecedent is too far from the pronoun, your reader may become confused.

TFK Tips for Writers Remember that your reader needs to be sure what each pronoun’s antecedent is. When you are editing your writing, make sure that each pronoun you have used has an antecedent that is close to the pronoun that refers to it. If the antecedent is too far from the pronoun, your reader may become confused.

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