grammar practice book - greater albany public...
TRANSCRIPT
GrammarPractice Book
Teacher EditionGrade 6
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ISBN 10 0-15-349919-2ISBN 13 978-0-15-3499197
1 2 3 4 5 6 7 8 9 10 073 12 11 10 09 08 07 06
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ContentsTHEME 1
Lesson 1 Sentences .................................................................................................. 3Lesson 2 Subjects and Predicates .............................................................................. 5Lesson 3 Compound Subjects and Predicates ........................................................... 7Lesson 4 Simple and Compound Sentences ............................................................. 9Lesson 5 Review .................................................................................................... 11
THEME 2
Lesson 6 Prepositional Phrases ................................................................................ 12Lesson 7 Clauses and Phrases; Complex Sentences ................................................. 14Lesson 8 Compound-Complex Sentences .............................................................. 16Lesson 9 Common and Proper Nouns .................................................................... 18Lesson 10 Review .................................................................................................... 20
THEME 3
Lesson 11 Singular and Plural Nouns ........................................................................ 21Lesson 12 Possessive Nouns ..................................................................................... 23Lesson 13 Subjective and Objective Case Pronouns; Antecedents ............................. 25Lesson 14 Possessive and Reflexive Case Pronouns; Indefinite Pronouns ................... 27Lesson 15 Review .................................................................................................... 29
THEME 4
Lesson 16 Adjectives ................................................................................................ 30Lesson 17 Main and Helping Verbs ........................................................................... 32Lesson 18 Action and Linking Verbs ......................................................................... 34Lesson 19 Verbs: Simple Tenses; Present Tense ......................................................... 36Lesson 20 Review .................................................................................................... 38
THEME 5
Lesson 21 Verbs: Simple Tenses; Past and Future ...................................................... 39Lesson 22 Principal Parts of Verbs ............................................................................. 41Lesson 23 Regular and Irregular Verbs ...................................................................... 43Lesson 24 Verbs: Perfect Tenses ................................................................................ 45Lesson 25 Review .................................................................................................... 47
THEME 6
Lesson 26 Verbs: Progressive Forms ......................................................................... 48Lesson 27 Contractions ........................................................................................... 50Lesson 28 Adverbs ................................................................................................... 52Lesson 29 Punctuation: Quotation Marks and Colons ............................................... 54Lesson 30 Review .................................................................................................... 56
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Nam
eSe
nte
nce
s
Less
on
1La
bel
eac
h s
ente
nce
as
decl
arat
ive,
inte
rrog
ativ
e, im
pera
tive
,o
rex
clam
ator
y.
1.
Goo
d co
med
ians
are
com
fort
able
in fr
ont
of a
n au
dien
ce.
2.
I li
ke jo
kes
abou
t p
ets.
3.
Wha
t is
you
r fa
vorit
e jo
ke?
4.
Tel
l me
a kn
ock-
knoc
k jo
ke.
5.
Tha
t is
a r
eally
sill
y st
ory!
6.
Can
you
list
en t
o m
y co
med
y ro
utin
e?
7.
Sur
e, I
wou
ld lo
ve t
o!
8.
Suz
anne
, lis
ten
to M
igue
l’s n
ew jo
ke.
9.
How
do
you
thin
k of
a p
unch
line
?
10.
My
side
s hu
rt fr
om la
ughi
ng.
Rew
rite
eac
h s
ente
nce
by
usin
g c
orr
ect
pun
ctua
tio
n a
nd
cap
ital
izat
ion
. Th
en id
enti
fy t
he
typ
e o
f se
nte
nce
.
11.
why
did
the
chi
cken
cro
ss t
he r
oad
12.
tha
t’s a
n ol
d jo
ke
13.
lo
ok t
he a
udie
nce
mem
bers
in t
he e
ye
14.
how
do
com
edia
ns le
arn
to t
ell j
okes
15.
tha
t jo
ke is
so
funn
y
decl
arat
ive
decl
arat
ive
inte
rrog
ativ
e
impe
rativ
e
excl
amat
ory
inte
rrog
ativ
e
excl
amat
ory im
pera
tive
inte
rrog
ativ
e
decl
arat
ive
Why
did
the
chic
ken
cros
s th
e ro
ad?
inte
rrog
ativ
e
That
’s a
n ol
d jo
ke. d
ecla
rativ
e
Look
the
audi
ence
mem
bers
in th
e ey
e. im
pera
tive
How
do
com
edia
ns le
arn
to te
ll jo
kes?
inte
rrog
ativ
e
That
joke
is s
o fu
nny!
exc
lam
ator
y
1G
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mar
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Nam
eSe
nte
nce
s
Less
on
1U
nd
erlin
e ea
ch in
terj
ecti
on
.
1.
Wow
! You
r fa
mily
dro
ve fr
om S
an D
iego
to
the
Gra
nd C
anyo
n!
2.
Gee
, peo
ple
driv
e to
o fa
st!
3.
You
tra
vele
d al
mos
t 55
0 m
iles?
Wow
!
4.
Boy
, how
long
did
it t
ake?
5.
Loo
k, t
here
’s t
he h
otel
! Hur
ray!
6.
Yes
, the
hot
el h
as a
poo
l.
7.
You
hik
ed t
o th
e bo
ttom
of t
he G
rand
Can
yon?
Ter
rific
!
8.
Who
a! T
urn
left
at
the
seco
nd t
raffi
c lig
ht.
9.
Hey
, wha
t tim
e do
you
leav
e?
10.
Gos
h, it
is h
ot!
Rew
rite
eac
h s
ente
nce
, ad
din
g a
n in
terj
ecti
on
.
11.
I h
ave
a bl
iste
r.
12.
It
is a
long
way
to
the
bott
om.
13.
The
wal
k ba
ck is
up
hill.
14.
Slo
w d
own.
15.
I d
rop
ped
you
r sa
ndw
ich.
Ouch
! I h
ave
a bl
iste
r.
Wow
, it i
s a
long
way
to th
e bo
ttom
.
Ugh!
The
wal
k ba
ck is
uph
ill.
Hey,
slo
w d
own.
Who
ops!
I dr
oppe
d yo
ur s
andw
ich.
Poss
ible
resp
onse
s ar
e sh
own. 2
Gra
mm
ar P
ract
ice
Bo
ok
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Nam
e
Less
on
1
(1) T
he
Sea
rs T
ow
er is
on
e o
f th
e ta
lles
t b
uil
din
gs
in t
he
wo
rld
(2) t
he
glas
s-an
d-s
teel
gia
nt
stan
ds
mo
re t
han
11
0 s
tori
es h
igh
.
(3) D
esig
ned
fo
r S
ears
, Ro
ebu
ck, a
nd
Co
mp
any
in 1
96
9. (4
) Wh
at
was
inn
ova
tive
ab
ou
t th
is p
roje
ct?
(5) T
he
eng
inee
r, F
azlu
r R
. Kah
n,
inve
nte
d a
way
to
use
less
ste
el. (6
) On
e h
isto
rian
sai
d, “
Kah
n c
han
ged
hig
h-r
ise
arch
itec
ture
”.
1.
Sen
tenc
e 1
shou
ld e
nd w
ith w
hich
p
unct
uatio
n m
ark?
Aa
que
stio
n m
ark
Ba
per
iod
Ca
com
ma
Dan
end
quo
tatio
n m
ark
2.
Whi
ch w
ord
in S
ente
nce
2 sh
ould
be
cap
italiz
ed?
Ath
eB
glas
sC
gian
tD
stor
ies
3.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
4?A
decl
arat
ive
Bim
per
ativ
eC
excl
amat
ory
Din
terr
ogat
ive
4.
Whi
ch is
a fr
agm
ent?
ASe
nten
ce 3
BSe
nten
ce 4
CSe
nten
ce 5
D
Sent
ence
6
5.
Whi
ch p
unct
uatio
n m
ark
in S
ente
nce
6 is
in t
he w
rong
pla
ce?
Ath
e co
mm
aB
the
first
quo
tatio
n m
ark
Cth
e se
cond
quo
tatio
n m
ark
Dco
rrec
t as
is
6.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
5?A
decl
arat
ive
Bim
per
ativ
eC
excl
amat
ory
Din
terr
ogat
ive
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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Nam
e Se
nte
nce
s
Less
on
1A
dd
wo
rds
to t
he
follo
win
g t
o m
ake
com
ple
te s
ente
nce
s.
Use
co
rrec
t p
unct
uati
on
an
d c
apit
aliz
atio
n. T
hen
iden
tify
th
e ty
pe
of
sen
ten
ce.
1. w
orld
’s la
rges
t ca
tsup
bot
tle in
Illin
ois
2.
sta
nd M
ayor
’s s
tatu
e
3.
the
mod
el o
f the
pla
net
Satu
rn
4.
Am
eric
a’s
Lean
ing
Tow
er
5.
my
favo
rite
stop
Met
rop
olis
, Illi
nois
Rew
rite
eac
h s
ente
nce
wit
h c
orr
ect
pun
ctua
tio
n a
nd
cap
ital
izat
ion
. U
nd
erlin
e th
e in
terj
ecti
on
s.
6.
the
re is
a lo
t of
tra
ffic
ahea
d
7.
we
are
not
on t
he r
ight
roa
d
8.
hey
, set
tle d
own
in t
he b
ack
seat
9.
do
you
have
you
r se
at b
elt
fast
ened
10.
Wow
, the
vie
w is
bea
utifu
l
The
wor
ld’s
larg
est c
atsu
p bo
ttle
is in
Illin
ois.
dec
lara
tive
Stan
d ne
xt to
the
May
or’s
sta
tue.
impe
rativ
e
Whe
re c
an I
find
the
mod
el o
f the
pla
net S
atur
n? in
terr
ogat
ive
Whe
re is
Am
eric
a’s
Lean
ing
Tow
er?
inte
rrog
ativ
e
My
favo
rite
stop
is M
etro
polis
, Illi
nois
. dec
lara
tive
Ther
e is
a lo
t of t
raffi
c ah
ead.
We
are
not o
n th
e rig
ht ro
ad.
Do y
ou h
ave
your
sea
t bel
t fas
tene
d?
Wow
, the
vie
w is
bea
utifu
l!
Poss
ible
resp
onse
s ar
e sh
own.
Hey,
set
tle d
own
in th
e ba
ck s
eat!
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mar
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Nam
eSu
bje
cts
and
Pred
icat
es
Less
on
2U
nd
erlin
e th
e co
mp
lete
sub
ject
an
d c
ircl
e th
e si
mp
le
sub
ject
in e
ach
sen
ten
ce.
1.
My
favo
rite
gran
dmot
her
mak
es D
omin
ican
ric
e.
2.
The
gro
cery
on
the
corn
er s
ells
pla
ntai
ns.
3.
A g
ood
frie
nd li
kes
chic
ken
curr
y.
4.
The
nat
iona
l dis
h is
ste
w.
5.
The
who
le fa
mily
eat
s lu
nch
toge
ther
.
6.
A h
ungr
y co
usin
has
tw
o se
rvin
gs.
7.
The
del
icio
us e
mp
anad
as a
re s
tuffe
d w
ith b
eef.
8.
My
olde
r br
othe
r is
a g
reat
coo
k.
9.
Fam
ily m
eals
are
alw
ays
fun.
Un
der
line
the
com
ple
te p
red
icat
e an
d c
ircl
e th
e si
mp
le p
red
icat
e o
f ea
ch s
ente
nce
.
10.
Tw
o co
untr
ies
shar
e th
e is
land
of H
isp
anio
la.
11.
The
land
scap
e co
nsis
ts o
f mou
ntai
n ra
nges
, val
leys
, and
pla
ins.
12.
Man
y p
eop
le g
row
cof
fee.
13.
Lak
e En
riqui
llo li
es 1
50 fe
et b
elow
sea
leve
l.
14.
The
isla
nd p
rodu
ces
suga
rcan
e, li
vest
ock,
and
cot
ton.
15.
Tou
rists
exp
lore
the
isla
nd.
16.
The
hig
hest
poi
nt is
the
pea
k of
Mou
nt L
a Se
lle.
17.
Far
mer
s cl
ear
fore
sts.
18.
Hur
rican
es c
ause
ser
ious
dam
age.
Wri
te f
ive
sen
ten
ces
abo
ut
you
r fa
vori
te f
oo
ds.
In e
ach
sen
ten
ce, u
nd
erlin
e th
e co
mp
lete
su
bje
ct o
nce
an
d t
he
com
ple
te p
red
icat
e tw
ice.
Th
en c
ircl
e th
e si
mp
le
sub
ject
s an
d t
he
sim
ple
pre
dic
ates
.Ac
cept
reas
onab
le re
spon
ses.
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Nam
eSu
bje
cts
and
Pred
icat
es
Less
on
2A
dd
a c
om
ple
te s
ubje
ct t
o e
ach
pre
dic
ate
to m
ake
a se
nte
nce
. Th
en c
ircl
e th
e si
mp
le s
ubje
ct.
1.
ser
ves
pla
ntai
ns
2.
br
ings
shr
imp
3.
lik
es s
tew
4.
boi
ls t
he g
inge
rroo
t w
ith c
inna
mon
5.
gro
ws
pap
aya
Ad
d a
co
mp
lete
pre
dic
ate
to e
ach
sub
ject
to
mak
e a
sen
ten
ce.
Then
cir
cle
the
sim
ple
pre
dic
ate.
6.
My
mot
her
7.
My
favo
rite
mea
l
8.
The
out
door
mar
ket
9.
The
old
bus
10.
Jua
n’s
olde
r br
othe
r
Poss
ible
resp
onse
s ar
e sh
own.
The
loca
l res
taur
ant s
erve
s pl
anta
ins.
The
thou
ghtfu
l gue
st b
rings
shr
imp.
My
youn
gest
bro
ther
like
s st
ew.
The
Dom
inic
an c
ook
boils
the
ging
erro
ot w
ith c
inna
mon
.
A sk
illed
farm
er g
row
s pa
paya
.
Poss
ible
resp
onse
s ar
e sh
own.
My
mot
her c
ooks
man
y tra
ditio
nal f
oods
.
My
favo
rite
mea
l is
brea
kfas
t.
The
outd
oor m
arke
t sel
ls fr
esh
fruit.
The
old
bus
goes
slo
wly
.
Juan
’s o
lder
bro
ther
eat
s th
e bi
gges
t por
tion.
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mar
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Nam
e
Less
on
2
(1)
Maj
esti
c h
um
pb
ack
wh
ales
live
alo
ng
oce
an c
oas
ts. (
2) T
hei
r
ph
ysic
al f
eatu
res
incl
ud
e lo
ng
nar
row
fli
pp
ers,
an
d r
idg
es o
n t
he
thro
at
and
ch
est.
(3
) L
arge
kn
ob
s co
ver
thei
r h
ead
an
d ja
ws.
(4
) Th
ey e
at v
ery
smal
l oce
an a
nim
als.
(5
) H
um
pb
ack
wh
ales
mak
e a
vari
ety
of
sou
nd
s
for
thei
r “s
on
gs.
” (6
) Th
ey u
se m
oan
s, c
ries
, gro
ans,
an
d e
ven
sn
ore
s in
thei
r so
ngs
.
1.
Whi
ch is
the
com
ple
te s
ubje
ct
of S
ente
nce
1?A
Maj
estic
hum
pba
ck w
hale
sB
hum
pba
ck w
hale
s C
wha
les
Dliv
e
2.
Whi
ch is
the
sim
ple
sub
ject
of
Sen
tenc
e 2?
ATh
eir
Bp
hysi
cal
Cp
hysi
cal f
eatu
res
Dfe
atur
es
3.
Whi
ch is
the
com
ple
te p
redi
cate
of
Sen
tenc
e 3?
Ala
rge
knob
s B
cove
rC
thei
r he
ad a
nd ja
ws
Dco
ver
thei
r he
ad a
nd ja
ws
4.
Whi
ch is
the
sim
ple
sub
ject
of
Sen
tenc
e 4?
ATh
eyB
eat
Cve
ry s
mal
lD
anim
als
5.
Whi
ch is
the
sim
ple
pre
dica
te
of S
ente
nce
5?A
wha
les
Bm
ake
Cva
riety
Dva
riety
of s
ound
s
6.
Whi
ch is
the
sim
ple
pre
dica
te
of S
ente
nce
6?A
use
Bm
oans
Ccr
ies
Dgr
oans
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
7G
ram
mar
Pra
ctic
e B
oo
k
RXE
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K61_
GPB
_007
.indd
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9/06
9:04
:23
AM
6 Student Edition pp. 6–7
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Su
bje
cts
and
Pred
icat
es
Less
on
2C
om
ple
te e
ach
sen
ten
ce w
ith
on
e o
f th
e si
mp
le s
ubje
cts
or
sim
ple
pre
dic
ates
in t
he
bo
x.
1.
e
njoy
s sw
imm
ing
in t
he o
cean
.
2.
The
s
woo
p d
own
for
food
.
3.
My
little
d
igs
a ho
le in
the
san
d.
4.
The
wav
es
on
the
beac
h.
5.
My
aunt
alw
ays
an
umbr
ella
to
the
beac
h.
6.
Man
y fo
rget
sun
scre
en.
7.
a
t th
e do
lphi
ns.
Wri
te c
om
ple
te s
ente
nce
s b
y ad
din
g c
om
ple
te s
ubje
cts
or
com
ple
te p
red
icat
es
or
bo
th.
8.
frie
nd S
usan
9.
rea
d st
orie
s
10.
hav
e su
rpris
e en
ding
s
Sim
ple
Pre
dic
ates
Sim
ple
Su
bje
cts
se
agu
lls
peo
ple
K
im
sist
er
cr
ash
ta
kes
loo
k
Kim seag
ulls
sist
er
cras
h take
s
peop
le
Look
Poss
ible
resp
onse
s ar
e sh
own.
My
frien
d Su
san
writ
es in
her
jour
nal.
I lik
e to
read
exc
iting
sto
ries.
My
favo
rite
stor
ies
have
sur
pris
e en
ding
s.
8G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_008
.indd
8
9/9/
06
9:10
:54
AM
© H
arco
urt
• G
rade
6
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
3
Wri
te a
par
agra
ph
ab
ou
t yo
ur
favo
rite
inve
nti
on
or
inve
nto
r. It
sh
ou
ld in
clu
de
two
se
nte
nce
s th
at h
ave
com
po
un
d s
ub
ject
s an
d t
wo
sen
ten
ces
that
hav
e co
mp
ou
nd
p
red
icat
es.
Un
der
line
the
com
po
und
sub
ject
or
com
po
und
pre
dic
ate
of
each
sen
ten
ce. L
abel
th
e un
der
lined
par
t as
com
poun
d su
bjec
to
rco
mpo
und
pred
icat
e.
1.
The
mirr
or o
f the
tel
esco
pe
refle
cted
ligh
t an
d fo
cuse
d an
imag
e.
2.
Ben
jam
in F
rank
lin, H
ump
hry
Dav
y, a
nd T
hom
as E
diso
n ex
per
imen
ted
with
el
ectr
icity
.
3.
Kar
l Jan
sky
deve
lop
ed r
adio
ast
rono
my
and
dete
cted
rad
io w
aves
from
sp
ace.
4.
Jam
es W
att
rede
sign
ed t
he s
team
eng
ine
and
first
use
d th
e te
rm “
hors
epow
er.”
5.
Dan
iel G
abrie
l Fah
renh
eit,
And
ers
Cel
sius
, and
Lor
d Ke
lvin
mad
e di
scov
erie
s ab
out
te
mpe
ratu
re.
Ad
d a
com
pou
nd
sub
ject
or
com
pou
nd
pre
dic
ate
to e
ach
of
the
follo
win
g t
o m
ake
aco
mp
lete
sen
ten
ce. A
dd
th
e n
umb
er o
f si
mpl
e su
bjec
ts o
r si
mpl
e pr
edic
ates
sh
own
in
par
enth
eses
.
6.
t
ook
us fr
om p
lace
to
pla
ce. (
3)
7.
The
hel
icop
ter
. (
2)
8.
b
oard
ed t
he a
irpla
ne. (
3)
9.
The
flig
ht a
tten
dant
s
. (2)
10.
The
pilo
t
. (2)
Acce
pt re
ason
able
resp
onse
s.
com
poun
d pr
edic
ate
com
poun
d su
bjec
t
com
poun
d pr
edic
ate
com
poun
d pr
edic
ate
com
poun
d su
bjec
t
Poss
ible
resp
onse
s ar
e sh
own.
Trai
ns, c
ars,
and
airp
lane
s
took
off
and
land
ed
Pass
enge
rs, f
light
atte
ndan
ts, a
nd th
e pi
lot
chec
ked
seat
bel
ts a
nd p
oint
ed o
ut e
xits
mad
e an
ann
ounc
emen
t and
sta
rted
the
engi
nes
9G
ram
mar
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e B
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RXE
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9/06
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:39
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7 Student Edition pp. 8–9
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
3C
om
bin
e ea
ch g
roup
of
sen
ten
ces
to m
ake
on
e se
nte
nce
w
ith
a c
om
po
und
sub
ject
.
1.
A
sm
all c
opy
of a
tra
in is
a m
odel
. A s
mal
l cop
y of
an
airp
lane
is a
mod
el. A
sm
all
cop
y of
a c
ar is
a m
odel
.
2.
Arc
hite
cts
mak
e m
odel
s. E
ngin
eers
mak
e m
odel
s. H
obby
ists
mak
e m
odel
s.
3.
Col
lect
ors
build
mod
el r
ailro
ads.
Hob
byis
ts b
uild
mod
el r
ailro
ads.
Fam
ilies
bui
ld
mod
el r
ailro
ads.
4.
The
car
pen
try
is u
nder
the
sce
nery
. The
wiri
ng is
und
er t
he s
cene
ry.
5.
Bas
emen
ts a
re g
ood
pla
ces
to b
uild
mod
el r
ailro
ads.
Gar
ages
are
goo
d p
lace
s to
bu
ild m
odel
rai
lroad
s.
Com
bin
e ea
ch g
roup
of
sen
ten
ces
to m
ake
one
sen
ten
ce w
ith
a c
omp
oun
d p
red
icat
e.
6.
A h
ot-a
ir ba
lloon
ris
es. A
hot
-air
ballo
on d
rifts
.
7.
It
defie
s gr
avity
. It
float
s ab
ove
the
tree
s.
8.
The
hea
ted
air
exp
ands
. The
hea
ted
air
wei
ghs
less
tha
n co
ol a
ir.
9.
Blo
w u
p a
toy
bal
loon
. The
n de
cora
te t
he t
oy b
allo
on.
10.
A h
air
drye
r he
ats
the
air.
A h
air
drye
r ca
uses
the
bal
loon
to
exp
and.
Poss
ible
resp
onse
s ar
e sh
own.
A sm
all c
opy
of a
trai
n, a
n ai
rpla
ne, o
r a c
ar is
a m
odel
.
Arch
itect
s, e
ngin
eers
, and
hob
byis
ts m
ake
mod
els.
Colle
ctor
s, h
obby
ists
, and
fam
ilies
bui
ld m
odel
railr
oads
.
The
carp
entr
y an
d w
iring
are
und
er th
e sc
ener
y.
Base
men
ts a
nd g
arag
es a
re g
ood
plac
es to
bui
ld m
odel
railr
oad
A ho
t-air
ballo
on ri
ses
and
drift
s.
It de
fies
grav
ity a
nd fl
oats
abo
ve th
e tre
es.
The
heat
ed a
ir ex
pand
s an
d w
eigh
s le
ss th
an c
ool a
ir.
Blow
up
and
deco
rate
a to
y ba
lloon
.
Poss
ible
resp
onse
s ar
e sh
own.
A ha
ir dr
yer h
eats
the
air a
nd c
ause
s th
e ba
lloon
to e
xpan
d.
10G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K61_
GPB
_010
.indd
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9/06
9:06
:04
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
3
Tra
ins
and
rai
lro
ad t
rack
s cr
issc
ross
th
rou
gh
ou
t th
is c
ou
ntr
y.
(2) L
oco
mo
tive
s p
rovi
de
po
wer
fo
r tr
ain
s. (3
) Th
ey p
ull
sev
eral
att
ach
ed
rail
road
car
s. (4
) Ste
am d
iese
l an
d e
lect
rici
ty h
ave
all b
een
use
d t
o p
ow
er
trai
ns.
(5) P
asse
ng
er t
rain
s an
d f
reig
ht
hau
lers
mo
stly
use
rai
lro
ad t
rack
s
ori
gin
ally
laid
mo
re t
han
10
0 y
ears
ago
. (6) M
od
ern
-day
co
mm
ute
rs,
tho
ugh
, may
use
an
ele
ctri
c ra
il s
yste
m o
r m
ay d
rive
th
eir
ow
n v
ehic
les.
1.
Whi
ch s
tate
men
t de
scrib
es
Sent
ence
1?
AIt
has
tw
o si
mp
le p
redi
cate
s.B
It h
as t
hree
sim
ple
pre
dica
tes.
CIt
has
tw
o si
mp
le s
ubje
cts.
DIt
has
thr
ee s
imp
le s
ubje
cts.
2.
Whi
ch t
wo
sent
ence
s ca
n be
co
mbi
ned
into
one
sen
tenc
e w
ith a
com
pou
nd p
redi
cate
?A
Sent
ence
s 1
and
2 B
Sent
ence
s 2
and
3C
Sent
ence
s 3
and
4D
Sent
ence
s 4
and
5
3.
Whi
ch o
f the
follo
win
g ha
s a
com
pou
nd s
ubje
ct?
ASe
nten
ce 2
BSe
nten
ce 3
CSe
nten
ce 5
DSe
nten
ce 6
4.
How
man
y si
mp
le s
ubje
cts
does
Se
nten
ce 4
hav
e?A
two
Bth
ree
Cfo
urD
five
5.
Whi
ch s
ente
nce
is m
issi
ng
two
com
mas
?A
Sent
ence
2B
Sent
ence
3C
Sent
ence
4D
Sent
ence
5
6.
Whi
ch s
tate
men
t de
scrib
es
Sent
ence
6?
AIt
has
tw
o si
mp
le p
redi
cate
s.B
It h
as t
hree
sim
ple
pre
dica
tes.
CIt
has
tw
o si
mp
le s
ubje
cts.
DIt
has
thr
ee s
imp
le s
ubje
cts.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
11G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_011
.indd
119/
20/0
69:
15:4
9AM
8 Student Edition pp. 10–11
RXENL08ATE61_GPB.indd 8RXENL08ATE61_GPB.indd 8 10/5/06 1:48:34 PM10/5/06 1:48:34 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e C
om
po
un
d
Sub
ject
s an
d
Pred
icat
es
Less
on
3U
nd
erlin
e th
e co
mp
oun
d s
ubje
ct o
r co
mp
oun
d p
red
icat
e.
Then
cir
cle
the
con
jun
ctio
n.
1.
Airp
lane
s an
d sh
ips
carr
y p
asse
nger
s ov
er lo
ng d
ista
nces
.
2.
Joh
n rid
es h
is b
icyc
le o
r w
alks
to
scho
ol.
3.
The
driv
er fa
sten
s he
r se
at b
elt,
che
cks
her
mirr
ors,
and
sta
rts
the
car.
4.
Bus
es, t
ruck
s, a
nd c
ars
fille
d th
e p
arki
ng lo
t.
Co
mb
ine
each
pai
r o
f se
nte
nce
s to
mak
e o
ne
sen
ten
ce w
ith
a c
om
po
und
sub
ject
or
a co
mp
oun
d p
red
icat
e.
5.
My
sist
er w
ants
a n
ew b
icyc
le. I
wan
t a
new
bic
ycle
.
6.
A b
icyc
le h
as t
wo
whe
els.
A b
icyc
le is
ste
ered
with
han
dleb
ars.
7.
Adu
lts e
njoy
rid
ing
bicy
cles
. Chi
ldre
n en
joy
ridin
g bi
cycl
es.
8.
Ten
-sp
eed
bike
s ha
ve m
ultip
le g
ears
. Tw
elve
-sp
eed
bike
s ha
ve m
ultip
le g
ears
.
9.
Thr
ee-s
pee
d bi
kes
are
heav
y. T
hree
-sp
eed
bike
s do
not
go
very
fast
.
10.
Mic
hael
has
a B
MX
bik
e. K
eysh
awn
has
a BM
X b
ike.
Poss
ible
resp
onse
s ar
e sh
own.
My
sist
er a
nd I
wan
t new
bic
ycle
s.
A bi
cycl
e ha
s tw
o w
heel
s an
d is
ste
ered
with
han
dleb
ars.
Adul
ts a
nd c
hild
ren
enjo
y rid
ing
bicy
cles
.
Ten-
spee
d bi
kes
and
twel
ve-s
peed
bik
es h
ave
mul
tiple
gea
rs
Thre
e-sp
eed
bike
s ar
e he
avy
and
do n
ot g
o ve
ry fa
st.
Mic
hael
and
Key
shaw
n ha
ve B
MX
bike
s.
12G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_012
.indd
12
9/9/
06
9:14
:41
AM
© H
arco
urt
• G
rade
6
Nam
eSi
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
4La
bel
eac
h s
ente
nce
as
sim
ple
or
com
poun
d.
1.
Tra
ck a
nd fi
eld
incl
udes
man
y ch
alle
ngin
g, e
xciti
ng e
vent
s.
2.
Men
and
wom
en c
omp
ete,
but
men
do
not
com
pet
e ag
ains
t w
omen
.
3.
Run
ners
hav
e en
dura
nce,
and
the
y ru
n fa
st.
4.
The
cro
ssba
r of
the
hig
h ju
mp
is fo
ur m
eter
s lo
ng.
5.
The
long
jum
p is
als
o ca
lled
the
broa
d ju
mp
.
6.
The
dec
athl
on in
clud
es t
en d
iffer
ent
even
ts, a
nd t
he p
erso
n w
ho h
as t
he h
ighe
st
ov
eral
l sco
re w
ins.
Rew
rite
eac
h r
un-o
n s
ente
nce
, ad
din
g a
co
mm
a an
d a
co
ord
inat
ing
co
nju
nct
ion
.
7.
Jes
se O
wen
s w
on fo
ur g
old
med
als
he b
ecam
e a
role
mod
el fo
r yo
ung
athl
etes
.
8.
Jac
kie
Joyn
er-K
erse
e is
a g
reat
fem
ale
athl
ete
she
has
won
man
y ch
amp
ions
hip
s.
9.
Car
l Lew
is w
as a
n ou
tsta
ndin
g at
hlet
e in
hig
h sc
hool
he
wen
t on
to
win
nin
e O
lym
pic
gol
d m
edal
s.
10.
Flo
renc
e G
riffit
h Jo
yner
won
an
Oly
mp
ic g
old
med
al h
er fa
ns a
lso
liked
her
sty
le.
sim
ple
com
poun
dco
mpo
und
sim
ple
sim
ple
com
poun
d
Poss
ible
resp
onse
s ar
e sh
own.
Jess
e Ow
ens
won
four
gol
d m
edal
s, a
nd h
e be
cam
e a
role
mod
el fo
r you
ng a
thle
tes.
Jack
ie J
oyne
r-Ke
rsee
is a
gre
at fe
mal
e at
hlet
e, a
nd s
he
has
won
man
y ch
ampi
onsh
ips.
Carl
Lew
is w
as a
n ou
tsta
ndin
g at
hlet
e in
hig
h sc
hool
,
and
he w
ent o
n to
win
nin
e Ol
ympi
c go
ld m
edal
s.
Flor
ence
Grif
fith
Joyn
er w
on a
n Ol
ympi
c go
ld m
edal
,
but h
er fa
ns a
lso
liked
her
sty
le.
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9 Student Edition pp. 12–13
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eSi
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
4To
co
mp
lete
eac
h c
om
po
und
sen
ten
ce, f
ill in
th
e b
lan
k ei
ther
wit
h a
co
mm
a an
d a
co
ord
inat
ing
co
nju
nct
ion
or
wit
h a
sem
ico
lon
.
1.
Gw
endo
lyn
Broo
ks w
as a
poe
t s
he w
rote
abo
ut e
very
day
life.
2.
A n
ewsp
aper
prin
ted
her
poe
ms
a b
ook
of h
er w
ork
was
pub
lishe
d.
3.
Her
poe
ms
wer
e in
tere
stin
g t
hey
show
ed h
ow fa
mili
es s
olve
d pr
oble
ms.
4.
Bro
oks
taug
ht p
oetr
y at
one
col
lege
s
he t
augh
t w
ritin
g at
man
y ot
hers
.
5.
Bro
oks
wan
ted
youn
g p
eop
le t
o re
ad p
oetr
y s
he t
augh
t yo
ung
peo
ple
.
Rew
rite
eac
h p
air
of
sim
ple
sen
ten
ces
as o
ne
com
po
und
sen
ten
ce.
Use
eit
her
a c
om
ma
and
a c
oo
rdin
atin
g c
on
jun
ctio
n o
r a
sem
ico
lon
.
6.
Man
y A
fric
an A
mer
ican
s m
oved
nor
th. H
isto
rians
cal
l thi
s “t
he G
reat
Mig
ratio
n.”
7.
Afr
ican
Am
eric
ans
left
rur
al a
reas
and
jobs
in fa
rmin
g. T
hey
mov
ed t
o ur
ban
area
s an
d jo
bs in
fact
orie
s.
8.
Few
peo
ple
mov
ed d
urin
g th
e G
reat
Dep
ress
ion.
Mor
e m
oved
aft
er W
orld
War
II.
9.
Peo
ple
hea
rd a
bout
jobs
in t
he N
orth
. Job
s w
ere
hard
to
get.
10.
A C
hica
go n
ewsp
aper
enc
oura
ged
peo
ple
to
mov
e no
rth.
It p
rinte
d ad
vert
isem
ents
.
Poss
ible
resp
onse
s ar
e sh
own.
, and
;
;, b
ut, s
o
Poss
ible
resp
onse
s ar
e sh
own.
Man
y Af
rican
Am
eric
ans
mov
ed n
orth
; his
toria
ns c
all t
his
“the
Gre
at M
igra
tion.
”
Afric
an A
mer
ican
s le
ft ru
ral a
reas
and
jobs
in fa
rmin
g;
they
mov
ed to
urb
an a
reas
and
jobs
in fa
ctor
ies.
Few
peo
ple
mov
ed d
urin
g th
e Gr
eat D
epre
ssio
n, a
nd
mor
e m
oved
afte
r Wor
ld W
ar II
.
Peop
le h
eard
abo
ut jo
bs in
the
North
, but
jobs
wer
e ha
rd to
get
.
A Ch
icag
o ne
wsp
aper
enc
oura
ged
peop
le to
mov
e no
rth;
it pr
inte
d ad
verti
sem
ents
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:49
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arco
urt
• G
rade
6
Nam
e
Less
on
4
(1) T
he
stat
e o
f Ten
nes
see
has
th
ree
reg
ion
s ea
ch o
ne
is r
epre
sen
ted
by
a st
ar
on
th
e st
ate
flag
. (2
) E
ast
Ten
nes
see
has
th
e G
reat
Sm
ok
y M
ou
nta
ins,
an
d M
idd
le
Ten
nes
see
has
ro
llin
g f
arm
lan
d. (
3)
Nas
hvi
lle
lies
on
th
e C
um
ber
lan
d R
iver
, an
d it
has
an a
rea
of
49
7 s
qu
are
mil
es. (
4)
Mem
ph
is is
loca
ted
in W
est
Ten
nes
see.
(5
) M
emp
his
is
the
larg
est
city
in t
he
stat
e. (
6)
Nas
hvi
lle
is t
he
cap
ital
.
1.
Whi
ch o
f the
follo
win
g se
nten
ces
is a
ru
n-on
?A
Sent
ence
1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 5
2.
Whi
ch is
the
coo
rdin
atin
g co
njun
ctio
n in
Sen
tenc
e 2?
Aha
sB
but
Can
dD
rolli
ng
3.
Whi
ch o
f the
follo
win
g is
a s
imp
le
sent
ence
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3
DSe
nten
ce 4
4.
Whi
ch o
f the
follo
win
g is
a
com
pou
nd s
ente
nce?
ASe
nten
ce 3
BSe
nten
ce 4
CSe
nten
ce 5
D
Sent
ence
6
5.
Whi
ch o
f the
follo
win
g co
uld
be
com
bine
d to
mak
e a
com
pou
nd
sent
ence
?A
Sent
ence
s 1
and
2B
Sent
ence
s 2
and
3C
Sent
ence
s 3
and
4D
Sent
ence
s 4
and
5
6.
Whi
ch is
the
cor
rect
way
to
com
bine
Se
nten
ces
5 an
d 6?
A,
B, b
utC
or
D; o
r
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
15G
ram
mar
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e B
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10 Student Edition pp. 14–15
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Si
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
4R
ewri
te e
ach
sen
ten
ce w
ith
a c
orr
ect
coo
rdin
atin
g
con
jun
ctio
n.
1.
Mar
y M
cLeo
d Be
thun
e w
as b
orn
in S
outh
Car
olin
a sh
e la
ter
mov
ed t
o Fl
orid
a.
2.
Bet
hune
wen
t to
col
lege
she
had
to
wor
k, t
oo.
3.
She
wor
ked
as a
tea
cher
she
tra
vele
d th
roug
hout
the
Sou
th.
4.
Bet
hune
was
pre
side
nt o
f a c
olle
ge s
he w
as a
ctiv
e in
pol
itics
.
5.
Bet
hune
was
a c
omm
unity
lead
er, s
he a
dvis
ed P
resi
dent
s.
Rew
rite
eac
h c
om
po
und
sen
ten
ce t
o m
ake
two
sim
ple
sen
ten
ces.
6.
The
U.S
. Sup
rem
e C
ourt
mad
e se
greg
atio
n ill
egal
in 1
954;
the
cou
rt c
ase
was
Br
own
v. B
oard
of E
duca
tion.
7.
The
bus
boy
cott
was
a s
ucce
ss, a
nd R
osa
Park
s ha
d sp
arke
d it.
8.
Man
y p
eop
le jo
ined
the
pro
test
, and
the
boy
cott
last
ed fr
om 1
955
to 1
956.
Poss
ible
resp
onse
s ar
e sh
own.
Mar
y M
cLeo
d Be
thun
e w
as b
orn
in S
outh
Car
olin
a,
but s
he la
ter m
oved
to F
lorid
a.
Beth
une
wen
t to
colle
ge, a
nd s
he h
ad to
wor
k, to
o.
She
wor
ked
as a
teac
her,
and
she
trave
led
thro
ugho
ut th
e So
uth.
Beth
une
was
pre
side
nt o
f a c
olle
ge, a
nd s
he w
as a
ctiv
e in
pol
itics
.
Beth
une
was
a c
omm
unity
lead
er, a
nd s
he a
dvis
ed P
resi
dent
s.
The
U.S.
Sup
rem
e Co
urt m
ade
segr
egat
ion
illeg
al in
1954
. The
cou
rt ca
se w
as B
row
n v.
Boa
rd o
f Edu
catio
n.
The
bus
boyc
ott w
as a
suc
cess
. Ros
a Pa
rks
had
spar
ked
it.
Man
y peo
ple
join
ed th
e pr
otes
t. Th
e bo
ycot
t las
ted
from
195
5 to
195
6.
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:29
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arco
urt
• G
rade
6
Nam
e
Less
on
5
(1)
Wh
o in
spir
ed t
he
talk
sh
ow
s o
f to
day
? (2
) P
hil
Do
nah
ue
insp
ired
th
em
(3)
He
hea
rd h
is v
oic
e o
n a
co
lleg
e ra
dio
sta
tio
n. (
4)
He
was
inst
antl
y h
oo
ked
on
rad
io. (
5)
Lat
er h
e w
ork
ed in
rad
io a
s an
an
no
un
cer,
new
s d
irec
tor,
an
d m
orn
ing
new
scas
ter.
(6
) A
TV
tal
k s
ho
w h
ired
him
as
the
ho
st in
19
67
.
1.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
1?A
de
clar
ativ
eB
im
per
ativ
eC
ex
clam
ator
yD
in
terr
ogat
ive
2.
Whi
ch s
ente
nce
is m
issi
ng a
n en
d m
ark?
A
Sent
ence
1B
Se
nten
ce 2
C
Sent
ence
3D
Se
nten
ce 4
3.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
4?
A
decl
arat
ive
B
imp
erat
ive
C
excl
amat
ory
D
inte
rrog
ativ
e
4.
Whi
ch is
the
com
ple
te s
ubje
ct
of S
ente
nce
6?A
A
TV
talk
sho
wB
A
TV
C
talk
sho
wD
sh
ow
5.
Whi
ch is
the
sim
ple
pre
dica
te
of S
ente
nce
5?A
as
the
hos
tB
as
an
anno
unce
r, ne
ws
dire
ctor
, an
d m
orni
ng n
ewsc
aste
rC
w
orke
d D
w
orke
d in
rad
io
6.
Whi
ch is
the
com
ple
te p
redi
cate
of
Sen
tenc
e 3?
A
hear
d B
he
ard
his
voic
eC
he
ard
his
voic
e on
a c
olle
ge
radi
o st
atio
nD
vo
ice
on a
col
lege
rad
io s
tatio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
17G
ram
mar
Pra
ctic
e B
oo
k
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NL0
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K61_
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06
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:49
AM
11 Student Edition pp. 16–17
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
5
(1) T
elev
isio
n b
ecam
e a
par
t o
f A
mer
ican
s’ li
ves
afte
r W
orl
d W
ar I
I w
hen
th
e
firs
t la
rge
TV
au
die
nce
wat
ched
th
e W
orl
d S
erie
s o
f 1
94
7. (
2) T
V p
rod
uce
rs a
nd
scr
ipt
wri
ters
lear
ned
wh
at p
eop
le li
ked
th
rou
gh
tri
al a
nd
err
or.
(3
) M
ilton
Ber
le’s T
exac
o St
ar
The
ater
was
a p
op
ula
r sh
ow
. (4
) M
ilton
Ber
le’s T
exac
o St
ar T
heat
er h
ad m
any
acts
. (5
)
To
day
th
ree
of
the
firs
t n
etw
ork
s ar
e p
op
ula
r an
d s
till
op
erat
e. (
6)
Co
mp
etit
ion
fo
r
view
ers
is m
ore
fie
rce
than
eve
r.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
1.
Whi
ch t
wo
sent
ence
s ha
ve t
he s
ame
subj
ect
and
can
be r
ewrit
ten
as o
ne
sent
ence
?A
Se
nten
ces
1 an
d 2
B
Sent
ence
s 3
and
4 C
Se
nten
ces
4 an
d 5
D
Sent
ence
s 5
and
6
2.
Whi
ch s
ente
nce
has
a co
mp
ound
su
bjec
t?A
Se
nten
ce 1
B
Sent
ence
2C
Se
nten
ce 3
D
Sent
ence
5
3.
Whi
ch s
ente
nce
has
a co
mp
ound
p
redi
cate
?A
Se
nten
ce 3
B
Sent
ence
4C
Se
nten
ce 5
D
Sent
ence
6
4.
Whi
ch o
f the
follo
win
g se
nten
ces
is a
ru
n-on
?A
Se
nten
ce 1
B
Sent
ence
2C
Se
nten
ce 3
D
Sent
ence
4
5.
Whi
ch o
f the
follo
win
g te
rms
best
de
scrib
es S
ente
nce
2?A
co
mp
ound
B
sim
ple
C
run-
onD
co
mm
a sp
lice
6.
Whi
ch is
the
cor
rect
way
to
com
bine
Se
nten
ces
5 an
d 6?
A
, but
B
,
C
, or,
D
; with
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
18G
ram
mar
Pra
ctic
e B
oo
k
RXE
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.indd
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9:23
:59
AM
© H
arco
urt
• G
rade
6
Nam
ePr
epo
siti
on
al
Phra
ses
Less
on
6C
ircl
e th
e p
rep
osi
tio
n a
nd
dra
w a
lin
e un
der
th
e o
bje
ct o
f th
e p
rep
osi
tio
n.
1.
You
pla
y a
viol
in w
ith a
bow
.
2.
A v
iolin
bow
is m
ade
of h
orse
hair.
3.
Exc
elle
nt v
iolin
s ar
e m
ade
by s
kille
d cr
afts
peo
ple
.
4.
Vio
linis
ts a
djus
t th
e bo
w fo
r a
good
ton
e.
5.
The
vio
lin r
ests
on
the
pla
yer’s
sho
ulde
r.
Co
mp
lete
eac
h s
ente
nce
by
add
ing
a p
rep
osi
tio
nal
ph
rase
. Use
th
e w
ord
or
wo
rds
in
par
enth
eses
( )
in t
he
ph
rase
.
6.
We
go
(co
ncer
t)
7.
The
hig
h sc
hool
ban
d p
lays
(
scho
ol)
8.
Ple
ase
do n
ot t
alk
(p
erfo
rman
ce)
9.
The
tru
mp
et p
laye
r si
ts
(sa
xop
hone
pla
yer)
10.
The
mus
icia
ns w
arm
up
(
show
)
11.
We
retu
rn t
o ou
r se
ats
(in
term
issi
on)
12.
I t
ake
viol
in le
sson
s (
neig
hbor
)
13.
Mus
ic c
lass
es t
ake
pla
ce
(co
mm
unity
cen
ter)
14.
You
can
pra
ctic
e (
room
)
15.
The
vio
lin b
ow m
oves
(
strin
gs)
Wri
te d
irec
tio
ns
that
des
crib
e h
ow
to
get
fro
m y
ou
r h
ou
se t
o y
ou
r sc
ho
ol.
Use
on
e p
rep
osi
tio
nal
ph
rase
in e
ach
sen
ten
ce. H
int:
incl
ud
e la
nd
mar
ks t
hat
yo
u p
ass
bef
ore
yo
u m
ake
imp
ort
ant
turn
s.
Poss
ible
resp
onse
s ar
e sh
own.
to a
con
cert.
for t
he w
hole
sch
ool.
durin
g th
e pe
rform
ance
.
besi
de th
e sa
xoph
one
play
er.
befo
re th
e sh
ow.
afte
r the
inte
rmis
sion
.
from
my
neig
hbor
.
at th
e co
mm
unity
cen
ter.
in y
our r
oom
.
acro
ss th
e st
rings
.
Acce
pt re
ason
able
resp
onse
s.
19G
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12 Student Edition pp. 18–19
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
ePr
epo
siti
on
al
Phra
ses
Less
on
6W
rite
eac
h s
ente
nce
by
add
ing
an
ap
pro
pri
ate
pre
po
siti
on
.
1.
We
act
dra
ma
clas
s.
2.
The
sta
ge m
anag
er w
orks
t
he s
cene
s.
3.
We
rehe
arse
one
last
tim
e t
he p
erfo
rman
ce.
4.
The
tea
cher
hel
ps
the
sho
w.
Ch
oo
se t
he
corr
ect
pre
po
siti
on
an
d r
ewri
te e
ach
sen
ten
ce.
5.
Jul
io h
as a
par
t (in
, int
o) t
he c
lass
pla
y.
6.
The
new
set
diff
ers
(fro
m, f
or)
the
last
one
.
7.
The
dire
ctor
cho
oses
(be
twee
n, a
mon
g) fo
ur s
tude
nts
for
the
lead
rol
e.
8.
Jul
io s
tand
s (b
esid
e, b
esid
es)
Ann
a in
the
op
enin
g sc
ene.
9.
Ann
a si
ts (
betw
een,
am
ong)
Mar
ie a
nd H
ecto
r.
10.
The
tea
cher
tel
ls t
he s
tude
nts
to c
hang
e (in
, int
o) t
heir
cost
umes
.
Poss
ible
resp
onse
s ar
e sh
own.
We
act i
n dr
ama
clas
s.
The
stag
e m
anag
er w
orks
beh
ind
the
scen
es.
We
rehe
arse
one
last
tim
e be
fore
the
perfo
rman
ce.
The
teac
her h
elps
dur
ing
the
show
.
Julio
has
a p
art i
n th
e cl
ass
play
.
The
new
set
diff
ers
from
the
last
one
.
The
dire
ctor
cho
oses
am
ong
four
stu
dent
s fo
r the
lead
role
.
Julio
sta
nds
besi
de A
nna
in th
e op
enin
g sc
ene.
Anna
sits
bet
wee
n M
arie
and
Hec
tor.
The
teac
her t
ells
the
stud
ents
to c
hang
e in
to th
eir c
ostu
mes
.
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ram
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9:25
:53
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
6
(1) M
any
mu
sica
ls h
ave
bee
n b
rou
gh
t to
Bro
adw
ay t
hea
ters
. (2) S
om
e
beg
an a
s an
imat
ed m
usi
cals
mad
e fo
r th
e m
ovi
e sc
reen
. (3) B
ecau
se o
f th
eir
succ
ess,
sev
eral
of
thes
e m
usi
cals
hav
e b
een
ad
apte
d f
or
the
thea
ter.
(4) Th
e
fan
tast
ic c
ost
um
es o
f th
e m
usi
cal I
saw
last
wee
k w
ere
des
ign
ed
Juli
e T
aym
or.
(5) Th
e
cost
um
es h
ad p
up
pet
-lik
e p
arts
wit
h c
om
ple
x .
(6)
th
e m
usi
cal I
saw
in M
ay a
nd
th
e o
ne
I sa
w la
st w
eek
, I li
ked
th
e
on
e I
saw
in M
ay b
ette
r.
1.
Whi
ch is
the
pre
pos
ition
al p
hras
e in
Sen
tenc
e 1?
AM
any
mus
ical
sB
have
bee
nC
to B
road
way
the
ater
sD
Broa
dway
the
ater
s
2.
Whi
ch a
re t
he o
bjec
ts o
f the
p
rep
ositi
ons
in S
ente
nce
2?A
Som
e, m
usic
als
Ban
imat
ed, s
cree
nC
anim
ated
, mus
ical
sD
mus
ical
s, s
cree
n
3.
Whi
ch p
rep
ositi
on w
ould
be
BEST
in
the
bla
nk in
Sen
tenc
e 4?
Aas
Bby
Cbe
hind
Daf
ter
4.
Whi
ch a
re t
he p
rep
ositi
ons
in S
ente
nce
3?A
of, o
f, fo
rB
Beca
use,
for
Cse
vera
l, fo
rD
succ
ess,
the
ater
5.
Whi
ch p
rep
ositi
on b
elon
gs in
the
bl
ank
in S
ente
nce
6?A
Thro
ugh
BA
mon
gC
Betw
een
DBe
side
6.
Whi
ch o
f the
follo
win
g is
mis
sing
in
Sent
ence
5?
Aa
dire
ct o
bjec
tB
a co
mm
aC
an o
bjec
t of
the
pre
pos
ition
Da
pre
pos
ition
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
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:31
AM
13 Student Edition pp. 20–21
RXENL08ATE61_GPB.indd 13RXENL08ATE61_GPB.indd 13 10/5/06 1:48:41 PM10/5/06 1:48:41 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Pr
epo
siti
on
al
Phra
ses
Less
on
6C
om
ple
te e
ach
sen
ten
ce. T
hen
lab
el w
hat
yo
u w
rote
as
a pr
epos
itio
nal p
hras
e, p
repo
siti
on, o
r ob
ject
.
1.
Mus
ical
the
ater
com
bine
s st
ory,
son
g, a
nd d
ance
o
ne s
tage
.
2.
The
plo
t a
mus
ical
is s
imp
le.
3.
Man
y m
usic
als
end
.
4.
Mus
ical
s ar
e of
ten
base
d b
ooks
or
hist
oric
al e
vent
s.
5.
Man
y p
eop
le e
njoy
see
ing
a sh
ow w
ith t
heir
.
Rew
rite
eac
h s
ente
nce
by
add
ing
a p
rep
osi
tio
nal
ph
rase
. Use
th
e w
ord
s in
p
aren
thes
es (
) in
th
e p
hra
se.
6.
I li
sten
. (co
ncer
t)
7.
The
sym
pho
ny p
lays
. (fir
ewor
ks)
8.
The
city
bro
adca
st t
he s
ymp
hony
. (ra
dio)
9.
We
stay
ed. (
end)
10.
Let
’s m
ove.
(st
age)
Poss
ible
resp
onse
s ar
e sh
own.
on; p
repo
sitio
n
of; p
repo
sitio
n
with
a fi
nale
; pre
posi
tiona
l phr
ase
on; p
repo
sitio
n
fam
ily; o
bjec
t
Poss
ible
resp
onse
s ar
e sh
own.
I lis
ten
to a
con
cert.
Durin
g th
e fir
ewor
ks, t
he s
ymph
ony
play
s.
The
city
bro
adca
st th
e sy
mph
ony
on th
e ra
dio.
We
stay
ed u
ntil
the
end.
Let’s
mov
e ne
ar th
e st
age. 22
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
K61_
GPB
_022
.indd
22
9/9/
06
9:28
:05
AM
© H
arco
urt
• G
rade
6
Nam
eC
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
7U
nd
erlin
e th
e in
dep
end
ent
clau
ses
on
ce a
nd
th
e d
epen
den
t cl
ause
s tw
ice.
Cir
cle
the
ph
rase
s.
1.
Our
foot
ball
team
is p
roud
bec
ause
the
tea
m is
und
efea
ted.
2.
Aft
er K
aree
m h
urt
his
ankl
e, h
e ha
d to
sit
on t
he b
ench
.
3.
The
cro
wd
chee
red
as S
ean
mad
e th
e w
inni
ng t
ouch
dow
n.
4.
Bec
ause
tor
nado
es a
re n
ear
the
city
, th
e ga
me
was
can
cele
d.
5.
The
qua
rter
back
dis
cuss
ed t
he n
ext
pla
ys w
hile
the
tea
m h
uddl
ed.
6.
Coa
ch P
erez
cal
led
a tim
eout
whe
n th
e op
pos
ing
team
sco
red
a to
uchd
own.
Un
der
line
each
sub
ord
inat
ing
co
nju
nct
ion
. Th
en r
ewri
te e
ach
sen
ten
ce t
o c
orr
ect
the
pun
ctua
tio
n.
7.
Yvo
nne
liked
pla
ying
foot
ball
so m
uch;
tha
t sh
e tr
ied
out
for
the
high
sch
ool t
eam
.
8.
Bec
ause
Tom
cau
ght
the
ball
in t
he e
nd z
one
his
team
sco
red
six
poi
nts.
9.
Alth
ough
Hec
tor
fum
bled
the
bal
l; th
e te
am w
as a
head
six
poi
nts.
10.
Whe
n a
pla
yer
mad
e a
per
sona
l fou
l the
tea
m g
ot a
pen
alty
.
11.
The
tea
m g
ot a
poi
nt, b
ecau
se W
ill k
icke
d th
e ba
ll be
twee
n th
e go
al p
osts
.
12.
Whe
n th
e te
am s
core
d a
goal
the
fans
che
ered
loud
er.
Yvon
ne li
ked
play
ing
foot
ball
so m
uch
that
she
trie
d ou
t
for t
he h
igh
scho
ol te
am.
Beca
use
Tom
cau
ght t
he b
all i
n th
e en
d zo
ne, h
is te
am s
core
d si
x
po
ints
.
Alth
ough
Hec
tor f
umbl
ed th
e ba
ll, th
e te
am w
as a
head
six
poi
nts.
Whe
n a
play
er m
ade
a pe
rson
al fo
ul, t
he te
am g
ot a
pen
alty
.
The
team
got
a p
oint
bec
ause
Will
kic
ked
the
ball
betw
een
the
goa
l pos
ts.
Whe
n th
e te
am s
core
d a
goal
, the
fans
che
ered
loud
er.
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ram
mar
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e B
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:36
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14 Student Edition pp. 22–23
RXENL08ATE61_GPB.indd 14RXENL08ATE61_GPB.indd 14 10/5/06 1:48:43 PM10/5/06 1:48:43 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eC
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
7R
ewri
te e
ach
pai
r o
f se
nte
nce
s to
mak
e o
ne
com
ple
x se
nte
nce
. Use
th
e su
bo
rdin
atin
g c
on
jun
ctio
n in
par
enth
eses
( )
.
1.
The
bat
ter
has
thre
e st
rikes
. He
is o
ut. (
whe
n)
2.
The
bat
ter
hit
a ho
me
run.
He
ran
all t
he w
ay t
o ho
me
pla
te. (
beca
use)
3.
The
pla
yers
on
base
get
rea
dy t
o ru
n. T
heir
team
mat
e is
at
bat.
(w
hile
)
4.
The
pitc
her
thro
ws
the
ball
to s
econ
d ba
se. H
e no
tices
a p
laye
r tr
ying
to
stea
l a b
ase.
(b
ecau
se)
5.
The
um
pire
say
s “s
afe.
” Th
e te
am r
emai
ns a
t ba
t. (
afte
r)
Rew
rite
eac
h p
air
of
sen
ten
ces
to m
ake
a co
mp
lex
sen
ten
ce. U
se a
sub
ord
inat
ing
co
nju
nct
ion
an
d a
co
mm
a w
hen
nee
ded
.
6.
The
bat
ter
got
to fi
rst
base
. The
pitc
her
thre
w fo
ur b
ad p
itche
s.
7.
Thi
rd b
ase
is a
fiel
d p
ositi
on. I
t is
a d
efen
sive
pos
ition
.
8.
The
Bea
rs o
ften
sco
re t
he m
ost
runs
. The
y ar
e no
t th
e be
st t
eam
in t
he le
ague
.
9.
Jen
na is
the
cat
cher
. She
sq
uats
beh
ind
hom
e p
late
.
10.
The
cat
cher
cat
ches
a fo
ul b
all b
efor
e it
hits
the
gro
und.
The
bat
ter
is o
ut.
Poss
ible
resp
onse
s ar
e sh
own.
Whe
n th
e ba
tter h
as th
ree
strik
es, h
e is
out
.
The
batte
r ran
all
the
way
to h
ome
plat
e be
caus
e he
hit
a ho
me
run
The
play
ers
on b
ase
get r
eady
to ru
n w
hile
thei
r tea
mm
ate
is a
t bat
Beca
use
the
pitc
her n
otic
es a
pla
yer t
ryin
g to
ste
al s
econ
d ba
se, h
e th
row
s th
e ba
ll to
the
base
.
Afte
r the
um
pire
say
s “s
afe,
” th
e te
am re
mai
ns a
t bat
.
Poss
ible
resp
onse
s ar
e sh
own.
The
batte
r got
to fi
rst b
ase
beca
use
the
pitc
her t
hrew
four
bad
pi
tche
s.Si
nce
third
bas
e is
a fi
eld
posi
tion,
it is
a d
efen
sive
pos
ition
.
Alth
ough
the
Bear
s of
ten
scor
e th
e m
ost r
uns,
they
are
not
the
best
team
in th
e le
ague
.Be
caus
e Je
nna
is th
e ca
tche
r, sh
e sq
uats
beh
ind
hom
e pl
ate.
Whe
n th
e ca
tche
r cat
ches
a fo
ul b
all b
efor
e it
hits
the
grou
nd,
the
batte
r is
out.
24G
ram
mar
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ctic
e B
oo
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_024
.indd
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9:30
:30
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
7
(1) I
n m
ost
co
un
trie
s, p
eop
le c
all t
he
gam
e o
f so
ccer
foot
ball.
(2) S
ince
man
y
cou
ntr
ies
hav
e fo
otb
all t
eam
s, t
her
e is
mu
ch c
om
pet
itio
n le
adin
g to
th
e W
orl
d
Cu
p. (3
) Lik
e th
e O
lym
pic
s, t
he
Wo
rld
Cu
p is
hel
d e
very
fo
ur
year
s. (4
) Th
e W
orl
d
Cu
p is
diff
ere
nt
fro
m t
he
Oly
mp
ics
bec
ause
all
of
the
bes
t at
hle
tes
pla
y. (5
) Th
e
Wo
rld
Cu
p F
inal
s is
a f
ou
r-w
eek
to
urn
amen
t in
wh
ich
32
nat
ion
s co
mp
ete.
(6) F
oo
tbal
l fan
s w
orl
dw
ide
wat
ch t
he
fi n
als
it
is a
ver
y p
op
ula
r ev
ent.
1.
Whi
ch B
EST
desc
ribes
Sen
tenc
e 1?
AIt
is a
com
pou
nd s
ente
nce.
BIt
is a
com
ple
x se
nten
ce.
CIt
is a
sim
ple
sen
tenc
e.D
It is
a c
omm
a sp
lice.
2.
Whi
ch s
ente
nce
does
NO
T ha
ve a
de
pen
dent
cla
use?
ASe
nten
ce 1
B
Sent
ence
2
CSe
nten
ce 4
DSe
nten
ce 5
3.
Whi
ch b
egin
s Se
nten
ce 3
?A
a de
pen
dent
cla
use
Ban
inde
pen
dent
cla
use
Ca
phr
ase
Da
subo
rdin
atin
g co
njun
ctio
n
4.
Whi
ch B
EST
desc
ribes
Sen
tenc
e 2?
AIt
is a
com
pou
nd s
ente
nce.
BIt
is a
com
ple
x se
nten
ce.
CIt
is a
sim
ple
sen
tenc
e.D
It is
a c
omm
a sp
lice.
5.
Whi
ch is
the
sub
ordi
natin
g co
njun
ctio
n in
Sen
tenc
e 4?
Abe
caus
eB
all
Cfr
omD
diffe
rent
6.
Whi
ch s
ubor
dina
ting
conj
unct
ion
shou
ld b
e in
sert
ed in
Sen
tenc
e 6?
Aw
hich
Bw
hen
Cal
thou
ghD
beca
use
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
25G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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GPB
_025
.indd
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9/06
9:31
:07
AM
15 Student Edition pp. 24–25
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e C
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
7U
nd
erlin
e ea
ch d
epen
den
t cl
ause
an
d c
ircl
e ea
ch
sub
ord
inat
ing
co
nju
nct
ion
.
1.
A b
aske
tbal
l gam
e st
arts
with
a ju
mp
bal
l, w
hen
each
of t
wo
opp
osin
g p
laye
rs t
ries
to t
ap t
he b
all t
o a
team
mat
e.
2.
Whe
n th
e ho
me
team
foul
ed, w
e go
t to
sho
ot fr
ee t
hrow
s.
3.
Alth
ough
Jess
ica
is u
sual
ly a
goo
d sh
oote
r, sh
e m
isse
d th
is t
ime.
4.
A g
ame,
whe
n it
is p
laye
d in
the
NBA
, has
48
min
utes
of p
layi
ng t
ime.
5.
Bec
ause
bas
ketb
all i
s su
ch a
pop
ular
sp
ort,
it is
diff
icul
t to
get
tic
kets
to
a ga
me.
Wri
te e
ach
pai
r o
f se
nte
nce
s as
on
e co
mp
lex
sen
ten
ce, u
sin
g a
sub
ord
inat
ing
co
nju
nct
ion
. Ad
d c
om
mas
wh
ere
nee
ded
.
6.
Our
pla
yer
was
out
of b
ound
s. T
he o
ther
tea
m p
ut t
he b
all b
ack
in p
lay.
7.
The
bal
l wen
t in
to t
he b
aske
t, a
nd b
ounc
ed o
ut. W
e di
d no
t sc
ore.
8.
Kel
ly is
sm
all.
She
is a
ver
y st
rong
pla
yer.
9.
Thi
s is
an
imp
orta
nt g
ame.
We
will
try
to
pla
y ou
r be
st.
10.
Bot
h te
ams
had
the
sam
e sc
ore.
At
the
end
the
gam
e w
ent
into
ove
rtim
e.
Poss
ible
resp
onse
s ar
e sh
own.
Sinc
e ou
r pla
yer w
as o
ut o
f bou
nds,
the
othe
r tea
m p
ut th
e ba
ll ba
ck
in p
lay.
Whe
n th
e ba
ll w
ent i
nto
the
bask
et a
nd b
ounc
ed o
ut, w
e di
d no
t
scor
e.
Alth
ough
Kel
ly is
sm
all,
she
is a
ver
y st
rong
pla
yer.
Sinc
e th
is is
an
impo
rtant
gam
e, w
e w
ill tr
y to
pla
y ou
r bes
t.
Beca
use
both
team
s ha
d th
e sa
me
scor
e at
the
end,
the
gam
e
w
ent i
nto
over
time.
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mar
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9:33
:00
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© H
arco
urt
• G
rade
6
Nam
eC
om
po
un
d-
Co
mp
lex
Sen
ten
ces
Less
on
8D
raw
on
e lin
e un
der
th
e in
dep
end
ent
clau
se a
nd
tw
o li
nes
un
der
th
e d
epen
den
t cl
ause
.
1.
Not
man
y p
eop
le c
hoos
e to
live
in A
lask
a, b
ecau
se t
he w
inte
rs a
re s
o ha
rsh.
2.
Ala
ska
was
a t
errit
ory
of t
he U
nite
d St
ates
unt
il it
form
ally
bec
ame
a st
ate
in 1
959.
3.
Man
y A
lask
ans
live
in A
ncho
rage
, whe
re t
here
are
a g
reat
var
iety
of a
vaila
ble
jobs
.
4.
Anc
hora
ge h
as a
mild
clim
ate
that
can
be
ple
asan
t in
the
sp
ring
and
sum
mer
.
5.
The
dow
ntow
n ce
nter
of A
ncho
rage
has
won
derf
ul r
esta
uran
ts, w
hich
mak
es t
he
city
a n
ice
pla
ce t
o liv
e.
Lab
el e
ach
sen
ten
ce a
s co
mpo
und,
com
plex
, or
com
poun
d-co
mpl
ex.
6.
The
cap
ital o
f Ala
ska
is Ju
neau
, whi
ch is
loca
ted
in t
he s
outh
east
ern
par
t of
the
sta
te.
7.
Jun
eau
is t
he s
tate
cap
ital,
and
the
Ala
ska
Stat
e M
useu
m is
the
re.
8.
Bec
ause
the
tem
per
atur
e of
ten
fluct
uate
s an
d th
ere
are
vary
ing
amou
nts
of s
now
, Ju
neau
has
an
ever
cha
ngin
g cl
imat
e an
d co
nditi
ons
can
be u
npre
dict
able
.
9.
Unt
il th
e m
id-1
800s
the
nat
ives
fish
ed t
he r
ich
salm
on r
iver
s, b
ut t
hen
pro
spec
tors
he
ard
rum
ors
of g
old
in t
he m
ount
ains
aro
und
June
au.
10.
Bec
ause
June
au is
in a
rai
n fo
rest
, it
gets
muc
h m
ore
rain
tha
n ot
her
par
ts o
f Ala
ska,
th
eref
ore
it is
not
sub
ject
to
as m
any
fore
st fi
res
as t
he r
est
of t
he s
tate
.
com
plex
com
poun
d
com
poun
d-co
mpl
ex
com
poun
d
com
poun
d-co
mpl
ex
27G
ram
mar
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ctic
e B
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16 Student Edition pp. 26–27
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eC
om
po
un
d-
Co
mp
lex
Sen
ten
ces
Less
on
8C
om
ple
te t
he
com
po
und
-co
mp
lex
sen
ten
ces
by
add
ing
co
nju
nct
ion
s an
d c
om
mas
wh
ere
nee
ded
.
1.
s
now
mob
iles
have
rep
lace
d do
gsle
ds fo
r tr
ansp
ort
in A
lask
a,
p
eop
le s
till u
se s
leds
for
raci
ng
the
sp
ort
has
beco
me
very
p
opul
ar.
2.
The
driv
er h
as s
ix s
led
dogs
on
her
team
S
heba
is h
er fa
vorit
e
she
is t
he s
tron
gest
.
3.
s
led
dogs
hav
e th
ick
coat
s, t
hey
can
surv
ive
in c
old
tem
per
atur
es
the
y ar
e w
ell s
uite
d to
livi
ng in
Ala
ska.
4.
The
Idita
rod
is a
fam
ous
dogs
led
race
t
akes
pla
ce e
very
yea
r
it s
tret
ches
mor
e th
an 1
,150
mile
s.
5.
t
he Id
itaro
d w
as fi
rst
pro
pos
ed in
197
3, m
any
belie
ved
it co
uld
no
t be
don
e 2
2 te
ams
com
ple
ted
the
race
tha
t ye
ar.
6.
m
ost
com
pet
itors
are
men
, wom
en a
lso
com
pet
e in
the
Idita
rod
in 1
985
Libb
y Ri
ddle
s w
as t
he fi
rst
wom
an t
o w
in.
Mak
e ea
ch s
ente
nce
into
a c
om
po
und
-co
mp
lex
sen
ten
ce b
y fo
llow
ing
th
e d
irec
tio
ns
in p
aren
thes
es (
).
7.
Dog
sled
driv
ers
are
calle
d m
ushe
rs, a
nd t
hey
com
man
d a
grea
t de
al o
f res
pec
t,
(A
dd a
dep
ende
nt c
laus
e.)
8.
Bec
ause
mus
hers
sp
end
so m
uch
time
trai
ning
the
ir do
gs,
(A
dd t
wo
inde
pen
dent
cla
uses
.)
9.
Alth
ough
mus
hers
hav
e di
ffere
nt s
trat
egie
s fo
r ru
nnin
g th
e ra
ce,
(A
dd t
wo
inde
pen
dent
cla
uses
.)
10.
Som
e fo
rmer
Idita
rod
win
ners
hav
e m
oved
to
Ala
ska,
and
the
y ha
ve o
pen
ed s
choo
ls
(A
dd a
dep
ende
nt c
laus
e.)
Poss
ible
resp
onse
s ar
e sh
own.
Poss
ible
resp
onse
s ar
e sh
own.
beca
use
wha
t the
y do
is v
ery
diffi
cult.
they
und
erst
and
thei
r dog
s, a
nd th
ey
ofte
n th
ink
of th
em a
s fa
mily
.
beca
use
Alth
ough
, and
, but
Beca
use
, and
that
, and
Whe
n, b
utAl
thou
gh, a
nd
they
mus
t fol
low
cer
tain
rule
s, a
nd
they
mus
t hav
e ce
rtain
equ
ipm
ent.
whe
re th
ey tr
ain
sled
dog
s.
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mar
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9/06
9:35
:47
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
8
(1) I
f th
e sn
ow
fall
slo
ws,
tel
l th
e m
ush
er. (2
) Sh
e w
ill p
rep
are
the
do
gs.
(3) Th
o
ugh
mo
re s
no
w is
exp
ecte
d, s
he
can
mak
e it
th
rou
gh
, an
d s
he’
ll
del
iver
th
e su
pp
lies
. (4) W
e al
l ho
pe
the
wea
ther
wil
l be
bet
ter,
bu
t w
e’ve
pre
par
ed f
or
the
wo
rst.
(5) B
ecau
se t
he
wea
ther
her
e ca
n b
e u
np
red
icta
ble
,
we
thin
k it
bes
t to
exe
rcis
e ca
uti
on
. (6) W
hen
th
e m
ush
er f
eels
co
nfi
den
t,
we
wil
l ask
her
to
leav
e, a
nd
sh
e ca
n b
egin
her
jou
rney
.
1.
Whi
ch is
tru
e ab
out
the
unde
rline
d w
ords
in S
ente
nce
1?A
They
form
a d
epen
dent
cla
use.
BTh
ey a
re p
art
of a
com
pou
nd
sent
ence
.C
They
form
an
inde
pen
dent
cla
use.
DTh
ey a
re p
art
of a
com
pou
nd-
com
ple
x se
nten
ce.
2.
How
cou
ld t
he s
tude
nt c
orre
ctly
co
mbi
ne S
ente
nces
1 a
nd 2
?A
If th
e sn
owfa
ll sl
ows,
tel
l the
m
ushe
r, sh
e w
ill p
rep
are
the
dogs
.B
If th
e sn
owfa
ll sl
ows
tell
the
mus
her,
and;
she
will
pre
par
e th
e do
gs.
CIf
the
snow
fall
slow
s, t
ell t
he
mus
her,
and
she
will
pre
par
e th
e do
gs.
DIf
the
snow
fall
slow
s te
ll th
e m
ushe
r an
d sh
e, w
ill p
rep
are
the
dogs
.
3.
Whi
ch c
hang
e, if
any
, sho
uld
be m
ade
to S
ente
nce
3?A
Del
ete
both
com
mas
.B
Cha
nge
the
com
mas
to
sem
icol
ons.
CD
elet
e th
e w
ord
and.
DM
ake
no c
hang
e.
4.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
4?A
sim
ple
sen
tenc
eB
com
pou
nd s
ente
nce
Cco
mp
lex
sent
ence
Dco
mp
ound
-com
ple
x se
nten
ce
5.
The
und
erlin
ed w
ords
in S
ente
nce
5 .
Afo
rm a
dep
ende
nt c
laus
eB
are
par
t of
a s
imp
le s
ente
nce
Cfo
rm a
n in
dep
ende
nt c
laus
eD
are
par
t of
a c
omp
ound
sen
tenc
e
6.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
6?
Asi
mp
le s
ente
nce
Bco
mp
ound
sen
tenc
eC
com
ple
x se
nten
ceD
com
pou
nd-c
omp
lex
sent
ence
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
29G
ram
mar
Pra
ctic
e B
oo
k
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.indd
299/
18/0
66:
07:1
2PM
17 Student Edition pp. 28–29
RXENL08ATE61_GPB.indd 17RXENL08ATE61_GPB.indd 17 10/5/06 1:48:47 PM10/5/06 1:48:47 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e C
om
po
un
d-
Co
mp
lex
Sen
ten
ces
Less
on
8U
nd
erlin
e th
e in
dep
end
ent
clau
ses,
an
d c
ircl
e th
e d
epen
den
t cl
ause
s.
1.
Whe
n w
e le
ave
, you
can
driv
e, a
nd w
e w
ill s
it in
the
bac
k se
at.
2.
We
wan
t to
see
all
the
sigh
ts, i
f it
is o
kay
with
you
, an
d th
en w
e w
ill h
ead
back
.
3.
Bec
ause
Ala
ska
is b
ig ,
we
cann
ot s
ee e
very
thin
g, b
ut le
t’s s
ee a
s m
uch
as p
ossi
ble.
4.
The
cam
era
is o
ut o
f film
, but
whe
n w
e fin
d a
stor
e , w
e ca
n bu
y m
ore.
5.
Tho
ugh
we
won
’t s
ee a
ll th
e si
ghts
, w
e w
ill e
njoy
the
trip
, and
we
will
tak
e p
hoto
s.
6.
If w
e ge
t lo
st ,
we
can
stop
, and
the
n w
e ca
n as
k fo
r di
rect
ions
.
Co
mb
ine
each
set
of
thre
e se
nte
nce
s to
wri
te a
co
mp
oun
d-c
om
ple
x se
nte
nce
.
7.
Tem
per
atur
es a
re c
old
in A
lask
a. T
hey
get
war
mer
in t
he s
umm
er. M
any
peo
ple
en
joy
Ala
ska
durin
g th
e su
mm
er.
8.
It
can
be d
iffic
ult
to t
rave
l in
Ala
ska
durin
g th
e w
inte
r. Th
e te
rrai
n is
icy.
Man
y p
eop
le
visi
t du
ring
othe
r se
ason
s.
9.
Man
y p
eop
le e
njoy
livi
ng in
Ala
ska.
The
y lik
e th
e br
eath
taki
ng s
ight
s. T
hey
are
will
ing
to p
ut u
p w
ith t
he lo
ng w
inte
rs.
10.
Jun
eau
is d
iffic
ult
to g
et t
o. It
can
onl
y be
rea
ched
by
air
or s
ea. T
here
are
no
road
s to
or
from
the
city
.
Poss
ible
resp
onse
s ar
e sh
own.
Alth
ough
tem
pera
ture
s ar
e co
ld in
Ala
ska,
they
get
war
mer
in
the
sum
mer
, and
man
y pe
ople
enj
oy A
lask
a th
en.
Beca
use
the
terr
ain
is ic
y, it
can
be
diffi
cult
to tr
avel
in A
lask
a du
ring
the
win
ter,
so m
any
peop
le v
isit
durin
g ot
her s
easo
ns.
Beca
use
they
like
the
brea
thta
king
sig
hts,
man
y pe
ople
enj
oy li
ving
in A
lask
a, a
nd th
ey a
re w
illin
g to
put
up
with
the
long
win
ters
.
June
au is
diff
icul
t to
get t
o, a
nd it
can
onl
y be
reac
hed
by
air o
r sea
bec
ause
ther
e ar
e no
road
s to
or f
rom
the
city
.
30G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_030
.indd
30
9/9/
06
9:39
:50
AM
© H
arco
urt
• G
rade
6
Nam
eC
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
9U
nd
erlin
e co
mm
on
no
uns
on
ce a
nd
pro
per
no
uns
twic
e.
1.
Rin
gwoo
d Fo
rest
pro
vide
s sh
elte
r fo
r m
any
anim
als.
2.
Dee
r an
d el
k fin
d fo
od n
ear
Lake
Hia
wat
ha.
3.
Bea
rs lo
ok fo
r fo
od b
efor
e th
e w
inte
r co
mes
.
4.
Bob
Gre
co is
a fo
rest
ran
ger
who
mon
itors
pla
nts
and
anim
als
at C
helly
Can
yon.
5.
Hik
ers
exp
lore
Bot
tom
s C
reek
with
Julia
Cha
n, t
he n
ew g
uide
in t
he p
ark.
Rew
rite
eac
h s
ente
nce
by
usin
g c
orr
ect
cap
ital
izat
ion
an
d a
bb
revi
atio
ns
for
the
titl
es o
f p
eop
le.
6.
mis
ter
gree
ne is
our
gui
de o
n th
e fie
ld t
rip t
o br
andy
win
e cr
eek
stat
e p
ark.
7.
On
the
bus
ride
to t
he p
ark,
our
tea
cher
, mis
tres
s ra
mire
z, t
alks
abo
ut fo
rest
s.
8.
pro
fess
or g
alon
say
s w
e m
ight
stil
l see
bea
vers
and
elk
in n
ovem
ber.
9.
key
sha’
s fa
ther
, doc
tor
tayl
or, i
s a
par
ent
chap
eron
e.
10.
Wha
t a
surp
rise
to s
ee g
over
nor
will
iam
s on
a h
ike
with
ste
ve b
aine
s, o
ur fa
vorit
e na
tura
list!
Wri
te a
par
agra
ph
ab
ou
t a
fiel
d t
rip
. Use
co
rrec
t ca
pit
aliz
atio
n a
nd
ab
bre
viat
ion
s fo
r ti
tles
of
peo
ple
.
Mr.
Gree
ne is
our
gui
de o
n th
e fie
ld tr
ip to
Bra
ndyw
ine
Cree
k St
ate
Park
.
Keys
ha’s
fath
er, D
r. Ta
ylor
, is
a pa
rent
cha
pero
ne.
Wha
t a s
urpr
ise
to s
ee G
ov. W
illia
ms
on a
hik
e w
ith S
teve
Bain
es, o
ur fa
vorit
e na
tura
list!
Acce
pt re
ason
able
resp
onse
s.
On th
e bu
s rid
e to
the
park
, our
teac
her,
Mrs
. Ram
irez,
talk
s
abou
t for
ests
.
Prof
. Gal
on s
ays
we
mig
ht s
till s
ee b
eave
rs a
nd e
lk in
No
vem
ber.
31G
ram
mar
Pra
ctic
e B
oo
k
RXE
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GPB
_031
.indd
319/
9/06
9:45
:51
AM
18 Student Edition pp. 30–31
RXENL08ATE61_GPB.indd 18RXENL08ATE61_GPB.indd 18 10/5/06 1:48:48 PM10/5/06 1:48:48 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eC
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
9M
atch
th
e ab
bre
viat
ion
wit
h t
he
no
un.
1.
inc
h
a. p
t.
2.
fee
t
b. c
m
3.
yar
d
c. g
al.
4.
met
er
d.
Jan
.
5.
kilo
met
er
e.
yd.
6.
cen
timet
er
f.
ft.
7.
Jan
uary
g. i
n.
8.
pin
t
h. m
9.
gal
lon
i.
km
10.
oun
ce
j.
St.
11.
gra
m
k.
g
12.
Thu
rsda
y
l. Th
urs.
13.
Str
eet
m
. oz
.
In e
ach
sen
ten
ce, f
ind
th
e w
ord
or
wo
rds
that
can
be
abb
revi
ated
. W
rite
th
e ab
bre
viat
ion
s.
14.
The
sta
te s
cien
ce fa
ir is
on
Febr
uary
16.
15.
The
add
ress
of t
he fa
ir is
100
0 Li
ncol
n Av
enue
, San
Fra
ncis
co, C
alifo
rnia
.
16.
The
form
sai
d st
uden
ts m
ust
set
up t
heir
exhi
bits
on
Frid
ay.
17.
Eac
h st
uden
t ge
ts a
tab
le t
hat
is 3
6 in
ches
long
and
12
inch
es w
ide.
18.
The
tab
le c
an h
old
25 p
ound
s.
g
Feb.
f e h i b d a c m k l j
Ave.
, CA
Fri.
in.
lbs.
32G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_032
.indd
329/
18/0
66:
07:2
3PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
9
(1) I
wen
t ca
mp
ing
wit
h m
y fa
mil
y at
Jed
edia
h S
mit
h R
edw
oo
d S
tate
Par
k la
st
Su
mm
er. (2
) We
left
on
Au
gust
6. (3
) Th
e p
ark
was
ab
ou
t 2
00
mi.
no
rth
wes
t o
f o
ur
ho
use
. (4) I
t to
ok
us
mo
re t
han
fo
ur
ho
urs
to
get
th
ere.
(5) W
e ca
mp
ed a
t B
ald
Hil
ls
mo
un
tain
, wes
t o
f so
uth
Fo
rk R
oad
. (6) A
t th
e ca
mp
site
, Mr.
Her
nan
dez
gav
e u
s a
map
of
the
par
k a
nd
a li
st o
f ac
tivi
ties
.
1.
Whi
ch w
ord
in S
ente
nce
1 sh
ould
be
low
erca
se?
ARe
dwoo
dB
Stat
eC
Park
DSu
mm
er
2.
Whi
ch is
the
cor
rect
abb
revi
atio
n fo
r th
e un
derli
ned
wor
d in
Sen
tenc
e 2?
AA
gst.
BA
ug.
CA
GD
Au.
3.
Whi
ch s
houl
d re
pla
ce t
he a
bbre
viat
ion
mi.
in S
ente
nce
3?A
mile
sB
mill
igra
ms
Cm
illili
ters
Dm
inut
es
4.
Whi
ch w
ord
coul
d be
abb
revi
ated
in
Sen
tenc
e 4?
Afo
urB
hour
sC
get
Dth
ere
5.
Whi
ch t
wo
wor
ds s
houl
d be
ca
pita
lized
in S
ente
nce
5?A
cam
ped
, mou
ntai
nB
mou
ntai
n, w
est
Cm
ount
ain,
sou
thD
wes
t, s
outh
6.
How
man
y no
uns
are
in S
ente
nce
6?A
thre
eB
four
Cfiv
eD
six
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
ch
oo
se t
he
bes
t an
swer
to
eac
h q
uest
ion
th
at f
ollo
ws.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
33G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_033
.indd
339/
9/06
9:47
:16
AM
19 Student Edition pp. 32–33
RXENL08ATE61_GPB.indd 19RXENL08ATE61_GPB.indd 19 10/5/06 1:48:50 PM10/5/06 1:48:50 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e C
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
9R
ewri
te e
ach
sen
ten
ce. R
epla
ce t
he
com
mo
n n
oun
in
par
enth
eses
( )
wit
h a
pro
per
no
un. R
emem
ber
to
use
co
rrec
t ca
pit
aliz
atio
n.
1.
(N
ame
of c
ity)
is t
he c
apita
l of (
stat
e).
2.
The
(bu
ildin
g) is
in (
city
).
3.
The
(riv
er)
flow
s th
roug
h (p
lace
).
4.
(co
untr
y) is
par
t of
(co
ntin
ent)
.
5.
(re
lativ
e) li
kes
to g
o to
(p
lace
).
Rew
rite
th
e se
nte
nce
s to
co
rrec
t m
ista
kes
in c
apit
aliz
atio
n. W
rite
th
e fu
ll w
ord
s in
p
lace
of
the
abb
revi
atio
ns
in p
aren
thes
es (
).
6.
Mr.
berk
owitz
is o
ur s
cien
ce t
each
er.
7.
Eve
ry (
tues
.), w
e do
exp
erim
ents
.
8.
Dur
ing
the
exp
erim
ents
, we
mea
sure
liq
uids
in (
ml),
and
we
wei
gh p
owde
rs in
(g)
.
9.
(p
rof.)
jone
s w
as a
gue
st t
each
er o
n (n
ov.)
18.
10.
(C
apt.
) Sm
all w
orks
at
a La
bora
tory
10
(mi.)
sou
th.
Poss
ible
resp
onse
s ar
e sh
own.
Talla
hass
ee is
the
capi
tal o
f Flo
rida.
The
Whi
te H
ouse
is in
Was
hing
ton,
D.C
.
The
Mis
siss
ippi
Riv
er fl
ows
thro
ugh
Loui
sian
a.
Cana
da is
par
t of N
orth
Am
eric
a.
Uncl
e Ig
gie
likes
to g
o to
Cal
iforn
ia.
Mis
ter B
erko
witz
is o
ur s
cien
ce te
ache
r.
Ever
y Tu
esda
y, w
e do
exp
erim
ents
.
Durin
g th
e ex
perim
ents
, we
mea
sure
liqu
ids
in m
illili
ters
, an
d w
e w
eigh
pow
ders
in g
ram
s.
Prof
esso
r Jon
es w
as a
gue
st te
ache
r on
Nove
mbe
r 18.
Capt
ain
Smal
l wor
ks a
t a la
bora
tory
10
mile
s so
uth
of h
ere.
34G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_034
.indd
34
9/9/
06
9:48
:35
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
10
(1) O
n F
rid
ay n
igh
t th
e b
ask
etb
all t
eam
bea
t th
e P
irat
es a
nd
wo
n t
he
stat
e
cham
pio
nsh
ip. (2
) Du
rin
g th
e ga
me
the
cro
wd
ch
eere
d w
ild
ly. (3
) Alt
ho
ug
h
bo
th t
eam
s w
ere
un
def
eate
d t
his
sea
son
, th
e B
ull
do
gs
too
k t
he
lead
ear
ly
the
gam
e. (4
) Th
e le
agu
e n
amed
Man
uel
Dia
s th
e M
ost
Val
uab
le P
laye
r
he
kep
t th
e B
ull
do
gs in
th
e le
ad. (5
) Dia
s al
mo
st d
id n
ot
pla
y o
n F
rid
ay. (6
) He
rece
ntl
y h
urt
his
kn
ee.
1.
Whi
ch p
rep
ositi
on s
houl
d be
inse
rted
in
Sen
tenc
e 3?
A
for
B
with
C
inD
on
2.
Whi
ch o
f the
follo
win
g is
the
p
rep
ositi
onal
phr
ase
in S
ente
nce
2?A
D
urin
g th
e ga
me
B
the
crow
d ch
eere
dC
th
e ga
me
the
crow
dD
ch
eere
d w
ildly
3.
Sen
tenc
e 1
begi
ns w
ith w
hich
of t
he
follo
win
g?A
a
dep
ende
nt c
laus
eB
an
inde
pen
dent
cla
use
C
a p
hras
eD
a
subo
rdin
atin
g co
njun
ctio
n
4.
Whi
ch t
wo
sent
ence
s ca
n be
co
mbi
ned
with
bec
ause
to
mak
e a
com
ple
x se
nten
ce?
A
Sent
ence
s 1
and
3B
Se
nten
ces
2 an
d 3
C
Sent
ence
s 3
and
4D
Se
nten
ces
5 an
d 6
5.
Whi
ch is
the
sub
ordi
natin
g co
njun
ctio
n in
Sen
tenc
e 3?
A
Alth
ough
B
both
C
early
D
in
6.
Whi
ch s
ubor
dina
ting
conj
unct
ion
shou
ld b
e in
sert
ed in
Sen
tenc
e 4?
A
whe
nB
be
caus
eC
al
thou
ghD
w
hich
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
ch
oo
se t
he
bes
t an
swer
to
eac
h q
uest
ion
th
at f
ollo
ws.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
35G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_035
.indd
35
9/9/
06
9:49
:35
AM
20 Student Edition pp. 34–35
RXENL08ATE61_GPB.indd 20RXENL08ATE61_GPB.indd 20 10/5/06 1:48:52 PM10/5/06 1:48:52 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
10
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) P
rofe
sso
r B
row
n w
ill a
nn
ou
nce
a p
lan
to
bu
ild
a n
ew L
ibra
ry. (2
) Th
e
sch
oo
l wil
l cal
l th
e n
ew li
bra
ry “
the
lear
nin
g la
b.”
(3) S
ince
th
e L
earn
ing
Lab
wil
l be
twic
e as
big
as
the
Cu
rren
t li
bra
ry, i
t w
ill h
ave
mo
re b
oo
ks
and
per
iod
ical
s.
(4) Th
e
Lea
rnin
g L
ab w
ill h
ave
wo
rksp
ace
for
qu
iet
gro
up
wo
rk. (5
) Pro
fess
or
Bro
wn
wil
l rai
se m
on
ey, a
nd
he
wil
l ask
th
e w
ho
le c
om
mu
nit
y fo
r h
elp,
bec
ause
the
sch
oo
l bo
ard
wil
l no
t p
ay f
or
the
pro
ject
.
1.
Whi
ch o
f the
follo
win
g is
inco
rrec
t in
Sen
tenc
e 1?
A
pun
ctua
tion
B
no p
rep
ositi
onal
phr
ase
C
the
cap
italiz
atio
n of
Pro
fess
or
Brow
nD
th
e ca
pita
lizat
ion
of L
ibra
ry
2.
Whi
ch c
omp
lex
and
sim
ple
sen
tenc
es
coul
d be
com
bine
d to
mak
e a
com
pou
nd-c
omp
lex
sent
ence
?A
Se
nten
ces
1 an
d 2
B
Sent
ence
s 2
and
4C
Se
nten
ces
3 an
d 4
D
Sent
ence
s 1
and
4
3.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
5?A
si
mp
leB
co
mp
ound
C
com
pou
nd-c
omp
lex
D
com
ple
x
4.
Whi
ch t
wo
wor
ds s
houl
d be
ca
pita
lized
in S
ente
nce
2?A
ne
w li
brar
yB
lib
rary
, lab
C
lear
ning
, lab
D
scho
ol, l
ibra
ry
5.
Whi
ch a
bbre
viat
ion
coul
d be
us
ed in
Sen
tenc
es 1
and
5?
A
pro
f.B
Pr
of.
C
Pr.
D
Mr.
6.
Whi
ch w
ord
in S
ente
nce
3 sh
ould
be
low
erca
se?
A
Lear
ning
B
Lab
C
Sinc
eD
C
urre
nt
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
36G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_036
.indd
36
9/9/
06
9:50
:31
AM
© H
arco
urt
• G
rade
6
Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
11
List
eac
h s
ente
nce
’s s
ing
ular
no
un in
th
e le
ft c
olu
mn
an
d
its
plu
ral n
oun
in t
he
rig
ht
colu
mn
.
Si
ng
ular
Pl
ural
1.
The
sci
entis
ts s
aile
d on
the
shi
p.
2. T
he c
omp
uter
s w
ere
stra
pp
ed t
o th
e ta
ble.
3.
Lon
g be
nche
s lin
ed t
he d
eck.
4.
Tal
l wav
es r
ose
and
fell
acro
ss t
he o
cean
.
5.
Thi
ck r
ails
pro
vide
d a
pla
ce t
o ho
ld o
nto.
6.
Dol
phi
ns s
wam
nea
r th
e ro
ck.
7.
The
big
bird
sp
read
its
win
gs.
8.
The
rad
io s
qua
wke
d w
arni
ngs.
Rew
rite
th
e se
nte
nce
by
add
ing
th
e co
rrec
t p
lura
l fo
rm o
f th
e n
oun
in p
aren
thes
es.
9.
Lou
d th
unde
r ra
ttle
d th
e bi
g .
(box
)
10.
Peo
ple
gra
bbed
eq
uip
men
t an
d ra
n in
side
the
.
(cab
in)
11.
The
y tr
ied
to k
eep
the
d
ry. (
batt
ery)
12.
Oth
ers
slid
imp
orta
nt p
aper
s in
to
. (p
ouch
)
Fin
d a
sh
ort
art
icle
in a
new
spap
er o
r m
agaz
ine.
Cir
cle
the
firs
t te
n s
ing
ula
r n
ou
ns.
O
n a
no
ther
pie
ce o
f p
aper
, wri
te e
ach
sin
gu
lar
no
un
an
d it
s co
rrec
t p
lura
l fo
rm.
ship
scie
ntis
tsta
ble
com
pute
rsde
ckbe
nche
soc
ean
wav
espl
ace
rails
rock
Dolp
hins
bird
win
gsra
dio
war
ning
s
Loud
thun
der r
attle
d th
e bi
g bo
xes.
Peop
le g
rabb
ed e
quip
men
t and
ran
insi
de th
e ca
bins
.
They
trie
d to
kee
p th
e ba
tterie
s dr
y.
Othe
rs s
lid im
porta
nt p
aper
s in
to p
ouch
es.
Acce
pt r
easo
nabl
e re
spon
ses.
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mar
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:07
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21 Student Edition pp. 36–37
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
11
Wri
te t
he
plu
ral f
orm
of
the
no
un.
1.
wom
an
2.
man
3.
chi
ld
4.
cal
f
5.
foo
t
6.
wol
f
7.
she
ep
8.
dee
r
9.
moo
se
10.
tro
ut
Wri
te t
he
plu
ral f
orm
of
the
no
un. T
hen
use
it t
o w
rite
a s
ente
nce
of
your
ow
n.
11.
sca
rf
12.
too
th
13.
life
14.
lea
f
15.
goo
se
wom
en
men
child
ren
calv
es
feet
wol
ves
shee
p
deer
moo
se
trout
Poss
ible
resp
onse
s ar
e sh
own.
The
men
wea
r war
m s
carv
es.
Thei
r tee
th c
hatte
r in
the
cold
.
They
hav
e sp
ent m
uch
of th
eir l
ives
stu
dyin
g co
ld c
limat
es.
Tree
s lo
se th
eir l
eave
s in
the
win
ter.
Gees
e fly
sou
th fo
r the
win
ter.
scar
ves
teet
h
lives
leav
es
gees
e
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mar
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© H
arco
urt
• G
rade
6
Nam
e
Less
on
11
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) Th
e
do
ck w
as fi
lled
wit
h p
eop
le a
s th
e ca
pta
in p
rep
ared
fo
r th
e tr
ip.
(2) Th
e
sail
ors
wer
e h
ead
ing
fo
r o
ther
co
un
trie
s o
n t
hei
r jo
urn
ey a
cro
ss t
he
hig
h
seas
. (3) C
apta
in S
alaz
ar g
ave
man
y sp
eech
du
rin
g t
he
lon
g v
oya
ge.
(4) S
he
told
sail
ors
th
ey w
ou
ld le
arn
ab
ou
t m
any
kin
ds
of
anim
als,
su
ch a
s d
eer
and
wo
lf,
du
rin
g t
hei
r tr
avel
s. (5
) Sh
e en
cou
rag
ed t
he
sail
ors
to
wri
te a
sto
ry a
bo
ut
thei
r
exp
erie
nce
s. (6
) Th
en o
ther
s co
uld
lear
n a
bo
ut
dis
tan
t p
lace
s.
1.
Whi
ch w
ord
in S
ente
nce
1 is
ap
lura
l nou
n?A
dock
Bp
eop
leC
cap
tain
Dtr
ip
2.
Whi
ch is
the
cor
rect
sin
gula
r fo
rm o
f th
e un
derli
ned
noun
in S
ente
nce
2?A
coun
trie
Bco
untr
iC
coun
try
Dco
untr
ey
3.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d no
un in
Sen
tenc
e 3?
Asp
eech
Bsp
eech
sC
spee
ches
Dsp
eech
ies
4.
Whi
ch s
how
s th
e co
rrec
t p
lura
lfo
rms
of b
oth
unde
rline
d no
uns
in S
ente
nce
4?A
deer
and
wol
ves
Bde
ers
and
wol
fs
Cde
ers
and
wol
fD
deer
ies
and
wol
fies
5.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d no
un in
Sen
tenc
e 5?
Ast
ory
Bst
orys
Cst
orye
sD
stor
ies
6.
How
man
y p
lura
l nou
ns a
re in
Sent
ence
6?
Aon
eB
two
Cth
ree
Dfo
ur
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
39G
ram
mar
Pra
ctic
e B
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k
RXE
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_039
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9:54
:18
AM
22 Student Edition pp. 38–39
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Si
ng
ula
r an
dPl
ura
l No
un
s
Less
on
11
Wri
te t
he
corr
ect
plu
ral f
orm
of
each
un
der
lined
no
un.
1.
We
wat
ched
mov
ie a
bout
ani
mal
s in
a v
arie
ty o
f clim
ates
.
2.
The
pen
guin
wad
dled
acr
oss
the
ice.
3.
Som
e sl
ipp
ed a
nd fe
ll in
to s
now
y di
tch.
4.
Sp
otte
d de
er r
aced
thr
ough
a fo
rest
.
5.
Ora
nge
butt
erfly
flew
acr
oss
the
field
.
6.
Arc
tic fo
x ha
ve t
hick
whi
te fu
r.
7.
Hug
e m
oose
gal
lop
ed in
to t
he d
ista
nce.
8.
Sp
eckl
ed t
rout
sw
am in
the
str
eam
.
Wri
te t
he
plu
ral f
orm
of
the
no
un. T
hen
use
th
e p
lura
l to
wri
te a
sen
ten
ce.
9.
cam
era
10.
hob
by
11.
mou
se
12.
bus
h
mov
ies
peng
uins
ditc
hes
deer
butte
rflie
s
foxe
s moo
se
trout
Mar
isa
has
seve
ral c
amer
as.
Poss
ible
resp
onse
s ar
e sh
own.
Natu
re p
hoto
grap
hy is
one
of h
er h
obbi
es.
Toda
y sh
e is
taki
ng p
ictu
res
of m
ice.
She
wai
ts q
uiet
ly n
ear t
he b
ushe
s.
cam
eras
hobb
ies
mic
e
bush
es
40G
ram
mar
Pra
ctic
e B
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NL0
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_040
.indd
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9/9/
06
9:55
:22
AM
© H
arco
urt
• G
rade
6
Nam
ePo
sses
sive
No
un
s
Less
on
12
Cir
cle
the
po
sses
sive
no
un in
th
e se
nte
nce
. Id
enti
fy t
he
no
un a
s si
ngul
ar o
r pl
ural
.
1.
Lao
and
his
fam
ily v
isite
d th
e ci
ty’s
aq
uariu
m.
2.
The
aqua
rium
’s h
ours
are
ext
ende
d on
Sat
urda
ys.
3.
Lao
sea
rche
d fo
r th
e se
a lio
ns’ t
ank.
4.
The
fam
ily t
ook
the
visi
tors
’ tou
r.
5.
Lao
das
hed
to t
he e
xhib
it’s
pet
ting
pon
d fil
led
with
ray
s.
6.
The
bla
ck r
ay’s
ski
n fe
lt sm
ooth
and
coo
l.
7.
The
gui
des’
adv
ice
was
to
avoi
d le
anin
g to
o fa
r ov
er t
he p
ond.
8.
The
fam
ily’s
vis
it en
ded
whe
n th
e aq
uariu
m c
lose
d.
Rew
rite
th
e se
nte
nce
. Use
th
e p
lura
l po
sses
sive
fo
rm o
f th
e n
oun
in p
aren
thes
es (
).
9.
It
was
the
id
ea t
o ha
ve a
pic
nic
in t
he p
ark.
(ch
ild)
10.
The
b
ags
wer
e pa
cked
with
food
and
drin
ks. (
pers
on)
11.
The
b
lade
s w
ere
care
fully
wra
pp
ed. (
knife
)
12.
In
the
par
k, t
he
col
ors
had
turn
ed t
o re
d an
d or
ange
. (le
af)
sing
ular
plur
al
plur
al
plur
al
sing
ular sing
ular
sing
ular si
ngul
ar
It w
as th
e ch
ildre
n’s
idea
to h
ave
a pi
cnic
in th
e pa
rk.
The
peop
le’s
bag
s w
ere
pack
ed w
ith fo
od a
nd d
rinks
.
The
kniv
es’ b
lade
s w
ere
care
fully
wra
pped
.
In th
e pa
rk, t
he le
aves
’ col
ors
had
turn
ed to
red
and
oran
ge.
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mar
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:22
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23 Student Edition pp. 40–41
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
ePo
sses
sive
No
un
s
Less
on
12
Un
der
line
the
corr
ect
form
of
the
no
un in
par
enth
eses
( )
.Id
enti
fy t
he
no
un a
s pl
ural
or
poss
essi
ve.
1.
Jag
ged
(roc
ks, r
ock’
s) c
over
ed t
he b
each
.
2.
They
led
to t
all (
cliff
’s, c
liffs
) in
the
dis
tanc
e.
3.
Mar
ia w
orrie
d th
at h
er (
dogs
, dog
’s)
paw
s m
ight
get
cut
.
4.
She
had
n’t
hike
d al
ong
this
(ar
ea’s
, are
as)
trai
ls b
efor
e.
5.
Mar
ia n
otic
ed t
he (
sign
s, s
ign’
s) w
arni
ng.
6.
It
advi
sed
of s
tron
g (c
urre
nt’s
, cur
rent
s) n
earb
y.
7.
A la
rge
(boa
t’s, b
oats
) sa
ils b
illow
ed fa
r fr
om s
hore
.
8.
Hun
gry
(sea
gulls
, sea
gull’
s) s
woo
ped
dow
n to
war
d th
e be
ach.
9.
Tin
y (c
rab’
s, c
rabs
) w
alke
d ac
ross
the
san
d.
10.
Mar
ia t
ook
a fe
w (
pic
ture
’s, p
ictu
res)
bef
ore
head
ing
hom
e.
Wri
te t
he
plu
ral a
nd
po
sses
sive
fo
rms
of
each
no
un. T
hen
incl
ude
each
fo
rm in
a
sen
ten
ce.
11.
girl
Pl
ural
Poss
essi
ve
Sen
ten
ce w
ith
Plu
ral N
oun
Sen
ten
ce w
ith
Po
sses
sive
No
un
12.
hor
se
Plur
alPo
sses
sive
Sen
ten
ce w
ith
Plu
ral N
oun
Sen
ten
ce w
ith
Po
sses
sive
No
un
plur
al
poss
essi
vepl
ural po
sses
sive
poss
essi
vepl
ural
poss
essi
ve plur
alpl
ural
plur
al
Acce
pt re
ason
able
resp
onse
s.
girls
girl’
s
The
girls
love
d rid
ing
hors
es.
The
girl’
s fa
vorit
e ho
rse
was
nam
ed G
oldi
e.
The
hors
es g
allo
ped
acro
ss th
e pl
ains
.
The
hors
e’s
man
e w
as lo
ng a
nd s
hiny
.
hors
esho
rse’
s
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:09
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
12
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) L
in, h
er a
un
t C
elia
, an
d h
er y
ou
nge
r b
roth
er h
eard
a f
righ
ten
ed a
nim
al’s
crie
s n
ear
the
nei
gh
bo
rs’ b
ush
es. (2
) Lin
to
ok
her
bro
ther
s h
and
an
d r
an t
o a
sk
for
a fr
ien
d’s
hel
p. (3
) Sh
e h
eard
ch
ild
ren’
s sh
ou
ts m
ixed
wit
h t
he
crea
ture
’s c
ries
.
(4) A
co
up
le o
f b
oys
’ yel
led
th
at t
hey
co
uld
see
paw
s in
th
e b
ush
es. (5
) A c
at’s
paw
s
wer
e ta
ng
led
in t
he
bra
nch
es’ t
ho
rns.
(6) L
in b
orr
ow
ed h
er a
un
t’s
cell
ph
on
e an
d
dia
led
An
imal
Res
cue’
s p
ho
ne
nu
mb
er.
1.
Whi
ch w
ord
in S
ente
nce
1 is
asi
ngul
ar p
osse
ssiv
e no
un?
Abr
othe
rB
anim
al’s
Ccr
ies
Dne
ighb
ors’
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 2?
Abr
othe
r’B
brot
hers
’C
brot
her’s
DM
ake
no c
hang
e.
3.
Whi
ch n
oun
in S
ente
nce
3 is
a p
lura
l p
osse
ssiv
e no
un?
Ach
ildre
n’s
Bsh
outs
Ccr
eatu
re’s
Dcr
ies
4.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
noun
in S
ente
nce
4?A
boy
Bbo
ysC
boy’
sD
Mak
e no
cha
nge.
5.
Whi
ch is
the
cor
rect
way
to
writ
e Se
nten
ce 5
?A
A c
ats
paw
’s w
ere
tang
led
in t
he
bran
ches
tho
rns.
BA
cat
s’ p
aws
wer
e ta
ngle
d in
the
br
anch
es’ t
horn
s.C
A c
at’s
paw
s w
ere
tang
led
in t
he
bran
ches
tho
rns.
DM
ake
no c
hang
e.
6.
Whi
ch d
o yo
u kn
ow is
tru
e by
re
adin
g Se
nten
ce 6
?A
The
pho
ne b
elon
gs t
o Li
n.B
Lin
has
mor
e th
an o
ne a
unt.
CA
nim
al R
escu
e ha
s a
cell
pho
ne.
DLi
n’s
aunt
has
a c
ell p
hone
.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
43G
ram
mar
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e B
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:54
AM
24 Student Edition pp. 42–43
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Po
sses
sive
No
un
s
Less
on
12
Co
mp
lete
th
e p
hra
se b
y w
riti
ng
th
e co
rrec
t p
oss
essi
ve n
oun
.
1.
the
sw
imsu
it th
at b
elon
gs t
o a
child
: a
sw
imsu
it
2.
the
bea
ch b
all t
hat
belo
ngs
to t
he g
irls:
the
b
each
bal
l
3.
the
tow
els
that
a fa
mily
ow
ns: a
t
owel
s
4.
the
lunc
hes
that
bel
ong
to t
he w
omen
: the
lu
nche
s
5.
the
bas
ket
that
bel
ongs
to
my
gran
dpar
ents
: my
bas
ket
6.
the
bea
ks o
f tw
o bi
rds:
tw
o b
eaks
7.
the
fins
of a
fish
: a
fins
8.
the
tee
th o
f the
wha
les:
the
t
eeth
9.
the
pat
tern
of t
he s
hell:
the
p
atte
rn
Use
th
e p
oss
essi
ve f
orm
of
the
no
un t
o w
rite
a s
ente
nce
.
10.
mou
se
11.
dee
r
12.
goo
se
Poss
ible
resp
onse
s ar
e sh
own.
child
’s
girls
’
fam
ily’s w
omen
’s
gran
dpar
ents
’
bird
s’
fish’
s wha
les’
shel
l’s
mou
se’s
The
mou
se’s
whi
sker
s tw
itche
d w
hen
it w
as s
care
d.
The
deer
’s a
ntle
rs w
ere
shed
in th
e sp
ring.
The
goos
e’s
feat
hers
wer
e w
hite
and
gra
y.
deer
’s
goos
e’s
44G
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:16
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© H
arco
urt
• G
rade
6
Nam
e
Sub
ject
ive
and
Ob
ject
ive
Cas
ePr
on
ou
ns;
An
tece
den
ts
Less
on
13
Cir
cle
the
pro
no
un t
hat
bes
t re
pla
ces
the
wo
rd o
r w
ord
sin
par
enth
eses
( )
.
1.
(H
akee
m a
nd S
ue)
wat
ched
a n
ews
rep
ort.
He,
The
m, H
im, T
hey
2.
Rep
orte
rs e
xpla
ined
(th
e de
tails
). t
hem
, it,
the
y, s
he
3.
Pic
ture
s on
the
scr
een
show
ed (
the
eart
hqua
ke).
it, t
hem
, him
, us
4.
(H
akee
m’s
mom
) w
alke
d in
to t
he r
oom
. She
, Us,
It, H
er
5.
Hak
eem
’s m
om a
sked
(H
akee
m)
to m
ake
the
tele
visi
on lo
uder
. him
, he,
I, t
hem
6.
Hak
eem
tur
ned
up t
he v
olum
e fo
r (H
akee
m’s
mom
). I,
her
, it,
she
7.
(Th
e re
por
ter)
gav
e ne
w in
form
atio
n. T
hey,
Him
, He,
We
8.
“Cou
ld y
ou fi
nd p
aper
for
(Sue
and
Hak
eem
) to
writ
e ab
out
the
eart
hqua
ke?”
Hak
eem
ask
ed. w
e, o
ur, u
s, s
he
Wri
te a
sen
ten
ce t
hat
incl
udes
th
e p
ron
oun
sh
ow
n. T
hen
wri
te s
ubje
ct p
rono
un o
r ob
ject
pro
noun
to
iden
tify
ho
w e
ach
is u
sed
in t
he
sen
ten
ce.
9.
you
10.
me
11.
we
12.
him
Acce
pt re
ason
able
resp
onse
s. 45G
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mar
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ctic
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:45
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25 Student Edition pp. 44–45
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Sub
ject
ive
and
Ob
ject
ive
Cas
ePr
on
ou
ns;
An
tece
den
ts
Less
on
13
Cir
cle
the
ante
ced
ent
of
the
und
erlin
ed p
ron
oun
.
1.
Aft
er O
scar
was
dro
pp
ed o
ff at
cam
p, h
e to
ok h
is s
uitc
ase
to t
he c
abin
.
2.
The
cam
p o
wne
r ca
me
into
the
roo
m. S
he in
vite
d ev
eryo
ne t
o a
cook
out.
3.
A c
ouns
elor
vis
ited
the
cam
per
s. H
e sa
id t
hey
shou
ld u
npac
k.
4.
A d
og b
arke
d in
the
dis
tanc
e. It
was
the
cam
p m
asco
t.
5.
As
the
cam
per
s he
aded
into
the
woo
ds, t
hey
saw
a d
ivin
g p
latf
orm
.
6.
Whe
n th
e ca
mp
ers
wen
t cl
oser
, the
cou
nsel
ors
met
the
m.
7.
Osc
ar s
aw a
sp
arkl
ing
lake
. He
pla
nned
to
swim
in it
the
nex
t da
y.
8.
The
nea
rby
boat
hous
e ha
d ro
ws
of s
wim
fins
. The
cam
per
s sl
ipp
ed in
to t
hem
.
9.
The
sun
bla
zed
hot,
but
it w
as s
oon
cove
red
by s
torm
clo
uds.
10.
The
cou
nsel
ors
wer
e ca
refu
l, so
the
y to
ld c
amp
ers
to g
et o
ut o
f the
wat
er.
11.
Soo
n, t
he w
eath
er c
lear
ed, a
nd it
sta
yed
clea
r fo
r th
e re
st o
f the
day
.
Wri
te t
he
corr
ect
pro
no
un t
o r
epla
ce t
he
und
erlin
ed w
ord
or
wo
rds.
Th
en c
ircl
e si
ngul
ar o
r pl
ural
an
d m
ascu
line,
fem
inin
e, o
r ne
uter
to d
escr
ibe
the
pro
no
un.
12.
A fi
r tr
ee g
rew
nea
r th
e la
ke.
sto
od m
ore
than
fift
y fe
et t
all.
sin
gul
ar o
r p
lura
l m
ascu
line,
fem
inin
e, o
r n
eute
r
13.
Jac
k an
d A
ndre
a w
ere
read
y to
sw
im, a
nd
rac
ed t
o th
e la
ke.
sin
gul
ar o
r p
lura
l m
ascu
line,
fem
inin
e, o
r n
eute
r
14.
Whi
le A
ndre
a w
aite
d fo
r a
turn
to
dive
, t
alke
d to
a fr
iend
.
sin
gul
ar o
r p
lura
l m
ascu
line,
fem
inin
e, o
r n
eute
r
15.
Jac
k w
as s
tart
led
whe
n s
aw a
dee
r ne
ar t
he la
ke.
sin
gul
ar o
r p
lura
l m
ascu
line,
fem
inin
e, o
r n
eute
r
It
they
she
he
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© H
arco
urt
• G
rade
6
Nam
e
Less
on
13
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) B
en g
rab
bed
his
bac
kp
ack
, an
d h
e to
ok
th
e ca
mer
a o
ut
of
it. (2
) “W
ill y
ou
tak
e a
pic
ture
of
me
and
Dan
a?”
his
sis
ter
ask
ed. (3
) “M
e an
d y
ou
bo
th k
no
w t
hat
my
assi
gn
men
t is
to
tak
e p
ictu
res
of
tree
s,”
Ben
sai
d. (4
) “B
ut
I’ll
tak
e a
pic
ture
of
the
two
of
you
. (5) I
wil
l als
o g
ive
you
an
d D
ana
a p
eek
at
the
ph
oto
s b
efo
re g
ivin
g t
hem
to
my
teac
her
. (6) W
hen
he
han
ds
them
bac
k t
o m
e, y
ou
can
bo
th s
ee h
is c
om
men
ts.”
1.
Whi
ch w
ord
in S
ente
nce
1 is
an
obj
ect
pro
noun
?A
his
Bhe
Cca
mer
aD
it
2.
Whi
ch is
the
cor
rect
way
to
revi
se
the
unde
rline
d w
ords
in S
ente
nce
2?A
Dan
a an
d I
BI a
nd D
ana
CD
ana
and
me
DM
ake
no c
hang
e.
3.
Whi
ch is
the
cor
rect
way
to
revi
se
the
unde
rline
d w
ords
in S
ente
nce
3?A
You
and
me
BI a
nd y
ouC
You
and
ID
Us
4.
Whi
ch o
f the
se d
escr
ibes
the
un
derli
ned
pro
noun
in
Sent
ence
4?
Asi
ngul
ar s
ubje
ct p
rono
unB
plu
ral s
ubje
ct p
rono
unC
sing
ular
obj
ect
pro
noun
Dp
lura
l obj
ect
pro
noun
5.
Whi
ch o
f the
se is
a s
ubje
ct
pro
noun
in S
ente
nce
5?A
IB
you
CD
ana
Dth
em
6.
Whi
ch w
ord
in S
ente
nce
5 is
th
e an
tece
dent
of t
he p
rono
un
he in
Sen
tenc
e 6?
AI
BD
ana
Cp
hoto
sD
teac
her
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
47G
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mar
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26 Student Edition pp. 46–47
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Sub
ject
ive
and
Ob
ject
ive
Cas
ePr
on
ou
ns;
An
tece
den
ts
Less
on
13
Wri
te t
he
corr
ect
pro
no
un t
o r
epla
ce t
he
und
erlin
edw
ord
or
wo
rds.
1.
Om
ar a
nd h
is c
lass
mat
es a
rriv
ed fo
r a
beac
h cl
ean-
up.
2.
The
tea
cher
ask
ed t
he s
tude
nts
to w
ork
in p
airs
.
3.
Ms.
Kw
an t
old
the
stud
ents
to
ask
Mr.
John
son
for
tras
h ba
gs.
4.
Om
ar s
pie
d an
old
sho
e, a
nd h
e p
ut t
he s
hoe
in a
tra
sh b
ag.
5.
The
n O
mar
not
iced
unu
sual
she
lls n
ear
Ms.
Kw
an.
6.
Ms.
Kw
an w
as in
tere
sted
in d
iscu
ssin
g th
e sh
ells
with
Om
ar.
Rew
rite
th
e se
nte
nce
s. R
epla
ce t
he
inco
rrec
t p
ron
oun
s w
ith
co
rrec
t p
ron
oun
s.
7.
Mic
hael
pla
nted
tre
es, s
o hi
m c
ould
hel
p U
ncle
Luk
e.
8.
“Yo
u an
d m
e w
ill m
ake
a go
od t
eam
,” U
ncle
Luk
e sa
id.
9.
Ann
cam
e by
, and
her
hel
ped
with
the
pla
ntin
g.
10.
“Th
anks
for
help
ing
me
and
Mic
hael
,” U
ncle
Luk
e sa
id.
They
them
him
it
he
She
Mic
hael
pla
nted
tree
s, s
o he
cou
ld h
elp
Uncl
e Lu
ke.
“You
and
I (o
r We)
will
mak
e a
good
team
,” U
ncle
Luke
sai
d.
Ann
cam
e by
, and
she
hel
ped
with
the
plan
ting.
“Tha
nks
for h
elpi
ng M
icha
el a
nd m
e (o
r us)
,” U
ncle
Luke
sai
d.
48G
ram
mar
Pra
ctic
e B
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RXE
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.indd
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9/9/
06
10:0
3:20
AM
© H
arco
urt
• G
rade
6
Nam
e
Poss
essi
vean
d R
efl e
xive
Cas
e Pr
on
ou
ns;
Ind
efi n
ite
Pro
no
un
s
Less
on
14
Wri
te t
he
app
rop
riat
e p
oss
essi
ve p
ron
oun
to
co
mp
lete
the
sen
ten
ce.
1.
The
sho
vel t
hat
belo
ngs
to A
na is
s
hove
l.
Th
e sh
ovel
is
.
2.
The
sno
w p
low
tha
t be
long
s to
you
and
me
is
sno
w p
low
.
Th
e sn
ow p
low
is
.
3.
Pau
l’s s
now
shoe
s ar
e s
now
shoe
s.
Th
e sn
owsh
oes
are
.
4.
The
sca
rves
tha
t be
long
to
you
and
Eman
are
s
carv
es.
Th
e sc
arve
s ar
e .
5.
The
coa
ts t
hat
belo
ng t
o hi
m a
nd h
er a
re
coa
ts.
Th
e co
ats
are
.
6.
The
hat
tha
t be
long
s to
me
is
hat
.
Th
e ha
t is
.
7.
The
sno
wm
an t
hat
you
build
is
sno
wm
an.
Th
e sn
owm
an is
.
Cir
cle
the
corr
ect
pro
no
un t
o c
om
ple
te t
he
sen
ten
ce.
8.
Jua
n bo
ught
(hi
mse
lf, t
hem
selv
es)
a ne
w p
air
of s
kate
s.
9.
Jua
n an
d I w
alke
d to
the
rin
k by
(yo
urse
lf, o
urse
lves
).
10.
Ela
na a
nd D
avid
tau
ght
(her
self,
the
mse
lves
) to
ska
te.
her
hers
our
ours hi
s
his
your
your
s
thei
r
thei
rs
my
min
e
your
your
s
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27 Student Edition pp. 48–49
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Poss
essi
vean
d R
efl e
xive
Cas
e Pr
on
ou
ns;
Ind
efi n
ite
Pro
no
un
s
Less
on
14
Cir
cle
the
ind
efin
ite
pro
no
un in
th
e se
nte
nce
.
1.
Non
e of
the
ear
ly In
uit
led
an e
asy
life.
2.
Eve
ryth
ing
that
the
y ac
com
plis
hed
req
uire
d gr
eat
effo
rt.
3.
All
of t
he In
uit
follo
wed
a n
omad
ic e
xist
ence
.
4.
Dur
ing
the
1950
s, m
any
of t
he In
uit
mov
ed t
o Ba
ker
Lake
.
5.
At
Bake
r La
ke, e
very
body
foun
d a
new
hom
e.
6.
Any
one
coul
d se
e th
at t
he In
uit
life
rem
aine
d di
fficu
lt.
7.
Som
eone
onc
e be
gan
to u
se t
he t
erm
Esk
imo
to n
ame
the
Inui
t.
8.
Now
eve
ryon
e sh
ould
ref
er t
o th
is c
ultu
re a
s In
uit.
Use
th
e in
def
init
e p
ron
oun
in a
sen
ten
ce.
9.
any
body
10.
eve
ryon
e
11.
non
e
12.
som
ebod
y
13.
mos
t
14.
som
e
15.
all
Acce
pt re
ason
able
resp
onse
s.
50G
ram
mar
Pra
ctic
e B
oo
k
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.indd
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9/06
10:0
5:09
AM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
14
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) Th
e
coac
h s
mil
ed a
s sh
e sa
id, “
I am
po
stin
g y
ou
r p
osi
tio
ns
for
the
new
ice
ho
ckey
tea
m.”
(2) Th
en
sh
e sa
id, “
I’m
pro
ud
th
is t
eam
is m
ine!
” (3)
Eve
ryo
ne
gat
her
ed
aro
un
d t
he
coac
h’s
list
, an
d s
he
step
ped
ou
t o
f th
eir
way
. (4) “
Ou
r te
am w
ill h
ave
bes
t se
aso
n e
ver!
” th
e co
ach
exc
laim
ed. (5
) Th
e p
laye
rs c
hee
red
, an
d t
hen
they
wen
t to
bu
y a
tea
m d
inn
er. (6
) Th
e co
ach
sai
d t
hat
sh
e w
as g
lad
th
e
pla
yers
loo
ked
fo
rwar
d t
o p
layi
ng
in t
hei
r n
ew p
osi
tio
ns.
1.
Whi
ch w
ord
in S
ente
nce
1 is
ap
osse
ssiv
e p
rono
un?
Ash
eB
IC
your
Dam
2.
Whi
ch is
ano
ther
cor
rect
way
to
writ
e Se
nten
ce 2
?A
Then
she
sai
d, “
I’m p
roud
thi
s is
m
y te
am.”
BTh
en s
he s
aid,
“I’m
pro
ud t
his
is
thei
r te
am.”
CTh
en s
he s
aid,
“I’m
pro
ud t
his
team
is h
is a
nd h
ers.
”D
Then
she
sai
d, “
I’m p
roud
thi
s te
am is
you
rs.”
3.
Whi
ch w
ord
in S
ente
nce
3 is
an
inde
finite
pro
noun
?A
ever
yone
Bco
ach’
sC
she
Dth
eir
4.
Whi
ch w
ord
is b
est
in t
he b
lank
inSe
nten
ce 4
?A
ther
eB
itsC
thei
rsD
his
5.
Whi
ch w
ord
is b
est
in t
he b
lank
inSe
nten
ce 5
?A
hers
elf
Bhi
mse
lfC
them
selv
esD
ours
elve
s
6.
Whi
ch is
the
bes
t w
ay t
o re
vise
Sent
ence
6?
AC
hang
esh
e to
her
.B
Cha
nge
the
play
ers
to t
hem
.C
Cha
nge
thei
r to
its.
DM
ake
no c
hang
e.Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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mar
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e B
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Poss
essi
vean
d R
efl e
xive
Cas
e Pr
on
ou
ns;
Ind
efi n
ite
Pro
no
un
s
Less
on
14
Cir
cle
the
app
rop
riat
e p
oss
essi
ve p
ron
oun
to
co
mp
lete
each
sen
ten
ce.
1.
Nex
t w
eek,
(th
eirs
, our
, min
e, h
ers)
sch
ool w
ill c
eleb
rate
Ear
th D
ay.
2.
Has
(yo
urs,
you
r, th
eir,
our)
eve
r ce
lebr
ated
it?
3.
Stu
dent
s at
(m
ine,
you
rs, o
urs,
my)
sch
ool h
ave
done
res
earc
h fo
r m
onth
s.
4.
The
stu
dent
s ar
e re
ady
to p
rese
nt (
your
s, m
ine,
the
ir, h
ers)
pro
ject
s.
5.
Bec
ause
Jan’
s p
rese
ntat
ion
is m
ore
frag
ile t
han
Bob’
s, s
he d
isp
lays
(its
, her
s,
our,
my)
ver
y ca
refu
lly.
6.
Unl
ike
ours
, Ana
and
Bob
’s p
roje
ct is
abo
ut fo
rest
s, a
nd (
your
, the
irs, i
ts, h
er)
may
w
in a
blu
e rib
bon.
7.
I h
ope
peo
ple
like
the
clim
ate
chan
ge d
isp
lay,
bec
ause
it’s
(m
y, o
ur, m
ine,
the
ir).
8.
Let
me
know
whe
ther
(yo
urs,
the
irs, m
ine,
you
r) s
choo
l eve
r ce
lebr
ates
Ear
th D
ay.
Un
der
line
the
pro
no
un in
eac
h s
ente
nce
. Th
en w
rite
ref
lexi
ve o
r in
defin
ite
to
des
crib
e th
e p
ron
oun
.
9.
Mon
day
was
a d
ay w
hen
ever
yone
wan
ted
to s
led.
10.
Non
e of
the
nei
ghbo
rs h
ad e
xpec
ted
so m
uch
snow
.
11.
Ric
hard
car
ried
his
sled
to
the
hill
him
self.
12.
The
nei
ghbo
rs h
ad b
een
pre
par
ing
them
selv
es fo
r sl
eddi
ng.
13.
Ric
hard
hea
rd s
omeo
ne y
ell,
“Luz
is g
oing
dow
n th
e hi
ll!”
14.
Som
ebod
y w
as fi
lmin
g w
ith a
vid
eo c
amer
a.
15.
Wat
chin
g th
e vi
deo,
Luz
saw
her
self
sled
ding
.
inde
finite
refle
xivein
defin
ite
refle
xive
inde
finite
inde
finite
refle
xive
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arco
urt
• G
rade
6
Nam
e
Less
on
15
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) Th
e b
utt
erfl
y fl
itte
d a
mo
ng
th
e b
ush
es in
th
e g
ard
en. (2
) A m
on
arch
sip
ped
nec
tar
fro
m t
he
gard
en’s
man
y fl
ow
ers.
(3) T
rou
ts g
list
ened
in t
he
stre
ams
as t
he
fi sh
swam
aro
un
d t
he
rock
s an
d li
ly p
ads.
(4) Th
e
pea
cefu
l sce
ne
was
dis
turb
ed w
hen
a b
oy’
s
bik
e sl
id in
to h
is f
rien
ds’
pic
nic
tab
le. (5
) Ju
an’s
fri
end
s h
elp
ed h
im g
et h
is b
ike
ou
t o
f
the
mu
d. (6
) Th
en t
hey
pu
lled
th
e le
af o
ut
of
the
spo
kes
.
1.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d no
un in
Sen
tenc
e 1?
A
butt
erfly
B
butt
erfly
sC
bu
tter
flie
D
butt
erfli
es
2.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 2?
A
Cha
nge
gard
en’s
to
gard
ens.
B
Cha
nge
flow
ers
to fl
ower
s’.
C
Cha
nge
flow
ers
to fl
ower
’s.
D
Mak
e no
cha
nge.
3.
Whi
ch p
lura
l nou
n in
Sen
tenc
e 3
is
NO
T co
rrec
t?A
Tr
outs
B
stre
ams
C
fish
D
pad
s
4.
Whi
ch w
ord
in S
ente
nce
4 is
asi
ngul
ar p
osse
ssiv
e no
un?
A
scen
eB
bo
y’s
C
bike
D
frie
nds’
5.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
noun
in S
ente
nce
5?A
Ju
ans
B
Juan
s’C
Ju
ane’
sD
co
rrec
t as
is
6.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d no
un in
Sen
tenc
e 6?
A
leaf
’sB
le
aves
C
leav
e’s
D
leaf
s
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
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mar
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ctic
e B
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
15
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) M
ia a
nd
Ral
ph
wan
ted
to
bu
ild
a b
ird
ho
use
in t
hei
r b
ack
yard
, nea
r th
e sp
ot
wh
ere
they
lik
ed t
o h
ave
lun
ch. (2
) Th
ey k
new
th
at e
very
on
e in
to
wn
bo
ugh
t b
uil
din
g
sup
pli
es a
t C
han
g’s
Har
dw
are.
(3) M
ia a
sked
her
dad
fo
r th
eir
hel
p in
bri
ngi
ng
ho
me
the
bu
ild
ing
sup
pli
es. (4
) “M
om
an
d I
can
bo
th h
elp
yo
u,”
Dad
to
ld h
er. (5
) “M
e an
d
you
to
geth
er c
an g
et t
he
sup
pli
es q
uic
kly
,” M
om
sai
d t
o D
ad. (6
) Wit
hin
a f
ew d
ays,
the
fam
ily
had
bu
ilt
itse
lf a
new
bir
dh
ou
se.
1.
Whi
ch w
ord
in S
ente
nce
1 is
ap
osse
ssiv
e p
rono
un?
A
Mia
B
Ralp
hC
th
eir
D
they
2.
Whi
ch w
ord
in S
ente
nce
2 is
an
inde
finite
pro
noun
?A
Th
eyB
ev
eryo
neC
C
hang
’sD
H
ardw
are
3.
Whi
ch p
rono
un s
houl
d re
pla
ce t
he
unde
rline
d w
ord
in S
ente
nce
3?A
yo
urB
ou
rC
hi
sD
M
ake
no c
hang
e.
4.
Whi
ch w
ord
in S
ente
nce
4 is
asu
bjec
t p
rono
un?
A
Mom
B
IC
yo
uD
he
r
5.
Whi
ch c
hang
e sh
ould
be
mad
e to
the
un
derli
ned
wor
ds in
Sen
tenc
e 5?
A
You
and
IB
I a
nd y
ouC
Yo
u an
d m
eD
M
ake
no c
hang
e.
6.
Whi
ch c
hang
e sh
ould
be
mad
e in
Se
nten
ce 6
?A
C
hang
e fa
mily
to
fam
ilies
B
Cha
nge
itsel
f to
them
selv
es.
C
Cha
nge
itsel
f to
it’s.
D
Mak
e no
cha
nge.G
ram
mar
–Wri
tin
gC
on
nec
tio
n
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mar
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arco
urt
• G
rade
6
Nam
eA
dje
ctiv
es
Less
on
16
Wri
te e
ach
ad
ject
ive
in t
he
sen
ten
ce. T
hen
wri
te t
he
no
un
des
crib
ed b
y th
e ad
ject
ive(
s). C
ircl
e th
e ar
ticl
es.
1.
Cha
rles
Lind
berg
h, a
n A
mer
ican
avi
ator
, mad
e hi
stor
y.
2.
He
atte
mp
ted
a no
nsto
p t
rans
atla
ntic
flig
ht.
3.
He
nam
ed h
is t
iny
silv
er a
irpla
ne S
pirit
of S
t. L
ouis
.
4.
In
1927
, Lin
dber
gh fl
ew t
his
pla
ne t
o Pa
ris.
5.
Lin
dber
gh r
ecei
ved
an e
nthu
sias
tic w
elco
me
from
the
Par
isia
ns.
6.
Tha
t tr
ip s
et r
ecor
ds!
7.
The
fam
ous
Spiri
t of
St.
Lou
is w
as la
ter
dona
ted
to t
he S
mith
soni
an.
Wri
te t
he
corr
ect
form
of
the
adje
ctiv
e in
par
enth
eses
( )
.
8.
Cha
rles
Lind
berg
h w
as
on
his
1927
tran
satla
ntic
flig
ht t
han
he h
ad b
een
befo
re. (
luck
y)
9.
Som
e sa
y th
at h
is fl
ight
was
the
fl
ight
eve
r. (im
por
tant
)
10
. Th
e p
lane
was
one
of t
he
pla
nes
peo
ple
had
see
n. (
smal
l)
11
. Th
e Pa
ris a
rriv
al w
as s
urel
y on
e of
his
e
xper
ienc
es. (
amaz
ing)
12.
It
was
am
ong
the
eve
nts
in a
viat
ion
hist
ory.
(gr
eat)
Amer
ican
; avi
ator
nons
top,
tran
satla
ntic
; flig
ht
tiny
silv
er; a
irpla
ne
this
; pla
ne
enth
usia
stic
; wel
com
e
That
; trip
fam
ous;
Spiri
t of S
t. Lo
uis
luck
ier
mos
t im
porta
nt
smal
lest
mos
t am
azin
g
grea
test 55
Gra
mm
ar P
ract
ice
Bo
ok
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eA
dje
ctiv
es
Less
on
16
Wri
te t
he
mis
sin
g f
orm
s o
f ea
ch a
dje
ctiv
e.
Rew
rite
eac
h s
ente
nce
. Use
th
e co
rrec
t fo
rm o
f th
e ad
ject
ive
in p
aren
thes
es (
).
6.
Sin
ce I
drop
ped
my
wat
ch, i
t lo
oks
even
(ba
d) t
han
it di
d be
fore
.
7.
Buy
ing
a ne
w w
atch
too
k (m
uch)
res
earc
h th
an I
exp
ecte
d.
8.
As
a re
sult,
thi
s is
the
(go
od)
wat
ch I
have
eve
r ow
ned.
9.
It
has
(man
y) fe
atur
es t
han
my
old
wat
ch h
ad.
10.
The
(ba
d) w
atch
I ev
er h
ad d
id n
ot k
eep
tim
e co
rrec
tly.
11.
Now
, I w
aste
(lit
tle)
time
than
I di
d in
the
pas
t.
12.
I h
ave
the
(muc
h) fr
ee t
ime
I hav
e ev
er h
ad.
Posi
tive
Co
mp
arat
ive
Sup
erla
tive
1.w
orse
2.m
any
3.go
od
4.m
uch
5.le
ast
Sinc
e I d
ropp
ed m
y w
atch
, it l
ooks
eve
n w
orse
than
it d
id b
efor
e.
Buyi
ng a
new
wat
ch to
ok m
ore
rese
arch
than
I ex
pect
ed.
As a
resu
lt, th
is is
the
best
wat
ch I
have
eve
r ow
ned.
It ha
s m
ore
feat
ures
than
my
old
wat
ch h
ad.
The
wor
st w
atch
I ev
er h
ad d
id n
ot k
eep
time
corr
ectly
.
Now
, I w
aste
less
tim
e th
an I
did
in th
e pa
st.
I hav
e th
e m
ost f
ree
time
I hav
e ev
er h
ad.
bad
little
mor
e
bette
r
mor
e
less
wor
st
mos
t
best
mos
t
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© H
arco
urt
• G
rade
6
Nam
e
Less
on
16
(1) A
go
od
ala
rm c
lock
is o
ne
of
the
mo
re im
po
rtan
t th
ing
s yo
u c
an b
uy.
(2) W
ith
ou
t o
ne,
yo
u c
an h
ave
som
e o
f th
e w
ors
e d
ays
of
you
r li
fe. (3
) On
e d
ay
my
alar
m c
lock
did
n’t
go
off
, an
d I
mis
sed
th
e sc
ho
olb
us.
(4) I
had
to
do
th
e m
uch
run
nin
g I
hav
e ev
er d
on
e to
avo
id b
ein
g la
te. (5
) d
ays,
I u
se a
new
alar
m c
lock
. (6) T
his
litt
le c
han
ge
has
mad
e a
big
dif
fere
nce
in m
y en
tire
life
.
1.
How
sho
uld
the
unde
rline
d w
ords
in
Sen
tenc
e 1
be c
orre
cted
?A
mos
t im
por
tant
Ble
ss im
por
tant
Cm
uch
imp
orta
ntD
Mak
e no
cha
nge.
2.
Whi
ch is
the
cor
rect
form
of
the
adje
ctiv
e in
Sen
tenc
e 2?
Am
ost
bad
Bm
ore
wor
seC
mos
t w
orse
Dw
orst
3.
Whi
ch w
ord
in S
ente
nce
3 is
an
artic
le?
AO
neB
the
Cto
Dm
y
4.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ad
ject
ive
in S
ente
nce
4?A
mor
eB
man
yC
mos
tD
Mak
e no
cha
nge.
5.
Whi
ch a
djec
tive
shou
ld fi
ll in
th
e bl
ank
in S
ente
nce
5?A
That
BTh
isC
Thes
eD
Thos
e
6.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 6?
AC
hang
elit
tle t
o lit
tler.
BC
hang
em
y to
tho
se.
CC
hang
ebi
g to
big
ger.
DM
ake
no c
hang
e.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
57G
ram
mar
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ctic
e B
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31 Student Edition pp. 56–57
RXENL08ATE61_GPB.indd 31RXENL08ATE61_GPB.indd 31 10/5/06 1:49:11 PM10/5/06 1:49:11 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e A
dje
ctiv
es
Less
on
16
If t
he
und
erlin
ed a
dje
ctiv
e is
co
rrec
t, w
rite
cor
rect
. If
no
t,
wri
te t
he
corr
ect
adje
ctiv
e.
1.
One
of G
ina’
s le
ast
favo
rite
activ
ities
is m
akin
g a
sche
dule
.
2.
She
like
s to
do
man
y cr
eativ
e th
ings
tha
n th
at.
3.
Her
hap
pie
r m
omen
ts o
f all
are
spen
t ha
mm
erin
g an
d sa
win
g.
4.
Gin
a bu
ilt t
he lo
nges
t sk
ate
ram
p in
her
nei
ghbo
rhoo
d.
5.
She
als
o bu
ilt t
he la
rge
of a
ll th
e bo
okca
ses
in h
er h
ouse
.
6.
Gin
a w
ante
d m
ost
time
to b
uild
tha
n sh
e al
read
y ha
d.
7.
She
end
ed u
p s
pen
ding
a h
our
crea
ting
a sc
hedu
le.
8.
Fol
low
ing
that
sch
edul
e ga
ve h
er m
ore
time
to b
uild
.
9.
Gin
a no
long
er t
hink
s m
akin
g a
sche
dule
is t
he w
orse
thi
ng t
o do
.
Co
mp
lete
eac
h s
ente
nce
. Use
th
e co
rrec
t fo
rm o
f th
e ad
ject
ive
in p
aren
thes
es (
).
10.
Joh
n w
as fl
ying
on
the
pla
ne h
e ha
d ev
er s
een.
(bi
g)
11.
Fro
m h
igh
in t
he s
ky, t
he c
ars
look
ed
tha
n an
ts. (
smal
l)
12.
Frig
hten
ed, J
ohn
deci
ded
to b
e ab
out
futu
re t
rave
l. (c
aref
ul)
13.
He
thou
ght
that
the
w
ay t
o tr
avel
mig
ht b
e by
car
. (go
od)
14.
The
n Jo
hn s
aw o
ne o
f the
s
unse
ts e
ver.
(bea
utifu
l)
15.
May
be fl
ying
was
not
the
w
ay t
o tr
avel
, aft
er a
ll.
(aw
ful)
corr
ect
mor
e
happ
iest
corr
ect
larg
est
mor
e
an corr
ect w
orst
bigg
est
smal
ler
mor
e ca
refu
l
best
mos
t bea
utifu
l
mos
t aw
ful
58G
ram
mar
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ctic
e B
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/06
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0:51
PM
© H
arco
urt
• G
rade
6
Nam
eM
ain
an
dH
elp
ing
Ver
bs
Less
on
17
Thin
k ab
ou
t a
dif
ficu
lt s
itu
atio
n t
hat
ch
alle
ng
ed y
ou
. Wri
te t
hre
e o
r fo
ur
sen
ten
ces
to e
xpla
in h
ow
yo
u h
and
led
th
e ch
alle
ng
e. In
clu
de
a m
ain
ver
b a
nd
a h
elp
ing
ver
b
in e
ach
sen
ten
ce.
Un
der
line
the
verb
ph
rase
. Cir
cle
the
mai
n v
erb
.
1.
Li h
ad h
eard
abo
ut t
he n
ew s
tude
nt.
2.
Oth
ers
coul
d ha
ve le
arne
d ab
out
him
, too
.
3.
Jin
was
com
ing
from
a s
mal
l tow
n in
Chi
na.
4.
Li h
ad b
een
wai
ting
for
Jin w
ith g
reat
exc
item
ent.
5.
Li h
ad t
rave
led
to t
he U
nite
d St
ates
from
Chi
na, t
oo.
6.
Jin
had
bee
n liv
ing
in t
he s
ame
smal
l tow
n.
7.
He
had
sent
an
e-m
ail t
o Li
.
8.
Jin
had
sp
ent
time
with
Li’s
fam
ily.
9.
He
was
brin
ging
gift
s fr
om C
hina
.
10.
Li w
ould
gui
de Ji
n th
roug
h sc
hool
on
his
first
day
.
Ch
oo
se t
he
corr
ect
hel
pin
g v
erb
an
d r
ewri
te e
ach
sen
ten
ce.
11.
The
new
stu
dent
(w
ere/
was
) an
xiou
s ab
out
the
first
day
.
12.
So
man
y ey
es (
was
/wer
e) s
tarin
g at
him
.
13.
He
coul
d (h
ave/
has)
run
from
the
oth
er s
tude
nts.
14.
Inst
ead,
he
(was
/wer
e) fo
cuse
d on
mee
ting
them
.
15.
Whe
n he
(ha
s/ha
d) t
alke
d w
ith t
hem
, he
felt
mor
e re
laxe
d.
Acce
pt re
ason
able
resp
onse
s.
The
new
stu
dent
was
anx
ious
abo
ut th
e fir
st d
ay.
So m
any
eyes
wer
e st
arin
g at
him
.
He c
ould
hav
e ru
n fro
m th
e ot
her s
tude
nts.
Inst
ead,
he
was
focu
sed
on m
eetin
g th
em.
Whe
n he
had
talk
ed w
ith th
em, h
e fe
lt m
ore
rela
xed.
59G
ram
mar
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ctic
e B
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4PM
32 Student Edition pp. 58–59
RXENL08ATE61_GPB.indd 32RXENL08ATE61_GPB.indd 32 10/5/06 1:49:12 PM10/5/06 1:49:12 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eM
ain
an
dH
elp
ing
Ver
bs
Less
on
17
Un
der
line
the
form
of
to d
o o
r to
hav
e in
eac
h s
ente
nce
. Th
en
iden
tify
eac
h u
nd
erlin
ed v
erb
as
a m
ain
verb
or
a he
lpin
g ve
rb.
1.
Alb
ert
Eins
tein
had
a c
aree
r as
a p
hysi
cist
.
2.
He
had
begu
n hi
s m
ost
fam
ous
wor
k by
his
you
ng a
dulth
ood.
3.
By
1908
, Ein
stei
n ha
d fo
und
a un
iver
sity
tea
chin
g jo
b.
4.
Tod
ay, m
any
do t
heir
best
to
lear
n ab
out
Eins
tein
’s w
ork.
Wri
te a
sen
ten
ce w
ith
th
e co
rrec
t fo
rm o
f th
e ve
rb, u
sin
g t
he
sub
ject
giv
en. I
ncl
ude
at le
ast
on
e q
uest
ion
am
on
g y
our
sen
ten
ces.
5.
Mai
n v
erb
(to
hav
e): S
he
6.
Hel
pin
g v
erb
(to
hav
e): S
he
7.
Mai
n v
erb
(to
do)
: We
8.
Hel
pin
g v
erb
(to
do)
: We
9.
Mai
n v
erb
(to
hav
e): T
hey
10.
Hel
pin
g v
erb
(to
hav
e): T
hey
11.
Mai
n v
erb
(to
do)
: He
12.
Hel
pin
g v
erb
(to
do)
: He
Poss
ible
resp
onse
s ar
e sh
own.
mai
n ve
rbhe
lpin
g ve
rbhe
lpin
g ve
rbm
ain
verb
She
has
a lo
t of h
omew
ork
toni
ght.
She
has
finis
hed
her m
ath
assi
gnm
ent.
We
do o
ur h
omew
ork
toge
ther
on
the
Do w
e le
arn
mor
e th
at w
ay?
They
hav
e a
new
frie
nd.
They
hav
e go
ne o
ut fo
r ice
cre
am.
He d
oes
his
chor
es w
hen
he g
ets
hom
e
He d
oes
not f
orge
t to
wal
k th
e do
g.
wee
kend
s.
from
sch
ool.
60G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_060
.indd
609/
11/0
61:
35:0
7PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
17
(1) M
y co
usi
n h
as a
pea
nu
t al
lerg
y, s
o e
atin
g p
ean
ut
bu
tter
can
be
dan
ger
ou
s
for
her
. (2) S
he
told
me
that
on
ce a
fri
end
had
invi
ted
her
to
a b
irth
day
par
ty,
and
pea
nu
t b
utt
er s
and
wic
hes
wer
e t
he
on
ly s
nac
ks.
(3) W
hat
sh
ou
ld s
he
say?
(4) S
he
did
no
t k
no
w w
hat
to
do.
(5) S
he
is f
inal
ly s
aid
so
met
hin
g t
o h
er f
rien
d.
(6) T
he
frie
nd
’s d
ad s
aid
th
at h
e w
ou
ld b
e h
app
y to
get
her
so
met
hin
g el
se t
o e
at.
1.
Whi
ch is
tru
e ab
out
the
unde
rline
d ve
rbs
in S
ente
nce
1?A
Both
are
hel
pin
g ve
rbs.
BH
as is
a h
elp
ing
verb
, and
can
is a
m
ain
verb
.C
Both
are
mai
n ve
rbs.
DH
as is
a m
ain
verb
, and
can
is a
he
lpin
g ve
rb.
2.
Whi
ch w
ords
in S
ente
nce
2 cr
eate
a
verb
phr
ase?
Ato
ld m
eB
had
invi
ted
Csa
ndw
iche
s w
ere
Don
ly s
nack
s
3.
Whi
ch is
tru
e ab
out
Sent
ence
3?
AIt
con
tain
s tw
o ve
rb p
hras
es.
BIt
con
tain
s no
ver
b p
hras
es.
CIt
con
tain
s th
e ve
rb p
hras
e sh
ould
say
.D
It c
onta
ins
the
verb
phr
ase
Wha
t sh
ould
.
4.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
the
und
erlin
ed w
ords
in
Sent
ence
4?
Ado
not
kno
wB
has
know
n C
had
not
know
D
Mak
e no
cha
nge.
5.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
the
und
erlin
ed w
ords
in
Sent
ence
5?
Afin
ally
sai
dB
did
final
ly s
aid
Cha
ve fi
nally
sai
d D
Mak
e no
cha
nge.
6. W
hich
wor
d in
Sen
tenc
e 6
is
a he
lpin
g ve
rb?
Asa
idB
wou
ldC
get
Dea
t
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
61G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K61_
GPB
_061
.indd
619/
11/0
61:
35:3
5PM
33 Student Edition pp. 60–61
RXENL08ATE61_GPB.indd 33RXENL08ATE61_GPB.indd 33 10/5/06 1:49:14 PM10/5/06 1:49:14 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e M
ain
an
dH
elp
ing
Ver
bs
Less
on
17
Cir
cle
each
ver
b. T
hen
iden
tify
it a
s m
ain
verb
onl
y o
r he
lpin
gve
rb a
nd m
ain
verb
.
1.
Sp
orts
and
art
hav
e bo
th b
een
imp
orta
nt in
our
sch
ool.
2.
We
take
the
m v
ery
serio
usly
.
3.
Eac
h st
uden
t ha
s w
orke
d ha
rd in
an
area
of p
erso
nal i
nter
est.
4.
Did
you
see
our
cas
e of
tro
phi
es a
nd a
war
ds?
Rew
rite
eac
h s
ente
nce
, ad
din
g a
hel
pin
g v
erb
.
5.
Our
tea
m c
halle
nged
ano
ther
tea
m t
o a
volle
ybal
l com
pet
ition
.
6.
The
new
stu
dent
sai
d he
was
a g
ood
volle
ybal
l pla
yer.
7.
The
net
str
etch
ed a
cros
s th
e fie
ld.
8.
Th
e p
laye
rs t
ake
thei
r p
ositi
ons.
9.
We
pla
yed
our
best
.
10.
Our
sch
ool a
chie
ved
first
pla
ce in
the
leag
ue.
help
ing
verb
and
mai
n ve
rb
mai
n ve
rb o
nly
help
ing
verb
and
mai
n ve
rb
help
ing
verb
and
mai
n ve
rb
Our t
eam
had
cha
lleng
ed a
noth
er te
am to
a v
olle
ybal
l com
petit
ion.
The
new
stu
dent
had
sai
d he
was
a g
ood
volle
ybal
l pla
yer.
The
net w
as s
tretc
hed
acro
ss th
e fie
ld.
The
play
ers
wer
e ta
king
thei
r pos
ition
s.
We
have
pla
yed
our b
est.
Our s
choo
l has
ach
ieve
d fir
st p
lace
in th
e le
ague
.
Poss
ible
resp
onse
s ar
e sh
own
62G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_062
.indd
62
9/11
/06
1:4
5:07
PM
© H
arco
urt
• G
rade
6
Nam
eA
ctio
n a
nd
Lin
kin
g V
erb
s
Less
on
18
Cir
cle
the
linki
ng
ver
b in
eac
h s
ente
nce
. Th
en w
rite
th
e p
red
icat
e n
om
inat
ive
or
pre
dic
ate
adje
ctiv
e. U
se t
he
abb
revi
atio
ns
P.N
. an
d P
.A. t
o id
enti
fy e
ach
on
e.
1.
The
pic
ture
s in
our
sci
ence
boo
k ar
e in
tere
stin
g.
2.
Our
Sol
ar S
yste
m is
the
boo
k’s
title
.
3.
The
pho
tos
thro
ugho
ut t
he b
ook
look
fasc
inat
ing.
4.
Eac
h p
hoto
sho
ws
pla
nets
.
5.
I fe
el in
spire
d by
the
pho
tos.
6.
I a
m a
sci
ence
ent
husi
ast.
7.
One
day
, I w
ill b
ecom
e an
ast
rono
mer
.
Wri
te a
n o
bje
ct t
o c
om
ple
te e
ach
sen
ten
ce. T
hen
iden
tify
eac
h a
s a
dire
ct o
bjec
t o
r an
in
dire
ct o
bjec
t.
8.
The
ast
rono
mer
gav
e a
tou
r of
the
obs
erva
tory
.
9.
Her
ass
ista
nt s
how
ed u
s th
e in
the
cen
ter
of t
he r
oom
.
10.
We
look
ed u
p a
nd s
aw t
he
abo
ve u
s.
11.
“I w
ill s
end
an
invi
tatio
n to
our
next
op
en h
ouse
,” t
he a
stro
nom
er s
aid.
12.
We
exp
ress
ed o
ur
and
left
. inte
rest
ing,
P.A
.
title
, P.N
.
fasc
inat
ing,
P.A
.
plan
ets,
P.N
.
insp
ired,
P.A
.
enth
usia
st, P
.N.
astro
nom
er, P
.N.
us tele
scop
es
star
s
you
appr
ecia
tion
indi
rect
obj
ect
dire
ct o
bjec
t
dire
ct o
bjec
t
indi
rect
obj
ect
dire
ct o
bjec
t
Poss
ible
resp
onse
s ar
e sh
own.
63G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_063
.indd
639/
11/0
61:
45:5
6PM
34 Student Edition pp. 62–63
RXENL08ATE61_GPB.indd 34RXENL08ATE61_GPB.indd 34 10/5/06 1:49:16 PM10/5/06 1:49:16 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eA
ctio
n a
nd
Lin
kin
g V
erb
s
Less
on
18
Cir
cle
the
verb
in e
ach
sen
ten
ce. T
hen
wri
te w
het
her
it is
us
ed a
s an
act
ion
verb
or
a lin
king
ver
b.
1.
The
sky
on
that
June
nig
ht a
pp
eare
d ha
zy.
2.
The
moo
n ca
st a
n ee
rie s
hado
w a
cros
s th
e ya
rd.
3.
Dan
look
ed u
p t
owar
d th
e st
ars.
4.
He
felt
tired
tha
t ev
enin
g.
5.
The
tem
per
atur
e gr
ew c
olde
r an
d co
lder
.
6.
Dan
sm
elle
d th
e lo
gs b
urni
ng in
the
fire
pla
ce.
Wri
te a
sen
ten
ce f
or
each
ver
b. T
hen
wri
te w
het
her
yo
u us
ed t
he
verb
as
an a
ctio
nve
rb o
r a
linki
ng v
erb.
7.
dre
w
8.
loo
ked
9.
see
med
10.
sho
wed
11.
hea
rd
12.
sou
nded
linki
ng v
erb
actio
n ve
rb
actio
n ve
rb
linki
ng v
erb lin
king
ver
b
actio
n ve
rb
Poss
ible
resp
onse
s ar
e sh
own.
Henr
y dr
ew a
pic
ture
of t
he m
oon
and
star
s.
actio
n ve
rb
The
finis
hed
pict
ure
look
ed g
ood.
lin
king
ver
b
Henr
y se
emed
ple
ased
with
his
wor
k.
linki
ng v
erb
He s
how
ed th
e pi
ctur
e to
his
mot
her.
actio
n ve
rb
He h
eard
his
mot
her t
alki
ng a
bout
his
dra
win
g.
actio
n ve
rb
She
soun
ded
very
pro
ud o
f Hen
ry.
linki
ng v
erb
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arco
urt
• G
rade
6
Nam
e
Less
on
18
(1) L
ast
wee
k, o
ur
teac
her
ass
ign
ed u
s a
pro
ject
ab
ou
t th
e p
lan
ets.
(2) W
e fo
un
d
ou
t th
at J
up
iter
is t
he
larg
est
pla
net
an
d t
hat
par
ts o
f it
ap
pea
r re
d w
hen
vie
wed
thro
ug
h a
tel
esco
pe.
(3) T
he
rese
arch
we
did
see
med
un
end
ing,
bu
t it
was
inte
rest
ing.
(4) B
y th
e p
roje
ct’s
du
e d
ate,
we
had
cre
ated
a v
ideo
fo
r o
ur
pre
sen
tati
on
. (5) G
ian
t
Sto
rm w
as t
he
titl
e. (6
) We
spen
t h
ou
rs o
n o
ur
pro
ject
, an
d w
e fe
lt p
rou
d w
hen
we
pre
sen
ted
it t
o t
he
clas
s.
1.
Whi
ch w
ord
in S
ente
nce
1 is
an
indi
rect
obj
ect?
Aw
eek
Bou
rC
usD
pro
ject
2.
Whi
ch is
tru
e ab
out
the
unde
rline
d ve
rbs
in S
ente
nce
2?A
Both
are
act
ion
verb
s.B
Is is
an
actio
n ve
rb, a
nd a
ppea
ris
a li
nkin
g ve
rb.
CBo
th a
re li
nkin
g ve
rbs.
DAp
pear
is a
n ac
tion
verb
, and
isis
a li
nkin
g ve
rb.
3.
Whi
ch id
entif
ies
the
unde
rline
d w
ord
in S
ente
nce
3?A
pre
dica
te a
djec
tive
Blin
king
ver
bC
pre
dica
te n
omin
ativ
eD
indi
rect
obj
ect
4.
Whi
ch w
ord
in S
ente
nce
4 is
a d
irect
ob
ject
?A
date
Bw
eC
vide
oD
pre
sent
atio
n
5.
Whi
ch id
entif
ies
the
unde
rline
d w
ord
in S
ente
nce
5?A
pre
dica
te a
djec
tive
Blin
king
ver
bC
pre
dica
te n
omin
ativ
eD
indi
rect
obj
ect
6.
Whi
ch is
tru
e ab
out
the
unde
rline
d ve
rbs
in S
ente
nce
6?A
Both
are
act
ion
verb
s.B
Spen
t is
an
actio
n ve
rb, a
nd fe
ltis
a li
nkin
g ve
rb.
CBo
th a
re li
nkin
g ve
rbs.
DFe
lt is
an
actio
n ve
rb, a
nd s
pent
is a
link
ing
verb
.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
65G
ram
mar
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ctic
e B
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35 Student Edition pp. 64–65
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e A
ctio
n a
nd
Lin
kin
g V
erb
s
Less
on
18
Iden
tify
th
e un
der
lined
wo
rd in
eac
h s
ente
nce
as
dire
ct o
bjec
t o
r in
dire
ct o
bjec
t.
1.
My
neig
hbor
giv
es m
e a
book
abo
ut t
he s
olar
sys
tem
.
2.
I s
ay t
hat
I will
ret
urn
it af
ter
I fin
ish
read
ing
it.
3.
I c
aref
ully
rea
d ea
ch c
hap
ter
with
gre
at in
tere
st.
4.
I r
etur
n th
e bo
ok a
nd t
ell m
y fr
iend
I re
ally
like
it.
Wri
te a
sen
ten
ce f
or
each
ver
b, u
sin
g t
he
form
iden
tifi
ed in
par
enth
eses
( )
.
5.
fee
ls (
linki
ng v
erb)
6.
fee
ls (
actio
n ve
rb)
7.
sm
ells
(lin
king
)
8.
sm
ells
(ac
tion)
9.
loo
ks (
linki
ng)
10.
loo
ks (
actio
n)
Poss
ible
resp
onse
s ar
e sh
own.
Sim
on fe
els
happ
y w
hen
he p
aint
s flo
wer
s.
He fe
els
the
bris
tles
of th
e pa
intb
rush
.
The
rose
sm
ells
goo
d.
Sim
on s
mel
ls th
e ot
her f
low
ers.
The
pain
ting
look
s al
mos
t fin
ishe
d.
Sim
on lo
oks
at it
car
eful
ly.
indi
rect
obj
ect
dire
ct o
bjec
t
dire
ct o
bjec
t
dire
ct o
bjec
t
66G
ram
mar
Pra
ctic
e B
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/06
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PM
© H
arco
urt
• G
rade
6
Nam
eSi
mp
le T
ense
s:Pr
esen
t Te
nse
Less
on
19
Cir
cle
the
corr
ect
pre
sen
t-te
nse
fo
rm o
f th
e ve
rb in
p
aren
thes
es (
).
1.
Man
y sa
y th
at M
aya
Lin
(are
, is,
wer
e) o
ne o
f our
fine
st a
rchi
tect
s.
2.
She
(co
mes
, cam
e, c
ome)
from
a w
ell-e
duca
ted
fam
ily o
f Chi
nese
Am
eric
ans.
3.
Her
mos
t fa
mou
s m
onum
ent
now
(st
ood,
sta
nds,
sta
nd)
in W
ashi
ngto
n, D
.C.
4.
Peo
ple
(vi
site
d, v
isits
, vis
it) t
he V
ietn
am V
eter
ans
Mem
oria
l des
igne
d by
Lin
.
5.
Tou
rists
(ca
rrie
s, c
arry
, car
ried)
vid
eo e
qui
pm
ent
to t
he s
ite.
6.
Lin
som
etim
es (
disc
uss,
dis
cuss
ed, d
iscu
sses
) th
e m
emor
ial w
hen
she
spea
ks.
7.
Her
pre
sent
atio
ns (
is, w
ere,
are
) in
tere
stin
g.
Rew
rite
eac
h s
ente
nce
. Use
th
e p
rese
nt-
ten
se f
orm
of
the
verb
in p
aren
thes
es (
).
8.
The
new
res
taur
ant
near
our
hom
e v
ery
unus
ual.
(be)
9.
It
a t
radi
tiona
l sty
le w
ith a
mod
ern
styl
e. (
mix
)
10.
One
long
win
dow
u
p t
he e
ntire
fron
t of
the
res
taur
ant.
(ta
ke)
11.
Pic
ture
s of
hug
e sa
ndw
iche
s p
aint
ed o
n th
e w
indo
w. (
be)
12.
The
ow
ner
to
add
new
pic
ture
s w
eekl
y. (
try)
The
new
rest
aura
nt n
ear o
ur h
ome
is v
ery
unus
ual.
It m
ixes
a tr
aditi
onal
sty
le w
ith a
mod
ern
styl
e.
One
long
win
dow
take
s up
the
entir
e fro
nt o
f the
rest
aura
nt.
Pict
ures
of h
uge
sand
wic
hes
are
pain
ted
on th
e w
indo
w.
The
owne
r trie
s to
add
new
pic
ture
s w
eekl
y.
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ram
mar
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e B
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36 Student Edition pp. 66–67
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eSi
mp
le T
ense
s:Pr
esen
t Te
nse
Less
on
19
Wri
te t
he
corr
ect
form
of
the
verb
in p
aren
thes
es (
).
1.
The
con
stru
ctio
n w
orke
rs
the
ir to
ols
on t
he fl
oor.
(sit,
set
)
2.
The
y d
own
and
take
a n
ap. (
lay,
lie)
3.
The
job
site
is fa
r fr
om t
he c
ity, s
o th
ey
ear
ly e
very
mor
ning
. (ra
ise,
ris
e)
4.
Som
e w
orke
rs
on
a be
nch
and
take
a b
reak
. (si
t, s
et)
5.
Lat
er, t
hey
ste
el b
eam
s to
the
sec
ond
floor
. (ra
ise,
ris
e)
6.
One
wor
ker
bega
n to
s
ome
bric
ks in
a r
ow. (
lay,
lie)
Use
eac
h v
erb
in a
sen
ten
ce o
f yo
ur o
wn
.
7.
ris
e
8.
lay
9.
sit
10.
rai
se
11.
lie
(m
eani
ng t
o le
an o
r re
st)
12.
set
set
lie
rise
sit
rais
e
lay
Acce
pt re
ason
able
resp
onse
s.
68G
ram
mar
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ctic
e B
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8PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
19
(1) “
Ple
ase
rais
e yo
ur
han
d b
efo
re y
ou
ch
oo
se a
n a
rt b
oo
k f
or
ou
r fr
ee-
read
ing
per
iod
,” m
y te
ach
er s
ay a
s sh
e se
ts t
he
bo
ok
s o
n h
er d
esk
. (2) “
Yo
u is
the
firs
t st
ud
ents
to
see
th
e n
ew a
rt b
oo
ks.
(3) Y
ou
has
fiv
e m
inu
tes,
beg
inn
ing
no
w, t
o c
ho
ose
a b
oo
k. (4
) Aft
er y
ou
ch
oo
se y
ou
r b
oo
k, p
leas
e se
t d
ow
n a
t yo
ur
des
k a
nd
sta
rt r
ead
ing.
(5) L
ay t
he
bo
ok
on
yo
ur
des
k w
hen
it is
tim
e fo
r lu
nch
,
and
yo
u m
ay r
etu
rn t
o it
late
r. (6
) Ple
ase
carr
y th
e ex
tra
bo
ok
s to
th
e sh
elve
s.”
1.
Whi
ch c
hang
e sh
ould
be
mad
e in
Se
nten
ce 1
?A
Cha
nge
rais
e to
ris
e.B
Cha
nge
choo
se t
o ch
oose
s.C
Cha
nge
say
to s
ays.
DC
hang
ese
ts t
o si
ts.
2.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 2?
Aar
eB
beC
was
Dco
rrec
t as
is
3.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 3?
Aha
dB
have
Cha
ving
Dco
rrec
t as
is
4.
Whi
ch c
hang
e, if
any
, sho
uld
be m
ade
in S
ente
nce
4?A
Cha
nge
choo
se t
o ch
oose
s.B
Cha
nge
set
to s
it.C
Cha
nge
star
t to
sta
rts.
DM
ake
no c
hang
e.
5.
Whi
ch c
hang
e, if
any
, sho
uld
be m
ade
in S
ente
nce
5?A
Cha
nge
Lay
to L
ie.
BC
hang
eis
to
are.
CC
hang
ere
turn
to
retu
rns.
DM
ake
no c
hang
e.
6.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 6?
Aca
rrie
dB
carr
ies
Cca
rryi
ngD
corr
ect
as is
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
69G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_069
.indd
699/
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6PM
37 Student Edition pp. 68–69
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Si
mp
le T
ense
s:Pr
esen
t Te
nse
Less
on
19
If t
he
und
erlin
ed v
erb
is c
orr
ect,
wri
te c
orre
ct. I
f n
ot,
wri
te
the
verb
co
rrec
tly.
Use
th
e p
rese
nt
ten
se.
1.
We
build
bird
hous
es fo
r ou
r sc
ienc
e p
roje
ct.
2.
The
y is
par
t of
the
uni
t on
ani
mal
hab
itats
.
3.
I m
akes
the
floo
r an
d w
alls
.
4.
My
par
tner
ham
mer
the
roo
f on
top
.
5.
She
put
s th
e fin
ishe
d p
rodu
ct in
to t
he c
ar.
Wri
te a
sen
ten
ce t
hat
beg
ins
wit
h t
he
pro
no
un g
iven
an
d in
clud
es t
he
corr
ect
pre
sen
t-te
nse
fo
rm o
f th
e ve
rb in
par
enth
eses
( )
.
6.
I (
go)
7.
He
(gue
ss)
8.
Sh
e (d
esig
n)
9.
Th
ey (
have
)
10.
We
(tak
e)
11.
Yo
u (r
un)
12.
It
(be)
corr
ect
are
mak
e ham
mer
s
corr
ect
Poss
ible
repo
nses
are
sho
wn.
I go
to th
e ar
chite
ctur
e ex
hibi
t.
He g
uess
es th
e na
me
of m
y fa
vorit
e ar
chite
ct.
She
desi
gns
man
y di
ffere
nt b
uild
ings
.
They
hav
e a
uniq
ue s
tyle
.
We
take
pic
ture
s of
the
exhi
bit.
You
run
back
to th
e ca
r.
It is
tim
e to
go
hom
e.
70G
ram
mar
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ctic
e B
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/06
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PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
20
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) W
e h
ad w
aite
d a
wee
k f
or
ou
r jo
urn
alis
m t
each
er t
o p
ost
th
e n
ewsp
aper
staf
f as
sign
men
ts. (2
) He
had
no
t w
ant
to g
ive
the
assi
gnm
ents
wit
ho
ut
seri
ou
s
pla
nn
ing.
(3) H
e an
no
un
ced
th
at h
e w
as p
ost
ing
the
assi
gnm
ents
wh
en c
lass
end
ed. (4
) He
told
us
this
yea
r’s
dec
isio
ns
had
bee
n t
he
mo
re d
iffi
cult
eve
r.
(5) T
he
teac
her
hel
d u
p t
he
list
an
d s
aid
, “T
his
po
siti
on
s ar
e fo
r n
ext
sem
este
r.”
(6) H
e ad
ded
, “I
exp
ect
this
to
be
the
bes
t st
aff
we
hav
e ev
er h
ad!”
1.
Whi
ch w
ords
in S
ente
nce
1 cr
eate
a
verb
phr
ase?
A
had
wai
ted
B
wai
ted
a w
eek
C
to p
ost
D
staf
f ass
ignm
ents
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
ds in
Sen
tenc
e 2?
A
had
not
wan
ts t
o gi
veB
do
not
wan
ts t
o gi
veC
di
d no
t w
ant
to g
ive
D
has
not
wan
ts t
o gi
ves
3.
Whi
ch v
erb
in S
ente
nce
3 is
a h
elp
ing
verb
?A
an
noun
ced
B
was
C
pos
ting
D
ende
d
4.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 4?
A
man
yB
m
uch
C
mos
tD
co
rrec
t as
is
5.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 5?
A
That
B
Thes
eC
Th
em
D
corr
ect
as is
6.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 6?
A
bett
erB
m
ost
good
C
mos
t be
stD
co
rrec
t as
is
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
71G
ram
mar
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ctic
e B
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k
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/06
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38 Student Edition pp. 70–71
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
20
(1) C
elia
wat
ches
as
the
pla
ne
rise
s h
igh
in t
he
sky,
an
d t
hen
sh
e se
ts d
ow
n o
n a
ben
ch t
o r
oll
th
e n
ewsp
aper
s. (2
) Sh
e g
ives
me
a w
ave
bef
ore
sh
e st
arts
on
her
pap
er
rou
te t
hro
ug
h o
ur
nei
gh
bo
rho
od
. (3) S
he
carr
y th
e n
ewsp
aper
s in
a b
ig b
ag o
ver
her
sho
uld
er. (4
) Her
pap
er r
ou
te s
eem
s lo
ng
to
day
. (5) S
he
feel
s h
app
y w
hen
sh
e fi
nis
hes
the
rou
te, b
ut
she
loo
ks
exh
aust
ed. (6
) No
w, s
he
hav
e h
om
ewo
rk t
o f
inis
h!
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
1.
Whi
ch c
hang
e, if
any
, sho
uld
the
stud
ent
mak
e in
Sen
tenc
e 1?
A
Cha
nge
wat
ches
to
wat
ch.
B
Cha
nge
rises
to
rais
es.
C
Cha
nge
sets
to
sits
.D
It
is c
orre
ct a
s it
is.
2.
Whi
ch w
ord
in S
ente
nce
2 is
an
indi
rect
obj
ect?
A
me
B
she
C
her
D
our
3.
Whi
ch is
the
cor
rect
pre
sent
-ten
se
form
of t
he u
nder
lined
wor
d in
Se
nten
ce 3
?A
ca
rryi
ngB
ca
rrie
sC
ca
rrie
dD
co
rrec
t as
is
4.
Whi
ch id
entif
ies
the
unde
rline
d w
ord
in S
ente
nce
4?A
lin
king
ver
bB
p
redi
cate
adj
ectiv
eC
he
lpin
g ve
rbD
p
redi
cate
nom
inat
ive
5.
Whi
ch is
tru
e ab
out
the
unde
rline
d ve
rbs
in S
ente
nce
5?A
Bo
th a
re a
ctio
n ve
rbs.
B
Feel
s is
an
actio
n ve
rb, a
nd lo
oks
is
a lin
king
ver
b.C
Bo
th a
re li
nkin
g ve
rbs.
D
Look
s is
an
actio
n ve
rb, a
nd fe
els
is a
link
ing
verb
.
6.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 6?
A
is h
ave
B
did
havi
ngC
ha
sD
co
rrec
t as
is
72G
ram
mar
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ctic
e B
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RXE
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GPB
_072
.indd
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/06
1:5
3:48
PM
© H
arco
urt
• G
rade
6
Nam
eSi
mp
le T
ense
s:
Past
an
d F
utu
re
Less
on
21
Use
th
e p
ast
ten
se a
nd
th
e fu
ture
ten
se t
o w
rite
fo
ur
sen
ten
ces
abo
ut
you
r fa
vori
te
even
ts in
th
e O
lym
pic
Gam
es. U
nd
erlin
e th
e p
ast-
ten
se v
erb
s. C
ircl
e th
e fu
ture
-ten
se
verb
s.
Rea
d t
he
sen
ten
ce a
nd
dec
ide
wh
eth
er t
he
verb
sh
oul
d b
e in
th
e p
ast
ten
se o
r th
e fu
ture
ten
se. T
hen
wri
te t
he
corr
ect
form
of
the
verb
in p
aren
thes
es (
).
1.
Our
cla
ss
a u
nit
on t
he O
lym
pic
Gam
es n
ext
wee
k. (
star
t)
2.
We
will
rea
d ab
out
the
athl
etes
who
in
the
gam
es in
an
cien
t G
reec
e. (
com
pet
e)
3.
Tom
orro
w I
how
anc
ient
ath
lete
s p
rep
ared
for
the
gam
es. (
rese
arch
)
4.
Ath
lete
s of
long
ago
t
o do
the
ir be
st. (
exp
ect)
5.
The
y a
gre
at d
eal o
f tim
e p
ract
icin
g fo
r th
e ga
mes
. (sp
end)
Mat
ch e
ach
ver
b w
ith
th
e ru
le t
hat
tel
ls h
ow
to
fo
rm t
he
pas
t te
nse
. Wri
te t
he
lett
er
(a, b
, c, o
r d
) th
at id
enti
fies
th
e ru
le. T
hen
wri
te t
he
pas
t-te
nse
fo
rm o
f th
e ve
rb.
a. A
dd
-ed
.c.
D
ou
ble
th
e fi
nal
co
nso
nan
t, a
nd
ad
d -
ed.
b.
Ch
ang
e y
to i,
an
d a
dd
-ed
.d
. A
dd
-d
.
6.
sto
p
7.
cre
ate
8.
try
9.
jum
p
10.
kno
t
11.
dis
cuss
12.
car
ry Ac
cept
reas
onab
le re
spon
ses.
will
sta
rt
com
pete
d
will
rese
arch
expe
cted
spen
t
c; s
topp
edd;
cre
ated
b; tr
ied
a; ju
mpe
dc;
kno
tted
a; d
iscu
ssed
b; c
arrie
d
73G
ram
mar
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e B
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39 Student Edition pp. 72–73
RXENL08ATE61_GPB.indd 39RXENL08ATE61_GPB.indd 39 10/5/06 1:49:25 PM10/5/06 1:49:25 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eSi
mp
le T
ense
s:
Past
an
d F
utu
re
Less
on
21
Wri
te t
he
mis
sin
g v
erb
fo
rms.
Pres
ent
Past
Futu
re
1.w
rest
led
2.lu
nge
3.sp
rain
ed
4.ho
p
5.w
orry
6.so
othe
d
Rew
rite
eac
h s
ente
nce
. Use
th
e p
ast-
ten
se f
orm
of
the
verb
in p
aren
thes
es (
).
7.
We
(wai
t) fo
r th
e at
hlet
es t
o ap
pea
r.
8.
The
y (s
curr
y) a
cros
s th
e ic
e to
tak
e th
eir
pos
ition
s.
9.
We
(lear
n) t
hat
a p
laye
r ha
d be
en h
urt.
10.
We
(ap
pla
ud)
as t
he g
ame
bega
n.
11.
The
pla
yers
rea
lly (
hust
le)
durin
g th
e ga
me.
12.
Aft
erw
ard,
mem
bers
of o
ne t
eam
(ca
rry)
the
ir go
alie
on
thei
r sh
ould
ers.
wre
stle
spra
in
soot
he
lung
ed
hopp
ed
wor
ried
will
wre
stle
will
lung
e
will
spr
ain
will
hop
will
wor
ry
will
soo
the
We
wai
ted
for t
he a
thle
tes
to a
ppea
r.
They
scu
rrie
d ac
ross
the
ice
to ta
ke th
eir p
ositi
ons.
We
lear
ned
that
a p
laye
r had
bee
n hu
rt.
We
appl
aude
d as
the
gam
e be
gan.
The
play
ers
real
ly h
ustle
d du
ring
the
gam
e.
Afte
rwar
d, m
embe
rs o
f one
team
car
ried
thei
r goa
lie o
n th
eir s
houl
ders
.
74G
ram
mar
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ctic
e B
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k
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NL0
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_074
.indd
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3PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
21
(1) D
uri
ng
the
Oly
mp
ic G
ames
, we
lik
e to
en
joy
bas
ebal
l, an
d w
e w
atch
ed a
grea
t ga
me
last
wee
k. (2
) “If
yo
u t
hin
k t
he
team
pla
yed
har
d in
th
at g
ame,
” Ph
oeb
e
said
, “w
ait
un
til n
ext
wee
k w
hen
we
my
favo
rite
tea
m t
ake
the
fiel
d.”
(3) A
fter
the
gam
e, t
he
ann
ou
nce
r sa
id t
hat
on
e o
f th
e b
est
pla
yers
bat
ted
in a
rec
ord
nu
mb
er o
f
run
ner
s. (4
) Bef
ore
th
at h
app
ened
, so
met
hin
g st
artl
ing
wil
l occ
ur.
(5) A
fan
to
ss a
bal
l
on
to t
he
fiel
d d
uri
ng
a p
lay.
(6) O
ffic
ials
sh
ow
up
to
eje
ct t
he
fan
.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
1.
Whi
ch w
ord
in S
ente
nce
1 is
a
pre
sent
-ten
se fo
rm o
f a v
erb?
Alik
eB
Gam
esC
wat
ched
Dvi
site
d
2.
Whi
ch v
erb
BEST
com
ple
tes
Sent
ence
2?
Asa
wB
seen
Cw
ill s
eeD
sees
3.
Whi
ch s
ente
nce
has
two
pas
t-te
nse
verb
s?A
Sent
ence
2B
Sent
ence
3C
Sent
ence
5D
Sent
ence
6
4.
How
sho
uld
the
stud
ent
revi
se
Sent
ence
4?
AC
hang
eha
ppen
ed t
o ha
ppen
.B
Cha
nge
will
occ
ur t
o oc
cur.
CC
hang
eha
ppen
ed t
o w
ill h
appe
n.D
Cha
nge
will
occ
ur t
o oc
curr
ed.
5.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 5?
Ato
ssin
gB
toss
esC
toss
edD
corr
ect
as is
6.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 6?
Ash
ows
Bsh
owed
Cw
ill s
how
Dsh
owin
g
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
75G
ram
mar
Pra
ctic
e B
oo
k
RXE
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.indd
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66:
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40 Student Edition pp. 74–75
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Si
mp
le T
ense
s:
Past
an
d F
utu
re
Less
on
21
If t
he
und
erlin
ed v
erb
an
d it
s te
nse
are
co
rrec
t in
th
e se
nte
nce
, wri
te c
orre
ct. I
f th
ey a
re n
ot,
wri
te t
he
corr
ect
verb
fo
rm.
1.
Tom
orro
w, w
e w
orke
d on
our
vol
leyb
all s
kills
aga
in.
2.
We
pla
y to
imp
rove
our
vol
leyb
all s
kills
last
wee
k.
3.
Las
t Fr
iday
, the
coa
ch c
omp
limen
ted
the
way
we
will
pas
s th
e ba
ll.
4.
Yes
terd
ay a
fter
noon
, we
will
pra
ctic
e fo
r tw
o ho
urs.
5.
Las
t ni
ght,
we
talk
ed a
bout
the
new
sea
son.
6.
At
the
mee
ting
last
nig
ht, t
he c
oach
hur
ry t
o di
scus
s ev
eryt
hing
.
7.
Nex
t ye
ar, w
e co
mp
eted
at
a hi
gher
reg
iona
l lev
el.
Use
th
e p
ron
oun
an
d t
he
pas
t-te
nse
fo
rm o
f th
e ve
rb t
o w
rite
a s
ente
nce
. U
nd
erlin
e th
e co
rrec
t p
ast-
ten
se f
orm
of
the
verb
in y
our
sen
ten
ce.
8.
She;
tra
in
9.
The
y; id
entif
y
10.
We;
jog
will
wor
k
play
ed
pass
ed
prac
ticed
corr
ect
hurr
ied
will
com
pete
Poss
ible
resp
onse
s ar
e sh
own.
She
train
ed fo
r the
mar
atho
n.
They
iden
tifie
d th
e pl
ayer
s.
We
jogg
ed a
roun
d th
e tra
ck.
76G
ram
mar
Pra
ctic
e B
oo
k
RXE
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/06
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4:07
PM
© H
arco
urt
• G
rade
6
Nam
ePr
inci
pal
Par
tso
f V
erb
s
Less
on
22
Use
th
e p
rese
nt
and
pas
t p
arti
cip
le p
arts
of
the
verb
pla
y to
wri
te f
ou
r se
nte
nce
s ab
ou
t yo
ur
favo
rite
gam
e. U
nd
erlin
e th
e p
rese
nt
par
tici
ple
fo
rms,
an
d c
ircl
e th
e p
ast
par
tici
ple
fo
rms.
Cir
cle
the
par
tici
ple
in e
ach
sen
ten
ce. T
hen
tel
l wh
eth
er it
is a
pre
sent
or
a pa
st p
arti
cipl
e.
1.
The
farm
ers
are
drill
ing
for
a w
ell.
2.
The
y ha
d no
t du
g fa
r.
3.
One
of t
he fa
rmer
s is
sho
utin
g ab
out
a di
scov
ery.
4.
The
sci
entis
t ha
d as
ked
the
farm
ers
abou
t th
e si
te.
5.
The
peo
ple
had
exc
avat
ed t
he g
roun
d.
6.
Man
y cl
ay fi
gure
s ar
e st
andi
ng in
form
atio
n.
Wri
te t
he
pre
sen
t p
arti
cip
le a
nd
pas
t p
arti
cip
le o
f ea
ch v
erb
.
Ver
bPr
esen
t Pa
rtic
iple
Past
Par
tici
ple
7.da
re
8.cr
y
9.se
lect
10.
gaze
11.
grab
12.
shou
t
13.
help
14.
dist
urb
15.
qua
lify Ac
cept
reas
onab
le re
spon
ses.
pres
ent
pres
ent
pres
ent
past
past
past
darin
g
cryi
ng
sele
ctin
g
gazi
ng
grab
bing
shou
ting
help
ing
dist
urbi
ng
qual
ifyin
g
dare
d
crie
d
sele
cted
gaze
d
grab
bed
shou
ted
help
ed
dist
urbe
d
qual
ified
77G
ram
mar
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e B
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41 Student Edition pp. 76–77
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
ePr
inci
pal
Par
tso
f V
erb
s
Less
on
22
Wri
te t
he
mis
sin
g v
erb
par
ts.
Infi
nit
ive
Pres
ent
Part
icip
lePa
stPa
st P
arti
cip
le
1.to
jum
p
2.sk
atin
g
3.to
tum
ble
4.da
shin
gda
shed
5.to
pre
par
e
6.st
artin
gst
arte
d
7.to
car
ry
8.to
sp
lash
Rew
rite
eac
h s
ente
nce
. Use
th
e ve
rb a
nd
th
e p
rin
cip
al p
art
in p
aren
thes
es (
).
9.
The
em
per
or
wor
kers
to
build
a c
lay
arm
y.
(ord
er, p
ast
par
ticip
le)
10.
The
cra
ftw
orke
rs
eac
h fig
ure.
(pai
nt, p
rese
nt p
artic
iple
)
11.
The
y t
he a
rmy
with
the
em
per
or w
hen
he d
ied.
(bur
y, p
ast
par
ticip
le)
12.
Man
y vi
sito
rs
to
see
this
am
azin
g si
ght.
(com
e, p
rese
nt p
artic
iple
)
jum
ped
skat
ed
tum
bled
prep
ared
star
ted
carr
ied
spla
shed
jum
ped
skat
ed
tum
bled
dash
edpr
epar
ed
carr
ied
spla
shed
jum
ping
tum
blin
g
prep
arin
g
carr
ying
spla
shin
g
to s
kate
to d
ash
to s
tart
The
empe
ror h
as/h
ad o
rder
ed w
orke
rs to
bui
ld a
cla
y ar
my.
The
craf
twor
kers
are
/wer
e pa
intin
g ea
ch fi
gure
.
They
had
bur
ied
the
arm
y w
ith th
e em
pero
r whe
n he
die
d.
Man
y vi
sito
rs a
re c
omin
g to
see
this
am
azin
g si
ght.
78G
ram
mar
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ctic
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6PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
22
(1) M
y fr
ien
d is
tel
lin
g m
e ab
ou
t th
e m
use
um
exh
ibit
her
fam
ily
had
wan
ted
to
see
last
yea
r. (2
) Th
ey h
ad p
lan
ned
to
see
th
e sp
ecia
l
exh
ibit
ion
on
an
cien
t C
hin
a. (3
) “S
om
eth
ing
un
exp
ecte
d is
inte
rru
pti
ng
ou
r
pla
ns,
” m
y fr
ien
d’s
mo
m s
aid
. (4) “
I’m
hav
ing
a h
ard
tim
e g
etti
ng
th
e ca
r
to s
tart
.” (5
) “W
e t
o t
he
mu
seu
m, a
ren’
t w
e?”
my
frie
nd
had
ask
ed.
(6) H
er m
om
had
po
p o
pen
th
e h
oo
d t
o f
ind
a f
amil
y o
f sq
uir
rels
nes
tin
g n
ear
the
engi
ne.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
1.
Whi
ch c
orre
ctly
iden
tifie
s th
e un
derli
ned
wor
d in
Sen
tenc
e 1?
Ain
finiti
veB
pre
sent
par
ticip
leC
pas
tD
pas
t p
artic
iple
2.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 2?
AC
hang
epl
anne
d to
pla
nnin
g.B
Cha
nge
had
to is
.C
Cha
nge
plan
ned
to p
lan.
DM
ake
no c
hang
e.
3.
Whi
ch c
orre
ctly
iden
tifie
s th
e un
derli
ned
wor
d in
Sen
tenc
e 3?
Ain
finiti
veB
pre
sent
par
ticip
leC
pas
t-te
nse
verb
Dp
ast
par
ticip
le
4.
Whi
ch c
orre
ctly
iden
tifie
s th
e un
derli
ned
wor
ds in
Sen
tenc
e 4?
Ain
finiti
veB
pre
sent
par
ticip
leC
pas
t-te
nse
verb
Dp
ast
par
ticip
le
5.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 5
?A
had
gone
Bar
e go
ing
Cgo
neD
is g
oing
6.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 6?
AC
hang
epo
p to
pop
ping
.B
Cha
nge
pop
to p
oppe
d.C
Cha
nge
had
to is
.D
Mak
e no
cha
nge.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
79G
ram
mar
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ctic
e B
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42 Student Edition pp. 78–79
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Pr
inci
pal
Par
tso
f V
erb
s
Less
on
22
Cir
cle
the
corr
ect
form
of
the
verb
in p
aren
thes
es (
).
1.
Ath
lete
s (h
ad c
omp
eted
, are
com
pet
ing)
in
cha
riots
long
ago
.
2.
Cha
riots
(ar
e ro
lling
, had
rol
led)
aro
und
the
trac
k du
ring
the
earli
est
Oly
mp
ic G
ames
.
3.
Hor
ses
(had
pul
led,
are
pul
ling)
the
m d
urin
g th
ose
race
s m
any
year
s ag
o.
4.
Tod
ay, w
e (a
re w
atch
ing,
had
wat
ched
) a
film
abo
ut c
hario
t ra
ces.
5.
Rig
ht n
ow, t
he t
each
er (
is lo
okin
g, h
as lo
oked
) fo
rwar
d to
tea
chin
g m
ore
info
rmat
ion
abou
t ch
ario
ts.
Wri
te t
he
pre
sen
t p
arti
cip
le a
nd
th
e p
ast
par
tici
ple
of
each
ver
b. T
hen
wri
te a
se
nte
nce
th
at in
clud
es t
he
spec
ifie
d v
erb
par
t.
6.
fad
e
Sen
ten
ce w
ith
pre
sen
t p
arti
cip
le:
7.
nod
Sen
ten
ce w
ith
pas
t p
arti
cip
le:
8.
fin
d
Sen
ten
ce w
ith
pas
t p
arti
cip
le:
9.
dis
pla
y
Sen
ten
ce w
ith
pre
sen
t p
arti
cip
le:
10.
hop
e
Sen
ten
ce w
ith
pre
sen
t p
arti
cip
le:
Poss
ible
sen
tenc
es
are
show
n.fa
ding
, fad
ed
nodd
ing,
nod
ded
findi
ng, f
ound
disp
layi
ng, d
ispl
ayed
hopi
ng, h
oped
The
colo
rs o
n th
e fig
ures
are
fadi
ng
aw
ay.
The
arch
aeol
ogis
t had
nod
ded
his
head
.
He h
ad fo
und
man
y im
porta
nt a
rtifa
cts.
Mus
eum
s ar
e di
spla
ying
them
.
Arc
haeo
logi
sts
are
hopi
ng to
find
mor
e.
80G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K61_
GPB
_080
.indd
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9/11
/06
2:0
6:56
PM
© H
arco
urt
• G
rade
6
Nam
eR
egu
lar
and
Irre
gu
lar
Ver
bs
Less
on
23
Rew
rite
eac
h s
ente
nce
. Use
th
e ve
rb a
nd
th
e fo
rm s
ho
wn
in p
aren
thes
es (
).
1.
The
Uni
ted
Stat
es
a c
ount
ry t
hat
desi
red
inde
pen
denc
e. (
be, p
ast
tens
e)
2.
The
peo
ple
m
embe
rs o
f the
Con
tinen
tal C
ongr
ess.
(el
ect,
pas
t p
artic
iple
)
3.
The
y lo
ng a
nd h
ard
durin
g th
e ei
ghte
enth
cen
tury
. (w
orke
d, p
ast
par
ticip
le)
4.
The
y g
reat
pas
sion
for
thei
r ne
w c
ount
ry. (
have
, pas
t te
nse)
5.
Aft
er t
heir
hard
wor
k, fr
eedo
m
acr
oss
the
land
. (rin
g, p
ast
tens
e)
Wri
te t
he
pas
t te
nse
an
d t
he
pas
t p
arti
cip
le o
f ea
ch v
erb
.
Ver
bPa
st T
ense
Past
Par
tici
ple
6.th
ink
7.fly
8.fr
eeze
9.sh
rink
10.
do
11.
shak
e
12.
look
The
Unite
d St
ates
was
a c
ount
ry th
at d
esire
d in
depe
nden
ce.
The
peop
le h
ad e
lect
ed m
embe
rs o
f the
Con
tinen
tal C
ongr
ess.
They
had
wor
ked
long
and
har
d du
ring
the
eigh
teen
th c
entu
ry.
They
had
gre
at p
assi
on fo
r the
ir ne
w c
ount
ry.
Afte
r the
ir ha
rd w
ork,
free
dom
rang
acr
oss
the
land
.
thou
ght
flew
froze
shra
nk
did
shoo
k
look
ed
thou
ght
flow
n
froze
n
shru
nk
done
shak
en
look
ed
81G
ram
mar
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ctic
e B
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43 Student Edition pp. 80–81
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eR
egu
lar
and
Irre
gu
lar
Ver
bs
Less
on
23
Co
mp
lete
eac
h s
ente
nce
. Wri
te t
he
corr
ect
pas
t-te
nse
fo
rm
or
pas
t p
arti
cip
le o
f th
e ve
rb in
par
enth
eses
( )
.
1.
Tho
mas
Jeffe
rson
t
he D
ecla
ratio
n of
Inde
pen
denc
e. (
writ
e)
2.
He
had
man
y fin
e m
anus
crip
ts in
the
pas
t. (
writ
e)
3.
Aft
er c
omp
letin
g th
e w
ork,
he
it t
o th
e C
ontin
enta
l Con
gres
s. (
give
)
4.
The
Con
gres
s t
he C
onst
itutio
n to
the
peo
ple
. (br
ing)
5.
The
peo
ple
had
o
ffici
als
to le
ad t
he g
over
nmen
t. (
choo
se)
6.
The
Uni
ted
Stat
es
oth
er c
ount
ries
abou
t de
moc
racy
. (te
ach)
Use
th
e p
ast
ten
se o
f ea
ch v
erb
to
wri
te a
sen
ten
ce o
f yo
ur o
wn
. Un
der
line
the
pas
t te
nse
of
the
verb
in t
he
sen
ten
ce.
7.
go
8.
com
e
9.
say
10.
fin
d
11.
hav
e
12.
tak
e
wro
te
writ
ten
gave
brou
ght
chos
en
taug
ht
Poss
ible
resp
onse
s ar
e sh
own.
We
wen
t to
the
audi
toriu
m.
An A
mer
ican
his
tory
exp
ert c
ame
to s
peak
to u
s.
She
said
man
y in
tere
stin
g th
ings
.
We
foun
d th
e pr
esen
tatio
n fa
scin
atin
g.
I had
a g
reat
tim
e.
I too
k a
pict
ure
of th
e pr
esen
tatio
n.
82G
ram
mar
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ctic
e B
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k
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5PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
23
(1) M
y si
ster
kn
ow
ed s
o m
uch
ab
ou
t h
isto
ry. (2
) Sh
e h
ad s
tud
y th
is
sub
ject
fo
r m
any
year
s. (3
) Sh
e te
ach
ed m
e so
mu
ch, a
nd
I w
ere
exci
ted
to
lear
n. (4
) Sh
e h
ad c
ho
se t
o le
arn
ab
ou
t h
isto
ry w
hen
sh
e w
as v
ery
you
ng.
(5) S
he
had
beg
an a
tten
din
g c
oll
ege
rig
ht
afte
r h
igh
sch
oo
l. (6
) Sh
e se
nt
me
a p
ictu
re la
st w
eek
, an
d it
sh
ow
ed h
er s
urr
ou
nd
ed b
y b
oo
ks
in t
he
lib
rary
.Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
1.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 1?
AC
hang
ekn
owed
to
know
s.B
Cha
nge
know
ed t
o kn
owin
g.C
Cha
nge
know
ed t
o kn
ew.
DM
ake
no c
hang
e.
2.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 2?
Aha
d st
udie
sB
had
stud
ying
Cha
d st
udie
dD
stud
y
3.
Whi
ch s
ente
nce
is t
he c
orre
ct w
ay
to w
rite
Sent
ence
3?
ASh
e te
ache
d m
e so
muc
h,
and
I was
exc
ited
to le
arn.
BSh
e ta
ught
me
so m
uch,
an
d I w
ere
exci
ted
to le
arn.
CSh
e te
ache
d m
e so
muc
h,
and
I am
exc
ited
to le
arn.
DSh
e ta
ught
me
so m
uch,
an
d I w
as e
xcite
d to
lear
n.
4.
Whi
ch c
hang
e sh
ould
be
mad
e in
Sen
tenc
e 4?
AC
hang
eha
d to
has
.B
Cha
nge
chos
e to
cho
sen.
CC
hang
ech
ose
to c
hoos
ed.
DC
hang
ew
as t
o ar
e.
5.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 5?
AC
hang
ebe
gan
to b
egun
.B
Cha
nge
bega
n to
beg
in.
CC
hang
ebe
gan
to b
egin
ning
.D
Mak
e no
cha
nge.
6.
Whi
ch s
ente
nce
has
no e
rror
s?A
Sent
ence
1B
Sent
ence
4C
Sent
ence
5D
Sent
ence
6
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
83G
ram
mar
Pra
ctic
e B
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k
RXE
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.indd
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08:1
1PM
44 Student Edition pp. 82–83
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e R
egu
lar
and
Irre
gu
lar
Ver
bs
Less
on
23
Cir
cle
the
corr
ect
form
of
the
verb
. Th
en w
rite
th
ein
fin
itiv
e fo
rm.
1.
Onl
y bo
ys (
go, w
ent,
gon
e) t
o sc
hool
in t
he A
mer
ican
col
onie
s.
2.
The
stu
dent
s ha
d (w
rite,
writ
ten,
wro
te)
the
alp
habe
t m
any
times
.
3.
If a
stu
dent
(sp
eak,
sp
oke,
sp
oken
) ou
t of
tur
n, h
e w
as p
unis
hed.
4.
The
y tr
ied
not
to (
com
e, c
ame,
com
es)
late
to
scho
ol.
Wri
te t
he
stat
ed f
orm
of
each
ver
b. T
hen
wri
te a
sen
ten
ce w
ith
th
at f
orm
.
5.
dra
w
pas
t te
nse:
6.
dra
w
pas
t p
artic
iple
:
7.
dri
nk
pas
t te
nse:
8.
dri
nk
pas
t p
artic
iple
:
9.
eat
p
ast
tens
e:
10.
eat
p
ast
par
ticip
le:
to s
peak
to g
o
to w
rite
to c
ome
Acce
pt re
ason
able
sen
tenc
es.
I dre
w a
n ill
ustra
tion
for m
y es
say
on c
olon
ial A
mer
ica.
I had
dra
wn
man
y ill
ustra
tions
in th
e pa
st.
We
lear
ned
that
col
onis
ts ra
rely
dra
nk w
ater
.
In E
ngla
nd th
ey h
ad n
ot d
runk
wat
er, e
ither
.
The
colo
nist
s at
e a
lot o
f cor
n.
They
had
not
eat
en c
orn
befo
re c
omin
g to
this
cou
ntry
.
drew dr
awn
dran
k
drun
k
ate ea
ten 84
Gra
mm
ar P
ract
ice
Bo
ok
RXE
NL0
8AW
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GPB
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/06
2:0
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PM
© H
arco
urt
• G
rade
6
Nam
ePe
rfec
t Te
nse
s
Less
on
24
Wri
te p
rese
nt p
erfe
ct o
r pa
st p
erfe
ct t
o id
enti
fy t
he
und
erlin
ed
verb
ph
rase
.
1.
Raj
had
stu
died
anc
ient
Egy
pt
for
man
y ye
ars.
2.
A r
epor
ter
has
inte
rvie
wed
him
sev
eral
tim
es.
3.
Raj
has
tol
d th
e re
por
ter
abou
t hi
s ne
w id
eas.
4.
The
tw
o ha
ve w
orke
d to
geth
er t
o w
rite
a bo
ok.
5.
The
y ha
d di
scus
sed
the
chap
ters
for
mon
ths
befo
re w
ritin
g.
6.
Sin
ce it
was
fini
shed
, Raj
has
felt
hap
py
with
the
boo
k.
Wri
te t
he
mis
sin
g t
ense
s of
eac
h v
erb
. In
clud
e th
e h
elp
ing
ver
bs.
Ver
bPr
esen
t Pe
rfec
tPa
st P
erfe
ct
7.bi
te
8.se
e
9.fly
10.
ride
11.
hold
12.
lose
13.
build
14.
look
15.
read
past
per
fect
pres
ent p
erfe
ct
pres
ent p
erfe
ct
pres
ent p
erfe
ct
past
per
fect
pres
ent p
erfe
ct
have
(or h
as) b
itten
have
(or h
as) s
een
have
(or h
as) f
low
n
have
(or h
as) r
idde
n
have
(or h
as) h
eld
have
(or h
as) l
ost
had
bitte
n
had
seen
had
flow
n
had
ridde
n
had
held
had
lost
had
built
had
look
ed
had
read
have
(or h
as) b
uilt
have
(or h
as) l
ooke
d
have
(or h
as) r
ead
85G
ram
mar
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ctic
e B
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2PM
45 Student Edition pp. 84–85
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
ePe
rfec
t Te
nse
s
Less
on
24
Cir
cle
the
corr
ect
verb
ph
rase
to
co
mp
lete
eac
h s
ente
nce
.
1.
By
next
wee
k, w
e (h
ad s
pen
t, w
ill h
ave
spen
t) a
mon
th le
arni
ng a
bout
Egy
pt.
2.
Las
t ye
ar, w
e (w
ill h
ave
lear
ned,
had
lear
ned)
abo
ut a
ncie
nt G
reec
e.
3.
The
tea
cher
(w
ill h
ave
taug
ht, h
as t
augh
t) t
his
unit
to 3
00 s
tude
nts
by n
ext
year
.
4.
Now
she
(ha
s as
ked,
had
ask
ed)
stud
ents
to
help
with
the
cla
ss w
eb p
age.
5.
As
of n
ext
mon
th, I
(ha
d re
ad, w
ill h
ave
read
) th
ree
book
s on
Egy
ptia
n hi
stor
y.
6.
La
st y
ear
I (w
ill h
ave
read
, had
rea
d) o
nly
one
book
.
Wri
te a
sen
ten
ce, u
sin
g e
ach
ver
b in
th
e fu
ture
-per
fect
ten
se.
7.
go
8.
brin
g
9.
had
10.
rai
sed
11.
bui
ld
12.
col
lect
ed
Poss
ible
resp
onse
s ar
e sh
own.
I will
hav
e go
ne to
the
mus
eum
thre
e tim
es b
y th
e en
d of
ne
xt w
eek.
By to
mor
row
, we
will
hav
e br
ough
t all
of th
e Eg
yptia
n ar
t to
the
galle
ry.
I will
hav
e ha
d th
e m
ost t
iring
mon
th o
f my
life
whe
n th
is
exhi
bit i
s ov
er.
The
even
t will
hav
e ra
ised
$50
0 by
the
end
of th
e da
y.
They
will
hav
e bu
ilt th
e ne
w w
ing
by n
ext y
ear.
The
dire
ctor
will
hav
e co
llect
ed e
very
arti
fact
she
wan
ts
by th
en.
86G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K61_
GPB
_086
.indd
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11/0
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12:5
5PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
24
(1) T
his
mo
nth
, we
hav
e le
arn
ed a
bo
ut
the
Gre
at S
ph
inx.
(2) B
y
the
end
of
the
un
it, w
e w
ill r
esea
rch
ed t
he
bu
ild
ing
pro
cess
. (3) T
he
sixt
h-g
rad
e cl
ass
had
wro
te s
ever
al p
aper
s ab
ou
t th
e G
reat
Sp
hin
x
bef
ore
last
sem
este
r en
ded
. (4) O
ur
clas
s h
as d
esig
ned
a p
rese
nta
tio
n
abo
ut
the
Gre
at S
ph
inx.
(5) A
t th
e b
egin
nin
g o
f th
e p
roje
ct, t
he
teac
her
had
su
gges
ted
th
at w
e u
se v
isu
al a
ids.
(6) M
y p
artn
er a
nd
I
man
y h
ou
rs o
n t
he
pro
ject
by
the
tim
e it
is f
inis
hed
.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
1.
Whi
ch is
the
ten
se o
f the
und
erlin
ed
verb
in S
ente
nce
1?A
pas
tB
pre
sent
per
fect
Cp
ast
per
fect
Dfu
ture
per
fect
2.
Whi
ch c
hang
e sh
ould
be
mad
e to
the
un
derli
ned
verb
in S
ente
nce
2?A
Cha
nge
will
res
earc
hed
to
rese
arch
es.
BC
hang
ew
ill r
esea
rche
d to
w
ill h
ave
rese
arch
ed.
CC
hang
ew
ill r
esea
rche
d to
has
rese
arch
es.
DC
hang
ew
ill r
esea
rche
d to
w
ill h
ad r
esea
rche
d.
3.
How
sho
uld
the
unde
rline
d w
ords
in
Sen
tenc
e 3
be w
ritte
n?A
will
hav
e w
ritte
nB
had
writ
ten
Cha
s w
rote
Dha
d w
rote
4.
Whi
ch n
ames
the
ten
se o
f the
un
derli
ned
verb
in S
ente
nce
4?A
pre
sent
Bp
rese
nt p
erfe
ctC
pas
t p
erfe
ctD
futu
re p
erfe
ct
5.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 5?
AC
hang
eha
d to
hav
e.B
Cha
nge
sugg
este
d to
sug
gest
.C
Cha
nge
had
to h
as.
DM
ake
no c
hang
e.
6.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 6
?A
has
spen
tB
will
hav
e sp
ent
Cha
d sp
end
Dha
s sp
ent
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
87G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_087
.indd
879/
11/0
62:
13:2
8PM
46 Student Edition pp. 86–87
RXENL08ATE61_GPB.indd 46RXENL08ATE61_GPB.indd 46 10/5/06 1:49:37 PM10/5/06 1:49:37 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Pe
rfec
t Te
nse
s
Less
on
24
Cir
cle
the
ten
se o
f th
e ve
rb in
eac
h s
ente
nce
.
1.
We
will
hav
e go
ne o
n fo
ur fi
eld
trip
s by
the
end
of n
ext
sem
este
r.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
2.
We
had
visi
ted
the
mus
eum
on
one
field
trip
last
mon
th.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
3.
Our
cla
ss h
as lo
oked
for
inte
rest
ing
pla
ces
to g
o.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
4.
Ear
lier,
the
teac
her
had
sugg
este
d a
visi
t to
the
new
exh
ibit
on a
ncie
nt E
gyp
t.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
Wri
te a
sen
ten
ce, u
sin
g e
ach
ver
b in
th
e te
nse
sh
ow
n in
par
enth
eses
( )
.
5.
try
(p
rese
nt p
erfe
ct)
6.
pay
(fu
ture
per
fect
)
7.
thi
nk (
pas
t p
erfe
ct)
8.
giv
e (p
ast
per
fect
)
9.
pro
vide
(p
rese
nt p
erfe
ct)
10.
see
(fu
ture
per
fect
)
Poss
ible
repo
nses
are
sho
wn.
I ha
ve tr
ied
to fi
nd th
e ex
hibi
t of K
ing
Tut’s
tom
b.
If I c
an’t
find
it, I
will
hav
e pa
id fo
r not
hing
!
I had
thou
ght f
or a
long
tim
e ab
out v
isiti
ng it
.
The
guid
e ha
d gi
ven
the
last
tour
at 4
:00
P.M
.
How
ever
, he
has
prov
ided
a m
ap o
f the
six
th fl
oor.
Afte
r we
expl
ore
this
room
, we
will
hav
e se
en e
very
thin
g!
88G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_088
.indd
88
9/11
/06
2:1
4:42
PM
© H
arco
urt
• G
rade
6
Nam
e
Less
on
25
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) W
e h
ad w
ork
ed f
or
ho
urs
last
mo
nth
to
bu
ild
a m
od
el s
ailb
oat
fo
r
com
pet
itio
n. (2
) We
lear
ned
of
a p
rob
lem
wit
h o
ne
of
the
sail
s w
hen
we
firs
t
star
ted
. (3) W
e w
ill f
ix it
bef
ore
we
com
pet
e. (4
) We
are
thin
kin
g a
bo
ut
ho
w
to m
ake
the
fin
al a
dju
stm
ents
. (5) L
ast
wee
k, t
he
org
aniz
ers
of
the
com
pet
itio
n
us
all t
he
info
rmat
ion
we
nee
ded
. (6) Y
este
rday
, we
loo
k a
t
the
pla
ns
to k
eep
th
e m
od
el s
afe
on
th
e w
ay t
o t
he
com
pet
itio
n.
1.
Whi
ch fo
rm o
f the
ver
b is
und
erlin
ed
in S
ente
nce
1?A
p
ast
B
pas
t p
artic
iple
C
pre
sent
par
ticip
leD
in
finiti
ve
2.
Whi
ch c
hang
e, if
any
, sho
uld
be m
ade
in S
ente
nce
2?A
C
hang
e le
arne
d to
lear
ns.
B
Cha
nge
lear
ned
to h
ave
lear
ned.
C
Cha
nge
lear
ned
to w
ill h
ave
lear
ned.
D
Mak
e no
cha
nge.
3.
Whi
ch is
the
ten
se o
f the
und
erlin
ed
verb
in S
ente
nce
3?A
fu
ture
per
fect
ten
seB
p
rese
nt t
ense
C
pas
t te
nse
D
futu
re t
ense
4.
Whi
ch id
entif
ies
the
unde
rline
d ve
rb
form
in S
ente
nce
4?A
p
rese
nt p
artic
iple
B
pas
tC
p
ast
par
ticip
leD
in
finiti
ve
5.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 5
?A
ha
ve o
ffere
dB
ha
s of
fere
dC
w
ill o
ffer
D
offe
red
6.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 6?
A
Cha
nge
look
to
will
look
.B
C
hang
e lo
ok t
o lo
oked
.C
C
hang
e lo
ok t
o ar
e lo
okin
g.D
M
ake
no c
hang
e.
89G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
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.indd
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9/11
/06
2:1
5:27
PM
47 Student Edition pp. 88–89
RXENL08ATE61_GPB.indd 47RXENL08ATE61_GPB.indd 47 10/5/06 1:49:39 PM10/5/06 1:49:39 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
25
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
(1) To
day
, my
frie
nd
has
tak
en a
sp
ecia
l tri
p t
o t
he
lak
e. (2
) Wh
en s
he
com
es b
ack
, sh
e w
ill h
ave
swu
m f
arth
er t
han
an
y st
ud
ent
in o
ur
sch
oo
l. (3
) Sh
e
has
bre
ak e
very
rec
ord
in t
he
cou
nty
! (4) L
ast
mo
nth
, sh
e
abo
ut
way
s to
imp
rove
at
her
sp
ort
. (5) S
he
me
a fu
ll r
epo
rt
on
th
e p
ho
ne
by
the
tim
e sh
e ge
ts h
om
e. (6
) I h
ad m
ake
up
my
min
d lo
ng
ago
to f
ind
a s
po
rt I
en
joy
as m
uch
as
my
frie
nd
en
joys
sw
imm
ing.
1.
Whi
ch id
entif
ies
the
tens
e of
the
un
derli
ned
verb
in S
ente
nce
1?A
p
ast
B
pas
t p
erfe
ctC
in
finiti
veD
p
rese
nt p
erfe
ct
2.
How
sho
uld
the
unde
rline
d ve
rb
in S
ente
nce
2 be
writ
ten?
A
had
swum
B
had
swim
med
C
will
hav
e sw
amD
co
rrec
t as
is
3.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 3?
A
Cha
nge
has
brea
k to
hav
e br
eake
d.B
C
hang
e ha
s br
eak
to h
as b
roke
n.C
C
hang
e ha
s br
eak
to b
roke
n.D
M
ake
no c
hang
e.
4.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 4
?A
ha
d th
ough
tB
is
thi
nkin
gC
ha
ve t
houg
htD
ha
s th
inke
d
5.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 5
?A
w
ill h
as g
iven
B
had
gave
C
will
hav
e gi
ven
D
give
6.
How
sho
uld
the
unde
rline
d ve
rb
in S
ente
nce
6 be
writ
ten?
A
have
mak
eB
ha
d m
ade
C
am m
akin
gD
co
rrec
t as
is
90G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_090
.indd
90
9/11
/06
2:1
6:01
PM
© H
arco
urt
• G
rade
6
Nam
ePr
og
ress
ive
Form
s
Less
on
26
Wri
te p
rese
nt p
rogr
essi
ve o
r pa
st p
rogr
essi
ve t
o id
enti
fyth
e un
der
lined
ver
b p
hra
se.
1.
We
wer
e st
udyi
ng s
izes
and
sha
pes
of p
lane
ts.
2.
We
are
rese
arch
ing
aste
roid
s.
3.
My
pro
ject
par
tner
was
wor
king
on
an a
ster
oid
mod
el.
4.
I a
m p
uttin
g to
geth
er a
map
of t
he a
ster
oid
belt.
5.
My
par
tner
is d
oing
all
she
can
to fi
nish
on
time.
6.
I w
as lo
okin
g fo
r cl
ear
pho
tos
of a
ster
oids
.
Wri
te t
he
stat
ed f
orm
of
each
ver
b t
o c
om
ple
te t
he
sen
ten
ce.
7.
rac
e (p
rese
nt p
rogr
essi
ve)
Th
e m
eteo
r t
hrou
gh t
he a
tmos
phe
re.
8.
wat
ch (
pre
sent
pro
gres
sive
)
Sc
ient
ists
c
aref
ully
to
obse
rve
its p
ath.
9.
tra
ck (
pas
t p
rogr
essi
ve)
O
ne a
stro
nom
er
the
pat
h as
ear
ly a
s la
st w
eek.
10.
che
ck (
pre
sent
pro
gres
sive
)
I
ast
rono
my
web
site
s to
find
mor
e in
form
atio
n.past
pro
gres
sive
pres
ent p
rogr
essi
ve
past
pro
gres
sive
past
pro
gres
sive
pres
ent p
rogr
essi
ve
pres
ent p
rogr
essi
ve
is ra
cing
are
wat
chin
g
was
trac
king
am c
heck
ing
91G
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mar
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ctic
e B
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_091
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62:
16:3
4PM
48 Student Edition pp. 90–91
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
ePr
og
ress
ive
Form
s
Less
on
26
If t
he
verb
ph
rase
is in
th
e fu
ture
-pro
gre
ssiv
e fo
rm, w
rite
futu
re p
rogr
essi
ve. I
f it
is n
ot,
use
th
e fu
ture
-pro
gre
ssiv
e fo
rmto
rew
rite
th
e se
nte
nce
.
1.
Cer
es is
goi
ng in
to t
he r
ecor
d bo
oks
as o
ne o
f the
larg
est
aste
roid
s.
2.
Res
earc
hers
wer
e ob
serv
ing
Cer
es in
the
sol
ar s
yste
m.
3.
Pal
as, a
noth
er a
ster
oid,
was
tra
velin
g in
our
sol
ar s
yste
m.
4.
You
will
be
clas
sify
ing
each
ast
eroi
d fo
r yo
ur r
esea
rch.
5.
Oth
er a
stro
nom
ers
are
mon
itorin
g th
e w
ork.
6.
I w
ill b
e us
ing
a va
riety
of r
esou
rces
to
follo
w t
he r
esea
rch.
Use
th
e p
ron
oun
an
d t
he
futu
re-p
rog
ress
ive
form
of
the
verb
in p
aren
thes
es (
) t
o
wri
te a
sen
ten
ce.
7.
(sh
e, v
iew
)
8.
(w
e, t
ry)
9.
(I,
read
)
10.
(th
ey, t
ell)
Cere
s w
ill b
e go
ing
into
the
reco
rd b
ooks
as
one
of th
e la
rges
t ast
eroi
ds.
Rese
arch
ers
will
be
obse
rvin
g Ce
res
in th
e so
lar s
yste
m.
Pala
s, a
noth
er a
ster
oid,
will
be
trave
ling
in o
ur
sola
r sys
tem
.
futu
re p
rogr
essi
ve
Othe
r ast
rono
mer
s w
ill b
e m
onito
ring
the
wor
k.
futu
re p
rogr
essi
ve
Poss
ible
resp
onse
s ar
e sh
own.
She
will
be
view
ing
the
met
eor s
how
er.
We
will
be
tryi
ng to
see
the
met
eor s
how
er.
I will
be
read
ing
abou
t met
eor s
how
ers.
They
will
be
telli
ng e
very
one
abou
t the
met
eors
.
92G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K61_
GPB
_092
.indd
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11/0
62:
17:2
2PM
© H
arco
urt
• G
rade
6
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
26
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) L
ast
wee
k, w
e ar
e p
lan
nin
g t
o fi
nis
h a
n a
ssig
nm
ent
earl
y fo
r o
ur
scie
nce
teac
her
. (2) Y
este
rday
, on
e o
f m
y cl
assm
ates
wil
l be
jott
ing
do
wn
idea
s fo
r a
new
arti
cle
the
teac
her
ask
ed u
s to
wri
te. (3
) We
wer
e th
ink
ing
ab
ou
t h
ow
to
fi n
ish
th
e
arti
cle
earl
y. (4
) Nex
t w
eek
, a c
lass
mat
e cr
eate
d g
rap
hic
s fo
r th
e ar
ticl
e. (5
) Ou
r
teac
her
wil
l be
wal
kin
g in
to t
he
roo
m w
hen
we
sho
w h
er t
he
arti
cle.
(6) A
t th
e en
d
of
the
up
com
ing
sem
este
r, w
e su
bm
itti
ng
it t
o a
mag
azin
e.
1.
How
sho
uld
the
unde
rline
d w
ords
in
Sent
ence
1 b
e w
ritte
n?A
pla
nB
wer
e p
lann
ing
Cw
ill b
e p
lann
ing
Dp
lann
ing
2.
Whi
ch c
hang
e sh
ould
the
stu
dent
m
ake
to S
ente
nce
2?A
Cha
nge
Yest
erda
y to
Tom
orro
w.
BC
hang
ew
ill b
e jo
ttin
g to
are
jott
ing.
CC
hang
ew
rite
to w
rote
.D
Cha
nge
writ
e to
are
writ
ing.
3.
Whi
ch d
escr
ibes
the
und
erlin
ed
wor
ds in
Sen
tenc
e 3?
Ap
rese
nt-p
rogr
essi
ve fo
rmB
pas
t-p
rogr
essi
ve fo
rmC
futu
re-p
rogr
essi
ve fo
rmD
infin
itive
4.
Whi
ch s
how
s th
e co
rrec
t w
ay t
o w
rite
Sent
ence
4?
ALa
st w
eek,
a c
lass
mat
e w
ill c
reat
e gr
aphi
cs fo
r th
e ar
ticle
.B
Yest
erda
y, a
cla
ssm
ate
is c
reat
ing
grap
hics
for
the
artic
le.
CLa
ter,
a cl
assm
ate
is c
reat
ed
grap
hics
for
the
artic
le.
DN
ext
wee
k, a
cla
ssm
ate
will
be
crea
ting
grap
hics
for
the
artic
le.
5.
Whi
ch d
escr
ibes
the
und
erlin
ed
wor
ds in
Sen
tenc
e 5?
Ap
rese
nt-p
rogr
essi
ve fo
rmB
pas
t-p
rogr
essi
ve fo
rmC
futu
re-p
rogr
essi
ve fo
rmD
infin
itive
6.
How
sho
uld
the
unde
rline
d w
ord
in
Sent
ence
6 b
e w
ritte
n?A
to s
ubm
itB
wer
e su
bmitt
ing
Cam
sub
mitt
ing
Dw
ill b
e su
bmitt
ing
93G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
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K61_
GPB
_093
.indd
939/
11/0
62:
17:4
7PM
49 Student Edition pp. 92–93
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Pr
og
ress
ive
Form
s
Less
on
26
Cir
cle
the
pro
gre
ssiv
e-ve
rb p
hra
se. I
f it
is c
orr
ect,
wri
teco
rrec
t. If
it is
no
t, w
rite
th
e co
rrec
t p
rog
ress
ive-
verb
ph
rase
.
1.
Las
t m
onth
, we
will
be
doin
g ex
per
imen
ts.
2.
Dur
ing
the
pas
t w
eek,
we
are
star
ting
new
exp
erim
ents
.
3.
I w
as w
ritin
g ex
per
imen
t re
sults
last
wee
k.
4.
The
tea
cher
will
be
givi
ng n
ew in
form
atio
n ye
ster
day.
5.
We
will
be
finis
hing
the
exp
erim
ents
nex
t w
eek.
6.
Nex
t ye
ar, s
tude
nts
wer
e co
mp
letin
g ne
w e
xper
imen
ts.
Rep
lace
eac
h p
ast-
ten
se v
erb
wit
h it
s p
ast-
pro
gre
ssiv
e fo
rm, e
ach
pre
sen
t-te
nse
ve
rb w
ith
its
pre
sen
t-p
rog
ress
ive
form
, an
d e
ach
fut
ure-
ten
se v
erb
wit
h it
s fu
ture
-pro
gre
ssiv
e fo
rm.
7.
The
sun
spot
s (in
terf
ered
) w
ith r
adio
rec
eptio
n.
8.
Sci
entis
ts (
pre
dict
ed)
ong
oing
pro
blem
s.
9.
The
y (d
o)
all
they
can
to
lear
n m
ore
abou
t su
nsp
ots.
10.
Nex
t ye
ar, t
he s
unsp
ots
(will
occ
ur)
oft
en.
11.
Res
earc
hers
(w
rite)
a
bout
the
effe
cts
of s
unsp
ots.
12.
One
day
, res
earc
hers
(w
ill d
isco
ver)
even
mor
e.
13.
I (
hop
e)
to
stud
y as
tron
omy
in c
olle
ge.
14.
I (
look
ed)
into
the
bes
t p
rogr
ams
last
yea
r.
15.
My
aunt
and
I (d
rove
) t
o vi
sit
a ne
arby
col
lege
.
wer
e do
ing
wer
e st
artin
g
corr
ect w
as g
ivin
g
corr
ect
will
be
com
plet
ing
wer
e in
terfe
ring
wer
e pr
edic
ting
are
doin
g
will
be
occu
rrin
g
are
writ
ing
will
be
disc
over
ing
am h
opin
g
was
look
ing
wer
e dr
ivin
g
94G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_094
.indd
94
9/11
/06
2:1
8:30
PM
© H
arco
urt
• G
rade
6
Nam
eC
on
trac
tio
ns
Less
on
27
Rew
rite
eac
h s
ente
nce
. Rep
lace
eac
h c
on
trac
tio
n w
ith
th
ew
ord
s in
ful
l.
1.
I’m
rea
ding
a b
ook
abou
t th
e vo
yage
of t
he T
itani
c.
2.
Rem
embe
r th
at w
e’re
see
ing
the
mov
ie n
ext
wee
k.
3.
You
’ll n
eed
to fi
nish
the
boo
k by
the
n.
4.
The
y’re
rea
lly lo
okin
g fo
rwar
d to
lear
ning
abo
ut t
he s
hip
.
Use
eac
h w
ord
to
wri
te a
sen
ten
ce.
5.
it’s
6.
its
7.
you
r
8.
you
’re
9.
the
y’re
10.
the
ir
I am
read
ing
a bo
ok a
bout
the
voya
ge o
f the
Tita
nic.
Rem
embe
r tha
t we
are
seei
ng th
e m
ovie
nex
t wee
k.
You
will
nee
d to
fini
sh th
e bo
ok b
y th
en.
They
are
real
ly lo
okin
g fo
rwar
d to
lear
ning
abo
ut th
e sh
ip.
It’s
goin
g to
be
the
grea
test
shi
p ev
er b
uilt!
Have
you
see
n its
gra
nd s
tairc
ase?
Do y
ou h
ave
your
tick
et fo
r pas
sage
?
You’
re n
ot a
llow
ed o
n th
is d
eck.
They
’re g
oing
to th
e di
ning
hal
l.
Thei
r cab
in is
ver
y co
mfo
rtabl
e.
Poss
ible
resp
onse
s ar
e sh
own.
95G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_095
.indd
959/
11/0
62:
19:3
0PM
50 Student Edition pp. 94–95
RXENL08ATE61_GPB.indd 50RXENL08ATE61_GPB.indd 50 10/5/06 1:49:45 PM10/5/06 1:49:45 PM
© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eC
on
trac
tio
ns
Less
on
27
Co
mp
lete
eac
h s
ente
nce
wit
h t
he
con
trac
tio
n f
or
the
wo
rds
in p
aren
thes
es (
).
1.
The
mot
orbo
at’s
eng
ine
sta
rt. (
wou
ld n
ot)
2.
I a
ble
to fi
nd it
s m
anua
l. (w
as n
ot)
3.
The
oth
ers
find
it e
ither
. (co
uld
not)
4.
“ y
ou t
he o
ne w
ho h
ad it
last
?” I
aske
d m
y fr
iend
. (A
re n
ot)
5.
“I
see
n it
sinc
e w
e st
arte
d th
is m
orni
ng,”
she
sai
d. (
have
not
)
6.
“ y
ou t
ake
it ho
me
to r
ead
last
nig
ht?”
(D
id n
ot)
7.
“We
thi
nkin
g ab
out
that
.” (
wer
e no
t)
8.
“Wel
l, sh
e k
now
how
to
fix t
he e
ngin
e w
ithou
t it.
” (d
oes
not)
Wri
te t
he
con
trac
tio
n f
or
the
wo
rd(s
). T
hen
wri
te a
sen
ten
ce t
hat
incl
udes
th
e co
ntr
acti
on
.
9.
has
not
10.
will
not
11.
can
not
12.
is
not
13.
did
not
14.
sho
uld
not
15.
had
not
wou
ldn’
tw
asn’
t coul
dn’t
Aren
’tha
ven’
tDi
dn’t
wer
en’t
does
n’t
hasn
’tHe
has
n’t f
inis
hed
writ
ing
his
play
.w
on’t
We
won
’t be
abl
e to
wat
ch T
V un
til h
e is
don
e.ca
n’t
He c
an’t
thin
k of
a g
ood
endi
ng.
isn’
tHe
isn’
t sur
e if
the
play
sho
uld
end
with
the
boat
’s s
inki
ng.
didn
’tIt
didn
’t se
em ri
ght.
shou
ldn’
tSh
ould
n’t y
ou s
ay s
omet
hing
abo
ut th
e su
rviv
ors?
hadn
’tI h
adn’
t im
agin
ed th
at it
wou
ld b
e so
sad
.
Poss
ible
resp
onse
s ar
e sh
own.
96G
ram
mar
Pra
ctic
e B
oo
k
RXE
NL0
8AW
K61_
GPB
_096
.indd
969/
11/0
62:
20:1
0PM
© H
arco
urt
• G
rade
6
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
27
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) I
ts a
lmo
st t
ime
to le
ave
on
th
e ex
ped
itio
n, a
nd
I c
an’t
fi n
d t
he
map
s in
the
exp
edit
ion
org
aniz
ers’
mat
eria
ls. (2
) We’
ll h
ave
to lo
ok
in t
hey
’re
tru
nk
s.
(3) W
e w
ill n
ot
be
able
to
leav
e w
ith
ou
t th
e m
aps.
(4) I
am
no
t g
oin
g t
o w
orr
y
bec
ause
I k
no
w t
he
map
s ar
e h
ere
som
ewh
ere.
(5) I
’ve
fou
nd
th
e m
aps;
we
do
n’t
hav
e to
loo
k a
nym
ore
, so
we’
re r
ead
y to
go.
(6) W
e ar
en’t
goin
g to
wai
t an
oth
er
mo
men
t to
leav
e!
1.
Whi
ch c
hang
e sh
ould
be
mad
e in
Se
nten
ce 1
?A
Cha
nge
Its
to It
’s.
BC
hang
eIt
s to
Its’
.C
Cha
nge
can’
t to
can
t.D
Cha
nge
can’
t to
can
’not
.
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 2?
Ath
ey a
reB
ther
eC
thei
rD
they
re
3.
Whi
ch is
the
con
trac
tion
for
the
unde
rline
d w
ords
in S
ente
nce
3?A
wo’
ntB
won
tC
will
’nt
Dw
on’t
4.
Whi
ch is
the
con
trac
tion
for
the
unde
rline
d w
ords
in S
ente
nce
4?A
I’am
BIa
m’
CI’m
DIm
5.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 5?
AC
hang
eI’v
e to
Ive.
BC
hang
edo
n’t
to d
o’nt
.C
Cha
nge
we’
re t
o w
ere.
DM
ake
no c
hang
e.
6.
Whi
ch a
re t
he fu
ll w
ords
for
the
cont
ract
ion
in S
ente
nce
6?A
am n
otB
are
not
Cha
ve n
ot
Dw
ill n
ot
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e C
on
trac
tio
ns
Less
on
27
Wri
te a
co
ntr
acti
on
to
co
rrec
tly
com
ple
te e
ach
sen
ten
ce.
1.
We
knew
tha
t b
ette
r hu
rry
if w
e w
ante
d to
be
on t
ime.
2.
“W
hat
will
hap
pen
if w
e do
not
get
to
the
dock
bef
ore
tim
e to
sa
il?”
I ask
ed.
3.
“ g
oing
be
on t
ime,
” m
y gr
andm
othe
r sa
id.
4.
w
avin
g to
us
from
the
hou
se.
5.
If w
e ca
ll ah
ead,
I th
ink
wai
t fo
r us
.
6.
r
ight
; tha
t is
a v
ery
good
idea
.
If t
he
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
. If
it is
no
t, w
rite
th
e se
nte
nce
co
rrec
tly.
7.
The
Mor
se c
ode
book
is y
our’s
.
8.
I s
aw t
he o
ld M
orse
cod
e bo
ok, a
nd it
’s c
over
was
tor
n.
9.
The
rad
io o
ffice
r sa
id w
e w
ere
the
best
stu
dent
s of
all.
10.
I c
an’n
ot r
ead
the
auth
or’s
nam
e on
the
cov
er.
11.
The
re c
lass
es in
Mor
se c
ode
are
exce
llent
.
12.
The
rad
io o
ffice
r w
on’t
be
late
to
clas
s to
day.
Poss
ible
resp
onse
s ar
e sh
own.
we’
d
it’s
We’
re
He’s
they
’ll
You’
re
The
Mor
se c
ode
book
is y
ours
.
I saw
the
old
Mor
se c
ode
book
, and
its
cove
r was
torn
.
corr
ect
I can
’t (o
r can
not)
read
the
auth
or’s
nam
e on
the
cove
r.
Thei
r cla
sses
in M
orse
cod
e ar
e ex
celle
nt.
corr
ect
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mar
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arco
urt
• G
rade
6
Nam
eA
dve
rbs
Less
on
28
Cir
cle
the
adve
rb in
eac
h s
ente
nce
. Un
der
line
the
wo
rdth
e ad
verb
mo
dif
ies.
Th
en w
rite
wh
eth
er t
he
adve
rb t
ells
how
, whe
n, w
here
, or
how
oft
en.
1.
“W
e’ll
leav
e so
on fo
r th
e bi
g p
arty
,” m
y da
d sa
id.
2.
“W
atch
you
r ba
by b
roth
er c
aref
ully
.”
3.
“Th
e ba
by’s
favo
rite
toy
is o
utsi
de.”
4.
“If y
ou d
o ha
ve p
robl
ems,
cal
l us
imm
edia
tely
.”
5.
“The
par
ty is
nea
rby,
and
we
can
com
e ho
me
if ne
cess
ary.
”
Co
mp
lete
th
e ch
art
wit
h t
he
mis
sin
g f
orm
s o
f th
e ad
verb
s.
Posi
tive
Co
mp
arat
ive
Sup
erla
tive
6.q
uick
ly
7.ea
rlier
8.fa
rthe
r
9.be
st
10.
mos
t
11.
slow
ly
12.
less
Wri
te t
hre
e se
nte
nce
s th
at in
clu
de
adve
rbs.
Cir
cle
the
adve
rb(s
), a
nd
iden
tify
w
het
her
it is
po
siti
ve, c
om
par
ativ
e, o
r su
per
lati
ve.
whe
n
how
whe
re
whe
n
whe
re
mor
e qu
ickl
y
bette
r
mor
e
mor
e sl
owly
mos
t qui
ckly
earli
est
farth
est
mos
t slo
wly
leas
t
Acce
pt re
ason
able
resp
onse
s.
early far
wel
l
muc
h
little
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mar
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eA
dve
rbs
Less
on
28
Cir
cle
the
wo
rd t
hat
co
rrec
tly
com
ple
tes
each
sen
ten
ce.
1.
We
don’
t ha
ve (
noth
ing,
any
thin
g) r
eady
for
the
baby
sitt
ing
clas
s.
2.
Ther
e is
sca
rcel
y (a
ny, n
o) t
ime
left
bef
ore
we
begi
n.
3.
We
have
(no
body
, any
body
) he
re t
o he
lp u
s ge
t re
ady.
4.
We’
ve n
ever
had
(an
y, n
o) p
robl
ems
like
this
bef
ore.
5.
No
one
(can
’t, c
an)
com
e in
side
if w
e’re
not
rea
dy.
6.
The
boo
ks a
ren’
t (a
nyw
here
, now
here
) to
be
foun
d.
7.
Why
(do
esn’
t, d
oes)
no
one
know
whe
re t
he b
ooks
are
?
8.
No
one
wou
ld (
ever
, nev
er)
have
tho
ught
to
look
in t
his
cabi
net!
9.
I h
ope
we
(will
, won
’t)
neve
r ha
ve t
his
pro
blem
aga
in.
10.
The
re’s
(no
thin
g, a
nyth
ing)
she
doe
sn’t
kno
w a
bout
bab
y-si
ttin
g.
11.
She
doe
sn’t
wan
t (n
obod
y, a
nybo
dy)
to g
et c
onfu
sed.
12.
The
y ha
ve (
ever
, nev
er)
been
to
a cl
ass
like
this
bef
ore.
Co
rrec
tly
rew
rite
eac
h s
ente
nce
in t
wo
dif
fere
nt
way
s.
13.
We
have
n’t
got
no t
ime
to p
rep
are
for
the
exp
erim
ent.
14.
Why
did
n’t
no o
ne g
et t
he t
est
tube
s?
15.
Isn
’t t
here
no
one
who
can
hel
p?
Poss
ible
resp
onse
s ar
e sh
own.
We
don’
t hav
e an
y tim
e to
pre
pare
for t
he e
xper
imen
t.W
e ha
ve n
o tim
e to
pre
pare
for t
he e
xper
imen
t.
Why
did
n’t a
nyon
e ge
t the
test
tube
s?W
hy d
id n
o on
e ge
t the
test
tube
s?
Isn’
t the
re a
nyon
e w
ho c
an h
elp?
Is th
ere
no o
ne w
ho c
an h
elp?
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mm
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ice
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/06
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:02
PM
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arco
urt
• G
rade
6
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
28
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) I
had
nev
er h
ad n
o t
each
er a
s ex
trao
rdin
ary
as D
r. H
arri
s. (2
) Sh
e p
erfo
rmed
the
wel
l of
all t
he
chem
istr
y te
ach
ers.
(3) H
er s
tud
ents
stu
die
d s
erio
usl
y in
her
cla
ss.
(4) D
r. H
arri
s d
idn’
t li
sten
to
no
bo
dy
wh
o t
old
her
sh
e w
ou
ldn’
t co
mp
lete
her
wo
rk.
(5) W
hen
sh
e w
as a
lmo
st fi
nis
hed
, sh
e w
ork
ed h
ard
er t
han
eve
r. (6
) Sh
e d
isco
vere
d n
ew
thin
gs,
an
d s
he
wo
rked
qu
ick
to
wri
te a
rtic
les
abo
ut
her
dis
cove
ries
.
1.
How
sho
uld
Sent
ence
1 b
e w
ritte
n?A
I nev
er h
adn’
t ha
d a
teac
her
as
extr
aord
inar
y as
Dr.
Har
ris.
BI h
adn’
t ev
er h
ad n
o te
ache
r as
ex
trao
rdin
ary
as D
r. H
arris
.C
I had
nev
er h
ad a
tea
cher
as
extr
aord
inar
y as
Dr.
Har
ris.
DI h
adn’
t ne
ver
had
a te
ache
r as
ex
trao
rdin
ary
as D
r. H
arris
.
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 2?
Ago
odB
mos
t go
odC
bett
erD
best
3.
Whi
ch id
entif
ies
the
unde
rline
d w
ord
in S
ente
nce
3?A
adve
rb p
hras
e B
pos
itive
adv
erb
Cco
mp
arat
ive
adve
rbD
sup
erla
tive
adve
rb
4.
Whi
ch c
hang
e sh
ould
be
mad
e in
Se
nten
ce 4
?A
Cha
nge
didn
’t to
did
n’t
not.
BC
hang
eno
body
toan
ybod
y.C
Cha
nge
wou
ldn’
t to
wou
ld.
DC
hang
ew
ould
n’t
to w
ould
not
.
5.
Whi
ch w
ords
in S
ente
nce
5 ar
ead
verb
s?A
finis
hed
and
wor
ked
Bw
orke
d an
d ev
erC
alm
ost
and
hard
erD
alm
ost
and
wor
ked
6.
How
sho
uld
the
unde
rline
d w
ord
in
Sent
ence
6 b
e w
ritte
n?A
qui
ckly
Bq
uick
lier
Cq
uick
est
Dm
ost
qui
ck
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mm
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/06
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e A
dve
rbs
Less
on
28
Wri
te t
he
wo
rd in
par
enth
eses
( )
th
at c
orr
ectl
yco
mp
lete
s th
e se
nte
nce
.
1.
Vis
itors
cou
ldn’
t go
o
utsi
de t
he v
iew
ing
area
. (n
owhe
re, a
nyw
here
)
2.
Nob
ody
wou
ld
bel
ieve
the
thi
ngs
the
robo
ts c
ould
do.
(e
ver,
neve
r)
3.
The
res
ults
had
n’t
been
rep
orte
d in
n
ewsp
aper
s. (
no, a
ny)
4.
No
pre
viou
s ex
per
imen
t e
ven
com
e cl
ose
to t
his.
(h
ad, h
adn’
t)
Use
eac
h a
dve
rb t
o w
rite
a s
ente
nce
. Be
cert
ain
to
use
th
e w
ord
as
an a
dve
rb.
5.
ear
liest
6.
car
eful
ly
7.
bet
ter
8.
far
thes
t
9.
fas
ter
10.
hap
pily
anyw
here
ever
any
had
Poss
ible
resp
onse
s ar
e sh
own.
I was
the
com
petit
or w
ho a
rriv
ed th
e ea
rlies
t.
I car
eful
ly b
uilt
my
robo
t fro
m s
pare
par
ts.
It w
orke
d be
tter t
han
any
othe
r mac
hine
.
It w
alke
d th
e fa
rthes
t of a
ll th
e ro
bots
in th
e co
mpe
titio
n.
It w
alke
d ev
en fa
ster
than
it h
ad th
e w
eek
befo
re!
I hap
pily
acc
epte
d m
y tro
phy.
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mm
ar P
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ice
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ok
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:24:
32 P
M
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arco
urt
• G
rade
6
Nam
eQ
uo
tati
on
Mar
ks
and
Co
lon
s
Less
on
29
Rea
d e
ach
sen
ten
ce. I
f n
o p
unct
uati
on
is m
issi
ng
fro
m t
he
sen
ten
ce, w
rite
cor
rect
. If
pun
ctua
tio
n is
mis
sin
g, w
rite
in
corr
ect,
an
d a
dd
th
e co
rrec
t p
unct
uati
on
.
1.
Let
’s t
alk
abou
t tim
e tr
avel
” sa
id U
ma.
2.
“W
hy w
ould
we
talk
abo
ut t
ime
trav
el a
sked
her
sis
ter.
3.
“We’
re g
oing
on
a lit
tle t
rip,”
Um
a an
swer
ed.
Rew
rite
eac
h s
ente
nce
in t
he
con
vers
atio
n b
elo
w. C
apit
aliz
e, a
dd
quo
tati
on
mar
ks,
and
inse
rt c
om
mas
wh
ere
nec
essa
ry.
4.
bec
ause
you
’ve
been
a g
ood
sist
er U
ma
said
I’ll
tell
you
a se
cret
5.
wha
t’s t
he s
ecre
t he
r si
ster
ask
ed
6.
if y
ou p
rom
ise
not
to t
ell a
nyon
e U
ma
answ
ered
I’ll
exp
lain
7.
Um
a’s
sist
er s
aid
I won
’t b
reat
he a
wor
d to
any
one
8.
I h
ave
a m
achi
ne U
ma
exp
lain
ed a
nd it
will
tak
e m
e to
ano
ther
tim
e
9.
will
you
tak
e m
e w
ith y
ou h
er s
iste
r as
ked
10.
yes
sai
d U
ma
beca
use
you
and
I will
be
a tr
avel
ing
team
inco
rrec
tin
corr
ect
corr
ect
“Bec
ause
you
’ve
been
a g
ood
sist
er,”
Um
a sa
id, “
I’ll t
ell
you
a se
cret
.”
“Wha
t’s th
e se
cret
?” h
er s
iste
r ask
ed.
“If y
ou p
rom
ise
not t
o te
ll an
yone
,” U
ma
answ
ered
, “I’l
l ex
plai
n.”
Uma’
s si
ster
sai
d, “
I won
’t br
eath
e a
wor
d to
any
one.
”
“I h
ave
a m
achi
ne,”
Um
a ex
plai
ned,
“an
d it
will
take
me
to a
noth
er ti
me.
”
“Will
you
take
me
with
you
?” h
er s
iste
r ask
ed.
“Yes
,” s
aid
Uma,
“be
caus
e yo
u an
d I w
ill b
e a
trave
ling
team
.”
“,
?”
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mm
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ice
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eQ
uo
tati
on
Mar
ks
and
Co
lon
s
Less
on
29
Each
sen
ten
ce o
r g
reet
ing
is m
issi
ng
a c
olo
n. W
rite
th
eco
lon
wh
ere
it b
elo
ng
s.
1.
We’
ll le
arn
abou
t th
ese
par
ts o
f sp
eech
adj
ectiv
es, a
dver
bs, a
nd p
rep
ositi
ons.
2.
Dea
r M
r. Ju
ster
I t
hink
you
r bo
ok is
exc
elle
nt.
3.
It
can
be d
escr
ibed
with
the
se w
ords
cle
ver,
ente
rtai
ning
, and
edu
catio
nal.
4.
Dea
r M
r. Fe
iffer
Pl
ease
com
e to
our
sch
ool o
n ca
reer
day
.
5.
Bef
ore
draw
ing
a st
ory’
s ch
arac
ter,
do e
ach
of t
he fo
llow
ing
read
the
sto
ry, t
alk
with
th
e au
thor
, and
ske
tch
your
idea
s.
Wri
te f
ive
sen
ten
ces.
Eac
h s
ente
nce
sh
oul
d in
clud
e a
list,
an
d e
ach
sen
ten
ce s
ho
uld
in
clud
e a
colo
n u
sed
co
rrec
tly.
6.
7.
8.
9.
10.
Poss
ible
repo
nses
are
sho
wn.
In a
dic
tiona
ry y
ou w
ill fi
nd th
ese
item
s: w
ords
,
defin
ition
s, a
nd s
ampl
e se
nten
ces.
We
have
lear
ned
thes
e m
ath
skill
s: m
ultip
licat
ion,
divi
sion
, and
writ
ing
fract
ions
.
Durin
g ou
r las
t spe
lling
bee
, we
spel
led
thes
e w
ords
:
pale
onto
logi
st, e
pide
mio
logy
, and
exp
erim
enta
tion.
Thes
e ar
e th
e st
uden
ts w
ho a
re th
e be
st s
pelle
rs: B
ob,
Ana,
and
Jak
e.
My
favo
rite
subj
ects
are
as
follo
ws:
lang
uage
arts
, mat
h,
and
art.
:
: :
:
:
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mm
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arco
urt
• G
rade
6
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
29
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) D
id y
ou
set
yo
ur
clo
cks
forw
ard
? I
ask
ed. (2
) “Y
es,”
Mar
a re
pli
ed, “
bec
ause
I
rem
emb
ered
day
ligh
t sa
vin
g ti
me.
” (3)
Mar
a sa
id, “
Aft
er I
ch
ange
d t
he
clo
cks,
I h
ad t
o d
o
thes
e ch
ore
s m
ake
my
bed
, fi x
th
e w
ind
ow
th
at s
tick
s, a
nd
tak
e o
ut
the
tras
h.”
(4) I
ask
ed w
hat
did
yo
u d
o a
fter
yo
ur
cho
res,
Mar
a? (5
) “M
y au
nt
and
I w
ent
to t
he
vid
eo
sto
re” M
ara
rep
lied
. (6) “
Wh
en s
he
and
I g
ot
bac
k,”
Mar
a sa
id “
we
wat
ched
a v
ideo
.”
1.
Whi
ch is
the
cor
rect
way
to
writ
e Se
nten
ce 1
?A
“Did
you
set
you
r cl
ocks
forw
ard?
I a
sked
.”B
“Did
you
set
you
r cl
ocks
forw
ard,
”I a
sked
.C
“Did
you
set
you
r cl
ocks
fo
rwar
d?”
I ask
ed.
DD
id y
ou s
et y
our
cloc
ks fo
rwar
d?”
I ask
ed.”
2.
Whi
ch c
hang
e, if
any
, sho
uld
the
stud
ent
mak
e to
Sen
tenc
e 2?
AC
hang
ebe
caus
e to
Bec
ause
.B
Del
ete
the
com
ma
afte
r re
plie
d.C
Del
ete
the
com
ma
afte
r Ye
s.D
Mak
e no
cha
nge.
3.
Whi
ch p
unct
uatio
n be
long
s in
the
bl
ank
in S
ente
nce
3?A
colo
nB
sem
icol
onC
com
ma
Dq
uota
tion
mar
ks
4.
Whi
ch is
the
cor
rect
way
to
writ
e Se
nten
ce 4
?A
“I a
sked
wha
t di
d yo
u do
aft
er
your
cho
res,
Mar
a”?
BI a
sked
, “W
hat
did
you
do a
fter
yo
ur c
hore
s, M
ara?
”C
I“as
ked
wha
t di
d yo
u do
aft
er
your
cho
res
Mar
a.”?
DI a
sked
“W
hat
did
you
do a
fter
yo
ur c
hore
s M
ara”
.
5.
Whi
ch p
unct
uatio
n is
mis
sing
from
Se
nten
ce 5
?A
colo
nB
sem
icol
onC
com
ma
Dq
uota
tion
mar
ks
6.
Whi
ch c
hang
e, if
any
, sho
uld
the
stud
ent
mak
e to
Sen
tenc
e 6?
AD
elet
e th
e co
mm
a af
ter
back
.B
Cha
nge
we
to W
e.C
Add
a c
omm
a af
ter
said
.D
Del
ete
the
quo
tatio
n m
arks
.
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mm
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e Q
uo
tati
on
Mar
ks
and
Co
lon
s
Less
on
29
Ad
d t
he
corr
ect
pun
ctua
tio
n m
ark
wh
ere
it b
elo
ng
s in
eac
h
sen
ten
ce.
1.
Gra
ndm
a sa
id, I
t’s a
long
trip
, so
take
sev
eral
boo
ks t
o re
ad.”
2.
“I’l
l tak
e th
e bo
ok a
bout
the
adv
entu
res
of a
boy
nam
ed M
ilo, s
aid
Lisa
.
3.
Milo
mee
ts t
he fo
llow
ing
char
acte
rs T
ock,
Kin
g A
zaz,
and
the
Mat
hem
agic
ian.
Rea
d e
ach
sen
ten
ce. I
f ca
pit
aliz
atio
n a
nd
pun
ctua
tio
n a
re u
sed
co
rrec
tly,
wri
te
corr
ect.
If t
hey
are
no
t, r
ewri
te t
he
sen
ten
ce c
orr
ectl
y.
4.
“Be
caus
e th
e w
ords
are
long
sai
d M
s. Ja
ckso
n, y
ou’ll
nee
d to
stu
dy h
ard.
5.
“Th
ese
are
the
subj
ects
we’
ll co
ver:
sp
ellin
g, g
ram
mar
, and
wor
d ch
oice
,” s
he s
aid.
6.
Be
sure
to
take
ple
nty
of n
otes
dur
ing
the
lect
ure
Dav
e sa
id.
7.
“Te
rry
said
if y
ou r
un o
ut o
f pap
er, l
et m
e kn
ow.”
8.
Whi
le w
e’ll
try
to t
ake
brea
ks G
rand
ma
men
tione
d “W
e’ll
stud
y m
any
long
hou
rs.”
9.
My
brot
her
aske
d, “
Can
I bo
rrow
you
r bo
ok, L
isa?
”
10.
I s
till n
eed
to r
ead
thes
e ch
apte
rs: o
ne, f
ive,
and
sev
en, s
aid
Lisa
.
Poss
ible
resp
onse
s ar
e sh
own.
“Bec
ause
the
wor
ds a
re lo
ng,”
sai
d M
s. J
acks
on, “
you’
ll ne
ed
to s
tudy
har
d.”
corr
ect
“Be
sure
to ta
ke p
lent
y of
not
es d
urin
g th
e le
ctur
e,”
Dave
sai
d.
Terr
y sa
id, “
If yo
u ru
n ou
t of p
aper
, let
me
know
.”
“Whi
le w
e’ll
try
to ta
ke b
reak
s,”
Gran
dma
men
tione
d,
“we’
ll st
udy
man
y lo
ng h
ours
.”
corr
ect
“I st
ill n
eed
to re
ad th
ese
chap
ters
: one
, fiv
e, a
nd se
ven,
” sa
id L
isa.
:”
“
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arco
urt
• G
rade
6
Nam
e G
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
30
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) S
uli
ma
and
Jo
n w
ere
stu
dyi
ng
dee
p-s
ea d
ivin
g la
st y
ear.
(2) “
Th
eir
the
bes
t
div
ers
in t
he
clas
s,”
the
inst
ruct
or
told
th
e co
ach
. (3) Th
e
inst
ruct
or
said
, “N
ext
year
, I
be
chec
kin
g t
o s
ee if
th
ey a
re s
till
div
ing
in t
hes
e w
ater
s.”
(4) Th
en
th
e in
stru
cto
r to
ld
Su
lim
a an
d J
on
, “I
am lo
ok
ing
fo
r d
iver
s n
ow
to
hel
p w
ith
th
e b
ig c
ora
l div
e. (5
) Th
e
job
is y
ou
rs, i
f yo
ur
inte
rest
ed. (6
) y
ou
ple
ase
agre
e to
mak
e th
e d
ive?
”
1.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
the
und
erlin
ed w
ords
in
Sent
ence
1?
A
is s
tudy
ing
B
will
be
stud
ying
C
are
stud
ying
D
Mak
e no
cha
nge.
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 2?
A
Ther
eB
Th
ey’r
eC
Th
eir’
D
The’
yre
3.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
the
und
erlin
ed w
ord
in
Sent
ence
3?
A
I’ll
B
Il’l
C
I’ve
D
I’m
4.
Whi
ch d
escr
ibes
the
und
erlin
ed v
erb
in S
ente
nce
4?A
p
rese
nt-p
rogr
essi
ve fo
rmB
p
ast-
pro
gres
sive
form
C
futu
re-p
rogr
essi
ve fo
rmD
in
finiti
ve
5.
Whi
ch c
hang
e sh
ould
the
stu
dent
m
ake
to S
ente
nce
5?A
C
hang
e yo
urs
to y
ou’r
s.B
C
hang
e yo
urs
to y
our’s
.C
C
hang
e yo
ur t
o yo
u’re
.D
C
hang
e yo
ur t
o yo
ure.
6.
Whi
ch c
ould
com
ple
te S
ente
nce
6?A
W
ont
B
Won
’tC
W
ont’
D
Wo’
nt
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e G
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
30
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) I
had
nev
er s
een
no
thin
g s
o b
eau
tifu
l as
the
bo
at. (2
) “B
ecau
se y
ou
hav
e
bee
n in
tere
sted
in s
aili
ng
fo
r su
ch a
lon
g t
ime,
” m
y au
nt
said
, we
are
goin
g s
aili
ng.
”
(3) I
co
uld
n’t
har
dly
bel
ieve
my
luck
! (4) “
I am
so
gla
d y
ou
are
hap
py”
my
aun
t sa
id.
(5) “
Bef
ore
yo
u b
oar
d, b
e su
re y
ou
are
car
ryin
g t
he
foll
ow
ing
life
jack
et,
sun
gla
sses
, su
nsc
reen
, an
d y
ou
r ca
mer
a.”
(6) I
go
t o
n t
he
bo
at
.
1.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 1?
A
Cha
nge
neve
r to
eve
r.B
C
hang
e no
thin
g to
any
thin
g.C
C
hang
e ha
d ne
ver
to h
adn’
t ne
ver.
D
Cha
nge
had
neve
r to
hav
en’t
ever
.
2.
Whi
ch c
hang
e sh
ould
the
stu
dent
m
ake
to S
ente
nce
2?A
Re
mov
e th
e q
uota
tion
mar
k be
fore
the
wor
d Be
caus
e.B
Re
mov
e th
e co
mm
a af
ter
the
wor
d tim
e.C
A
dd a
quo
tatio
n m
ark
befo
re t
he
wor
d w
e.D
A
dd a
com
ma
afte
r th
e w
ord
are.
3.
Whi
ch is
the
cor
rect
way
to
writ
e Se
nten
ce 3
?A
I c
ould
not
har
dly
belie
ve m
y lu
ck!
B
I cou
ldn’
t ne
ver
belie
ve m
y lu
ck!
C
I cou
ld h
ardl
y be
lieve
my
luck
!D
I c
ould
har
dly
not
belie
ve m
y lu
ck!
4.
Whi
ch p
unct
uatio
n m
ark
is m
issi
ng
from
Sen
tenc
e 4?
A
colo
nB
se
mic
olon
C
com
ma
D
quo
tatio
n m
ark
5.
Whi
ch p
unct
uatio
n m
ark
is m
issi
ng
from
Sen
tenc
e 5?
A
colo
nB
se
mic
olon
C
com
ma
D
quo
tatio
n m
arks
6.
Whi
ch w
ord
or w
ords
cou
ld c
omp
lete
Se
nten
ce 6
?A
ea
ger
B
mor
e ea
ger
C
mor
e ea
gerly
D
eage
rly
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