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Because of Winn-Dixie

Declarative and Interrogative Sentences

A sentence is a group of words that expresses a complete thought. A sentence begins with a capital letter. A sentence that tells something is a declarative sentence. A declarative sentence ends with a period. A sentence that asks a question is an interrogative sentence. An interrogative sentence ends with a question mark.

Declarative Sentence Florida was once a wild place.

Interrogative Sentence Have you ever seen a bear?

Directions Read each sentence and add the correct end punctuation. Then write whether each sentence is declarative or interrogative.

1. In the old days, many people lived on farms

2. Wild animals roamed through the forests

3. Were the woods full of bears in those days

Directions Change each sentence to the kind named in ( ). Write the new sentence.

4. Grandpa likes telling stories. (interrogative)

5. Are his stories always true? (declarative)

DEVELOP THE CONCEPT

Home Activity Your child learned about declarative and interrogative sentences. Have your child write two declarative and two interrogative sentences about something he or she did today.

Grammar and Writing Practice Book Unit 1 Week 1 Day 2 1

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Declarative and Interrogative SentencesDirections Read the interrogative sentences. Then use your own ideas to write a declarative sentence that answers each question.

1. Question Why is it hard to move to a new place?

Answer

2. Question Where would be a good place to make new friends?

Answer

3. Question What kind of pet might make a good friend?

Answer

4. Question: What is a good way to make friends?

Answer

Directions Read the answers in the interview with Opal from Because of Winn-Dixie. Then write the questions you think she might be answering.

5. Question

Answer At first I felt really lonely.

6. Question

Answer No, I didn’t know anyone.

7. Question

Answer I spent a lot of time in the library.


APPLY TO WRITING

Home Activity Your child learned how to use declarative and interrogative sentences in writing. Have your child ask a member of the family three questions and write down the questions and answers in interview form.

2 Unit 1 Week 1 Day 3 Grammar and Writing Practice Book

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Declarative and Interrogative SentencesDirections For each item, mark the letter of the word or the word and punctuation mark that complete each sentence.

1. You have to be quiet in a 3. get a library card? A library A Can I B library? B I can C library. C I can? D Library D can I

2. many books did you get? 4. Do you like adventure A Who A stories. B how B stories C How? C stories? D How D Stories

Directions For each item, mark the letter of the declarative or interrogative sentence that is correctly written.

5. A Are pets allowed in the library. 8. A Why is his name Winn-Dixie. B I’ll leave my dog outside? B Isn’t that the name of a store. C he is very well behaved. C It’s a funny name for a dog. D Do I hear him barking? D Does he know his name.

6. A Our dog can shake hands 9. A Was your dog a stray? B Does he come when you call. B a stray has no home. C can he catch a ball? C Can I adopt one. D I’m teaching him to sit. D Where did he come from.

7. A The pound has many animals 10. A Dogs are fun B Are they all puppies. B They make good friends. C Would you like one as a pet? C Dogs are part of the family? D some ran away from home? D do you have a dog?

TEST PREPARATION


Home Activity Your child prepared for taking tests on declarative and interrogative sentences. Say declarative or interrogative and have your child say a sentence of the correct kind.

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Declarative and Interrogative SentencesDirections Write D if the sentence is declarative. Write I if the sentence is interrogative.

1. Opal loved to visit the library.

2. What did her dog do?

3. Did Opal have any friends?

4. She made friends with the librarian.

Directions Make each word group into a sentence by writing it with correct capitalization and punctuation. Write D if the sentence is declarative. Write I if the sentence is interrogative.

5. a bear once visited the library

6. it walked through the open door

7. what did the librarian do

8. would you have run away


9. The dog looks like a bear. (interrogative)

10. Are bears dangerous? (declarative)

11. An amazing story is called a tall tale. (interrogative)

12. Did the librarian tell a tall tale? (declarative)

CUMULATIVE REVIEW


Home Activity Your child reviewed declarative and interrogative sentences. Read a newspaper article together. Have your child identify declarative and interrogative sentences in the article.

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Lewis and Clark and Me

Imperative and Exclamatory SentencesAn imperative sentence gives a command or makes a request. It usually begins with a verb and ends with a period. The subject (you) is not shown. An exclamatory sentence shows strong feeling or surprise. It ends with an exclamation mark. An interjection also shows strong feeling and ends with an exclamation mark. An interjection is a word or group of words, not a complete sentence.

Imperative Sentence Lie down and stay.

Exclamatory Sentences That is a gorgeous dog! What big paws he has!

Interjections Wow! Ouch! Hurray! Oh, no!

Directions Read each sentence. Write C if the end punctuation is correct. Write NC if the end punctuation is not correct.

1. Show me your book about Lewis and Clark.

2. What an incredible journey they took.

3. Please read me the paper you wrote about their expedition!

4. That dog was amazing!

5. I can’t believe the number of squirrels it caught.

Directions Write a word or phrase that will make these sentences the kind named in ( ).

6. me the Missouri River on the map. (imperative)

7. a long river it is! (exclamatory)

8. why Lewis and Clark went on their expedition. (imperative)

9. proud they must have been when they finished! (exclamatory)

10. forget to finish reading your book on Lewis and Clark. (imperative)

DEVELOP THE CONCEPT

Home Activity Your child learned about imperative and exclamatory sentences. With your child, listen to a favorite television show and have your child identify examples of imperative and exclamatory sentences.


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Imperative and Exclamatory SentencesDirections Write an imperative sentence and an exclamatory sentence for each event.

1. going on a river trip

imperative:

exclamatory:

2. meeting a dog

imperative:

exclamatory:

3. looking at a map of the United States

imperative:

exclamatory:

Directions Imagine that you are on a trip and you are writing a letter to a friend. Write one imperative sentence and one exclamatory sentence that you might include in the letter.

4. imperative:

5. exclamatory:


APPLY TO WRITING

Home Activity Your child learned how to use imperative and exclamatory sentences in writing. Have your child write something he or she was told to do that day as an imperative sentence. Ask your child what was exciting or interesting about the day. Have him or her write that as an exclamatory sentence.


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Imperative and Exclamatory SentencesDirections For each item, mark the letter of the answer that best completes the type of sentence in ( ).

1. I love the way this story is told by 3. What an incredible adventure ___ (exclamatory) ___ (exclamatory)

A a dog. A that was! B a dog? B will we have. C a dog. C would you like to go on! D a dog! D is that?

2. ___ the picture of Seaman swimming. 4. ___ that page again. (imperative)(imperative) A Are we reading

A Is that B Please read B I like C Will you read C Show me D How exciting to read D What is

Directions For each item, mark the letter of the imperative or exclamatory sentence that is correctly written.

5. A Fetch, Seaman? 7. A Tell me about Sacagawea! B Please sell me your dog! B She was incredibly young! C Tell me his name. C Show me her picture! D That’s a great trick D That’s an amazing story?

6. A Go get those squirrels 8. A Explain who York was. B Bring them back to the boat. B It’s terrible that he was a slave? C Wow! They taste wonderful. C What a brave man he was. D Give the dog some? D Find out more about him!

TEST PREPARATION


Home Activity Your child prepared for taking tests on imperative and exclamatory sentences. Ask your child to write an example of each kind of sentence and to explain what makes it imperative or exclamatory.

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NameLewis and Clark and Me

Imperative and Exclamatory SentencesDirections Write E if the sentence is exclamatory. Write I if the sentence is imperative.

1. Don’t let the dog jump into the river.

2. Lend me a hand with this boat.

3. We’ve got to save the missing people!

4. Make sure you keep away from the shore.

5. Seaman is a hero!

Directions Make each word group into an imperative or exclamatory sentence by writing it with correct capitalization and punctuation. Identify imperative sentences with I and exclamatory sentences with E.

6. make room in the boat

7. what a crowd there was on the wharf

8. ask sacagawea which of these plants we should eat

9. those plants will poison you

10. give me that dog for these beaver skins

Directions Write the type of sentence named in ( ) for each event.

11. leading a camping trip (imperative)

12. sailing on the Missouri River (exclamation)

CUMULATIVE REVIEW


Home Activity Your child reviewed imperative and exclamatory sentences. Have your child find examples of imperative and exclamatory sentences in magazines, instructions, or other printed materials in your home.

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Grandfather’s Journey

Subjects and Predicates

Every sentence has a subject and a predicate. The subject is the part of the sentence that tells whom or what the sentence is about. All the words in the subject are called the complete subject. The simple subject is the most important word in the complete subject. A simple subject can be more than one word, as in United States.

Complete Subject The mountains in America reminded him of home.

Simple Subject The mountains in America reminded him of home.

The predicate is the part of the sentence that tells what the subject is or does. All the words in the predicate are called the complete predicate. The simple predicate, or verb, is the most important word in the complete predicate. A simple predicate can be more than one word, as in was going.

Complete Predicate The mountains in America reminded him of home.

Simple Predicate The mountains in America reminded him of home.

A compound subject is made up of two or more simple subjects. A compound predicate is made up of two or more simple predicates.

Compound Subject The forests and deserts amazed him.

Compound Predicate He traveled and worked in the United States.

Directions Look at the letters after each sentence. Circle the complete subject when you see CS, the simple subject when you see SS, the complete predicate when you see CP, and the simple predicate when you see SP.

1. The United States is home to millions of people from overseas. CP

2. This nation was founded by immigrants. SP

3. Many of the newcomers are from Asia. CS

4. Some become U.S. citizens. SS

5. More people are arriving every day. SP

DEVELOP THE CONCEPT

Home Activity Your child learned about subjects and predicates. Ask your child to find sentences in a newspaper or magazine. Have him or her identify the simple subject and simple predicate in each sentence.


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Subjects and PredicatesDirections Each pair below has a simple subject and a verb. Add details to write an interesting sentence. Then underline the complete subject once and the complete predicate twice.

1. grandfather/traveled

2. he/met

3. people/live

4. mother/was born

5. we/are learning

6. I/will visit

7. United States of America/is

8. visitors/come

9. schools/teach

10. Everyone/loves


APPLY TO WRITING

Home Activity Your child learned how to use subjects and predicates in writing. Have your child write a sentence describing something he or she did today. Ask your child to identify the complete subject and the complete predicate of the sentence.


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Subjects and PredicatesDirections Mark the letter of the phrase that identifies the underlined word or words in each sentence.

1. Our family is going to California 6. Some other friends live in next summer. San Francisco too.

A simple subject A simple subject B complete subject B complete subject C simple predicate C simple predicate D complete predicate D complete predicate

2. San Francisco will be our first stop. 7. A travel agent booked our tickets. A simple subject A simple subject B complete subject B complete subject C simple predicate C simple predicate D complete predicate D complete predicate

3. My mom promised us a visit to the 8. Dad will take us to a ball Golden Gate Bridge. game one night.


4. We can ride in a cable car. 9. Fisherman’s Wharf is a A simple subject great place for dinner. B complete subject A simple subject C simple predicate B complete subject D complete predicate C simple predicate D complete predicate

5. Our friends, the Kims, will 10. We are staying there for entertain us. a week.


TEST PREPARATION


Home Activity Your child prepared for taking tests on subjects and predicates. Ask your child a question (What did you eat for lunch? When did you get home?). Have him or her write the answer in a complete sentence and identify the subject and predicate.

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NameGrandfather’s Journey

Subjects and PredicatesDirections Underline the complete subject of each sentence once. Underline the complete predicate twice.

1. The United States is a beautiful country.

2. Snow-capped mountains tower over the western plains.

3. Rich farmland provides food for millions of people.

4. Forests cover the ancient hills of the Northeast.

5. An amazing diversity of people live and work in the great cities.

Directions Look at the letters after each sentence. Write the simple subject when you see SS. Write the simple predicate when you see SP.

6. Many immigrants have made America their home. SP

7. They long for their old homes. SS

8. Travel is fast these days. SS

9. People can fly anywhere by airplane. SP

10. The airplane has become a cure for homesickness! SP

Directions Write sentences using the pairs of words below. Use the noun as a simple subject and the verb as a simple predicate. Then underline the complete subject once and the complete predicate twice.

11. home/is

12. country/has

CUMULATIVE REVIEW


Home Activity Your child reviewed subjects and predicates. Ask your child to describe an object in the house in a sentence. Ask him or her to repeat the sentence and to identify the complete subject and complete predicate.

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The Horned Toad Prince

Compound Sentences

A compound sentence is made up of two simple sentences joined by a comma and a connecting word such as and, but, or or.

Simple Sentences Fairy tales are very old. Kids still enjoy them.

Compound Sentence Fairy tales are very old, but kids still enjoy them.

The two sentences in a compound sentence must have ideas that make sense together.

Directions Write S after each simple sentence and C after each compound sentence. Do not confuse a compound subject or predicate with a compound sentence.

1. Fairy tales and other old stories are sometimes very scary.

2. Witches, giants, or trolls can give little children nightmares.

3. Fairy tale heroes are often in danger, but they usually win in the end.

4. Often a poor girl marries a prince, or a poor boy marries a princess.

5. The dragon is killed, and everybody lives happily ever after.

Directions Join each pair of simple sentences to make a compound sentence. Use the word and, but, or or. Do not forget to add a comma.

6. The hero was small and young. He was very brave.

7. She fell in love with the prince. He fell in love with her.

8. You can fight the dragon. You can run away.

9. He saw the woman in the tower. He wanted to save her.

10. The wolf knocked on the pigs’ door. They wouldn’t let him in.

DEVELOP THE CONCEPT

Home Activity Your child learned about compound sentences. Encourage him or her to show you how the words and, but, and or can link simple sentences to form compound sentences.


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Compound SentencesDirections Complete each sentence by adding and, but, or or and one of the groups of words from the box.

she sent them all away. she would not marry anyone.

her father gave her half his kingdom. her father would lock her up in a tower.

she fell in love with him.

1. The princess had many suitors,

2. She must marry,

3. Many men came to see the princess,

4. Finally, a young farmer made her laugh,

5. The princess got married,

Directions Make a compound sentence by adding your own words to each item.

6. I enjoy fairy tales, but

7. We can finish this story today, or

8. The hero killed the monster, and

9. The old witch flew away, and

10. The princess was locked up in a tower, but


APPLY TO WRITING

Home Activity Your child learned how to use compound sentences in writing. Have your child write a compound sentence about something he or she did today.


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Compound SentencesDirections Mark the letter of the item that correctly completes each sentence.

1. Reba Jo lived on the prairie ___ 6. She got the hat ___ she rode she loved roping. home.

A , or A , and B , and B but C and C , or D and, D and,

2. Her hat blew off ___ it fell into a well. 7. Reba Jo was rude ___ her father A but was polite. B or A but C , and B , or D and C , but D and,

3. Reba Jo was scared ___ she wanted 8. The horned toad came in ___ her hat. it ate some chili.

A and A , or B or, B , and C or C , but D , but D but

4. The toad made an offer ___ Reba Jo 9. She kissed the horned toad accepted. ___ she didn’t want to. A or A , or B and B but C , but C and, D , and D , but

5. She could accept ___ she could go 10. Was Reba Jo smart ___ was home. she foolish?

A , or A , or B , but B , but C but, C , and D and, D and

TEST PREPARATION


Home Activity Your child prepared for taking tests on compound sentences. Ask your child to write pairs of simple, related sentences about himself or herself and then connect them with and, but, or or.

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NameThe Horned Toad Prince

Compound SentencesDirections Circle S if the sentence is a simple sentence. Circle C if the sentence is a compound sentence. Do not confuse a compound subject or predicate with a compound sentence.

1. The Southwest is hot, dry, and mountainous. S C

2. The air is clear, and the colors are beautiful. S C

3. Sometimes it rains hard, but often it is very dry. S C

4. Visitors come from far away and camp. S C

5. Some visitors fall in love with the Southwest and settle there. S C

Directions Write the word you would use (and, but, or or) to join each pair of simple sentences into a compound sentence.

6. It is called a horned toad. It is really a lizard.

7. The country is beautiful. The people are friendly.

8. Was that an arroyo? Was it a canyon?

9. I’d love to stay. I have to go home.

10. We have had a great vacation. We plan to return.

Directions Read each sentence. Think of a simple related sentence. Make a compound sentence by adding and, but, or or and your sentence.

11. The desert is hot and dry,

12. She could ride a horse,

CUMULATIVE REVIEW


Home Activity Your child reviewed compound sentences. Ask your child to pretend that he or she has to explain compound sentences to someone who doesn’t know what they are. Have your child “teach” the concept he or she has learned.

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Letters Home from Yosemite

Clauses and Complex Sentences

A clause is a group of words with a subject and a verb. A dependent clause begins with a word such as because or when. It cannot stand alone as a sentence. An independent clause can stand alone.

Dependent Clause when I was eight Independent Clause My family visited Yosemite.

A sentence made up of a dependent clause and an independent clause is a complex sentence.

Complex Sentences When I was eight, my family visited Yosemite. My family visited Yosemite when I was eight.

Other words that often introduce a dependent clause are since, although, if, until, unless, as, after, and before. When a dependent clause comes first in a complex sentence, it is followed by a comma.

Directions Write I if the underlined group of words is an independent clause. Write D if it is a dependent clause.

1. People visit Yosemite because it is so beautiful.

2. When you see El Capitan, you’ll be amazed.

3. If you go there, visit Yosemite Falls.

4. You will probably see a bear before you leave.

5. After I returned, I read a book about the park.

Directions Combine each pair of simple sentences. Use the word in ( ). Write the complex sentence.

6. I’ll visit all the national parks. I’m grown up. (when)

7. I’m only ten years old. I have to travel with my family. (since)

DEVELOP THE CONCEPT

Home Activity Your child learned about clauses and complex sentences. Encourage him or her to show you how words such as because, when, although, and if can link simple sentences to form complex sentences.


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Clauses and Complex SentencesDirections Make complex sentences by choosing clauses from the box to combine with the clauses below. Write your sentences on the lines. Use correct capitalization and punctuation.

Indians were living there if you get too close you will want to return because it is so beautiful it is still mostly wilderness

1. When explorers reached Yosemite,

2. Many people visit Yosemite

3. Although millions of tourists visit the park,

4. A mule deer can be dangerous

5. After you have visited once,

Directions Think of a place you would like to visit. Write three complex sentences about the place. Use the words in ( ).

6. (because)

7. (if)

8. (when)


APPLY TO WRITING

Home Activity Your child learned how to use clauses and complex sentences in writing. Ask your child a why question. Have him or her write a complex sentence to answer it. Ask your child to explain why the answer is a complex sentence.


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Clauses and Complex SentencesDirections Mark the letter of the independent clause in each group.

1. A when the tourists arrived 3. A before we went to sleepB if you are camping B since we had our backpacks

C it is bigger than Rhode Island C after we ate lunch D although there are many cars D we pitched our tent

2. A unless you want an angry bear 4. A we went too near the falls B don’t tease the animals B because we were soaking wet C until they can smell you C when the wind blows hard D as we were driving by D if you want to stay dry

Directions Mark the letter of the word that completes each sentence.

5. ___ there are bobcats, we didn’t see 8. ___ you go out at night, you might any. see an owl.

A Although A If B And B Until C Until C But D As D Although

6. I’ve been starving ___ we arrived 9. ___ we go to bed, we safely store here. our food.

A or A Unless B but B Before C since C Or D because D After

7. We stopped hiking ___ we got too 10. ___ I was hiking, I saw a large cold. brown animal.

A or A And B unless B As C although C Until D when D If

TEST PREPARATION


Home Activity Your child prepared for taking tests on clauses and complex sentences. Have your child find complex sentences in a newspaper article. Ask him or her to identify the independent and dependent clauses in each sentence.

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Clauses and Complex SentencesDirections Write the dependent clause in each sentence.

1. Although they are small, peregrine falcons are very fast.

2. A jay will steal your food if you don’t watch out.

3. Sheep had almost vanished from the park before they were brought back.

4. Because bears are so greedy, store food in a metal box.

5. If you enjoy wildlife, Yosemite is a good place to visit.

Directions Combine each pair of simple sentences. Use the word in ( ). Write the complex sentence.

6. The first tourists traveled by foot. There were no cars. (because)

7. Most visitors stay in one area. The park is huge. (although)

8. The rocks seem to change color. The sun shines on them. (when)

9. You will see a bat. You watch closely. (if)

10. Don’t go near that waterfall. You want to get wet. (unless)

CUMULATIVE REVIEW


Home Activity Your child reviewed clauses and complex sentences. Ask your child to tell you something about his or her day using complex sentences with the words when, because, and if.

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What Jo Did

DEVELOP THE CONCEPT

Home Activity Your child learned about common and proper nouns. Have your child name people, places, or things around the house and say whether the names are common or proper nouns.


Common Nouns Proper Nouns

Common and Proper Nouns

• A noun is a word that names a person, place, or thing. • A common noun names any person, place, or thing. • A proper noun names a particular person, place, or thing. Proper nouns begin

with capital letters.

Common Nouns That girl plays basketball at our school. Proper Nouns Sandy will play for Centerville on Friday.

Some proper nouns have more than one word, such as Boston Celtics. Some include titles that tell what a person is or does, such as Aunt Rosa or Captain Edwards.

Directions One of the underlined words in each sentence is a noun. Circle the noun. Write C if it is a common noun and P if it is a proper noun.

1. Dr. James Naismith invented the game of basketball. 2. He worked at the YMCA Training School in Springfield, Massachusetts. 3. Naismith wanted to find a game to play inside during the winter.

Directions Underline the three nouns in each sentence. Then write each noun under the correct heading in the chart.

4. The first game of basketball was played in Massachusetts. 5. Soon people all over the world were playing the sport. 6. In 1936, basketball was played at the Olympic Games in Berlin. 7. Today, many cities compete every winter in the National Basketball Association.

8. I watch our team at the stadium every weekend.


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Common and Proper NounsDirections Replace the underlined word in each sentence with a noun from the box that gives a more exact description. Write the new sentence. Write C if the word you chose is a common noun. Write P if it is a proper noun.

pizza roar fans December Mr. Ames

1. He is our basketball coach.

2. I joined the team last month.

3. After each game, the coach takes us out for food.

4. Many people come to our games.

5. I love hearing the sound of the crowd when we score.

Directions Write several sentences about your school. Mention some of the people you meet there. Identify the common nouns you used and underline them once. Underline the proper nouns twice.

What Jo Did

APPLY TO WRITING

Home Activity Your child learned how to use common and proper nouns in writing. Have your child write a sentence or two describing a place in your community. Ask your child to identify the common and proper nouns in the sentences.



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What Jo Did

Common and Proper NounsDirections Mark the letter of the word that is a common noun.

1. Dr. Naismith wrote thirteen 4. Boston and Chicago have had rules for basketball. great teams.

A Dr. Naismith A Boston B wrote B Chicago C thirteen C great D rules D teams

2. The ball could be thrown in 5. Not all basketball players any direction. are Americans.

A ball A Not B could B players C thrown C are D any D Americans

3. A player must not run with the ball. 6. Basketball is a popular sport in Asia. A player A is B must B popular C not C sport D with D Asia

Directions Mark the letter of the word or words that are a proper noun.

7. The inventor of basketball was born 9. He went to college in Montreal, in Canada. Canada.

A The A He B basketball B college C born C in D Canada D Canada

8. James Naismith attended a 10. While living in Massachusetts, he one-room school. invented the game.

A James Naismith A While B attended B living C one-room C Massachusetts D school D game

TEST PREPARATION


Home Activity Your child prepared for taking tests on common and proper nouns. Read a paragraph to your child from a book, magazine, or newspaper. Ask your child to identify nouns and to explain whether they are common or proper.


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Common and Proper NounsDirections Circle C if the underlined word is a common noun. Circle P if the underlined word is a proper noun.

1. There’s a girl at Central High who is a basketball star. C P

2. She plays center on the all-state team for Maryland. C P

3. She averages 24 points a game. C P

4. Her name is Toyana Jumper. C P

5. That’s a great name for a basketball player! C P

Directions Underline the three nouns in each sentence. They may be common or proper.

6. The book we are reading is about a girl called Jo.

7. She plays basketball with a group of boys.

8. Jo wore a hat over her long hair.

9. She flew through the air and dunked the ball into the hoop.

10. T. J. told Jo that he had never played with a girl before.

Directions Write one sentence about a place you like to visit and another sentence about a person you know. Include common and proper nouns in each sentence. Underline the common nouns once and the proper nouns twice.

11. Place

12. Person

CUMULATIVE REVIEW


Home Activity Your child reviewed common and proper nouns. Ask your child to name things, places, animals, or people he or she passes on the way to school each day. Have your child tell you whether these names are common or proper nouns


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Coyote School News

DEVELOP THE CONCEPT

Home Activity Your child learned about regular plural nouns. Point to objects around the house. Ask your child to say the nouns and their plural forms and to explain how the plurals were formed.


Regular Plural Nouns • Singular nouns name one person, place, or thing. Plural nouns name more

than one person, place, or thing. • Add -s to form the plural of most nouns. bird/birds snake/snakes monkey/monkeys • Add -es to form the plural of nouns that end in ch, sh, s, ss, or x. finch/finches dish/dishes gas/gases dress/dresses box/boxes • To form the plural of nouns that end in a consonant followed by a y, change

the y to i and add -es. butterfly/butterflies puppy/puppies

Directions Underline the plural noun in each sentence.

1. Texas has many cattle ranches.

2. A cowboy rides after cows.

3. A cowboy can throw a rope within inches of his target.

4. Wild ponies also live in the Southwest.

5. Many movies have been made about the Old West.

Directions Write the singular form of each noun.

6. outlaws ____________________

7. stories ____________________

8. patches ____________________

9. foxes ____________________

10. saddles ____________________

11. coyotes ____________________

12. losses ____________________

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Regular Plural NounsDirections Use the plural form of the underlined noun. Add a word from the box to describe the noun. Write the new sentence.

yellow noisy wooden interesting bumpy

1. Those ___ chicken woke us up.

2. He drove his truck along the ___ road.

3. They wrote ___ story for the newspaper.

4. The students sat on rows of hard ___ bench.

5. They went home in bright ___ bus.

Directions Write a short description of horses that you have seen in books, in movies, or on television. Use at least three different plural nouns. Underline the plural nouns you use.

Coyote School News

APPLY TO WRITING

Home Activity Your child learned how to use regular plural nouns in writing. Ask your child to write a sentence about his or her day using at least one plural noun.



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Coyote School News

Regular Plural NounsDirections Mark the letter of the correct plural form that completes each sentence.

1. Vaqueros means ___ in 3. They worked on the ___ of the Spanish. Southwest.

A cowboys’ A ranchies B cowboys B ranch’es C cowboyes C ranches D cowboy’s D ranchus

2. They were skilled ___. 4. Often they were far from their ___. A rideres A familys B riders’ B families C riderz C familyes D riders D familease

Directions Mark the letter of the ending that will form the plural of the singular noun in the phrases below.

5. wild bunch 8. fine lady A -s A -’s B -ess B -ies C -ies C -s D -es D -es

6. near miss 9. whirling rope A -es A -s’ B -es B -es C -es’s C -s D -s D -ies

7. leather saddle 10. red-hot brand A -’s A -s B -s B -z C -ies C -es D -es D -ez

TEST PREPARATION


Home Activity Your child prepared for taking tests on regular plural nouns. Read a brief passage to your child from a book, magazine, or newspaper. Ask him or her to identify any plural nouns in the passage and to say how they were formed.

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CUMULATIVE REVIEW


Home Activity Your child reviewed regular plural nouns. Ask your child to pretend that he or she is teaching a second-grade class about plural nouns. Have your child show you how he or she would explain the concept.

Regular Plural NounsDirections Circle the plural noun in each sentence.

1. Our newspaper has an editor and five writers.

2. Our teacher prints copies for us each month.

3. She puts a star next to articles she really likes.

4. I write stories about football.

5. All the classes read our newspaper.

Directions Write the plural form of the underlined noun or nouns in each sentence.

6. School newspaper is one of my favorite activity. ___________________

7. We write the news and the headline. ___________________

8. Newspapers are printed by printing press. ___________________

9. Paper that come out every day are called daily. ___________________

10. We store our old papers in big box. ___________________

Directions Write a sentence about each of the following places. Include two plural nouns in each sentence.

11. a ranch

12. a school

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Grace and the Time Machine

DEVELOP THE CONCEPT

Home Activity Your child learned about irregular plural nouns. Say the words tooth, wife, and sheep and have your child say and spell the plural form of each word.


Irregular Plural NounsA plural noun names more than one person, place, or thing. Most nouns add -s to form the plural. An irregular plural noun has a special form for the plural.

Singular Nouns The man photographed a wolf chasing a moose.Irregular Plural Nouns Two men photographed some wolves chasing some moose.

Some nouns and their irregular plural forms are child/children, deer/deer, foot/feet, leaf/leaves, life/lives, loaf/loaves, man/men, moose/moose, mouse/mice, sheep/sheep, tooth/teeth, wolf/wolves, and wife/wives.

Directions Write the irregular plural noun in each sentence.

1. A time machine could show us what our lives were like long ago. _____________

2. Before there were cars or trains, we were on our feet a lot more. _____________

3. Many men worked in the fields or hunted in the forests. _____________

4. Their wives spent hard days cooking and cleaning. _____________

5. I wonder if children were happy then. _____________

Directions If the noun is plural, write P. If it is singular, write its plural form. If the noun could be either singular or plural, write S/P.

6. loaves ____________________

7. sheep ____________________

8. wolf ____________________

9. leaves ____________________

10. deer ____________________

11. tooth ____________________

12. mouse ____________________

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Irregular Plural NounsDirections Write sentences using the plural forms of the given nouns.

1. wolf, tooth

2. man, wife

3. mouse, loaf

4. child, foot

5. moose, leaf

Directions Write about what you would like to see if you traveled back in time or into the future in a time machine. Use at least two irregular plural nouns and underline them.


APPLY TO WRITING

Home Activity Your child learned how to use irregular plural nouns in writing. Have your child write a note or an e-mail to a family member about life long ago. Have your child use at least two irregular plural nouns.


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Irregular Plural NounsDirections Mark the letter of the correct plural form for each underlined word.

1. Life were different long ago. 3. The man went out and worked. A Lifes A mans B Live’s B mens C Lives C man D Live D men

2. Woman worked at home. 4. Their wife did the housework. A Women A wifes B Womans B wives C Womens’ C wive D Woman D wivies

Directions Mark the letter of the word that correctly completes each sentence.

5. Not all ___ went to school. 7. They made ___ of bread in theirA woman kitchens.

B children A loaves C childrens B loaf’s D womens C loafes D loaf

6. Women spun yarn from the wool 8. Sometimes they saw ___ in the of ___. forest.

A mooses A mooses B sheeps B wolves C sheepes C moosies D sheep D wolfs

TEST PREPARATION


Home Activity Your child prepared for taking tests on irregular plural nouns. Have a discussion with your child about the families in your neighborhood. Ask him or her to use the singular and plural forms of man, woman, and child.


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CUMULATIVE REVIEW


Home Activity Your child reviewed irregular plural nouns. Look at an article from a newspaper or magazine. Have your child point out three or four irregular plural nouns.

Irregular Plural NounsDirections Underline the singular nouns and circle the plural nouns in the sentences.

1. Long ago wolves ran through forests where our city is now.

2. Then men and women from Europe arrived on these shores.

3. They brought cows, horses, chickens, and geese to this country.

4. They built a town with houses and schools for their children.

5. They worked hard to improve their lives.

Directions Write C if the underlined plural noun is correct. If it is not correct, write the correct form.

6. How did they brush their teeths in the old days? ___________________

7. I love those old-fashioned crusty loaves. ___________________

8. Mices were everywhere years ago. ___________________

9. Many deers roamed the land. ___________________

10. Clothes were made mostly from the wool of sheep. ___________________

Directions Write one or two sentences about animals. Use at least two irregular plural nouns.

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Marven of the Great North Woods

DEVELOP THE CONCEPT

Home Activity Your child learned about singular possessive nouns. Ask your child to write the names of family members as possessive nouns and to use them in sentences.


Singular Possessive NounsA possessive noun shows ownership. A singular possessive noun shows that one person, place, or thing has or owns something. Add an apostrophe (’) and the letter s to a singular noun to make it possessive.

Singular Nouns This country had forests that were a valuable resource. Irregular Plural Nouns This country’s forests were a valuable resource.

Directions Write the possessive form of each underlined noun.

1. Minnesota forests were once full of white pines.

__________________________

2. The white pine wood was soft and easy to cut.

__________________________

3. This lumber helped build the Midwest cities.

__________________________

4. The nation need for lumber was enormous.

__________________________

5. A lumberjack work was long and hard.

__________________________

6. At first, a nearby river provided a logging camp source of power.

__________________________

7. Later, steam power speeded up a sawmill rate of work.

__________________________

8. Sadly, the state supply of big trees could not last forever.

__________________________

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Singular Possessive NounsDirections Make each sentence less wordy by replacing the underlined words with a possessive noun phrase. Write the new sentences.

1. The need of America for lumber was great 100 years ago.

2. The forests of Minnesota supplied much of this material.

3. The rivers of the state played an important part in the logging industry.

4. Lumberjacks braved the cruel weather of winter.

5. The appetite of a lumberjack was enormous.

Directions Write about a time (real or imaginary) that you spent in the country. Use at least two singular possessive nouns and underline them.


APPLY TO WRITING

Home Activity Your child learned how to use singular possessive nouns in writing. Ask your child to write a journal entry about the day’s activities. Have him or her use at least two singular possessive nouns.


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Singular Possessive NounsDirections Mark the letter of the word that completes each sentence.

1. A ___ job was to cut down trees. 5. The ___ end was at a sawmill. A lumberjacks A journeys B lumberjack’s B journies C lumberjack C journey D lumberjacks’ D journey’s

2. A ___ long journey started in the forest. 6. The logs became wood for ___ cities. A log’s A American’ B loges B Americas C log C America D logies D America’s

3. Cut logs floated on the ___ current. 7. In time, ___ supply of trees ran out.A rivers A nature’s

B river B natures’ C river’s C nature D riveres D natural’

4. ___ trees floated south to Iowa. 8. The ___ great north woods were gone. A Minnesotan’ A Midwests B Minnesota’s B Midwest C Minnesota C Midwest’s D Minnesotas D Midwestern’

TEST PREPARATION


Home Activity Your child prepared for taking tests on singular possessive nouns. Name two or three familiar objects in the house. Have your child write the possessive forms of these nouns and use them in sentences.


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CUMULATIVE REVIEW


Home Activity Your child reviewed singular possessive nouns. Look at a newspaper or magazine article with your child. Have him or her identify singular possessive nouns.

Singular Possessive NounsDirections Write the possessive form of each underlined noun.

1. wood grain ______________________

2. river bank ______________________

3. winter cold ______________________

4. bed pillow ______________________

5. desk drawer ______________________

6. snow wetness ______________________

7. horse saddle ______________________

8. fiddle music ______________________

9. kitchen warmth ______________________

10. saw handle ______________________

Directions Write a singular possessive noun to complete each sentence.

11. A ___ job is very hard. __________________

12. Some people earn $200 for one ___ work. __________________

13. A ___ day is spent at school. __________________

14. A ___ place of work is often a hospital. __________________

15. A ___ job is very important. __________________


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So You Want to Be President?

DEVELOP THE CONCEPT

Home Activity Your child learned about plural possessive nouns. Ask your child to explain the difference between singular and plural possessive nouns. Encourage your child to give examples using the words boys, girls, and children.


Plural Possessive NounsA plural possessive noun shows that something is owned or shared by more than one person, place, or thing.

• Add an apostrophe (’) to a plural noun that ends in -s, -es, or -ies. our parks’ popularity animals’ rights • Add an apostrophe (’) and -s to a plural noun that does not end in -s, -es, or -ies. the deer’s feeding ground the children’s vacation

Directions Write the possessive form of each underlined plural noun.

1. highways roads ____________________

2. teeth cavities ____________________

3. states laws ____________________

4. forests trees ____________________

5. raccoons paws ____________________

6. geese feathers ____________________

7. men jackets ____________________

8. rivers banks ____________________

Directions Choose a plural possessive noun to complete each sentence. Write the word on the line.

9. Our national (parks, parks’) landscapes are known around the world.

_____________________________

10. (Automobiles, Automobiles’) exhausts can harm the wilderness.

_____________________________

11. The (wolfs’, wolves’) fangs are very sharp.

_____________________________

12. Park (rangers’, ranger’s) jobs are rewarding.

_____________________________

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Plural Possessive NounsDirections Make each sentence less wordy by replacing the underlined words with a plural possessive noun phrase. Write the new sentences.

1. The wise decisions of our Presidents helped create America’s national parks.

2. The trees of our forests are for animals as well as for people.

3. We must protect the creatures of our oceans.

4. People should respect the plants of the deserts.

5. All Americans should learn the histories of the states.

Directions Write about a visit to the zoo or a wildlife park. Use at least two plural possessive nouns and underline them.


APPLY TO WRITING

Home Activity Your child learned how to use plural possessive nouns in writing. Have your child write a sentence about school using a plural possessive noun. Suggest that he or she use the word teachers’, students’, boys’, or girls’.


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Plural Possessive NounsDirections Mark the letter of the plural possessive noun that completes each sentence.

1. ___ families live in the White House. 5. The ___ pets have a great life. A President’s A childrens’ B President B children’s C Presidents’ C childs’ D Presidentes’ D children’

2. Their ___ lives are different 6. The White House gardens must be from ours. ___ playgrounds!

A families’ A cats’ B familys’ B cat’s C familie’s C cat’ D familys’ D cat

3. Servants take care of all the ___ 7. Do cats hunt for ___ nests in the needs. Rose Garden?

A resident’s A birds B resident B birds’s C resident’s’ C birds’ D residents’ D bird’s

4. Families bring their ___ toys to the 8. The Secret Service ___ responsibilities White House. are great.

A pet A officer’s B pets’ B officers C petes’ C officers’s D pet’s D officers’

TEST PREPARATION


Home Activity Your child prepared for taking tests on plural possessive nouns. Have your child prepare flash cards with a plural noun on one side and its possessive form on the other. Quiz him or her using the flash cards.

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Plural Possessive NounsDirections Write the possessive form of each underlined plural noun.

1. cities residents ____________________

2. senators speeches ____________________

3. streets names ____________________

4. shelves ledges ____________________

5. women dresses ____________________

6. children toys ____________________

7. feet toes ____________________

8. congressmen letters ____________________

Directions Write the possessive form of each underlined plural noun.

9. Two wolves approached the deer feeding ground.

__________________________

10. The wolves coats were thick and gray.

__________________________

11. They wanted a deer for their cubs dinners.

__________________________

12. The deer saw the wolves and vanished into the trees shadows.

__________________________

CUMULATIVE REVIEW


Home Activity Your child reviewed plural possessive nouns. Have your child find and circle examples of plural possessive nouns in a magazine or newspaper article.

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The Stranger

DEVELOP THE CONCEPT

Home Activity Your child learned about action and linking verbs. Ask your child to tell you something that happened today. Have your child identify action and linking verbs in his or her account.


Action and Linking VerbsThe main word in the predicate of a sentence is a verb. Verbs that show actions are called action verbs. Most verbs show actions you can see. Some verbs, such as think and wonder, show actions you cannot see.

Action Verbs Mrs. Bailey gave the man some food. Katy wondered about the stranger.

Linking verbs do not show actions. They tell what the subject is or what the subject is like. Common linking verbs are forms of the verb to be, such as am, is, are, was, and were. Verbs such as seem, appear, become, and feel can also be linking verbs.

Linking Verbs The man was weak. Soon he felt better.

Directions Circle the verb in each sentence.

1. The Bailey family lives on a farm.

2. Katy is Mr. and Mrs. Bailey’s daughter.

3. She peeked into the room.

4. The stranger wore rough leather clothing.

5. He seemed confused and unhappy.

6. A doctor examined the stranger.

7. Later the stranger felt better.

8. He helped Mr. Bailey on the farm.

Directions Underline action verbs. Circle linking verbs.

9. The trees were bright red.

10. The stranger became sad.

11. The family waved goodbye.

12. Every year, the stranger leaves a message.

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Action and Linking VerbsDirections Choose the best action verb from the box to complete each sentence. Write the new sentence on the line.

1. Summer ___ us with its warmth.

2. Sunlight ___ on the lake.

3. On a breezy day clouds ___ across the sky.

4. Birds ___ to one another.

5. A lazy cat ___ on the front steps.

6. We ___ at the thought of winter.

Directions Write a paragraph about your favorite time of year. Use strong action verbs and at least one of these linking verbs: appear, feel, seem, become. Underline all the linking verbs you use.

The Stranger

APPLY TO WRITING

Home Activity Your child learned how to use action and linking verbs in writing. Encourage your child to write a journal entry about the day’s activities. Have him or her underline action verbs and circle linking verbs.


dawdles scurry shudder shimmers delights twitter

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The Stranger

Action and Linking VerbsDirections Mark the letter of the verb that completes each sentence.

1. The seasons ___ in a regular pattern. 6. Logs ___ in the fireplace. A is A burn B be B become C change C was D runs D appears

2. Summer ___ autumn. 7. The air ___ clean and fresh. A to A are B becomes B feels C from C blow D and D am

3. People ___ the fallen leaves. 8. Geese ___ south for warmer lands. A up A flows B in B cry C are C to D rake D fly

4. The days ___ shorter. 9. Soon the first flakes of snow ___. A than A fallen B much B fall C are C is D longer D do

5. We ___ our winter clothes. 10. Winter ___ with us. A unpack A become B worn B are C into C be D be D is

TEST PREPARATION


Home Activity Your child prepared for taking tests on action and linking verbs. Have your child write action and linking verbs on index cards. Ask your child to use these verbs in sentences as you hold up the cards one at a time.

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Action and Linking VerbsDirections Write the verb in each sentence.

1. The Stranger describes a farm. ____________________

2. Mr. Bailey’s life was hard. ____________________

3. He worked at many jobs. ____________________

4. Farmers raised pigs, sheep, and cows. ____________________

5. They also grew crops. ____________________


6. Farms in the old days were smaller than today’s farms.

7. Modern farms seem more like factories.

8. Farmers today often specialize in only one crop.

9. Long ago, farmers milked cows by hand.

10. Today they use machines.

11. Hens sometimes wandered into the farmhouse.

12. Now hens live in special cages.

13. Farming is still hard work.

14. Computers and modern equipment help farmers today.

15. Today’s farms are big businesses.

CUMULATIVE REVIEW


Home Activity Your child reviewed action and linking verbs. With your child, look at a newspaper or magazine article. Ask your child to circle action verbs in red and linking verbs in blue.

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Adelina’s Whales

DEVELOP THE CONCEPT

Home Activity Your child learned about main and helping verbs. Ask your child these questions: What are you doing now? What will you do tomorrow? Have your child answer the questions in complete sentences and identify the main and helping verbs.


Main and Helping Verbs

A verb that has more than one word is called a verb phrase. A verb phrase is made up of a main verb and one or more helping verbs. The main verb shows action. The helping verb or verbs tell more about the action. Common helping verbs are am, is, are, was, were, will, would, should, has, have, had, do, does, did, can, and could. In the following sentences, the main verb is underlined once and the helping verb is underlined twice.

Scientists are studying animal migration. They have tracked salmon’s journeys.

The helping verbs am, is, and are show present time. Was and were show past time. Will shows future time. The helping verbs has, have, and had show that an action started in the past. In the following sentences, the helping verb has shows action that started in the past, and the helping verb will shows future time.

One turtle has traveled 7,000 miles. Scientists will follow it by satellite.

Directions Circle the verb phrase in each sentence.

1. I am studying the migration of sharks.

2. My team has put tags on sharks’ fins.

3. The tags are sending radio signals to satellites.

4. Our computers have received information from the satellites.

5. We are collecting important information.

Directions Write the verb named in ( ).

6. These salmon could deposit thousands of eggs. (helping)

_____________________

7. The flashlight fish are looking for food. (main) _____________________

8. The turtle has returned to its home. (helping) _____________________

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Main and Helping VerbsDirections Replace the underlined word or words in each sentence with a verb phrase from the box. Write the verb phrase on the line.

1. The turtles will go up the beach.

2. Hundreds of salmon went against the strong current.

3. The tourists go to see the whales.

4. They go to the side of the ship.

5. One man went into the water.

6. The scientists went after the sharks for a year.

Directions Answer the following questions in a sentence or two. Use main and helping verbs in your answers.

7. What has Adelina done? _______________________________________________

8. What are the whales doing? ____________________________________________

Adelina’s Whales

APPLY TO WRITING

Home Activity Your child learned how to use main and helping verbs in writing. Encourage your child to write a note or an e-mail to a friend. Ask your child to identify the main and helping verbs in the message.


have chased will crawl has tumbledhave hurried are crowding were struggling

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Adelina’s Whales

Main and Helping VerbsDirections Mark the letter of the helping verb that completes each sentence.

1. The whales ___ swimming north. 4. The baby ___ grown fat on milk. A are A has B be B do C do C he D will D they

2. They ___ spent the winter in Baja. 5. All the whales ___ moving slowly. A does A some B in B swim C for C are D have D by

3. A baby whale ___ following its mother. 6. They ___ travel many miles. A have A being B is B used C be C will D try D are

Directions Mark the letter of the verb phrase that completes each sentence.

7. The whales ___ on the ocean floor. 9. One whale ___ out of the water. A feeding A is leap B does feed B leaping C are feeding C is leaping D feeded D have leap

8. Some ___ more than 2,000 pounds 10. It ___ a huge wave.of food. A has made

A can eat B make B has ate C creating C eating D do makes D eaten

TEST PREPARATION


Home Activity Your child prepared for taking tests on main and helping verbs. Have your child write helping verbs on index cards. Hold up the cards one at a time and ask your child to use the helping verb with a main verb in a sentence.

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Main and Helping VerbsDirections Write the verb phrase in each sentence.

1. Our class is reading about the gray whales of La Laguna.

_________________________________

2. We have researched whales.

_________________________________

3. Those whales are breaching.

_________________________________

4. That baby whale has traveled next to its mother all day.

_________________________________

5. I will visit the library for more books about whales.

_________________________________

Directions Underline the main verb and circle the helping verb in each sentence.

6. Who has viewed this photograph?

7. The whale in the picture is spyhopping.

8. It is looking around.

9. I am searching the Internet for more whale pictures.

10. Both my brothers have tried a whale watch.

11. They were talking about the whales for days afterward.

12. Our class has created a model gray whale out of clay.

CUMULATIVE REVIEW


Home Activity Your child reviewed main and helping verbs. Look at an article from a newspaper or magazine with your child. Ask him or her to identify main and helping verbs in several sentences.


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How Night Came from the Sea

DEVELOP THE CONCEPT

Home Activity Your child learned about subject-verb agreement. Ask your child questions with does and do: What does a cow say? What do chickens say? Have your child show you how the verb in the answer changes when the subject is singular and plural.


Subject-Verb Agreement

The subject and the verb in a sentence must work together, or agree. To make most present tense verbs agree with singular nouns or he, she, or it, add -s or -es. If the subject is a plural noun or I, you, we, or they, the present tense verb does not end in -s.

Singular Subject Ant tugs at his belt. He watches Bear.Plural Subject Animals talk in some stories. Ants and bears act like people.

Use is or was to agree with singular nouns. Use are or were to agree with plural nouns.

Singular Subject Bear is angry.Plural Subject Ants are small and stubborn.

Directions Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree.

1. Whone, the Changer, plant trees for forests. ______

2. He becomes tired of his work. ______

3. Bear’s name is Chetwin. ______

4. Bears catches ants in rotten logs. ______

5. Some ants grows wings. ______

6. That anthill is very tall. ______

7. Thousands of ants lives there. ______

Directions Circle the verb that correctly completes each sentence.

8. I (like, likes) the story about Ant’s waist.

9. An insect (flys, flies) from its nest.

10. Bears (sleep, sleeps) through the cold winter months.

11. A good story (keep, keeps) us interested.

12. Ants and bears (are, is) very different creatures.

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Subject-Verb AgreementDirections Complete each comparison. Write a verb from the box on the first line and a noun phrase from the box on the second line. Make sure subjects and verbs agree.

1. The sun ____________________ into the sea like ____________________.

2. Night ____________________ across the land like ____________________.

3. A full moon ____________________ like ____________________.

4. Night birds ____________________ like ____________________.

5. Stars __________________ above the sleeping world like ___________________.

Directions Add a subject and a noun or noun phrase to complete each comparison. Make sure subjects and verbs agree. Write the new sentence.

6. ___ shake like ___.

7. ___ sings like ___.

8. ___ runs like ___.


APPLY TO WRITING

Home Activity Your child learned how to use subject-verb agreement in writing. Have your child write about things he or she does every day, beginning each sentence with I (I walk, I learn, I play). Ask your child to rewrite each sentence beginning with He or She and show how the verb changes.


Verbs scream glows flicker sinks spreads Noun Phrases a silver dollar a glowing coal a cool blanket tiny candles frightened ghosts

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Subject-Verb AgreementDirections Mark the letter of the verb that completes each sentence.

1. The Native Americans ___ this story. 6. Bear’s tail ___ stuck in the ice. A tells A are B tell B get C are C gets D telling D be

2. Bear ___ very hungry. 7. He ___ it off. A is A pull B are B take C feel C yank D feeling D yanks

3. He ___ to catch fish with his tail. 8. The other animals ___ at Bear’s A try stumpy tail.

B trys A are C tries B laugh D trying C looks D looking

4. Bear ___ his tail in the icy water. 9. They ___ away when he chases them. A dangle A is B dangles B runs C drop C scampers D hanging D run

5. He ___ nothing. 10. I ____ that story. A catched A love B catch B be C catchs C likes D catches D loves

TEST PREPARATION


Home Activity Your child prepared for taking tests on subject-verb agreement. Have your child explain the rules he or she has learned about how verbs change when the subject is singular or plural. Ask your child to give you examples of these rules.

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Subject-Verb AgreementDirections Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree.

1. This story is interesting. ______

2. The Cherokees tells the story. ______

3. A Cherokee boy go to the mountains day after day. ______

4. His parents scold him. ______

5. “I gets more food in the mountains.” ______

6. He grows long brown hair all over his body. ______

7. His parents needs food too. ______

8. “Maybe his stories is true.” ______

9. Finally, all his relatives follow him to the mountains. ______

10. They turns into bears. ______

Directions Write the verb that correctly completes each sentence.

11. I (enjoys, enjoy) old stories from other cultures. ______________________

12. You (read, reads) such interesting things. ______________________

13. Animals (talk, talks), and trees are alive. ______________________

14. A bear (act, acts) just like a person. ______________________

15. I (wish, wishes) real life were like that. ______________________

CUMULATIVE REVIEW


Home Activity Your child reviewed subject-verb agreement. Read a story together. Ask your child to show you examples of subject-verb agreement in the story. Have him or her look for examples of plural and singular subjects and verbs.

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Eye of the Storm

DEVELOP THE CONCEPT

Home Activity Your child learned about past, present, and future tenses. Ask your child to use verbs in these three tenses. If necessary, prompt him or her with questions: What did you do yesterday? What does he do every day? What will they do tomorrow?


Past, Present, and Future Tenses

The tense of a verb tells when an action happens. A verb in the present tense tells about action that is happening now. A verb in the past tense tells about action that has already happened. Many past tense verbs end in -ed. A verb in the future tense tells about action that will happen in the future. The helping verb will is added to a verb to form the future tense.

Present Tense She enjoys winter. They skate on the pond.Past Tense It snowed many times last year. We played in the snow.Future Tense Tomorrow it will rain.

• When a verb ends with e, drop the e before adding -ed: hope hoped

• When a one-syllable verb ends with one vowel followed by one consonant, double the final consonant before adding -ed: stop stopped

• When a verb ends with a consonant followed by y, change the y to i before adding -ed: worry worried

Directions Write present, past, or future to identify the tense of each underlined verb.

1. My family lives in Massachusetts.

2. We moved here from Florida last year.

3. We will miss Florida’s warm winters.

4. I even liked the hurricanes in Florida.

Directions Write the verb in each sentence. Circle the past tense verbs. Underline the future tense verbs.

5. It never snows in Florida.

6. She really wants a snowy winter.

7. In school we learned about blizzards.

8. This year I will play in the snow.

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Past, Present, and Future TensesDirections Choose the verbs from the box that best complete the paragraph. Change the verbs to the tenses given in ( ). Write the new verbs on the numbered lines.

destroy smash nail rush fear

1. Where we live, hurricanes sometimes ___ (present) up the coast. 2. Last year a hurricane nearly ___ (past) our summer cottage. 3. It ___ (past) all the windows. 4. My dad ___ (present) that the same thing may happen again. 5. Next year he ___ (future) plywood over the windows.

1.

2.

3.

4.

5.

Directions Write two or three sentences about what you did on your birthday last year. Then describe what you will do on your next birthday. Choose your verb tenses carefully.

Last year: _____________________________________________________________

Next year: _____________________________________________________________

Eye of the Storm

APPLY TO WRITING

Home Activity Your child learned how to use past, present, and future tenses in writing. Have your child write three sentences about himself or herself, using verbs in the past, present, and future tenses.


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Eye of the Storm

Past, Present, and Future TensesDirections Mark the letter of the verb that completes each sentence.

1. Tornadoes often ___ in the spring. 6. He ___ his camera everywhere last August. A forming A carried B former B carryed C forms C carries D form D will carry

2. Warm oceans ___ hurricanes. 7. He ___ at a weather station as a young man. A create A worker B creating B work C creates C will working D create’s D worked

3. Every summer the desert ___ the 8. I ___ to see a big storm last summer.cool air. A will hope

A heats B hopes B heat C hoped C heater D hope D heating

4. The thunderstorms ___ next 9. That thunder last week ___ my dog.September. A will scare

A will ends B scared B ends C scares C ended D scare D will end

5. Last year the photographer ___ 10. When I grow up, I ___ the weather.tornadoes. A will studied

A will chase B studies B chased C will study C chases D studied D chase

TEST PREPARATION


Home Activity Your child prepared for taking tests on past, present, and future tenses. Look at pictures in books with your child. Have him or her describe the pictures using verbs in the past, present, and future tenses.

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Past, Present, and Future TensesDirections Write present, past, or future to identify the tense of each underlined verb.

1. Last year we moved to Vermont from New Mexico.

2. I liked the weather in New Mexico.

3. In Vermont it rains a lot.

4. A cool wind often blows from the sea.

5. Someday I will return to the Southwest.

6. I will enjoy the heat of the desert sun again.

7. Some people just love warm weather.

Directions Change each underlined verb to the past tense.

8. A hurricane damages many houses.

9. High winds smash many windows.

10. Trash cans roll down the street.

11. People hurry home from work or school.

12. They stay indoors during the storm.

13. The storm knocks down power lines.

14. People use candles for light.

CUMULATIVE REVIEW


Home Activity Your child reviewed past, present, and future tenses. Read a newspaper or magazine article with your child. Ask him or her to identify verbs in the past, present, and future tenses.

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The Great Kapok Tree

DEVELOP THE CONCEPT

Home Activity Your child learned about irregular verbs. Have your child tell you what happened this morning using a past tense form of the words feel, make, say, get, and give.


Irregular Verbs

Usually you add -ed to a verb to show past tense. Irregular verbs do not follow this rule. Irregular verbs change to other words to show past tense.

Present Tense This book teaches me a lesson.Past Tense This book taught me a lesson.Past with has, have, or had This book has taught me a lesson.

Irregular verbs have a special form when they are used with has, have, or had.Below are some irregular verbs and their past forms.

Directions Write the past tense form of the irregular verb in ( ).

1. The animals (speak) to the sleeping man. ____________________

2. They (teach) him about the value of nature. ____________________

3. They (give) him a lesson in how to behave. ____________________

4. The man (get) up surrounded by the animals. ____________________

5. He (feel) different after his sleep in the forest. ____________________

Present Tense Past Tense Past with has, have, or hadbring brought (has, have, had) broughtchoose chose (has, have, had) chosencome came (has, have, had) comedo did (has, have, had) donefeel felt (has, have, had) feltget got (has, have, had) gottengive gave (has, have, had) givengo went (has, have, had) gonemake made (has, have, had) madesay said (has, have, had) said

speak spoke (has, have, had) spoken

teach taught (has, have, had) taught

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Irregular VerbsDirections Write a sentence using the noun and the past tense form of the verb.

Example: verb: bring; noun: book She brought a book about rain forests to class.

1. verb: teach; noun: nature ______________________________________________

2. verb: say; noun: world ________________________________________________

3. verb: give; noun: money _______________________________________________

4. verb: speak; noun: rain forests __________________________________________

5. verb: see; noun: animals _______________________________________________

Directions Write about something that interests you in nature. Use at least two of the following verbs in the past tense: bring, come, do, go, teach, feel, get, give, make, say.


APPLY TO WRITING

Home Activity Your child learned how to use irregular verbs in writing. Have your child write sentences about school using the past tense forms of the verbs teach, get, say, and give.


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Irregular VerbsDirections Mark the letter of the verb that correctly completes each sentence.

1. Men ___ to cut trees. 5. They ___ away the animals’ homes. A came A taked B comed B tooked C camed C taken D have comed D took

2. They ___ trucks and tractors. 6. They ___ they would be careful. A bringed A sayed B broughted B saying C brought C said D brings D saided

3. They ___ much damage. 7. Many animals have ___ from the A doed forest.

B did A gone C dided B went D done C goed D going

4. Other people have ___ roads through 8. This has ___ us to be more careful.the forest. A teached

A maked B taught B make C teach C making D teaching D made

TEST PREPARATION


Home Activity Your child prepared for taking tests on irregular verbs. Help your child prepare flash cards with an irregular verb on one side and its other forms on the other side. Quiz your child using the flash cards.

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Irregular VerbsDirections Write the past tense form of the irregular verb in ( ).

1. Yesterday we (make) a model rain forest in class. _____________________

2. Each student (bring) material to school. _____________________

3. Our teacher (say) it is very beautiful. _____________________

4. The principal also (see) it. _____________________

5. My dad (take) photographs of us in the forest. _____________________

Directions Write the missing verb forms in the chart.

CUMULATIVE REVIEW


Home Activity Your child reviewed irregular verbs. Have your child find and circle examples of irregular verbs in a magazine or newspaper article.

Present Tense Past Tense Past Tense with has, have, or had

6. choose

7. do

8. teach

9. feel

10. get

11. give

12. speak

13. see

14. come

15. go

____________________

did

____________________

____________________

got

gave

spoke

____________________

____________________

____________________

chosen

____________________

taught

felt

____________________

____________________

____________________

seen

come

gone

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The Houdini Box

DEVELOP THE CONCEPT

Home Activity Your child learned about singular and plural pronouns. Have your child tell you what he or she did today. Ask your child to identify any singular or plural pronouns he or she uses.


Singular and Plural Pronouns

Pronouns are words that take the place of nouns. Pronouns that take the place of singular nouns are singular pronouns. I, me, he, she, him, her, and it are singular pronouns. Pronouns that take the place of plural nouns are plural pronouns. We, us, they, and them are plural pronouns.

Sam and I enjoy reading about Harry Houdini.We enjoy reading about him.

Always capitalize the singular pronoun I. When you talk about yourself and another person, name yourself last. The pronoun you can be singular or plural.

Directions Circle the pronoun in each sentence.

1. I am reading about Harry Houdini in school.

2. He was born in Hungary but raised in the United States.

3. Harry married Wilhelmina Rahner, and together they performed magic tricks.

4. Houdini’s escapes still amaze us today.

5. If you want to learn more, read books about Houdini.

Directions Choose a pronoun in ( ) to replace each underlined noun or noun phrase. Write the pronoun on the line.

6. The class enjoyed reading about Houdini’s tricks. (She, We)

7. Houdini often had the police lock Houdini in a prison cell. (it, him)

8. He always escaped from the cell. (it, us)

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Singular and Plural PronounsDirections On the lines below, write pronouns to replace the underlined nouns or noun phrases in the sentences.

1. Magicians rarely tell people how magicians do their tricks. 2. For example, Harry Houdini did not reveal to the public how Harry Houdini got out of handcuffs or locked chests. 3. He left spectators puzzled because he wanted spectators to return to see another show. 4. If he told how a trick was done, no one would want to see the trick again. 5. I wish he could tell the person writing this a few of his secrets!

1.

2.

3.

4.

5.

Directions Write a paragraph about a magic trick you have seen or a trick you know how to do. Underline any singular or plural pronouns that you use.

The Houdini Box

APPLY TO WRITING

Home Activity Your child learned how to use singular and plural pronouns in writing. Have your child write an e-mail to a friend or relative. Ask your child to print it and show you the singular and plural pronouns.



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The Houdini Box

Singular and Plural PronounsDirections Write the letter of the word that completes each sentence in the paragraph.

1. Next month ___ am going to perform magic tricks for the class. 2. I will ask a student to pick a card, and I will guess what ___ is. 3. Then I will pull white mice out of my pockets and let ___ loose in the classroom. 4. I think that Ms. Lopez might not want ___ to do this trick. 5. ___ is afraid of mice! 6. I will also ask students if ___ want me to cut them in half. 7. Maybe ___ can get Ms. Lopez to volunteer! 8. Reader, do ___ think she will?

1. A me 5. A She B us B Her C I C They D we D I

2. A they 6. A them B it B they C him C us D I D she

3. A it 7. A we B they B us C he C them D them D me

4. A she 8. A she B we B it C I C you D me D them

TEST PREPARATION


Home Activity Your child prepared for taking tests on singular and plural pronouns. Have your child write a list of the pronouns he or she has learned. Ask your child to tell you a story, using as many of the pronouns as possible.

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Singular and Plural PronounsDirections Underline the pronoun in the sentence if it is a singular pronoun. Circle the pronoun if it is a plural pronoun.

1. Wilhelmina Rahner was 18 when she married Harry Houdini.

2. Together they traveled around the country performing magic.

3. A wealthy man named Martin Beck saw them perform.

4. Beck hired the Houdinis to perform for him.

5. The Houdini’s act was amazing, and crowds flocked to see it.

Directions Replace each underlined noun or noun phrase with a pronoun from the box. Write the new sentence and underline the pronoun you chose.

her you we them us

6. Sarah and I are pretending that Sarah and I are Houdini and his wife.

7. We are learning tricks and will perform the tricks for the class.

8. We are hoping our audience will find Sarah and me amazing.

CUMULATIVE REVIEW


Home Activity Your child reviewed singular and plural pronouns. Read an article in a magazine or newspaper with your child. Ask him or her to identify examples of singular and plural pronouns in the article.

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Encantado

DEVELOP THE CONCEPT

Home Activity Your child learned about subject and object pronouns. Have your child explain the difference between subject pronouns and object pronouns by using the words I, me, she, and her in oral sentences.


Subject and Object Pronouns

A subject pronoun is used in the subject of a sentence. Singular subject pronouns are I, you, he, she, and it. Plural subject pronouns are we, you, and they. When you use a person’s name and a pronoun in a compound subject, be sure to use a subject pronoun.

Singular Subject Pronoun He saw the dolphin. Jo and I took photographs.

Plural Subject Pronoun We swam with the dolphins. They are very fast.

An object pronoun is used in the predicate of a sentence after an action verb or with a preposition, such as for, at, into, with, or to. Singular object pronouns are me, you, him, her, and it. Plural object pronouns are us, you, and them. When you use a person’s name and a pronoun in a compound object, be sure to use an object pronoun.

Singular Object Pronoun The rain soaked her. Give the camera to Jo and me.

Plural Object Pronoun We watched them. They played with Bill and us.

Directions Write each subject pronoun.

1. We are studying the rain forests in class. _________

2. I would love to learn more about them. _________

3. Sarah, Maria, and she are showing us a forest model. _________

4. It looks really interesting to me. _________

5. Next week you and Jaime will tell us about the dolphins. _________

Directions Write each object pronoun.

6. She explained why the forests are important to us. _________

7. Please tell me how to save the forests. _________

8. They are doing more research with Karl and her. _________

9. Next week I will help them write a report. _________

10. If we do a good job, Ms. Lopez will give us extra credit. _________

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Subject and Object PronounsDirections Complete the numbered sentences with pronouns from the box. Use each pronoun once.

you us it I she me they him

1. Bill, Valya, and ___ want to visit Brazil in the rainy season. 2. We will take waterproof clothing with ___. We want to see the pink dolphins. 3. ___ live in shallow river waters. The trip was Bill’s idea. 4. It came to ___ when he read Encantado. 5. He persuaded Valya and ___ to go. 6. Unfortunately, we have no money for the flight, but we hope to earn ___ by selling cookies. Valya is a good cook. 7. ___ has some great recipes. 8. Do ___ think we will raise enough money?

1. ________________ 5. ________________

2. ________________ 6. ________________

3. ________________ 7. ________________

4. ________________ 8. ________________

Directions Imagine your class took a trip to the rain forest. Write a paragraph describing what it was like. Underline subject pronouns and circle object pronouns.

Encantado

APPLY TO WRITING

Home Activity Your child learned how to use subject and object pronouns in writing. Have your child write a postcard home from a rain forest. Ask him or her to identify subject pronouns and object pronouns in the message.


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Encantado

Subject and Object PronounsDirections Write the letter of the word that completes each numbered sentence.

1. “Look at the size of that spider!” Jesse said to ___. 2. ___ was enormous. 3. The spider looked at ___ and waved a hairy leg. 4. Jesse and ___ didn’t wait to see what it would do. 5. ___ ran as fast as we could to our camp.

6. “What’s going on?” Jaime asked Jesse and ___. 7. “A spider out there scared ___,” said Jesse.8. Jaime gave ___ a funny look. 9. “Spiders see me and ___ run away,” he

laughed. Jaime went out to look for the spider. 10. I wonder what happened to ___.

1. A I 6. A I B we B we C they C me D me D he

2. A You 7. A us B They B yous C It C I D Him D we

3. A us 8. A he B she B him C we C I D I D we

4. A I 9. A they B me B he C him C it D her D me

5. A Us 10. A he B We B him C Them C she D Me D her

TEST PREPARATION


Home Activity Your child prepared for taking tests on subject and object pronouns. Have your child write lists of the subject pronouns and object pronouns. Ask him or her to use the pronouns in sentences as you say them.


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Subject and Object PronounsDirections Write SP if the underlined pronoun is a subject pronoun. Write OP if it is an object pronoun.

1. We are rapidly destroying the rain forests. ______

2. People cut down trees and use them for fuel or buildings. ______

3. Then they farm the land. ______

4. Saving the forests is a job for you and me. ______

Directions Write each subject pronoun.

5. In a few minutes I will give you a report. _________

6. It describes how people can save the forests. _________

7. Later, we can discuss conservation. _________

8. Ms. Lopez and you can look at my photographs. _________


9. We could not see them in the black water. _________

10. One swam right under us. _________

11. You could almost reach over the side and touch it. _________

12. It thrills me to watch the dolphins. _________

Directions Choose the correct subject or object pronoun in () to complete each sen-tence. Write the pronoun on the line,

13. Jonas and (I, me) present information about recycling. _________

14. Jonas tells Claire and (I, me) to help set up a video. _________

15. The video shows (they, them) how discarded plastic harms wildlife. _________

16. Students ask (he, him) questions about recycling. _________

17. Jonas tells the students and (we, us) how to conserve natural resources. _________

18. He and (they, them) will work together. _________

CUMULATIVE REVIEW


Home Activity Your child reviewed subject and object pronouns. Listen with your child to the radio or TV for a minute. Ask him or her to identify some subject and object pronouns in the broadcast.

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The King in the Kitchen

DEVELOP THE CONCEPT

Home Activity Your child learned about pronouns and antecedents. Ask your child to explain to you how a pronoun can change with a different antecedent.


Pronouns and Antecedents

A pronoun takes the place of a noun or nouns. An antecedent, or referent, is the noun or nouns to which the pronoun refers. A pronoun and its antecedent must agree in number and gender.

Before you use a pronoun, ask yourself whether the antecedent is singular or plu-ral. If the antecedent is singular, decide whether it is masculine, feminine, or neu-ter. Then choose a pronoun that agrees. In the following sentences, the antecedents are underlined once; the pronouns are underlined twice.

The King didn’t like the soup, so he decided to cook for himself.

The Princess and the peasant told the King that they wanted to get married.

Directions Write the letter of the pronoun next to the noun or noun phrase that could be its antecedent.

1. soup A he

2. the kitchen maid B us

3. the guard and the peasant C them

4. the Princess and me D it

5. the Duke E she

Directions Write the correct pronoun in ( ) to complete each sentence. The antecedents of the pronouns have been underlined to help you.

6. The Princess and the peasant talked each day when (they, she) met.

7. The Princess knew what (her, she) wanted.

8. Did the King think that Cook was trying to poison (him, it)?

9. The Duke couldn’t talk after (him, he) ate the King’s awful food.

10. The maids were glad that the King was nice to (her, them).

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Pronouns and AntecedentsDirections Write a pronoun to complete each sentence.

1. Bill and his little sister Janice decided to make “no bake” cookies when ____ were alone in the house one afternoon. 2. Bill wanted to make a recipe that ____ had seen in a magazine. 3. Janice said that ____ would help. 4. Bill gave Janice a plastic bottle of chocolate syrup and told ____ to squeeze it into a bowl. 5. Janice took the cap off the syrup and squirted ____ into a bowl. 6. A few minutes later chocolate syrup was all over the floor. Bill and Janice were trying to clean ____ up when their mother came home. 7. “What are you doing?” ____ asked Bill. 8. “Janice made a mess,” ____ replied. 9. Their mother was cross with Bill and told ____ not to blame his sister. 10. She made Bill and Janice finish washing the floor and told ____ not to cook alone in the future.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Directions Write a paragraph about a time you helped in the kitchen. Use pronouns to make your writing smooth. Underline the pronouns.


APPLY TO WRITING

Home Activity Your child learned how to use pronouns and antecedents in writing. Have your child write two or three sentences about someone in the family, using pronouns and antecedents. Ask him or her to point out the pronouns and their antecedents.


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Pronouns and AntecedentsDirections Read the following story. Mark the letter of the pronoun that correctly completes each sentence. The antecedents of the pronouns have been underlined.

1. One day the King announced that ___ would give a diamond ring to the person who made the best bowl of soup. 2. Cooks came from all over the kingdom, bringing their soup recipes with ___. 3. The King tried all the soups, but ___ did not please him.

4. “___want a simple soup that won’t make me fat,” the King said. 5. A little kitchen maid heard the King say this and knew what ___ would do. 6. She boiled some water and poured ___ into a bowl. 7. Then she brought the “soup” to the King and put it before ___. 8. “Try this soup,” she said. “___ is simple and won’t make you fat.” 9. The King tried a spoonful of the hot water. “This is delicious,” ___ announced. 10. He gave the girl the diamond ring and made ___ head cook.

1. A she 6. A us B it B her C him C it D he D them

2. A they 7. A he B her B him C she C it D them D you

3. A they 8. A It B them B She C she C We D we D I

4. A Me 9. A we B I B they C Us C us D Him D he

5. A her 10. A she B he B it C she C her D it D me

TEST PREPARATION


Home Activity Your child prepared for taking tests on pronouns and antecedents. Say the names of people your child knows. Have him or her talk about these people, replacing their names with pronouns.

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NameThe King in the Kitchen

Pronouns and AntecedentsDirections Match the pronoun with the noun or noun phrase that could be its antecedent. Write the letter of the correct antecedent next to the pronoun.

______ 1. it A mixing bowls

______ 2. we B the King’s son

______ 3. he C soup dish

______ 4. they D Cook and I

______ 5. she E the Queen

Directions Write a pronoun to replace each underlined noun or noun phrase.

6. The King said that the King didn’t like Cook’s soup.

7. He said the soup was horrible and threw the soup on the floor.

8. Cook said that Cook had worked hard to make it.

9. The maids were frightened when the maids heard about the King.

10. When the King entered the kitchen, Cook curtsied to the King.

11. The King gave Cook a towel and made Cook blindfold him.

12. The Princess and the peasant said that the Princess and the peasant were getting married.

Directions Circle the pronoun in ( ) to complete each sentence. The antecedents of the pronouns are underlined.

13. The King was concerned that (it, he) would get fat.

14. The young maid was clever, and (her, she) had a good idea.

15. The maid created “soup” from water, and she fooled the King with (them, it).

16. The King liked the young maid’s “soup” and gave (she, her) a job in his kitchen.

CUMULATIVE REVIEW


Home Activity Your child reviewed pronouns and antecedents. Ask your child to find examples of pronouns and antecedents in reading matter around the house.


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Seeker of Knowledge

DEVELOP THE CONCEPT

Home Activity Your child learned about possessive pronouns. Ask your child to use possessive pronouns in sentences about friends or family members and their belongings.


Possessive Pronouns

Possessive pronouns show who or what owns, or possesses, something. My, mine, your, yours, her, hers, his, its, our, ours, their, and theirs are possessive pronouns.

• Use my, your, her, our, and their before nouns. I study my notes. Marie looked at her drawing. Let us show you our alphabet.• Use mine, yours, hers, ours, and theirs alone. These notes are mine. The drawing was hers. This alphabet is ours.• His and its can be used both before nouns and alone. Jean-François followed his plan. The plan was his. The tomb guarded its secrets. The secrets were its.• Do not use an apostrophe with a possessive pronoun.

Directions Circle the possessive pronoun in each sentence.

1. Justine and I are preparing our report on hieroglyphs.

2. We are learning how Jean-François Champollion made his discoveries.

3. You can see examples in your book of how the Egyptians wrote.

4. Modern writing is very different from theirs.

5. Justine will focus on their use of pictures.

Directions Write the possessive pronoun in ( ) that correctly completes each sentence.

6. The Raymonds went to Egypt, but their trip was different from (our, ours).

___________________

7. She has shown us (hers, her) photographs and videos. ___________________

8. You should show the class (your, yours) drawings of Egypt. __________________

9. Ms. Raymond’s pictures were better than (my, mine)! ___________________

10. Can you help me make my pictures as good as (yours, your)?

___________________

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Possessive PronounsDirections Write a possessive pronoun to replace the underlined words or phrases.

1. Jen and I are studying how the ancient Egyptians built the ancient Egyptians’ pyramids. 2. Jen has borrowed a book from Jen’s uncle. 3. It says that the Pharaoh Khufu built the Pharaoh Khufu’s pyramid out of huge stone blocks. 4. Long ramps were used to put each stone in each stone’s place. 5. Jen and I are each planning to build a model pyramid for Jen and my report. 6. Jen is making Jen’s pyramid out of clay.

1. ________________

2. ________________

3. ________________

4. ________________

5. ________________

6. ________________

Directions Write a paragraph about something that you have enjoyed making for homework or as a class project. Underline any possessive pronouns you use.

Seeker of Knowledge

APPLY TO WRITING

Home Activity Your child learned how to use possessive pronouns in writing. Ask your child to write a journal entry titled My Day. Have him or her identify possessive pronouns in the entry.


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Seeker of Knowledge

Possessive PronounsDirections Mark the letter of the possessive pronoun that correctly completes each sentence.

1. ___ class went to the museum and 5. Queen Cleopatra lost ___ war learned about ancient Egypt. against the Romans.

A We A its B Ours B she C Us C hers D Our D her

2. The Egyptians preserved the bodies 6. When we do our Egypt reports, ___ of ___ dead. will be about hieroglyphs.

A their A I B its B mine C his C me D they D my

3. When a king died, ___body was 7. I will draw hieroglyphs on ___ placed in a great tomb. poster.

A its A me B their B my C his C mine D him D ours

4. Papyrus was a common plant, and 8. Will you do ___ on mummies?___ stems were used to make paper. A ours

A their B their B its C yours C it D you D they

TEST PREPARATION


Home Activity Your child prepared for taking tests on possessive pronouns. Give your child a newspaper or magazine article to read. Ask him or her to highlight the possessive pronouns.

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Possessive PronounsDirections Write the possessive pronoun in ( ) that correctly completes each sentence.

1. The students in (our, ours) class have each chosen a hieroglyph to study.

___________________

2. Every hieroglyph has (theirs, its) own meaning.

___________________

3. Marie has found a hieroglyph that looks like (her, hers) dog!

___________________

4. (My, Mine) is a bird with a long beak.

___________________

5. I am getting good at drawing (my, mine) hieroglyph.

___________________

6. Some students are making models of (theirs, their) hieroglyphs.

___________________

Directions Write a possessive pronoun to replace the underlined words or phrases.

7. Ancient Egyptians ate bread as part of ancient Egyptians’ daily diet.

___________________

8. A family sometimes kept a goat and made cheese from a goat’s milk.

___________________

CUMULATIVE REVIEW


Home Activity Your child reviewed possessive pronouns. With your child, look through the headlines or titles in newspapers or magazines. Challenge your child to find ten examples of possessive pronouns.

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Encyclopedia Brown

DEVELOP THE CONCEPT

Home Activity Your child learned about contractions and negatives. Ask your child to show you how an apostrophe can make two words become one word. Encourage him or her to use contractions in oral sentences.


Contractions and NegativesA contraction is a shortened form of two words. An apostrophe takes the place of one or more letters. Some contractions are formed from a pronoun and a verb: she is = she’s. Other contractions combine a verb and the word not: would not = wouldn’t.

Directions Choose the correct contraction in ( ) to complete each sentence. Write the contraction.

1. (She’ll, She’s) read all the Encyclopedia Brown stories later. __________________

2. (I’d, I’m) like to borrow a book from her. ____________________

3. I hear that (there, they’re) all interesting. ______________

4. (Its, It’s) hard to believe that anyone could be that smart! ______________

5. I (don’t, hasn’t) think I could be a detective. ______________

Contractions with Pronouns and Verbs Contractions with Verbs and not

I am I’m she will she’ll

he is (has) he’s you will you’ll

she is (has) she’s we will we’ll

it is (has) it’s they will they’ll

you are you’re I had (would) I’d

we are we’re he had (would) he’d

they are they’re she had (would) she’d

I have I’ve you had (would) you’d

you have you’ve

we have we’ve

they have they’ve

I will I’ll

he will he’ll

is not isn’t

are not aren’t

was not wasn’t

were not weren’t

has not hasn’t

have not haven’t

did not didn’t

does not doesn’t

will not won’t

would not wouldn’t

could not couldn’t

should not shouldn’t

cannot can’t


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Contractions and NegativesDirections Complete the paragraph with contractions from the box.

isn’t won’t there’s We’re she’d It’s he’d he’s

1. ___ trying to solve a mystery. 2. Why ___ our cat behaving normally? 3. ___ been staring out the window and yowling all evening. 4. My mom said that ___ have to put the cat in the basement if it kept making that noise. 5. My dad said ___ give it away. 6. My brother told me that ___ a spaceship outside and that only the cat can see it! 7. I think ___ making that up! 8. At this rate, we ___ get much sleep.

1. ________________ 5. ________________

2. ________________ 6. ________________

3. ________________ 7. ________________

4. ________________ 8. ________________

Directions Write a paragraph about something you hope to do in the next few days. Use at least three of the contractions in the box. Underline all the contractions you use.

I’m she’ll we’re he’s isn’t can’t aren’t won’t

Encyclopedia Brown

APPLY TO WRITING

Home Activity Your child learned how to use contractions in writing. Ask your child to write an e-mail to a friend or family member, using contractions. Have your child show you the contractions he or she used.


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Encyclopedia Brown

Contractions and NegativesDirections Mark the letter of the contraction that correctly completes each sentence.

1. ___ investigating a crime. 5. Criminals ___ have a chance against us.

A We’re A don’t

B We’ve B d’ont

C We’d C dont

D Were D do’nt

2. It ___ be difficult to solve. 6. ___ all be behind bars.

A wont A There’ll

B won’t B Theyll

C willn’t C They’ll

D weren’t D Theyul

3. ___ got a kit for testing blood. 7. ___ going to be a detective.

A Shes A I’d

B Shees B Im

C Shes’ C I’m

D She’s D I’ll

4. ___ fun being a policeman. 8. I ___ wait for my first case.

A Its A cann’t

B Its’ B cant

C It’s C cant’

D Itz D can’t

TEST PREPARATION


Home Activity Your child prepared for taking tests on contractions. Have your child look through advertisements in magazines or newspapers. Ask him or her to highlight the contractions and tell you what words they stand for.

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NameEncyclopedia Brown

Contractions and NegativesDirections Choose the correct contraction in ( ) to complete each sentence. Write the contraction.

1. There (isn’t, doesn’t) an aquarium in our town. _________________

2. (I’ll, I’ve) been to the aquarium in Boston. _________________

3. (It’s, Its) right on the waterfront. _________________

4. (They’ve, They’re) got a huge tank full of sharks and rays. _________________

5. I looked for a dolphin, but I (don’t, didn’t) see one. _________________

6. Next time we visit, (we’re, we’d) going on a whale watch. _________________

Directions Find two words in each sentence that can be written as a contraction. Write the sentence using the contraction.

7. I am reading a book about amphibians.

8. It is very interesting.

9. Amphibians are not reptiles.

10. They do not have dry skin.

11. They should not live far from water.

12. Maybe you would like to borrow the book.

CUMULATIVE REVIEW


Home Activity Your child reviewed contractions and negatives. Ask your child to say “stop” every time he or she hears you use a contraction in conversation. Have your child identify the words that make up each contraction.

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Sailing Home

DEVELOP THE CONCEPT

Home Activity Your child learned about adjectives and articles. Ask your child to show you how adjectives answer the questions What kind? How many? and Which one?


Adjectives and Articles

An adjective is a word that describes a noun or pronoun. An adjective usually comes before the word it describes, but it can also follow the noun or pronoun. Many adjectives answer the question What kind? They describe color, shape, size, sound, taste, touch, or smell. Other adjectives answer the question How many? or Which one?

What Kind? We ate fresh meat and eggs. Our appetites were good.How Many? There were four children in the family.Which One? That storm nearly sank the ship

A, an, and the are special adjectives called articles. A and an are used only with singular nouns. Use a before words that begin with a consonant sound. Use an before words that begin with a vowel sound or a silent h. The is used with both singular and plural nouns.

A kangaroo is an animal that hops.The kangaroo jumped overboard, but the men rescued it.

• Proper adjectives are formed from proper nouns.

Proper Nouns Japan, Mexico, IndiaProper Adjectives Japanese, Mexican, Indian

Directions Underline each adjective and circle each article.

1. Sailing Home describes an unusual family.

2. The children lived on a tall ship.

3. The family kept many animals.

Directions Decide what kind of question each underlined adjective answers. Write What kind? How many? or Which one?

4. Matilda smelled the salty air.

5. She had three siblings.

6. This story is told by Matilda.

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Adjectives and ArticlesDirections Choose an adjective from the box to write in each blank in the paragraph.

long two exciting this happy four lively black

The 1. books that I liked best in 2. class were both about history. One was Sailing Home, and the other was Lewis and Clark and Me. Sailing Home is about 3. children who live a 4. life on a ship. They have many pets, including a very 5. kangaroo! Lewis and Clark and Me is told by a big 6. Newfoundland dog. This book is about a 7. trip across America and is very 8. to read.

1. 5.

2. 6.

3. 7.

4. 8.

Directions Write a description of your favorite food. Make your writing clear by using adjectives. Underline the adjectives and circle the articles you use.

Sailing Home

APPLY TO WRITING

Home Activity Your child learned how to use adjectives and articles in writing. Ask your child to write two or three sentences describing your home. Have your child identify the adjectives and articles in the description.



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Sailing Home

Adjectives and ArticlesDirections Mark the letter of the adjective or article that best completes each sentence.

1. Miss Shipman was a teacher. 6. She never got into trouble. A real A a B the B happy C one C serious D that D the

2. Albert thought Miss Shipman 7. The children led a life.was . A four

A this B interesting B mean C different C many D much D under

3. He hid from her in a cubbyhole. 8. The men on the crew were . A the A this B jumpy B four-masted C lazy C marble D little D friendly

4. Albert thought school was bad 9. The cook baked the children treats.idea. A aA an B this

B a C special C the D that D that

5. Matilda watched rolling ocean. 10. The sailmaker taught them knots.A the A an

B these B into C an C brown D all D difficult

TEST PREPARATION


Home Activity Your child prepared for taking tests on adjectives and articles. Give your child a short newspaper or magazine article to read. Ask him or her to underline the adjectives and circle the articles.

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Adjectives and ArticlesDirections Each sentence has two adjectives. One adjective is underlined. Find and write the other adjective. (It may be an article.)

1. We had wild weather that Christmas.

2. Mother locked up things in a special box.

3. We tied heavy furniture to steel hooks.

4. Soon we were in a terrible storm.

5. Two seamen nearly fell over the side.

6. We were lucky we survived this storm.


7. Gigantic waves struck the boat.

8. The only safe place to sit was the floor.

9. The three children sat on the floor.

10. Later the cook made delicious treats.

11. The happy family danced and sang.

12. That Christmas was one to remember.

13. Those children had an unusual childhood.

14. They lived on a ship for five years.

15. It was a wonderful adventure.

16. I enjoyed reading this story.

CUMULATIVE REVIEW


Home Activity Your child reviewed adjectives and articles. With your child, look at the packaging on items for sale at a grocery store. Ask him or her to show you examples of adjectives and articles.

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Lost City

DEVELOP THE CONCEPT

Home Activity Your child learned about comparative and superlative adjectives. Ask your child to discuss with you the pros and cons of things he or she knows well (games, cars, TV shows). Have your child identify the comparative and superlative adjectives he or she uses.


Comparative and Superlative Adjectives

A comparative adjective compares two people, places, things, or groups. Add -er to most short adjectives to make their comparative forms. Use more with longer adjectives.

Comparative Adjectives This trail is shorter but more difficult than that one.

A superlative adjective compares three or more people, places, things, or groups. Add -est to most short adjectives to make their superlative forms. Use most with longer adjectives.

Superlative Adjectives It was the slowest and most exhausting climb he had ever taken.

An adjective may change its spelling in its comparative and superlative forms.

• For adjectives that end with a consonant and y, change the y to i before adding -er or -est: funny, funnier, funniest.

• For adjectives that end in a single consonant after a single vowel, double the final consonant before adding -er or -est: hot, hotter, hottest.

• For adjectives that end in e, drop the e before adding -er or -est: fine, finer, finest.• Some adjectives, such as good and bad, have irregular comparative and superla-

tive forms: good, better, best; bad, worse, worst.

Directions Change the underlined adjective to the form named in ( ).

1. Who has the heavy backpack in the group? (superlative)

2. I bought the comfortable hiking boots available. (superlative)

3. This trail is steep than that one. (comparative)

4. Which is the easy trail of the three trails? (superlative)

5. Today’s weather couldn’t be bad than yesterday’s. (comparative)

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Comparative and Superlative AdjectivesDirections Write the comparative or superlative form of the adjectives in ( ) that best complete the paragraph.

Would you have a 1. (good) time hiking in the mountains or in the rain forest? You would have 2. (steep) and 3. (rocky) trails in the mountains than in the forests. You would also have much 4. (windy) weather. But the rain forests have 5. (dangerous) snakes and insects. The forests also have some of the 6. (hot) and 7. (wet) weather in the world. On the plus side, rain forests have 8. (interesting) wildlife than mountains have. The mountains, on the other hand, would offer you 9. (beautiful) views. Maybe the 10. (good) solution of all would be to give both mountains and forest a try!

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Directions Write a paragraph comparing two places that you know well. Underline the comparative and superlative adjectives you use.

Lost City

APPLY TO WRITING

Home Activity Your child learned how to use comparative and superlative adjectives in writing. Ask your child to write two or three sentences comparing two rooms in your house. Have your child identify the comparative or superlative adjectives he or she uses.



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Lost City

Comparative and Superlative AdjectivesDirections Mark the letter of the word or words that complete each sentence.

1. Jem is the traveler I know. 6. He was a walker than I was. A more experienced A fast B most experienced B fastest C experienceder C more fast D experienced D faster

2. He and I hiked through the 7. He was also a climber.terrain in the whole world. A more good

A rockyest B best B most rockiest C gooder C rockiest D better D rocky

3. We chose the route to the 8. The part of the climb was at thesummit. end.

A longest A most difficult B more long B difficultest C most long C more difficulter D longerest D less difficulter

4. Each river seemed than the one 9. I don’t know who was , Jem or me.before. A exhaustederA wideer B most exhausted

B more wide C exhaustedest C wider D more exhausted D widest

5. I was than Jem on the rope 10. It was our achievement of all.bridge. A greatestA afraider B greater

B more afraid C greatly C most afraid D grater D afraidest

TEST PREPARATION


Home Activity Your child prepared for taking tests on comparative and superlative adjectives. Have your child look through newspaper headlines or advertisements. Ask him or her to highlight the comparative and superlative adjectives.

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NameLost City

Comparative and Superlative AdjectivesDirections Change the underlined adjective to the form named in ( ).

1. Machu Picchu is one of the world’s popular landmarks. (superlative)

2. It is much high than our city. (comparative)

3. Is sunrise the good time of day to see Machu Picchu? (superlative)

4. This is the nice photograph I have seen of the site. (superlative)

5. There is a pretty view from here than from over there. (comparative)

6. Which of the two routes would be challenging? (comparative)

Directions Choose the correct form of the adjective in ( ) to complete each sentence. Write the adjectives.

7. Where are the (tall) mountains in the world?

8. Are the views (spectacular) in the Alps or the Andes?

9. The very (near) mountains to us are in New Hampshire.

10. The Rockies are (snowy) than the White Mountains.

11. The (beautiful) season in the mountains is fall.

12. The trees are (colorful) in fall than in summer.

CUMULATIVE REVIEW


Home Activity Your child reviewed comparative and superlative adjectives. Listen with your child to a radio or television commercial. See how many comparative or superlative adjectives he or she can identify.

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Amelia and Eleanor

DEVELOP THE CONCEPT

Home Activity Your child learned about adverbs. Encourage your child to tell you about his or her day using adverbs telling how, when, or where things happened. Ask your child to identify the adverbs he or she used.


Adverbs

An adverb is a word that tells how, when, or where something happens. Adverbs tell about verbs. An adverb can appear before or after a verb. Many adverbs that tell how something is done end in -ly.

How The jet flew rapidly past. We clearly saw its trail in the sky. When We will fly to New York City tomorrow. We often go there.Where I looked overhead. There were airplanes everywhere.

Directions Write the adverb in each sentence.

1. Drive slowly down this road.

2. Look carefully for signs to the airport.

3. I sometimes miss the turn.

4. Then I have to drive for miles.

5. Turn here for the road to the airport.

Directions Write how if the underlined adverb tells how an action happens. Write when if it tells when an action happens. Write where if it tells where an action happens.

6. Sometimes a flight can be bumpy.

7. Passengers often get a little nervous.

8. We were sitting comfortably in our seats.

9. The plane was flying smoothly over the ocean.

10. I could see thick storm clouds below.

11. The plane bucked wildly.

12. Then it began to shake.

13. A bag crashed down.

14. The pilot calmly asked us to fasten our seatbelts.

15. Afterwards, he said we had experienced a little turbulence.

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AdverbsDirections Choose an adverb from the box to complete each sentence with descriptive detail.

1. Most people stay in the house at night, but I like to go . 2. I explore the quiet streets of our neighborhood. 3. I like to wander along the shadowy sidewalks. 4. I stop and listen to televisions playing in living rooms. 5. On a clear night, I gaze at the stars . 6. Will we know if there are other worlds like ours? 7. , I return home. 8. I go to bed.

1. 5.

2. 6.

3. 7.

4. 8.

Directions Write a description of something you like to do. Include adverbs to add details. Underline the adverbs.

Amelia and Eleanor

APPLY TO WRITING

Home Activity Your child learned how to use adverbs in writing. Ask your child to write a description of how to do a familiar action, such as brush teeth or make toast. Have your child use adverbs in the description and point them out to you.


ever finally gladly noisilyoften outside overhead silently

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Amelia and Eleanor

AdverbsDirections Mark the letter of the correct answer to each question.

1. Which word is an adverb? 3. Which word is a “when” adverb? A science A tomorrow B silently B tightly C silence C too D silent D tame

2. Which word is a “how” adverb? 4. Which word is a “where” adverb? A mercy A slowly B must B inside C merrily C inning D there D ink

Directions Mark the letter of the word that is an adverb.

5. We waited eagerly for Mom’s plane 7. It was snowing hard in Denver.to arrive. A hard

A arrive B Denver B waited C It C for D snowing D eagerly

6. Finally, we heard that the flight was 8. Mom will return tomorrow by bus.canceled. A willA Finally B return

B heard C tomorrow C canceled D by D flight

TEST PREPARATION


Home Activity Your child prepared for taking tests on adverbs. Have your child look through a newspaper or magazine article. Ask him or her to highlight the adverbs and say whether they tell how, when, or where something happened.

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NameAmelia and Eleanor

AdverbsDirections Write the adverb in each sentence.

1. Eleanor Roosevelt spoke her mind clearly on important issues.

2. Amelia Earhart always accepted a challenge.

3. Did these two women often meet?

4. In the story we read, they suddenly decide to go to the airport.

5. Did anyone see them there?

Directions Circle the adverb in each sentence. Write how if the adverb tells how an action happens. Write when if it tells when an action happens. Write where if it tells where an action happens.

6. Amelia strapped the helmet securely under her chin.

7. She checked the gauges carefully.

8. Then she looked for other aircraft.

9. No planes were flying nearby.

10. She looked around.

11. Slowly she taxied to the runway.

12. The plane rapidly gained speed.

13. It floated upward like a huge bird.

14. The aircraft rose steeply.

15. Finally, Amelia was in the clouds.

CUMULATIVE REVIEW


Home Activity Your child reviewed adverbs. Ask your child to explain how adverbs are different from adjectives. Encourage your child to give you examples of different types of adverbs in oral sentences.


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Antarctic Journal

DEVELOP THE CONCEPT

Home Activity Your child learned about comparative and superlative adverbs. Ask your child to give you examples comparing how he or she does something with how friends or family members do the same thing.


Comparative and Superlative Adverbs

A comparative adverb compares two actions. Add -er to many adverbs to make them comparative. Use more with most adverbs that end in -ly. Do not use more with the -er form of an adverb.

The orca swam faster and more powerfully than the penguin.

A superlative adverb compares three or more actions. Add -est to many adverbs to make them superlative. Use most with most adverbs that end in -ly. Do not use most with the -est form of an adverb.

On the third day of the storm, the wind blew hardest and most constantly.

Some adverbs, including well and badly, have irregular comparative and superlative forms: well, better, best; badly, worse, worst.

Directions Change the underlined adverb to the kind of adverb in ( ). Write the new adverb.

1. The wind in Antarctica blows hard than in Africa. (comparative)

2. I walk slowly on the ice than I do on the rocks. (comparative)

3. People move carefully than penguins. (comparative)

4. I travel fast of all on skis. (superlative)

5. The sun stays long in the sky in December. (superlative)

6. The sun in Antarctica burns the skin badly than in the United States. (comparative)


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Comparative and Superlative AdverbsDirections Write the comparative or superlative form of each adverb in ( ) to complete the paragraph correctly.

Allan, Jill, and I went on an expedition to Antarctica. Of the three of us, Allan knew the continent (1. well), so he advised us what to do. Jill skied (2. fast) and (3. skillfully) than I did. However, I was useful because I cooked (4. well) than the other two! We loved watching the penguins, which move (5. gracefully) in the water of all birds. On land, however, they waddle (6. comically) than a baby learning to walk. The wind never stopped blowing. Each day it tried (7. hard) than the day before to knock us off our feet. On our final day it blew (8. fiercely) of all. We were glad to reach camp.

1.

2.

3.

4.

Directions Write three sentences about dogs and cats. Use a comparative adverb in each sentence.

Antarctic Journal

APPLY TO WRITING

Home Activity Your child learned how to use comparative and superlative adverbs in writing. Ask your child to write a brief description telling what he or she can do now compared with a year ago. Encourage him or her to use comparative or superlative adverbs in the description.


5.

6.

7.

8.

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Antarctic Journal

Comparative and Superlative AdverbsDirections Mark the letter of the word or words that complete each sentence.

TEST PREPARATION


Home Activity Your child prepared for taking tests on comparative and superlative adverbs. Have your child write a list of adverbs. Say an adverb from the list and ask your child to say a sentence using the adverb in its comparative or superlative form.

1. The snow fell yesterday than today.

A heavilier B most heavily C heaviest D more heavily

2. Fresh water freezes than salt water.

A faster B fastest C fast D more faster

3. Of all the birds, the penguin walks .

A more clumsily B clumsiest C most clumsily D clumsy

4. The whale dives of all mammals. A most deepest B deepliest C deeper D deepest

5. My two partners and I set out together, but I arrived .

A most soon B soonest C sooner D more soon

6. You survive the cold than I do.

A more better B best C better D good

7. It was stormy all week, but the wind blew on Monday.

A most hardest B hardly C hardest D more harder

8. I will remember this of all my vacations.

A best B better C most best D bestest

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Comparative and Superlative AdverbsDirections Write the correct form of the adverb in ( ) to complete each sentence.

1. The ice in Antarctica is melting (quickly) now than it did 100 years ago.

2. People explore the continent (comfortably) than they used to.

3. Modern technology works (well) than the old-fashioned kind.

4. Of all people, scientists return to Antarctica (frequently).

5. The wind blows (fiercely) there than here.

6. You can get frostbite in Antarctica (easily) than in the United States.

7. Three teams raced to the South Pole to see which would get there (fast).

8. The winning team worked (hard) than the second-place team.

9. The winners traveled (rapidly) of all.

10. Dogs work (efficiently) in the extreme cold than horses do.

CUMULATIVE REVIEW


Home Activity Your child reviewed comparative and superlative adverbs. Have your child find examples of comparative and superlative adverbs in ads and explain what each adverb is being used to compare.

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Moonwalk

DEVELOP THE CONCEPT

Home Activity Your child learned about prepositions and prepositional phrases. Ask your child to name some common prepositions and to show you how they combine with nouns or pronouns to make prepositional phrases.


Prepositions and Prepositional Phrases

A preposition begins a group of words called a prepositional phrase. A prepositional phrase ends with a noun or pronoun called the object of the preposition. The preposition shows how the object of the preposition is related to other words in the sentence. A prepositional phrase can be used to tell where, when, how, or which one.

Preposition We took a rocket into outer space.Prepositional Phrase into outer spaceObject of the Preposition space

Common Prepositionsabout, above, across, after, along, around, at, behind, below, beneath, between, by, for, from, in, into, of, on, over, through, to, under, upon, with, without

Directions Write the prepositional phrase in each sentence. Underline the preposition. Circle the object of the preposition.

1. Can you jump across that gully?

2. Don’t trip over a rock.

3. Gravity on the moon is very weak.

4. Earth is in the sky!

5. At night the temperature here is very cold.

Directions Each sentence below contains two prepositional phrases. Underline the prepositional phrases.

6. The race to the moon ended in triumph.

7. Astronauts from the United States landed on the moon.

8. They drove in buggies and even swung at golf balls.

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Prepositions and Prepositional PhrasesDirections Improve the paragraph below by finding the prepositional phrase from the box that best fits in each sentence. Write the phrases on the lines below.

(1) People should build settlements . (2) Then they could easily explore outer space . (3) They could also dig for minerals . (4) A shuttle service would carry people and supplies. (5) After a few years, these moon settlements would grow . (6) People living there would think nothing of traveling .

1.

2.

3.

4.

5.

6.

Directions Write a paragraph agreeing or disagreeing with the following statement: People should explore the moon. Use prepositional phrases to strengthen your argument. Underline the prepositional phrases you use.

Moonwalk

APPLY TO WRITING

Home Activity Your child learned how to use prepositions and prepositional phrases in writing. Ask your child to write a brief description of his or her bedroom. Have your child underline the prepositional phrases he or she uses.


into great cities between Earth and the moon for other living creatureson the moon through the solar system under the moon’s surface

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Moonwalk

Prepositions and Prepositional PhrasesDirections Mark the letter of the preposition that completes each sentence.

TEST PREPARATION


Home Activity Your child prepared for taking tests on prepositions and prepositional phrases. Have your child write a list of prepositions. Say a preposition from the list and ask your child to say a sentence using that word in a prepositional phrase.

1. Do you want to do a space project me?

A of B since C with D against

2. I want to learn more the moon. A which B between C across D about

3. NASA has a good site the Internet.

A all B on C between D behind

4. Let’s go the library this afternoon.

A without B of C to D beneath

Directions Mark the letter of the word that is the object of a preposition.

5. People once thought there might be life on the moon.

A moon B People C life D on

6. The moon’s climate is too harsh for living things.

A moon’s B things C living D harsh

7. At night the temperature is much too cold.

A cold B night C temperature D at

8. No creatures could survive under those conditions.

A creatures B survive C under D conditions

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Prepositions and Prepositional PhrasesDirections Write the prepositional phrase in each sentence. Underline the preposition. Circle the object of the preposition.

1. Can you jump over this rock?

2. You can jump high on the moon.

3. Without Earth’s gravity we are much lighter.

4. We could stand beneath a full Earth.

5. Can you read a book by Earthlight?

6. One moon day lasts for 28 Earth days.

7. That would be a long day in school!


8. For centuries scientists have gazed at the skies.

9. Is there somewhere else in the universe with intelligent life?

10. One day astronauts may fly at the speed of light.

11. Perhaps they will find signs of life in a distant galaxy.

12. For people on Earth that would be a great discovery.

CUMULATIVE REVIEW


Home Activity Your child reviewed prepositions and prepositional phrases. Have your child look through a newspaper or magazine article to find examples of prepositions and prepositional phrases.

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My Brother Martin

DEVELOP THE CONCEPT

Home Activity Your child learned about conjunctions. Ask your child to give you oral examples of how the conjunctions and, but, and or are used differently in sentences.


ConjunctionsConjunctions are connecting words, such as and, but, and or. They can be used to join words, phrases, and sentences.

• Use and to add information or to join related ideas: Pam and Ann lived with them.• Use but to join different ideas: He was gentle but strong-minded.• Use or to suggest a choice: Sometimes you have to fight or give in.

Conjunctions also make compound subjects, compound predicates, and compound sentences. There is a comma before the conjunction in a compound sentence.

Compound Subject Martin and his brother were younger than Christine. Compound Predicate They lived and played on Auburn Avenue.

Compound Sentence Martin had many difficulties, but he worked to make his dream come true. (Note the comma.)

Directions Write the conjunction in each sentence.

1. White families and black families lived on Auburn Avenue.

2. The kids were friendly with each other, but the grown-ups were not.

3. Martin did not know whether he was more angry or sad.

Directions Use the conjunction and, but, or or to join each pair of sentences. Write the new sentences. Remember to add a comma.

4. Martin could have lived a quiet life. He chose to take action.

5. He graduated from high school at 15. He got high grades in college.

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ConjunctionsDirections Make the paragraph flow more smoothly by combining short related sentences with and, but, or or. Complete the last sentence by adding a conjunction and more information. Write the new sentences.

(1) I wasn’t alive in the 1950s. My grandfather was. (2) He was born in Atlanta. He went to an all-black school. (3) In those days you kept your mouth shut. You got into trouble. (4) There were separate stores for blacks. There were places black people couldn’t go. (5) Many people thought this situation was wrong. It was hard to change society. (6) Finally, Martin Luther King, Jr., and others took action, (but, and, or) .

1.

2.

3.

4.

5.

6.

My Brother Martin

APPLY TO WRITING

Home Activity Your child learned how to use conjunctions in writing. Ask your child to write a brief description of his or her day, using the conjunctions and, or, and but. Have your child read his or her description aloud, pointing out the conjunctions.


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My Brother Martin

ConjunctionsDirections Mark the letter of the word that completes each sentence.

TEST PREPARATION


Home Activity Your child prepared for taking tests on conjunctions. Ask your child to find 10 examples of and, but, and or in a newspaper or magazine article. Have your child explain how they are used.

1. Martin Luther King, Jr., fought for equality justice.

A and B but C if D now

2. He believed in action not in violence.

A or B since C but D than

3. Should people accept injustice fight for their rights?

A but B or C and D to

4. King dreamed of a better world, he helped create one.

A and B but C or D than

5. He was arrested nearly 20 times, he kept on fighting.

A but B or C when D because

6. People must take action, nothing will change.

A and B but C so D or

7. King John F. Kennedy were both killed by assassins.

A or B and C but D for

8. King is dead, his memory lives on.

A since B but C or D because

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ConjunctionsDirections Circle the conjunction in each sentence.

1. Rosa Parks was a brave and determined young woman.

2. She was told to give up her seat on a bus, but she refused.

3. Parks was taken off the bus and arrested.

4. Montgomery’s black population got together and protested.

5. Black people continued working, but they wouldn’t ride the buses.

6. They walked to work or hitched rides with friends.


7. Society is not always fair. People can help change it.

8. We can do nothing. We can work to make life better.

9. Great leaders take action. They inspire others to follow.

10. Martin Luther King, Jr., turned society upside-down. He was never violent.

CUMULATIVE REVIEW


Home Activity Your child reviewed conjunctions. Together listen to a radio broadcast for one minute. Have your child raise a hand or make a check mark on paper each time he or she hears the speaker use the conjunctions and, or, and but.


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Jim Thorpe’s Bright Path

DEVELOP THE CONCEPT

Home Activity Your child learned about capitalization. Write the addresses of three of your family’s friends or relatives, leaving out all capital letters. Have your child rewrite the addresses and add the capital letters.


CapitalizationHere are some rules for capitalizing proper nouns.

• Capitalize the first word and every important word of a proper noun. Proper nouns name particular persons, places, or things. Jim Thorpe is in the Pro Football Hall of Fame.

• Capitalize the first letter of an abbreviation. Capitalize both letters in a state postal abbreviation. 227 Topeka Ave. Fargo, ND

• Capitalize days of the week, months of the year, and holidays. Monday November Memorial Day

• Capitalize titles that are used before people’s names. Coach and Mrs. Warner asked us to come to their house.

Directions Rewrite each sentence. Use correct capitalization.

1. That letter goes to the united states indian industrial school in carlisle, pa.

2. He competed at the summer olympics in sweden.

Directions Write C if the group of words is capitalized correctly. If the group of words is capitalized incorrectly, rewrite it using correct capitalization.

3. Stockholm in sweden

4. National Football league

5. every other Sunday

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CapitalizationDirections Correct errors in capitalization in the following paragraph. Write the new paragraph.

(1) On sundays I watch the new england patriots. (2) They play at gillette stadium in foxboro, ma. (3) We get there by car from route 1 or by train from south station. (4) When they’re away, I watch their games on sports network channel. (5) The season lasts from august to december. (6) Last year the patriots won the super bowl.

1.

2.

3.

4.

5.

6.

Directions Write a paragraph telling a friend about a real or imaginary sports event. Be sure to use correct capitalization.


APPLY TO WRITING

Home Activity Your child learned how to use capitalization in writing. Have your child address an envelope using correct capitalization.


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CapitalizationDirections Mark the letter of the group of words that is written correctly.

TEST PREPARATION


Home Activity Your child prepared for taking tests on capitalization. Read your child several sentences from a magazine or newspaper article. Have him or her write down what you read. Check that your child used capital letters correctly.

1. A the town of Jim Thorpe, Pa B the town of Jim Thorpe, PA C the Town of Jim Thorpe, pa D The Town Of Jim Thorpe, PA

2. A Mauch chunk museum B Mauch Chunk museum C Mauch Chunk Museum D mauch chunk Museum

3. A 140 West Tenth St. B 140 west Tenth St. C 140 West Tenth ST D 140 West tenth St.

4. A George Bell elementary School B george Bell Elementary school C George bell elementary school D George Bell Elementary School

5. A the space needle in seattle B the Space needle in seattle C the Space Needle in Seattle D the space Needle in Seattle

6. A martin luther king, jr., day B Martin Luther King, Jr., Day C Martin Luther king, jr., Day D Martin luther King, Jr., day

7. A saturday, Jan. 4 B Saturday, JAN 4 C Saturday, Jan. 4 D Saturday, jan. 4

8. A Mr. John Drury B Mr John Drury C mr. John Drury D MR. John Drury

9. A Every Day Except Monday and Tuesday B every day except Monday and Tuesday C every day except Monday and tuesday D every Day except Monday and Tuesday

10. A principal Skinner of Morris school B Principal Skinner of Morris school C Principal skinner of morris school D Principal Skinner of Morris School

11. A Dr. Judith Ann Tomacek B dr. Judith Ann Tomacek C Dr. Judith Ann tomacek D Dr. judith ann Tomacek

12. A 2879 station rd., Centerville, OH 45458 B 2879 Station Rd., Centerville, Oh 45458 C 2879 Station Rd., centerville, OH 45458 D 2879 Station Rd., Centerville, OH 45458

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CapitalizationDirections Rewrite each sentence using correct capitalization.

1. Last june dad took me to the pro football hall of fame in canton, oh.

2. The museum is open memorial day through labor day until 8 at night.

3. We flew into cleveland hopkins airport on a tuesday evening.

4. We learned about jim thorpe when he played for the canton bulldogs.


5. Prague, Ok

6. the 1912 Olympics

7. Rock island Independents

8. March 28, 1953

9. mr. Jack Cusack

10. Except Christmas day

11. Akron visitors Bureau

CUMULATIVE REVIEW


Home Activity Your child reviewed capitalization. Together look at a page in one of your child’s textbooks. Point to words with capital letters and ask your child to explain why those words are capitalized.

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Home Activity Your child learned about commas. Ask your child to list objects in the room. Have him or her say the word comma after each item.


CommasHere are some rules for using commas.

• Use commas to separate items in a series. I enjoy football, baseball, and hockey.

• Use commas to set off the name of someone being spoken to. This is called direct address. Use commas when the name is at the beginning, in the middle, or at the end of a sentence. Dad, are you awake? Yes, Tony, I am. Then look at this replay, Dad.

• Use commas after introductory words and phrases in sentences. By the way, I never saw a play like that before. Boy, that was good!

• Use commas in dates and addresses. Between the day and the month: Friday, September 13 Between the date and the year: The season starts on April 4, 2006. Between the city and the state: The World Series ended in St. Louis,

Missouri.

Directions Write C if commas are used correctly in the sentence. If commas are not used correctly, add them where they belong.

1. Grandpa did you ever see Juan Marichal pitch?

2. Yes, I saw his major-league debut on Thursday July 19, 1960.

3. He was strong, fast, and unbeatable that day.

4. I’m telling you, Bill he was an amazing pitcher.

Directions Write the sentence. Add commas as needed.

5. Juan Marichal played for the Giants the Red Sox and the Dodgers.

Tía Lola

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CommasDirections Match each sentence in the following paragraph with the letter of the comma rule that applies to that sentence.

(1) I will never forget May 17 1980. (2) I was at bat in the ninth inning with two outs bases loaded and the Eastern Championship title on the line. (3) My goodness I was nervous. (4) I won that game with one swing of the bat David. (5) We lost the state final on Saturday May 18.

A Use commas to separate items in a series.B Use commas with direct address.C Use commas after introductory words and phrases.D Use commas to separate the day and the month.E Use commas between the date and the year.

1.

2.

3.

4.

5.

Directions Pretend you called a friend to ask him or her to go to a baseball game or another event. Write the message you might leave for your friend. Be sure to use commas correctly.

Tía Lola

APPLY TO WRITING

Home Activity Your child learned how to use commas in writing. Have your child write a sentence using the date and place he or she was born. Ask your child to show you where commas are needed.


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CommasDirections Mark the letter of the group of words that correctly completes each sentence.

TEST PREPARATION


Home Activity Your child prepared for taking tests on commas. Read your child addresses from the telephone directory at random. Have your child write the addresses, using commas where needed.

1. Fenway Park is located at .

A 4 Yawkey Way Boston, MA

B 4, Yawkey Way, Boston, MA

C 4 Yawkey Way, Boston, MA

D 4, Yawkey, Way, Boston, MA

2. It’s the ballpark in the

country!

A smallest, oldest and strangest

B smallest, oldest and, strangest

C smallest, oldest and strangest,

D smallest, oldest, and strangest

3. Fenway Park opened on .

A April 20, 1912

B April, 20, 1912

C April, 20 1912

D April 20 1912

4. have all started for the Boston

Red Sox.

A Ruth, Williams, and Clemens,

B Ruth, Williams and Clemens

C Ruth, Williams, and Clemens

D Ruth, Williams and, Clemens,

5. the park is crammed full of

history.

A As a matter of fact

B As a matter of fact,

C As, a matter of fact

D As a matter, of fact

6. Can you can go to a game this

year?

A tell, me Dad, if we

B tell me, Dad, if we

C tell me, Dad if we

D tell me Dad if, we

7. got tickets.

A Oh, I’ve already

B Oh I’ve already

C Oh, I’ve already,

D Oh I’ve, already

8. They’re for .

A Wednesday June, 4

B Wednesday June 4

C Wednesday, June, 4

D Wednesday, June 4

Tía Lola


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CommasDirections Write C if commas are used correctly in the sentence. If commas are not used correctly, add them where they belong.

1. Boston Chicago Detroit and New York all have baseball teams.

2. The Braves have played in Boston Milwaukee, and Atlanta.

3. They moved from Milwaukee Wisconsin, and they now play in Atlanta Georgia.

4. Dad is opening day on Saturday April 2?

5. I think it’s later than that, Allison.

6. Bill did I tell you we are moving to Boston Massachusetts?

Directions Write the sentences. Add commas as needed.

7. We visited the Baseball Hall of Fame on June 23 2005.

8. It’s located in Cooperstown New York.

9. You can see photos memorabilia and movies there.

10. Stars such as Cobb Mays Ruth and Aaron are honored at the Hall.

CUMULATIVE REVIEW


Home Activity Your child reviewed commas. Look at a newspaper or magazine article with your child. Ask him or her to identify commas used to separate items in a series.

Tía Lola

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To Fly

DEVELOP THE CONCEPT

Home Activity Your child learned about quotations and quotation marks. Ask your child to create a larger-than-life set of quotation marks using raisins, peanuts, or breath mints. Have him or her explain to you what the marks are used for.


Quotations and Quotation MarksA speaker’s exact words are called a quotation. When you write a quotation, use quotation marks (“ ”) at the beginning and end of the speaker’s exact words. Begin the quotation with a capital letter.

• If the quotation comes last in a sentence, use a comma to separate it from the rest of the sentence: Wilbur said, “This is the perfect place to test our gliders.”• If the quotation comes first, use a comma, question mark, or exclamation mark to separate the quotation from the rest of the sentence: “Isn’t the wind a little strong?” Orville asked.• Place the end punctuation mark of a quotation before the closing quotation mark: “Let the wind blow!” declared Wilbur.

Directions Underline the sentence in each pair that uses quotation marks correctly.

1. “How do you make your kite turn?” asked one of the boys.

“How do you make your kite turn”? asked one of the boys.

2. “Wow!” marveled the boy. That’s some kind of kite!”

“Wow!” marveled the boy. “That’s some kind of kite!”

Directions Rewrite each sentence. Add quotation marks and other correct punctuation.

3. Where will we get strong, steady winds asked Wilbur.

4. On the coast of North Carolina Orville answered.

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Quotations and Quotation MarksDirections Choose two sentences from the box that best support the paragraph below. Write the sentences with quotation marks and punctuation.

Today we take flight for granted, but 100 years ago not everyone thought it was such a good idea. Some people argued that flying was simply too dangerous. Others believed that it was not natural for people to become airborne. When the Wright brothers were just getting off the ground, they had their critics.

1.

2.

Directions Write a conversation that Wilbur and Orville Wright might have had while working on their airplane. Use quotation marks to show their exact words.

To Fly

APPLY TO WRITING

Home Activity Your child learned how to use quotations and quotation marks in writing. Ask your child to write something you just said to him or her in a sentence including the words he said or she said. Have your child show you how quotation marks are used to show your exact words.


My teacher said What the Wright brothers did at Kitty Hawk changed the world. If men were meant to fly, God would have given them feathers announced one minister You be careful now said their sister Katherine. An Ohio newspaper asked Why fly when we have safe and rapid trains Do you think it will work Wilbur asked anxiously.


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To Fly

Quotations and Quotation MarksDirections Mark the letter of the answer that completes each sentence correctly.

TEST PREPARATION


Home Activity Your child prepared for taking tests on quotations and quotation marks. Read your child a part of a story that includes dialogue. Ask your child to tell you where the quotation marks should go.

1. “What’s our science project going to

asked Jasmine.

A be?”

B “be,

C be!”

D be”?

2. “Let’s make a rocket Jim

suggested.

A ship”

B ship,”

C “ship”

D ship

3. “Stop! got a great idea!”

A Stop”! shouted Song. “I’ve

B Stop!” shouted Song, “I’ve

C Stop!” shouted Song. “I’ve

D Stop!” shouted Song, I’ve

4. There was a silence. Then I asked,

is it?”

A “What

B “what

C what,”

D What

5. “We’ll make a plane like the

Song replied.

A “Flyer,

B “Flyer,”

C Flyer”,

D Flyer,”

6. “That’s way too Jim snorted.

A big?”

B “big,

C “big!

D big!”

7. Song smiled and said, , I mean

a model.”

A no

B “no

C “No

D “No”

8. “Count me Jasmine

announced.

A in,”

B “in,

C “In,

D in,

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Quotations and Quotation MarksDirections Underline the sentence in each pair that uses quotation marks correctly.

1. “Do you think he’ll get off the ground”? asked John Daniels.

“Do you think he’ll get off the ground?” asked John Daniels.

2. “I don’t know, Adam” observed. It’s pretty windy.”

“I don’t know,” Adam observed. “It’s pretty windy.”

3. Willie muttered to himself, “It’ll never fly.”

Willie muttered “to himself, It’ll never fly.”

4. Suddenly Adam cried out, “It’s in the air!”

Suddenly Adam cried “out, It’s in the air!”

5. “Get a photograph, John”! shouted Willie.

“Get a photograph, John!” shouted Willie.


6. What was it like up there asked a reporter

7. Wilbur smiled and replied There’s a mighty nice view

8. Were you ever afraid of crashing another reporter asked

CUMULATIVE REVIEW


Home Activity Your child reviewed quotations and quotation marks. Look at a newspaper or magazine article with your child. Ask your child to identify and read aloud the exact words that someone said.

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Far Side of the Moon

DEVELOP THE CONCEPT

Home Activity Your child learned about titles. Look at titles of books, magazines, or newspaper articles in your house. Ask your child to explain why some words begin with capital letters and some don’t.


Titles• In your writing, underline the titles of books, magazines, and newspapers. When these titles appear in printed material, they are set in italic type. Handwritten New York Times, Time, Stuart Little Printed New York Times, Time, Stuart Little

• Put quotation marks around the titles of stories, poems, and songs. We sang “America,” and Ms. Collins recited “If.”

• Capitalize the first word, the last word, and other important words in titles. Capitalize all forms of the verb be. Do not capitalize the following short words unless they begin or end a title: the articles a, an, and the; the conjunctions and, but, and or; and prepositions with fewer than five letters, such as to, for, in, of, on, at, or with. “I Was with Washington at Valley Forge” Toronto Globe and Mail

Directions Write the title in each sentence.

1. Our class is making a book called Getting Creative.

2. Tori contributed a poem called “Total Eclipse.”

Directions Correct any mistake in capitalization in the title. Write Correct if the title has no errors.

3. The Lord of the Rings

4. When we were Very Young

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TitlesDirections Rewrite the paragraph below. Write all titles correctly. Use quotation marks, underlining, and capital letters as needed.

Everything in the world is the name of our new reading book. It’s full of stories, poems, articles, and songs. It even includes a complete novel called sailing in the solar system. Some of the songs, like this land is your land, I already know. I also know two poems, darkness and all I ever wanted. We have just read an article called in the tombs of the pharaohs from a magazine called time for kids.

Directions Write about what you have read in class this year. Include at least three titles.


APPLY TO WRITING

Home Activity Your child learned how to use titles in writing. Ask your child to write the titles of a book, a song, and a story that he or she knows. Have your child explain to you the rules for writing titles.


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TitlesDirections Mark the letter of the title that completes each sentence correctly.

TEST PREPARATION


Home Activity Your child prepared for taking tests on titles. Read to your child the titles of songs, stories, books, or articles. Have your child write the titles correctly.

1. My dad’s favorite newspaper is .

A News of the World B “News of the World” C News Of the World D “News” of the World

2. I used to get a magazine called .

A Highlights for Children B Highlights For Children C “Highlights for Children” D “Highlights for children”

3. One article called was interesting.

A You Can Be a Writer B “You Can Be a Writer” C “You can be a Writer” D You Can Be a “Writer”

4. My baby brother is always singing .

A “Happy Birthday To You” B Happy Birthday to You C “Happy Birthday to You” D “Happy Birthday to You”

5. is a poem I learned by heart. A Sunrise and Sunset B “Sunrise and sunset” C “Sunrise” and “Sunset” D “Sunrise and Sunset”

6. Mom just bought a book called .

A A Brief History Of Gardening B “A Brief History of Gardening” C A Brief History of Gardening D A brief History of Gardening

7. I sang for my aunt. A “My Darlin’ clementine” B “My Darlin’ Clementine” C My Darlin’ Clementine D my darlin’ “Clementine”

8. Now I’ve got homework to do from my textbook .

A Grammar and Writing Today B Grammar And Writing Today C “Grammar and Writing Today” D Grammar and writing Today

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TitlesDirections Put a check mark by the sentence in each pair that has the title written correctly.

1. My sister is reading a book called “To Kill a Mockingbird.”

My sister is reading a book called To Kill a Mockingbird.

2. Mom sometimes reads “Good Housekeeping” magazine.

Mom sometimes reads Good Housekeeping magazine.

3. My brother reads the Chicago Tribune newspaper at school.

My brother reads the “Chicago Tribune” newspaper at school.

4. I’ve just read a poem called “Eating Everything in sight”.

I’ve just read a poem called “Eating Everything in Sight.”

5. The dog howls whenever I play “Home on the Range” on the piano!

The dog howls whenever I play “Home On the Range” on the piano!

Directions Write the following titles correctly. The words in ( ) tell you what they are.

6. los angeles times (newspaper)

7. turkey in the straw (song)

8. billy bathbinder and his amazing bag (book)

9. health and fitness (magazine)

10. what to avoid in the woods (article)

CUMULATIVE REVIEW


Home Activity Your child reviewed titles. Find a list of best sellers or go on the Internet with your child and key in best sellers. Have your child read to you the current best-selling titles. Ask whether the titles are capitalized according to the rules he or she has learned.

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Directions Write D if the sentence is declarative. Write I if the sentence is interrogative.

1. Is that a purebred dog?

2. Many dogs are mixed breeds.

3. Some people say mutts make the best pets.

4. Have you seen my dog?

5. She is a mix between a boxer and a poodle.

Directions Read each sentence and add the correct end punctuation. Then write whether each sentence is declarative or interrogative.

6. Is there an animal shelter in your town

7. Animal shelters take care of homeless pets

8. People adopt dogs and cats from shelters

9. How many of these animals are strays

10. Which dog would you take home with you


11. There are many stray dogs in our city. (interrogative)

12. Is your dog friendly? (declarative)

Declarative and Interrogative Sentences

122 Unit 1 Week 1 Grammar and Writing Practice Book

EXTRA PRACTICE


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Imperative and Exclamatory SentencesDirections Write E if the sentence is exclamatory. Write I if the sentence is imperative.

1. Look up more information about Lewis and Clark.

2. Go to the library or a reliable website.

3. That was a very long journey!

4. Find out what the men ate on the expedition.

5. Wow! They ate nine pounds of meat every day!

Directions Read each sentence. Write C if the end punctuation is correct. Write NC if the end punctuation is not correct.

6. Please tell me what you learned about Lewis and Clark.

7. What an enormous area the Louisiana Territory is.

8. Show us where its borders are!

9. Tell me what Thomas Jefferson paid for the land.

10. That is an incredible bargain!

Directions Write the correct end punctuation for each sentence. Then write E if it is exclamatory and I if it is imperative.

11. I can’t believe the French sold us 820,000 square miles

12. Wow, that is a huge amount of land

13. Read what it says here about Lewis and Clark

14. Amazing! They didn’t quarrel during the entire trip

15. Do more research on the expedition

Grammar and Writing Practice Book Unit 1 Week 2 123

EXTRA PRACTICE



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Subjects and PredicatesDirections Underline the complete subject of the sentence once. Underline the complete predicate twice.

1. Many people from Japan settled in California 100 years ago.

2. The first arrivals were looking for work on America’s farms.

3. These newcomers lived in all-Japanese towns.

4. Their children went to Japanese-language schools.

5. Some Japanese immigrants returned to Japan.

Directions Circle the simple subject and the simple predicate of each sentence.

6. The Japanese immigrants worked very hard.

7. Some would start successful businesses.

8. Life was not always easy for Japanese Americans.

9. Many were sent to prison camps during World War II.

10. These people lost their homes and their jobs.

Directions Identify the underlined word or words in each sentence. Write CS for complete subject, CP for complete predicate, SS for simple subject, or SP for simple predicate.

11. You may have heard about these camps.

12. Whole families were imprisoned for up to four years.

13. Half of the Japanese-American prisoners were children.

14. Many of the prisoners had lived in America for years.

15. Most of the Japanese Americans were U.S. citizens.

16. They were moved from the West Coast to inland camps.

EXTRA PRACTICE


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Compound SentencesDirections Write S if the sentence is a simple sentence. Write C if the sentence is a compound sentence. Do not confuse a compound subject or predicate with a compound sentence.

1. The Horned Toad Prince is based on an old fairy tale.

2. It is about a frog and a princess.

3. A princess was by a spring, and she lost her golden ball.

4. Just then a frog wandered by.

5. The frog offered help to the princess.

6. The princess must be kind, or she would not get the ball.

7. The frog found the ball, but the princess ran away with it.

8. The frog hopped after her and found her in her palace.

9. The princess slammed the door, but the king let the frog in.

10. The princess had given her word, and she must keep it.

Directions Write the word you would use (and, but, or or) to join each pair of simple sentences into a compound sentence.

11. The frog had to sleep in the palace. He would never become a prince.

12. The princess did not like the frog. She let him sleep on her pillow.

13. On the third morning she awoke. She was amazed.

14. She looked for an ugly frog. She saw a handsome prince.

15. The prince and princess went off together. They lived happily ever after.

EXTRA PRACTICE


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Clauses and Complex SentencesDirections Write I if the underlined group of words is an independent clause. Write D if it is a dependent clause.

1. When miners first arrived, Native Americans were living in Yosemite.

2. Later, tourists flocked to the valley because it was so beautiful.

3. As more people visited, the area suffered.

4. People arrived in Yosemite by horse before there was a railroad.

5. The land was unprotected until the federal government gave it to California.

Directions Write the clause in the sentence that is named in ( ).

6. Since cars were not allowed at first, most early visitors came by train. (dependent)

7. After cars were permitted, the park became even more crowded. (independent)

8. The area was covered with dust because the roads were unpaved. (independent)

9. Some roads became one way when traffic got too bad. (dependent)

10. Visitors walked more after cars were banned from some areas. (independent)

Directions Combine each pair of simple sentences. Use the word in ( ) to begin each sentence. Write the complex sentence. Remember to add a comma after a dependent clause when it comes first

11. Yosemite has many visitors. You can get away from the crowds. (although)

12. You want a great experience. Go to Yosemite. (if)


EXTRA PRACTICE

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Common and Proper Nouns


EXTRA PRACTICE

Directions One of the underlined words in each sentence is a noun. Write the noun.

1. Women have played basketball for almost as long as men have.

2. One of the first games was played at Smith College in Massachusetts.

3. At first there were nine women on a side.

4. The court was divided into three zones.

5. Three players would play in each zone.

Directions Two nouns are underlined in each sentence. Write the noun that is the kind named in ( ).

6. Senda Berenson taught physical education at Smith College. (common)

7. The first college game was played at Smith on March 21, 1893. (proper)

8. The first intercollegiate game for women was played in California. (common)

9. Stanford played Berkeley in the game then known as basket ball. (proper)

10. Stanford scored two baskets and won the game! (proper)

What Jo Did

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Regular Plural NounsDirection Write the two plural nouns in each sentence.

1. The cowboys of the Southwest were expert riders.

2. On horses or ponies, they were completely at home.

3. They worked on the big ranches, far from the cities.

4. Cowboys worked in many of the western and southwestern states.

5. They spent their days herding cows.

Directions Write each singular noun as a plural noun.

6. trench

7. lady

8. road

9. dress

10. puppy

11. branch

12. family

13. brother

14. farm

15. box

EXTRA PRACTICE

Coyote School News

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Irregular Plural NounsDirections Write the irregular plural noun in each sentence.

1. If we went back in time, our lives would be different.

2. Women would probably stay in their homes more.

3. Men might be out in the fields.

4. They would hitch their oxen to the wagons.

5. Their feet would be sore from heavy leather boots.

6. Guarding sheep and cows was an important job.

7. Wolves might grab a lamb for their suppers.

8. What would the children do?

9. They might look after the chickens and geese.

10. Maybe they would help the cats catch mice in the barns.

Directions If the noun is plural, write P. If it is singular, write its plural form. If the noun could be either singular or plural, write S/P.

11. moose

12. calf

13. teeth

14. shelf

15. wives

16. deer

17. ox

18. men

19. tooth

20. wife

EXTRA PRACTICE


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Singular Possessive NounsDirections Write the possessive form of each underlined singular word.

1. desk surface

2. man beard

3. hat brim

4. night gloom

5. tree branches

6. Jean-Louis ax

7. bookkeeper work

8. horse stable

9. pine tree smell

10. bed quilt

Directions Write the singular possessive noun in ( ) that completes each sentence.

11. (America, America’s) houses were built of wood.

12. (Minnesota, Minnesota’s) great forests were in the north of the state.

13. A (lumberjack’s, lumberjacks) job was to cut down trees.

14. (Marvens’, Marven’s) job was to pay the lumberjacks.

15. The (stories, story’s) setting is northern Minnesota.

Marven

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Plural Possessive NounsDirections Write the possessive form of each underlined plural word.

1. senators duties

2. cities monuments

3. states rights

4. women votes

5. parks wildlife

6. wolves howls

7. sheep horns

8. families vacations

9. feet blisters

10. wives conversations

Directions Write the plural possessive noun in ( ) that completes each sentence.

11. Three (President’s Presidents’) pets once got together for a meeting.

12. The (pets’, pet’s) idea was that they would run the country.

13. The (dog’s, dogs’) job would be homeland security.

14. The Roosevelt (children’s, childrens’) guinea pigs would run the hospitals.

15. The white (mices’, mice’s) voices were so soft that no one heard them.

Want to Be President?

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Directions Write the verb in each sentence.

1. Leaves change color in the fall.

2. The air becomes cooler.

3. Many birds fly south for the winter.

4. Some leaves turn yellow and gold.

5. They fall to the ground in great piles.

6. The trees’ branches are bare and gray.

7. Pine trees keep their green needles all year.

8. New life returns to the forest in spring.

9. Green buds swell on every branch.

10. Summer is on its way.


11. Winter was always my favorite season.

12. We skated over the frozen ponds.

13. The world appeared very beautiful in the snow.

14. My dad made a snowman with us in the backyard.

15. We wore gloves, hats, and scarves.

16. Tell me a story about seasons.

17. It seems very cold today.

18. Dad shoveled the sidewalk.

19. January is my favorite month.

20. Mom predicts more snow.

Action and Linking Verbs


EXTRA PRACTICE

The Stranger

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Main and Helping VerbsDirections Write the verb phrase in each sentence.

1. The killer whales are swimming in a group.

2. Yesterday people were watching them from a boat.

3. The whales have caught squid and other fish.

4. This group of whales has stayed together for years.

5. I am hoping for more whale viewing today.

Directions Underline the main verb and circle the helping verb in each sentence.

6. Humpback whales were hunted for many years.

7. The number of humpbacks was falling.

8. Now the whale population is growing again.

9. People have seen humpbacks in all the world’s oceans.

10. That whale is slapping the water with its tail.

11. Those two are rolling on their sides.

12. They have fed all summer in the north.

13. Now they are migrating south.

14. That baby has followed its mother all the way.

15. It is swimming to the warm waters of the Caribbean.


EXTRA PRACTICE

Adelina’s Whales

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Subject-Verb AgreementDirections Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree.

1. Brazilians tell many folktales.

2. These stories often includes strange creatures.

3. One forest creature is the caipora.

4. It ride a large boar.

5. I like these stories.

Directions Write the verb that correctly completes each sentence.

6. Another myth (describes, describe) the curupira.

7. Its toes (point, points) backwards.

8. Hunters (is, are) confused by its footprints.

9. The curupira (protect, protects) Brazil’s animals and trees.

10. Brazil’s animals (need, needs) the curupira.

11. The negrinho (are, is) an invisible little boy.

12. People (believe, believes) in the negrinho.

13. Brazilians (ask, asks) the negrinho for help.

14. Some folk creatures (frightens, frighten) people.

15. One big snake (lives, live) in the water.

16. It (scares, scare) away fishers.

17. A fisher (is, are) afraid of this snake

18. We (finds, find) these stories very interesting.

19. A society (create, creates) its own myths.

20. Myths (answer, answers) questions about the world.

EXTRA PRACTICE

How Night Came


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Past, Present, and Future TensesDirections Write present, past, or future to identify the tense of each underlined verb.

1. Winds in a tornado whirl with great power.

2. Many tornadoes formed in the Midwest last year.

3. They destroyed houses, cars, and businesses.

4. Hail sometimes falls before a tornado strikes.

5. Tomorrow we will inspect the damage.

6. That car landed on a supermarket roof.

7. The driver escaped without injury.

8. People often hide from a tornado in their basements.

9. Scientists will learn more about these storms.

10. We will feel safer with better weather forecasts.

Directions Write the verb in each sentence. Circle the past tense verbs. Underline the future tense verbs.

11. Some people chase tornadoes.

12. They like the excitement.

13. I followed a tornado last year with my friend Bill.

14. At first, the sky darkened.

15. A huge twister approached us at high speed.

16. Luckily, the tornado hopped over our car.

17. Then the winds quickly died.

18. Bill loved the adventure.

19. Next time, I will stay at home.

20. However, Bill will go again.

EXTRA PRACTICE

Eye of the Storm

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Irregular VerbsDirections Write the past tense form of the irregular verb in ( ).

1. A scientist (come) to our school.

2. She (give) a presentation about the rain forests.

3. We (hear) her recordings of rain forest sounds.

4. We also (see) her videos of Brazil.

5. She (speak) about the importance of the rain forests.

6. She (say) that people are destroying the forests.

7. When she (leave), we had a class discussion.

8. Most of us (get) many ideas from this presentation.

9. It (make) us think about the environment.

10. It (teach) me how important the forests are.

Directions Write the correct past form of the verb in ( ) that goes with has or have.

11. Tasha has (go) to the library.

12. Many authors have (write) about the environment.

13. People have (take) advantage of Earth’s resources.

14. We have (do) harm to the forests and rivers.

15. Tasha will write her paper when she has (read) more.


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The Houdini Box

Singular and Plural Pronouns


EXTRA PRACTICE

Directions Underline the pronoun in the sentence if it is a singular pronoun. Circle the pronoun if it is a plural pronoun.

1. If readers are curious about magicians, they should read this book about Harry Houdini.

2. It tells the amazing story of Houdini’s life.

3. This book describes the most famous escapes and how Houdini did them.

4. I became interested in magic tricks while reading the book.

5. In school, we did a project on Houdini’s incredible acts.

6. He was a remarkable magician.

Directions Replace each underlined noun or noun phrase with one of the pronouns below. Write the new sentence and underline the pronoun you chose.

7. My friend Alma claimed Alma could get out of a locked closet.

8. Alma’s parents were asleep, or Alma’s parents would have stopped us.

9. Her brother and I locked the door when Alma said, “I’m ready.”

10. Alma couldn’t escape, so she asked her brother and me to unlock the door.

me she them they us we

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Encantado

Subject and Object PronounsDirection Write each subject pronoun.

1. They played near us for several minutes.

2. First, we watched them leap high in the air.

3. Then I saw a mother dolphin with a baby behind her.

4. She was swimming very close to it.

5. After a while, it nuzzled her.

6. You should have seen them.

7. I will go with you next week.

8. It will be fun for us.


9. Scientists have studied dolphins and tried to “talk” to them.

10. It is not easy for us to imitate their clicks and whistles.

11. To me they sound meaningless.

12. Professor James said that dolphins have taught him about people.

13. His wife said that he talks to the dolphins more than to her!

14. I’ll lend you the professor’s book on dolphin “language.”

15. Please tell us more about dolphins.

16. You can come to the library with Elsa and me.

17. Call us tomorrow to make arrangements.

18. Mr. Schultz will give you extra credit.

EXTRA PRACTICE

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Pronouns and AntecedentsDirections Write the letter of the pronoun next to the noun or noun phrase that could be its antecedent.

1. my brother A it

2. my sister B they

3. my mom’s kitchen C she

4. my dad and I D him

5. salt and pepper E we

Directions Write a pronoun to replace each underlined noun or noun phrase.

6. My mom said that my mom would teach us how to cook.

7. First she gave me an apron and told me to wear the apron.

8. Then she made my sister, my brother, and me chop onions.

9. The onions stung our eyes as soon as we cut into the onions.

10. My sister, my brother, and I started to cry.

11. My mom said that onions never did that to my mom.

12. My dad started to laugh when my dad saw our faces.

13. I laughed too, but my sister and my brother did not.

14. The cooking lesson was over before the cooking lesson had begun.

15. My dad said that my dad was sorry my dad had laughed.

Directions Write each sentence. Replace the underlined noun or noun phrase with the correct pronoun.

16. Annie says that Annie likes to bake.

17. I have eaten her pies, and her pies are tasty.

18. Her friends ask her to bake pies for her friends.

EXTRA PRACTICE


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Seeker of Knowledge

Possessive PronounsDirections Write the possessive pronoun in ( ) that correctly completes each sentence.

1. We have learned some interesting facts in (our, ours) study of ancient Egypt.

2. Bread was the Egyptians’ staple food, and beer was (theirs, their) favorite drink.

3. A boy would shave (its, his) hair, except for one braid.

4. A girl might wear (her, hers) in a pigtail.

5. The sun was bright, and people wore eye makeup to guard against (their, its) rays.

6. What have you learned from (your, yours) reading?

Directions Write a possessive pronoun to replace the underlined word or phrase.

7. Amy and José dressed as ancient Egyptians for Amy and José’s presentation.

8. Amy wore shiny copper anklets on Amy’s legs.

9. José looked funny in José’s short skirt!

10. They served us Egyptian food, which was better than this writer’s lunch.

11. Miwako and I are both making model pyramids for Miwako’s and my projects.

12. My pyramid is smaller than Miwako’s.

13. Miwako’s pyramid is taller than my pyramid.

14. A pyramid has a wide base, and a pyramid’s top comes to a point.

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Encyclopedia Brown

EXTRA PRACTICE


Contractions and NegativesDirections Write the correct contraction in ( ) to complete each sentence.

1. (We’ve, We’ll) been reading about the famous Sherlock Holmes.

2. He (aren’t, isn’t) a real person, but many people think he is.

3. If Holmes (couldn’t, doesn’t) solve a case, no one could.

4. (I’ll, I’ve) heard about his partner, Dr. Watson.

5. Together (you’d, they’d) solve crimes all over England.

6. The police (won’t, weren’t) as effective as Holmes and Watson.

Directions Find two words in each sentence that can be written as a contraction. Write the sentence using the contraction.

7. I have always wanted to be a detective.

8. It is interesting and challenging work.

9. Most detectives are not like Sherlock Holmes.

10. Solving crimes is not easy to do.

11. I will study law enforcement.

12. You will not get a good job without an education.

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Directions Each sentence has two adjectives. One adjective is underlined. Find and write the other adjective. (It may be an article.)

1. The magnificent John Ena carried coal and lumber.

2. This ship took cargo around the world.

3. The vessel made forty-four voyages.

4. Some were short; others lasted up to five months.

5. Daily life was luxurious.

6. Food was served on heavy white plates.

7. Beds were thick and soft.

8. Those beds were attached to the walls.

9. They were secure in rough seas.

10. Every passenger slept soundly for eight hours.


11. On a few occasions the children had to stay ashore.

12. These experiences were miserable for them.

13. They hated being away from their wonderful ship.

14. They had starched tablecloths and napkins.

15. On the ship they lived in spacious quarters.

16. It was hard to give up this exciting life.

17. I admire those children.

18. Their ship might sail for several months.

19. They would visit foreign lands.

20. In those places they saw many new sights.

Adjectives and Articles

Sailing Home


EXTRA PRACTICE

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Lost City

Comparative and Superlative AdjectivesDirections Change the underlined adjective to the form named in ( ).

1. Is it hard traveling in the desert or in the polar regions? (comparative)

2. The cold weather in the world is at the poles. (superlative)

3. Few places get hot than the Sahara. (comparative)

4. Is it windy at the poles than in North America? (comparative)

5. I think it’s enjoyable walking on snow than on sand. (comparative)

6. Both areas have some of the bad conditions anywhere on Earth. (superlative)

Directions Write the correct form of the adjective in ( ) to complete each sentence.

7. Explorers go to the (beautiful) places in the world.

8. They climb the very (high) mountains of all.

9. They visit (dangerous) places than we ever will.

10. They tell the (interesting) stories of all.

11. Is there a (exciting) job than exploring?

12. I can’t think of a (good) life than that.


EXTRA PRACTICE

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Amelia and Eleanor

AdverbsDirections Write the adverb in each sentence.

1. Amelia Earhart enthusiastically took flying lessons.

2. Then she saved money and bought her own plane.

3. Later she set an altitude record for women.

4. People watched below in admiration.

5. Amelia approached flying fearlessly.

6. Most people fly a plane cautiously.

7. They are always careful.

8. Soon the plane will appear.

9. The pilot will land there.

10. The plane gently rolls to a stop.

Directions Circle the adverb in each sentence. Write how if the adverb tells how an action happens. Write when if it tells when an action happens. Write where if it tells where an action happens.

11. We leave today for our flight around the world.

12. Fred, my navigator, has carefully checked the route.

13. Our last attempt ended badly.

14. We crashed and seriously damaged the plane.

15. Now we are ready for a second attempt.

16. Everywhere people are watching us.

17. Crowds are waiting outside.

18. The plane lifts steadily off the ground.

19. I point its nose up.

20. We are finally on our way.

EXTRA PRACTICE

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Antarctic Journal

Comparative and Superlative AdverbsDirections Fill in the chart. Write the comparative and superlative forms of each adverb.

Adverb Comparative Superlative

bad 1. 2.

heavily 3. 4.

deep 5. 6.

rapidly 7. 8.

soon 9. 10.

Directions Write the correct form of the adverb in ( ) to complete each sentence.

11. People visiting Antarctica live (well) now than in the old days.

12. They travel (fast) by snowmobile than they did with dogs.

13. Modern ships deliver food (regularly) than the old sailing ships ever did.

14. And you can sleep (soundly) in a heated cabin than in a frigid tent.

15. But of all the places on Earth, the wind blows (hard) here.

16. Of all the continents, the cold cuts to the bone (savagely) in Antarctica.

17. The sun burns your skin (severely) of all in January.

18. The person who respects the Antarctic climate survives (well) of anyone.

19. You will live (long) than others if you are prepared for violent changes in weather.

20. A visit to Antarctica makes you appreciate the comforts of home (keenly) than

before.

EXTRA PRACTICE

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Moonwalk

Prepositions and Prepositional PhrasesDirections Write the prepositional phrase in each sentence. Underline the preposition. Circle the object of the preposition.

1. Can you name the planet closest to Earth?

2. Mars is not far from us.

3. Venus is between Earth and Mercury.

4. There are beautiful rings around Saturn.

5. Let’s focus on Jupiter.

6. That’s Mars, just above the horizon.

7. After some practice, you’ll recognize the planets.


8. I enjoyed reading The First Men in the Moon by H. G. Wells.

9. It’s about a scientist who creates a material that defies the force of gravity.

10. He flies from the Earth to the moon.

11. On the moon he discovers that there is a civilization beneath the moon’s surface.

12. He goes into the moon’s center and barely escapes with his life.

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My Brother Martin

Conjunctions


EXTRA PRACTICE

Directions Circle the conjunction in each sentence.

1. People from Europe and Africa settled in North America.

2. Most Europeans were free, but most Africans arrived in chains.

3. White people farmed and traded freely.

4. Africans were enslaved workers on farms and in cities.

5. Many people protested this injustice, but change was slow to come.

6. Would America take the path of freedom or of slavery?


7. The Civil War ended slavery. African Americans were set free.

8. It seemed that society had changed. New laws soon oppressed the freed slaves.

9. African Americans were free. They were still treated like slaves.

10. They must accept these cruel laws. They would suffer harsh punishment.

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CapitalizationDirection Rewrite each sentence using correct capitalization.

1. Both london and new york city want to host the 2012 olympics.

2. find out more from different united states olympic organizations.

3. andy warner and i went to a training center for olympic athletes.

4. andy’s father, mr. warner, drove us there one saturday last august.

5. The center’s address is 1 olympic place, colorado springs, co.


6. Turin, italy

7. august 17, 2012

8. coach Mario Tartini

9. every Saturday in May

10. mayor Michael r. Bloomberg

11. a young man from Idaho

12. New York, Ny

EXTRA PRACTICE

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Tía Lola

CommasDirections Write C if commas are used correctly in the sentence. If commas are not used correctly, add them where they belong.

1. Our team has a game on Friday May 2.

2. We play in Columbus, Ohio.

3. The Tigers, the Spartans and the Browns are also in our league.

4. I’ll be playing shortstop first base, or third base.

5. The address is Seymour Drive Columbus, Ohio 43235.

6. Well I sure hope you can make it.

Directions Write the sentences. Add commas as needed.

7. Jim’s uncle lived on Torrance Avenue in Brooklyn New York.

8. Jim’s tenth birthday was Tuesday April 23 2005.

9. He arrived at his uncle’s house feeling happy excited and curious.

10. His uncle said, “Jim I’ve got tickets for the Yankees game.”

EXTRA PRACTICE

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To Fly

Quotations and Quotation MarksDirections Underline the sentence in each pair that uses quotation marks correctly.

1. “Are you ready? Wilbur” asked, as the engine began to roar.

“Are you ready?” Wilbur asked, as the engine began to roar.

2. “I can’t hear you!” Orville yelled back. “What did you say?”

I can’t hear you! Orville” yelled back. What did you say?”

3. This time “Wilbur shouted, Are you ready?”

This time Wilbur shouted, “Are you ready?”

4. “Let her go,” said Orville.

“Let her go”, said Orville.

5. “As the plane rattled along the track”, Wilbur shouted after it, Good luck!

As the plane rattled along the track, Wilbur shouted after it, “Good luck!”


6. What are they doing asked a bystander are those men crazy

7. People were not meant to fly like birds said a woman

8. Another man added gloomily I’ll bet you a dollar that thing crashes

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EXTRA PRACTICE

TitlesDirections Put a check mark by the sentence in each pair that has the title written correctly.

1. My grandmother used to sing a song called “Catch a Falling Star.”

My grandmother used to sing a song called Catch a Falling Star.

2. My aunt subscribes to “Better Homes and Gardens” magazine.

My aunt subscribes to Better Homes and Gardens magazine.

3. We bought a book called Teaching Your Puppy to Behave.

We bought a book called “Teaching Your Puppy to Behave.”

4. “Things That go Bump In the Night” is a funny poem.

“Things That Go Bump in the Night” is a funny poem.

5. The Springfield Argus And courier, our local newspaper, published my story.

The Springfield Argus and Courier, our local newspaper, published my story.

Directions Write the following titles correctly. The words in ( ) tell you what they are.

6. boston herald (newspaper)

7. my bonny lies over the ocean (song)

8. where the wild things are (book)

9. healthy eating and living (magazine)

10. the best computer games of the year (article)


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Units 1 and 2

TEST PREPARATION

Grammar and Writing Practice Book Units 1–2 153

Language Test Read the passage and decide which type of mistake, if any, appears

in each underlined section. Mark the letter of your answer.

What was in the parcel on the bed. I knew it was Dads present

to me, but I couldn’t guess what it might be. As I tore off the

end of the box, out scampered a fat black mouse. I called him

herman, and we played together all day. The next morning I

looked in Herman’s cage and saw six baby mices. While I was

sleeping. Herman had become a mother!

1. A Spelling

B Capitalization

C Punctuation

D No mistake

2. F Missing sentence part

G Incorrect plural noun

H Incorrect possessive

J No mistake

3. A Spelling

B Capitalization

C Punctuation

D No mistake

4. F Spelling

G Capitalization

H Punctuation

J No mistake

5. A Incorrect plural noun

B Incorrect possessive

C Missing sentence part

D No mistake

6. F Sentence fragment

G Incorrect plural noun

H Incorrect plural possessive

J No mistake

(1) (2)

(3)

(4)

(5) (6)

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TEST PREPARATION

154 Units 1–2 Grammar and Writing Practice Book

Writing Test Read the paragraph and answer questions 1–4.

(1) Growing a tomato plant from seed is easy and fun. (2) Near the end of winter, fill a small pot with moist soil, place three or four tomato seeds on the surface, and cover them with about a quarter inch of soil. (3) Wrap the pot with black plastic and put it in a warm, dark place. (4) After three or four days, check to see if any seeds have sprouted. (5) When you see the first tiny plants, take off the plastic and place the pot on a sunny windowsill. (6) Transplant your tomato seedling to the garden when there is no danger of frost.

1. Which phrase best describes the pur-pose of this paragraph?

A To entertain

B To inform

C To persuade

D To criticize

2. Which transition would be a good addition to sentence 3?

F Meanwhile

G Then

H However

J Finally

3. What visual detail best replaces plants in sentence 5?

A sign that things are happening

B threadlike shoots

C tomatoes

D evidence that germination has occurred

4. What necessary information should be included between sentences 5 and 6?

F When leaves appear on the plants, pull out all but the biggest plant.

G There are many varieties of tomato plants to choose from.

H Like all green plants, tomatoes require energy from the sun.

J Tomatoes are great raw in salads or cooked in sauces or stews.

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My mom says that the world are divided into city people

and country people. If thats true, I’m a city person. My friends

and me love the stores, the crowds, the tall buildings, and the

excitement everywhere. What does the country had to offer?

Well, you got trees, grass, cows, really boring roads, swarms of

stinging flies, and more trees. Give me a noisy weekend in the

city any day.

1. A Pronoun error

B Subject-verb agreement

C Verb tense

D No mistake

2. F Spelling

G Capitalization

H Punctuation

J No mistake

3. A Pronoun error


C Verb error

D No mistake

4. F Pronoun error

G Subject-verb agreement

H Verb tense

J No mistake

5. A Pronoun error


C Verb error

D No mistake

6. F Spelling

G Capitalization

H Punctuation

J No mistake

Units 3 and 4


(1)

(2)

(3)

(4)

(5)

(6)

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Writing Test Read the paragraphs and answer questions 1–4.

(1) Like lots of people, Sam didn’t believe in space aliens. (2) One Monday evening, however, he changed his mind very suddenly. (3) Sam was struggling to complete a math homework sheet, and his eyelids felt like lead. (4) All at once, the room filled with a dazzling light, and chattering, bluish creatures with soft heads and glowing eyes surrounded him.

(5) “You dreamed the whole thing,” Sam’s dad told him at breakfast.

(6) But that morning Sam’s math sheet was completed in very strange and unusual handwriting, and all the answers were correct!

Units 3 and 4


1. Which sentence appeals to the senses of sight and hearing?

A Sentence 1

B Sentence 2

C Sentence 3

D Sentence 4

2. Which sentence includes a simile?

F Sentence 1

G Sentence 3

H Sentence 5

J Sentence 6

3. Which sentence contains an example of dialogue?

A Sentence 2

B Sentence 3

C Sentence 4

D Sentence 5

4. Which phrase should be left out of sentence 6 to eliminate wordiness?

F all the answers

G But that morning

H and unusual

J were correct

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The town of springfield has done it again! Mayor Bradley

has signed a order making it illegal to exercise a dog off the

leash anywhere in town. This is the more unfair rule I have

ever heard. Dogs are living creatures that need to run play, and

explore the world, just like us. How can we love our dogs or

still treat them like prisoners? Let’s make the world a better

place for people’s best friend.

1. A Spelling

B Capitalization

C Punctuation

D No mistake

2. F Incorrect adjective or article use

G Incorrect adverb use

H Incorrect conjunction use

J No mistake

3. A Incorrect adjective or article use

B Incorrect adverb use

C Incorrect conjunction use

D No mistake

4. F Spelling

G Capitalization

H Punctuation

J No mistake

5. A Incorrect adjective or article use

B Incorrect adverb use

C Incorrect conjunction use

D No mistake

6. F Spelling

G Capitalization

H Punctuation

J No mistake


Units 5 and 6

(1)

(2)

(3)

(4)

(5)

(6)

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Writing Test Read the paragraph and answer questions 1–4.

(1) Eleanor Roosevelt was a shy girl who became one of the most powerful women in the United States. (2) Women earned the right to vote in 1920. (3) When she married Franklin Delano Roosevelt in 1905, she knew little about life outside the home. (4) As she saw more of the world, however, she grew to care deeply about making life better for people. (5) After Franklin became President of the United States, Eleanor reached out to help people. (6) She also worked hard to promote world peace.

Units 5 and 6


1. Which sentence should be left out of this paragraph?

A Sentence 1

B Sentence 2

C Sentence 3

D Sentence 4

2. Which of the following sentences adds support to sentence 4?

F She was a key member of the Democratic Party.

G She wrote a weekly newspaper column.

H She reached out to women, African Americans, and working people everywhere.

J She became friends with the famous pilot Amelia Earhart.

3. Which sentence is the best paraphrase of the paragraph?

A Eleanor Roosevelt married Franklin D. Roosevelt.

B Eleanor Roosevelt was one of the shyest of all first ladies.

C Many people lived in poverty during the 1920s.

D Eleanor Roosevelt worked to make the world a better place.

4. Which sentence is the best conclusion for this paragraph?

F Eleanor was one of America’s most respected first ladies.

G Eleanor was shy and highly intelligent.

H Many people disagreed with Eleanor’s ideas.

J She lived long after the death of her husband.

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UNIT 1

WRITING WORKSHOP Personal Narrative

Notes for a Personal NarrativeDirections Fill in the graphic organizer with information about the event or experience that you plan to write about.

What happened?

When?

Where?

Who was there?

Beginning

Middle

End

160 Unit 1 Grammar and Writing Practice Book

Summary

Details

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UNIT 1

WRITING WORKSHOPPersonal Narrative

Words That Tell About YouDirections Your feelings probably changed during the course of the experience described in your personal narrative. Choose two or three words from the word bank to describe how you felt at different times. For each word, explain why you felt that way. Then use vivid details that show how you felt.

I felt

Reason:

And here’s how I looked and acted:

I felt

Reason:


I felt

Reason:


angry excited proud sad

disappointed embarrassed satisfied curious

nervous anxious delighted upset

Grammar and Writing Practice Book Unit 1 161

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UNIT 1

WRITING WORKSHOP Personal Narrative


ElaborationClauses and Complex Sentences

When you write, you can elaborate by combining short, simple sentences to make complex sentences. One sentence will become a dependent clause—a group of words that cannot stand alone as a sentence—by the addition of words such as if, when, because, although, since, or as. The two sentences you combine must make sense together.

Directions Use the word in ( ) to combine the two sentences. Remember to place a comma after the dependent clause when it comes first in a complex sentence.

1. I grow up. I want to be an actor. (when)

2. Acting is fun. You can pretend to be someone else. (because)

3. An acting school will accept me. I’d love to go. (if)

4. I’m only eleven. I have a long way to go. (since)

5. Maybe I’ll move to Hollywood. I graduate from high school. (after)

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UNIT 1

WRITING WORKSHOPPersonal Narrative

Self-Evaluation GuidePersonal Narrative

Directions Think about the final draft of your personal narrative. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.

Writing Traits 4 3 2 1

Focus/Ideas

Organization/Paragraphs

Voice

Word Choice

Sentences

Conventions

1. What is the best part of your personal narrative?

2. Write one thing you would change about this personal narrative if you had the chance to write it again.


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UNIT 2

WRITING WORKSHOP How-to Report

How-to ChartDirections Fill in the how-to chart with information about your project.

Explain Task

Materials

Introduction

Steps

Conclusion


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UNIT 2

WRITING WORKSHOPHow-to Report

Time-Order Words Directions Add a time-order word, such as next, now, first, then, or finally, to each step below. Write each sentence. Then write a final sentence using a time-order word. Tell what you could do with the collage.

1. Gather leaves of various colors from outdoors.

2. Bring the leaves indoors.

3. Spread the leaves over a large piece of paper.

4. Design a nature collage, adding drawings if you wish.

5. Glue the leaves in place.

6.


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UNIT 2

WRITING WORKSHOP How-to Report


ElaborationVivid Words

When you write, you can elaborate by using vivid words. For example, by replacing a general noun or verb with a more precise noun or verb, your writing will be more descriptive.

General Words Look at those model cars go on the ground.Precise Words Look at those model cars speed on the track.

Directions Replace each underlined word with a vivid, precise word. Write each sentence.

1. With modeling clay you can create a model.

2. Begin by warming the clay in your hands and rolling it into a shape.

3. Press the clay on a surface.

4. Make the model and allow the clay to dry.

5. Paint your model a color and display somewhere.

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UNIT 2

WRITING WORKSHOPHow-to Report

Self-Evaluation GuideHow-to Report

Directions Think about the final draft of your how-to report. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.


Focus/Ideas


Voice

Word Choice

Sentences

Conventions

1. What is the best part of your how-to report?

2. Write one thing you would change about this how-to report if you had the chance to write it again.


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UNIT 3

WRITING WORKSHOP Compare and Contrast Essay

Venn DiagramDirections Fill in the Venn diagram with similarities and differences about the two things you are comparing.


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UNIT 3

WRITING WORKSHOPCompare and Contrast Essay

Words That Compare and ContrastDirections The words in the box signal that two things are alike or different. Write two sentences that explain how your two animals are alike, using words from the box. Then write two sentences that explain how your two animals are different, using words from the box.

How the two animals are alike

1.

2.

How the two animals are different

1.

2.

Words That Signal Similarity Words That Signal Difference

and but

also however

too unlike

as well on the other hand

like


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UNIT 3

WRITING WORKSHOP Compare and Contrast Essay


ElaborationStrong Verbs

Directions Replace each underlined verb with a strong verb from the box. Write each new sentence.

1. Many people have a dog or gerbil as a family pet.

2. Dogs need more space for exercise. They move around in a yard or park, but gerbils usually are in their cage.

3. A dog knows when strangers approach. However, a gerbil does not provide a warning.

4. Generally, dogs are much larger than gerbils.

5. You can get both dogs and gerbils at a pet store. However, you might choose to get a dog from a local shelter.

barks adopt romp grow

own scamper buy

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UNIT 3

WRITING WORKSHOPCompare and Contrast Essay

Self-Evaluation GuideCompare and Contrast Essay

Directions Think about the final draft of your compare and contrast essay. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.


Focus/Ideas


Voice

Word Choice

Sentences

Conventions

1. What is the best part of your compare and contrast essay?

2. Write one thing you would change about this compare and contrast essay if you had the chance to write it again.


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UNIT 4

WRITING WORKSHOP Story

Story ChartDirections Fill in the graphic organizer with information about your story.

Title


Characters

Setting

Events

Solution

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UNIT 4

WRITING WORKSHOPStory


Good BeginningsMake the beginning sentence of your story grab your readers’ attention. Below are some different ways to write the beginning of a story.

Directions Write an attention-grabbing opening sentence (based on your characters, setting, and plot) using each idea. You can use one of the sentences you write to begin your story.

1. Ask a question. (What was that strange sound?)

2. Use an exclamation. (Eek! I heard a strange sound.)

3. Use a sound word. (Creeeaaak! The hair on the back of my neck stood up when I heard that strange sound.)

4. Hint at the ending. (I had never heard a sound like that before, but who knew that I would hear it many times again.)

5. Use alliteration. (The strange scraping sounded again, and I shivered.)

6. Make a list. (Pounding heart, gasping breath, dropping stomach. Yes, I had all the signs of fear.)

7. Set the scene. (The clouds blocked the moon’s light. It was so dark I could not see where I was walking. Somewhere to my left I heard a strange scraping sound.)

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UNIT 4

WRITING WORKSHOP Story


ElaborationAvoid Repetition

One way to avoid repetition is to use pronouns in place of nouns or noun phrases.

Directions Choose an appropriate pronoun for each underlined noun or noun phrase. Write the new sentence.

1. Cassidy said Cassidy had just finished reading a great book.

2. The new teacher told the new teacher’s class that the new teacher hoped the new teacher and the class would have a great year.

3. Jason was so excited about the puppy that Jason took the puppy wherever Jason went.

4. Kelly looked all over the house, but Kelly couldn’t find Kelly’s shoes.

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WRITING WORKSHOPStory

Self-Evaluation GuideStory

Directions Think about the final draft of your story. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.


Focus/Ideas


Voice

Word Choice

Sentences

Conventions

1. What is the best part of your story?

2. Write one thing you would change about this story if you had the chance to write it again.


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UNIT 5

WRITING WORKSHOP Persuasive Essay

Persuasion ChartDirections Fill in the persuasion chart with the introduction to your argument, supporting reasons, and a conclusion.

Introduction: State your opinion or goals

First reason

Second reason


Third reason (most important)

Conclusion

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UNIT 5

WRITING WORKSHOPPersuasive Essay

Persuasive WordsDirections Circle the persuasive word or words in each sentence. Write your own sentence using the same persuasive word or words. For number 5, write a sentence with one of the unused words from the box.


1. Our class must take a trip to the top of the Sears Tower.

2. Students should have the opportunity to visit a large city and see skyscrapers.

3. The best view of the city is from the sky deck.

4. The most important reason for visiting the Sears Tower is to learn more about urban architecture.

5.

Persuasive Words

better worse must should most important need

best worst never necessary effective

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UNIT 5

WRITING WORKSHOP Persuasive Essay


ElaborationPowerful Adjectives

Directions Write a word from the box to complete each sentence.

1. Yellowstone Park is one of the most vacation spots in America.

2. The wildlife in Yellowstone is a reason that many people visit the park.

3. You can see moose, elk, bison, bear, and an number of other animals.

4. However, be dealing with these animals.

5. Remember that they can be .

6. Respect their needs for territory.

7. Never chase or try to pet animals, even if they seem and approach you.

8. Never feed them, and store items carefully in your campsite.

9. Remember that a vacationer can get hurt.

10. Keep your distance, and bring your camera to record these sights.

cautious foolish curious odorous amazing

dangerous popular primary memorable undisturbed

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UNIT 5

WRITING WORKSHOPPersuasive Essay

Self-Evaluation GuidePersuasive Essay

Directions Think about the final draft of your persuasive essay. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.


Focus/Ideas


Voice

Word Choice

Sentences

Conventions

1. What is the best part of your persuasive essay?

2. Write one thing you would change about this persuasive essay if you had the chance to write it again.


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UNIT 6

WRITING WORKSHOP Research Report

K-W-L ChartDirections Fill out this K-W-L chart to help you organize your ideas.

Topic

What I Know What I Want to Know

What I Learned

Controlling Question


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UNIT 6

WRITING WORKSHOPResearch Report

Topic and Detail SentencesDirections Decide how you will organize your paragraphs. Then write a topic sentence and supporting details for each paragraph.

Paragraph 1Topic Sentence

Detail Sentences


Detail Sentences


Detail Sentences


Detail Sentences


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UNIT 6

WRITING WORKSHOP Research Report


ElaborationCombine Sentences

When you write, you can elaborate by combining short, choppy sentences into one longer sentence. You can make compound sentences by joining sentences with the conjunctions and, but, and or. You can make complex sentences by joining sentences with words such as when, because, and if.

Directions Use the words in ( ) to combine the sentences. Remember to capitalize the first word of each new sentence and replace the first period with a comma.

1. (because) Dolphins are intelligent. They learn quickly.

2. (and) They do tricks. They entertain audiences.

3. (but) Dolphins can hear well. They have no sense of smell.

4. (when) Dolphins communicate. They use a sonar system.

5. (or) See them at the aquarium. You can read about them at the library.

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UNIT 6

WRITING WORKSHOPResearch Report

Self-Evaluation GuideResearch Report

Directions Think about the final draft of your research report. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.


Focus/Ideas


Voice

Word Choice

Sentences

Conventions

1. What is the best part of your research report?

2. Write one thing you would change about this research report if you had the chance to research or write it again.


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grwrpb_g4_st

Documents

interrogative sentence

new sentence

declarative sentence

declarative sentence

question answer

question mark

b library

c library