Old Yeller

Name

DEVELOP THE CONCEPT PROOFREAD

Four Kinds of Sentences A declarative sentence, or statement, tells something. It ends with a period. Joey is reading the autobiography of his favorite baseball player. An interrogative sentence asks a question. It ends with a question mark. Have you ever written a story about your life? An imperative sentence gives a command or makes a request. It ends with a period. You is the understood subject. Keep a journal of your daily adventures. An exclamatory sentence shows strong feeling. It ends with an exclamation mark. How funny my autobiography would be! An interjection is a word or a group of words that expresses strong feeling. It is not a complete sentence. Wow! Hooray! Ouch!

Directions Write D if the sentence is declarative. Write IN if the sentence is interrogative. Write IM if the sentence is imperative. Write E if the sentence is exclamatory. 1. Many famous people have pets. 2. What is a pet license? 3. Find the groomer’s number in the phone book. 4. You can adopt a pet from an animal shelter. 5. Wow! I never knew Spot could run so fast! Directions Put a period, a question mark, or an exclamation mark at the end of each sentence to show what kind of sentence it is. 6. Have you taken the dog for a walk 7. My mom plans to surprise my dad with a new puppy

© Pearson Education

8. Oh, no! The lizard escaped from his tank 9. Megan’s baby sister is allergic to dogs and cats 10. How did your kitten climb onto our roof

Home Activity Your child learned about the four different kinds of sentences. Have your child name the four kinds of sentences and write an example of each one.

Grammar and Writing Practice Book

14627_001-004_FSD 1

Unit 1 Week 1 Day 2

1 2/25/05 5:21:17 PM

Old Yeller

Name

APPLY TO WRITING

Four Kinds of Sentences Directions Change each declarative sentence into an interrogative sentence. Don’t forget the proper capitalization and end mark. 1. Pablo’s mother is a dog trainer.

2. Our family would enjoy visiting the zoo.

3. The main character of the story is a dog.

4. Soomin’s pet rabbit has had babies.

5. Jacob has taught his dog to roll over.

6. Sarah will take the dog for a run.

Directions Choose a topic, such as a pet, a bike, new clothes, or a type of food. Write a declarative, an interrogative, an imperative, and an exclamatory sentence about this topic. 7.

8.

9.


10.

Home Activity Your child learned how to write the four different kinds of sentences. Ask your child to find an example of each kind of sentence in a favorite book.

2

Unit 1 Week 1 Day 3

14627_001-004_FSD 2


2/25/05 5:21:21 PM

Old Yeller

Name

TESTPROOFREAD PREPARATION

Four Kinds of Sentences


Directions Mark the letter that identifies the kind of sentence and the end mark that completes the sentence correctly. 1. Did you research your favorite animal on the Internet A declarative . C imperative B interrogative ? D exclamatory

. !

2. How heavy your turtle is A declarative . B interrogative ?

C imperative D exclamatory

. !

3. Please arrive at your appointment with the vet promptly A declarative . C imperative B interrogative ? D exclamatory

. !

4. The animal protection agency helps abused pets A declarative . C imperative B interrogative ? D exclamatory

. !

5. Wow! That was a terrific trick, Pepper A declarative . B interrogative ?


. !

6. Have you ever ridden a horse A declarative . B interrogative ?


. !

7. Mr. Stephani’s science class is studying mammals A declarative . C imperative B interrogative ? D exclamatory

. !

8. Will you bring your snake to the science fair A declarative . B interrogative ?


. !

9. Most pets need food and fresh water daily A declarative . B interrogative ?


. !


. !

10. What a remarkable guide dog she has A declarative . B interrogative ?

Home Activity Your child prepared for taking tests on kinds of sentences. With your child, look through a newspaper article and find examples of the four kinds of sentences.


14627_001-004_FSD 3

Unit 1 Week 1 Day 4

3 2/25/05 5:21:22 PM

Old Yeller

Name

CUMULATIVE REVIEW

Four Kinds of Sentences Directions Write D if the sentence is declarative. Write IN if the sentence is interrogative. Write IM if the sentence is imperative. Write E if the sentence is exclamatory. 1. The barking dog saved the family from the fire. 2. My, that’s a beautiful parrot! 3. Have the dogs gone to obedience school? 4. Hang the leash near the back door. Directions Put a period, a question mark, or an exclamation mark at the end of each sentence to show what kind it is. 5. Put a tag on your dog’s collar 6. How smart your pet pig is 7. Have you seen my ant farm 8. Don’t feed the dog leftovers Directions: Write an example of each kind of sentence. Don’t forget the proper capitalization and end mark. 9. (declarative)

10. (interrogative)

11. (imperative)

12. (exclamatory)


13. (exclamatory with an interjection)

Home Activity Your child reviewed the four kinds of sentences. With your child, listen to an interview on TV. Have your child identify the kinds of sentences the people use in their conversation.

4

Unit 1 Week 1 Day 5

14627_001-004_BPrinting 4


11/4/05 4:49:41 PM

Mother Fletcher’s Gift

Name


Subjects and Predicates A sentence must have both 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 the complete subject. The most important word in the complete subject is the simple subject. A simple subject can be more than one word, such as Officer Wagner. Many hard-working police officers protect our city. The simple subject is officers. The predicate is the part of a sentence that tells what the subject is or does. All the words in the predicate are the complete predicate. The most important word in the predicate is the simple predicate, or verb. A simple predicate can be more than one word, such as has worked. Many hard-working police officers protect our city. The simple predicate is protect. A fragment is a group of words that lacks a subject or a predicate. The police station in our neighborhood. This fragment lacks a predicate. A run-on is two or more complete sentences run together. The police station is on Green Street it is next to the library. Officers sometimes patrol the area on foot, we feel safe.

Directions Draw a line between the complete subject and the complete predicate in each sentence. 1. Everyone in our neighborhood knows Officer Wagner. 2. Mr. Clement complained about damage to his grocery store. 3. Officer Wagner caught the vandals in one day! 4. A lost kitten was found by the thoughtful police officer. Directions Underline the simple subject and circle the simple predicate. 5. Many people will visit one another on holidays. 6. Grandpa Johnson is cooking a giant turkey for the whole family. 7. Holidays are a special time for our family. 8. Mrs. Sanders gives food to the needy. Directions Write F after fragments. Write R after run-ons. Write S after sentences.


9. Helping others. 10. Many ways to do that. 11. Mr. Smith cleans up garbage in the park. 12. You can clean up garbage around the neighborhood you can recycle too. Home Activity Your child learned about subjects and predicates. Have your child write several sentences describing your neighborhood. Ask your child to circle the complete subject and the complete predicate in each sentence.


14627_005-008_BPrinting 5

Unit 1 Week 2 Day 2

5 11/4/05 4:50:07 PM


Name

APPLY TO WRITING

Subjects and Predicates Directions Add a subject or a predicate to each fragment to make a complete sentence. Write the sentence. Underline the simple subject and simple predicate. 1. works at the senior center in our community.

2. Volunteers from the neighborhood

.

3.

teaches an arts and crafts class.

4.

enjoy his class.

5.

will hold a bake sale for art supplies for the center.

6. People at the center

8.

.

participate in the center’s many interesting activities.


7. The friendly staff

.

Home Activity Your child learned how to write complete sentences with subjects and predicates. Say a fragment such as My right foot, Learned to dance, The little red car, and went on a trip. Have your child add a subject or predicate to make a complete sentence.

6

Unit 1 Week 2 Day 3

14627_005-008_FSD 6


2/25/05 5:21:44 PM


Name


Subjects and Predicates Directions Mark the letter of the phrase that correctly identifies the underlined part of the sentence. 1. The Hilldale Police Department provides an important program for the local schools. A complete subject C simple subject B complete predicate D simple predicate 2. A police officer comes to each school with information for the students. A complete subject C simple subject B complete predicate D simple predicate 3. The students in first grade learn about bicycle safety. A complete subject C simple subject B complete predicate D simple predicate 4. Older students are taught about safe driving. A complete subject B complete predicate

C simple subject D simple predicate

5. Officer Dillon is called Officer Friendly by the children in our school. A complete subject C simple subject B complete predicate D simple predicate 6. The students listen carefully to Officer Friendly’s talks. A complete subject C simple subject B complete predicate D simple predicate 7. He helps the school with a bicycle safety program. A complete subject C simple subject B complete predicate D simple predicate 8. of the Parents’ Club set up a small traffic course on the parking lot. A complete subject C simple subject B complete predicate D simple predicate


9. Children on bikes must obey traffic signs. A complete subject B complete predicate

C simple subject D simple predicate

10. The mayor of Hilldale gave Officer Friendly an award for his service to the schools. A complete subject C simple subject B complete predicate D simple predicate

Home Activity Your child prepared for taking tests on subjects and predicates. Find five sentences in a magazine article or ad. Ask your child to underline the simple subject and circle the simple predicate in each sentence.


14627_005-008_FSD 7

Unit 1 Week 2 Day 4

7 2/25/05 5:21:45 PM


Name

CUMULATIVE REVIEW

Subjects and Predicates Directions Draw a line between the complete subject and the complete predicate in each sentence. 1. Teresa’s parents have formed a service organization for the community. 2. Many people in our neighborhood are ing the organization. 3. The group will provide help to older people in the community. 4. Each member has a special talent. 5. Mrs. Gallo can fix leaky plumbing. Directions Write F after fragments. Write R after run-ons. Write S after complete sentences. 6. Can put on a new roof. 7. Mr. Larkin is repairing his next-door neighbor’s driveway he is pouring cement. 8. Neighborhood children will shovel snow in the winter. 9. Some women drive senior citizens to their doctors’ appointments. 10. The Meadowbrook Service Club. Directions: Add a subject or a predicate to each fragment to make a complete sentence. Write the sentence. Underline the simple subject and simple predicate. 11. A good neighbor

.

12.

will be working together.

13.

will benefit from the help.

.


14. A rundown house on our block

Home Activity Your child reviewed subjects and predicates. Ask your child to prepare a definition and an example for each of these : simple subject, complete subject, simple predicate, complete predicate, fragment, and run-on.

8

Unit 1 Week 2 Day 5

14627_005-008_FSD 8


2/25/05 5:21:46 PM

Viva New Jersey

Name


Independent and Dependent Clauses An independent clause has a subject and verb and can stand alone as a complete sentence. A dependent clause has a subject and a verb but cannot stand alone as a complete sentence. In the following sentences, the independent clause is underlined once; the dependent clause is underlined twice. The dependent clause is followed by a comma when it comes before the independent clause. Lucinda took the dog home because she was lonely. Because she was lonely, Lucinda took the dog home.

Directions Write IC after each independent clause and DC after each dependent clause. 1. Because she was friendly. 2. Lucinda ran to the basement and found it empty. 3. Jan bathed Shadow in the backyard. 4. When the power went out. 5. After they crossed the Mississippi River. 6. If Carmen had not seen it. 7. Tenants mingled outside their apartments. 8. The boys won the baseball game. 9. As she called from the window. 10. They were eating dinner. Directions Underline the independent clause and circle the dependent clause in each sentence. 11. Because the dog was abandoned, Lucinda had to take care of him. 12. The dog caused problems when it ran away.


13. Although she was shy, Lucinda talked to Ashley. 14. While Lucinda was gone, her parents almost called the police. 15. Ashley read many books because she wanted to be a writer.

Home Activity Your child learned about independent and dependent clauses. Have your child tell you what independent and dependent clauses are and give you an example of each.


14627_009-012_FSD 9

Unit 1 Week 3 Day 2

9 2/25/05 5:22:07 PM

Viva New Jersey

Name

APPLY TO WRITING

Independent and Dependent Clauses Directions Add an independent clause to each dependent clause to make a complete sentence. 1. When I went to the store, 2. Although Henry didn’t feel well, 3. When Maria thought about Cuba, 4. While we were on vacation, 5. After the test was over, 6. Before I could raise my hand, 7. Because Michael broke his leg, 8. Until I finish my homework, 9. Although it was sunny, 10. Unless we ride our bikes, Directions Add a dependent clause to each independent clause to make it more interesting. 11. , Thomas raced down the stairs. 12. Ashley decided to walk to school

13. She was sad Mom walks a mile. © Pearson Education

14.

Home Activity Your child learned how to use independent and dependent clauses in writing. Have your child write a sentence about his or her favorite animal using an independent clause and a dependent clause.

10

Unit 1 Week 3 Day 3

14627_009-012_FSD 10


2/25/05 5:22:11 PM

Viva New Jersey

Name


Independent and Dependent Clauses Directions Mark the letter of the phrase that best identifies the underlined words in each sentence. 1. The lights went out when her mom switched the power off. A Independent clause C Dependent clause B Subject D None of the above 2. The police were not happy that the dog had caused so much trouble. A Independent clause C Dependent clause B Fragment D None of the above 3. The firefighters put out the fire after it had raged for hours. A Independent clause C Dependent clause B Predicate D None of the above 4. Bart missed his grandmother, although she had been gone only a few hours. A Independent clause C Dependent clause B Run-on D None of the above 5. The dog performed because he had many new tricks to show. A Independent clause C Dependent clause B Fragment D None of the above 6. As lightning flashed around them, the family ran for cover. A Independent clause C Dependent clause B Subject D None of the above


7. Lucinda and her family ate dinner before they went to a movie. A Independent clause C Dependent clause B Predicate D None of the above 8. Before she came to America, she wanted to be a dancer. A Independent clause C Dependent clause B Run-on D None of the above Home Activity Your child prepared for taking tests on independent and dependent clauses. Have your child look through a newspaper article and find sentences with independent and dependent clauses.


14627_009-012_BPrinting 11

Unit 1 Week 3 Day 4

11 11/4/05 4:50:39 PM

Viva New Jersey

Name

CUMULATIVE REVIEW

Independent and Dependent Clauses Directions Write IC if the group of underlined words is an independent clause and DC if it is a dependent clause. 1.

Since my best friend lives next door, we get to see each other every day.

2.

Because New Jersey is close to New York City, people often commute to New York to work.

3.

After I thought about them all day, the tamales tasted delicious.

4.

When the lights went out, Martina climbed the stairs in the dark.

5.

Gabriel’s grandmother liked to sing when she couldn’t sleep.

Directions Match each dependent clause with an independent clause to make a complete sentence. 6.

Although the alarm sounded,

A. Kate stayed with her aunt.

7.

Before they became friends,

B. no one left the room.

8.

Whenever it rained,

C. he was still hungry.

9.

While her parents were away,

D. our basement flooded.

After Jose ate lunch,

E. Ann and Lee rarely spoke.

10.

Directions: Add a dependent clause to complete each sentence. Write the new sentence on the line. 11. She helped her mother prepare fried bananas.

12. The dog barked and whimpered all night.

13. Spanish songs made her homesick.

14. The family of four lived in a downtown apartment.


15. The stray cat could end up in a shelter.

Home Activity Your child reviewed independent and dependent clauses. Have your child pick out three examples of sentences with independent and dependent clauses in a magazine article.

12

Unit 1 Week 3 Day 5

14627_009-012_FSD 12


2/25/05 5:22:13 PM

Saving the Rain Forests

Name


Compound and Complex Sentences Directions Mark the letter of the phrase that best identifies each sentence. 1. Because people needed wood for their houses, much of the forest was damaged. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence 2. Teak and mahogany grow in the forest, and the wood is used to make furniture. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence 3. The leopard catches sight of his prey, but it scurries away. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence 4. Forest plants can be used for headaches, fevers, and toothaches. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence 5. Whenever it rained, Kristy thought about her trip to South America. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence 6. Jesse’s boots were muddy, but he wore them anyway. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence


7. Although it was sunny, the forest was very dark, and Allison stumbled and fell. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence 8. The snake slithered over the dried leaves and moss. A Simple sentence C Complex sentence B Compound sentence D Compound-complex sentence

Home Activity Your child prepared for taking tests on compound and complex sentences. Together look through a newspaper article. Ask your child to find and circle three compound sentences and three complex sentences.


14627_013-016_BPrinting 15

Unit 1 Week 4 Day 4

15 11/4/05 4:51:29 PM


Name

APPLY TO WRITING

Compound and Complex Sentences Directions each pair of simple sentences to make a compound sentence. Use a comma and a conjunction such as and, but, or or. 1. Water from the trees creates clouds. The water in the clouds falls back as rain.

2. Shut the window. The basement might flood.

3. Mining is an important industry in the area. It has damaged the rain forest.

4. The insect might be harmless. We decided not to touch it.

Directions Add an independent clause to each dependent clause to make a complex sentence. 5. Although we could not see them,

6. When the medicine arrived,


7. While Jack slept,

8. After we ate dinner at the campsite,

Home Activity Your child learned how to use compound and complex sentences in writing. Have your child choose a simple sentence from a book and rewrite it first to make a compound sentence and then to make a complex sentence.

14

Unit 1 Week 4 Day 3

14627_013-016_BPrinting 14


11/4/05 4:51:26 PM


Name


Compound and Complex Sentences A simple sentence has a complete subject and a complete predicate. The clouds gathered quickly. A compound sentence has two or more simple sentences ed by a comma and a conjunction such as and, but, or or. The clouds gathered quickly, and the leaves rustled in the wind. A complex sentence has one independent clause and one or more dependent clauses. Although it was sunny just a moment ago, the clouds gathered quickly. A compound-complex sentence has more than one independent clause and at least one dependent clause. Although it was sunny just a moment ago, the clouds gathered quickly, and the leaves rustled in the wind.

Directions Identify each sentence as simple, compound, complex, or compound-complex. 1. The forest ranger is speaking at my school, and I can’t wait to hear him. 2. When it rains, it pours. 3. When they got back from the boat tour, Donna took a nap, and Terry read the paper.

4. Paul looked up at the tree, and he saw a huge fern. 5. Many species of plants and animals live in the rain forest. 6. Although I have a map, I can’t find the camp. Directions Complete each compound sentence with the conjunction and, but, or or. 7. She loved to hike,

she loved to camp.

8. Some animals live among the leaves,


9. We must protect the rain forests, 10. Larry loved the rain, 11. Forest fires are common, 12. You need to hurry,

some live on the tree trunks. they will disappear. Darla did not. they endanger the rain forest. I’ll leave you behind.

Home Activity Your child learned about compound and complex sentences. Have your child tell you what compound and complex sentences are. Then ask your child to find one example of each kind of sentence in a magazine article.


14627_013-016_BPrinting 13

Unit 1 Week 4 Day 2

13 11/4/05 4:51:20 PM


Name

CUMULATIVE REVIEW

Compound and Complex Sentences Directions Identify each sentence as simple, compound, complex, or compound-complex. 1. The chameleon scurried up the tree and disappeared into a hole.

2. Before he knew it, dinner was ready, and everyone was waiting for him.

3. Tropical rain forests are valuable, but they are disappearing rapidly.

Directions Complete each compound sentence with the conjunction and, but, or or. 4. We could hear the waterfall in the distance, 5. I stumbled over a tree root,

it sounded very loud.

I didn’t lose my balance.

6. Don’t lose sight of the group,

you may get lost.

7. The toucan’s bill is very large,

it is not heavy.

Directions Underline the dependent clause in each complex sentence. 8. I will leave for the campsite at six unless I hear from you. 9. After he stalked his prey, the jaguar sat and waited. 10. Whenever the forest ranger called the campers on his cell phone, he got a busy signal. 11. Toucans are hard to overlook in the rain forest because they have brightly colored feathers.


12. Although he left for Brazil on Tuesday, he did not arrive until Thursday.

Home Activity Your child reviewed complex and compound sentences. Give your child a simple sentence, such as Our dinner is ready. Ask your child to make the sentence into a compound sentence and then into a complex sentence.

16

Unit 1 Week 4 Day 5

14627_013-016_BPrinting 16


11/4/05 4:51:32 PM

When Crowbar Came

Name


Common and Proper Nouns A common noun names any person, place, or thing. The shiny coins jingled in his pocket. A proper noun names a particular person, place, or thing. When a proper noun is more than one word, capitalize only the important word or words. Her cousin lives in South America. Aunt Jean visited the Statue of Liberty. Some proper nouns, including titles for people, have short forms called abbreviations that begin with capital letters and end with periods. Gen. Jones visited the middle school. I met Edward Wu, Jr.

Directions Underline the proper nouns and circle the common nouns. 1. Dr. Tee Van chuckled at the bird. 2. My uncle put his money in the National State Bank. 3. Aunt Louise worked in her garden. 4. Mrs. George just became an aunt. 5. Our neighbors moved from Maine to Oregon. 6. Dad and Rev. Johnson had lunch on Saturday. 7. She bought presents for Aunt Sue. 8. May I have more broccoli, Mom? Directions Rewrite the proper nouns using correct capitalization, punctuation, and abbreviations where possible. 9. doctor martin luther king, junior 10. general forrester


11. doctor bart from boston 12. reverend smith

Home Activity Your child learned about common nouns and proper nouns. Have your child tell you the difference between common nouns and proper nouns and find examples of each in a magazine.


14627_017-020_FSD 17

Unit 1 Week 5 Day 2

17 2/25/05 5:23:02 PM

When Crowbar Came

Name

APPLY TO WRITING

Common and Proper Nouns Directions Write a sentence using a common noun and a proper noun, as indicated, for the words in ( ). Example: (name, P/animal, C) Kirby is my dog. 1. (relative, P/food, C) 2. (country, P/season, C) 3. (friend, P /vehicle, C) 4. (title, P /hobby, C) 5. (holiday, P /clothing, C) Directions Rewrite the sentences using correct capitalization for proper nouns. 6. bobby attends turner middle school in wellston, iowa.

7. crowbar stayed with the georges for two-and-a-half years.

8. twig’s test is scheduled for next tuesday.

9. the harvest bakery sells pumpkin pies only in november.

10. last year luke and his friends visited the statue of liberty.

11. i drove my cousin to union station.


12. ms. roberts lives on beale street.

Home Activity Your child learned how to use common and proper nouns in writing. Ask your child to write sentences describing your community. Then have your child underline the common nouns and circle the proper nouns he or she used.

18

Unit 1 Week 5 Day 3

14627_017-020_BPrinting 18


11/4/05 4:52:16 PM

When Crowbar Came

Name


Common and Proper Nouns Directions Mark the letter that lists the proper nouns in each sentence. 1. One Saturday in September, a crow arrived at our door. A morning, September C Saturday, September B Saturday, crow D crow, door 2. The Midwest is part of the United States. A Midwest, part B United States

C Midwest, States D Midwest, United States

3. Captain John sailed down the Hudson River. A Captain John, Hudson River B Captain John, sailed

C John, Hudson D Captain, River

4. My sister Pam works at a bank in town. A Pam, bank, town B My, Pam

C Pam D sister, Pam, bank, town

Directions Mark the letter that lists the common nouns in each sentence. 5. The Georges owned a red fox named Fulva. A The Georges, Fulva B Georges, fox

C Georges, Fulva D fox


6. A group of mothers worked at Mercy Hospital. A group, mothers, Mercy Hospital C group, Mercy Hospital B group, mothers D mothers, Mercy Hospital 7. During our conversation, Mr. Ori drank tea. A conversation, tea B Mr. Ori, tea

C conversation, Ori, tea D conversation, Mr., tea

8. Before winter, birds begin their migration. A winter, birds B winter

C winter, birds, migration D winter, birds, their

Home Activity Your child prepared for taking tests on common and proper nouns. With your child, find four examples each of common and proper nouns in a newspaper article.


14627_017-020_BPrinting 19

Unit 1 Week 5 Day 4

19 11/4/05 4:52:21 PM

When Crowbar Came

Name

CUMULATIVE REVIEW

Common and Proper Nouns Directions Write P if the underlined noun is a proper noun. Write C if it is a common noun. 1. My dad knocked over the bird’s nest. 2. The park in the Bronx has a steep slide. 3. Luke found the bird in a spruce. 4. Hamburger was his favorite food. 5. Do you live in Lake Placid? 6. Crowbar marched around like a military general. Directions Underline the proper nouns and circle the common nouns. 7. The boy found the bird on Halloween. 8. Uncle Ron brought some birdseed. 9. Grandpa Ruiz drove to New York from Tennessee. 10. In summer, warm breezes rustle the leaves in the oaks. 11. Craig opened an at First National Bank. 12. Mrs. George writes stories on her typewriter. 13. In September, the trees turn many colors. 14. Dr. Kalmbach wrote a report about farmers and crows. 15. The director of the Bronx Zoo visited the Georges. Directions Replace the common nouns in ( ) with proper nouns. Be sure to use appropriate capitalization.

17. (title)

.

Arthur Chin was born in (country)

18. Luke’s friend (name)

works for (company)

19. (school)

is closed on (date)

20. (city)

.

has never been to (continent)

is in (state)

. .

.


16. My (relative)

Home Activity Your child reviewed common nouns and proper nouns. With your child, find three common nouns and three proper nouns in a printed ment.

20

Unit 1 Week 5 Day 5

14627_017-020_BPrinting 20


11/4/05 4:52:24 PM

The Universe

Name


Regular and Irregular Plural Nouns Plural nouns name more than one person, place, or thing. • Most plural nouns are formed by adding -s. swing/swings animal/animals boy/boys • Add -es to nouns ending in ch, sh, x, z, s, and ss. fox/foxes bush/bushes church/churches • If a noun ends in a consonant and y, change y to i and add -es. blueberry/blueberries pony/ponies penny/pennies • Some nouns have irregular plural forms. They change spelling. tooth/teeth child/children foot/feet man/men • For most nouns that end in f or fe, change f to v and add -es. half/halves wolf/wolves thief/thieves shelf/shelves • Some nouns have the same singular and plural forms. salmon trout sheep moose deer • For compound nouns, make only the important word plural. mothers-in-law commanders-in-chief • When a noun ends in a vowel and o, add -s: video/videos, radio/radios. • Check a dictionary for plurals of nouns ending in a consonant and o: photo/photos, potato/potatoes, tomato/tomatoes, hero/heroes.

Directions Write the plural form of the noun in parentheses. (radio) to the Space Ranger Show.

1. They tuned their 2. How many

(mystery) does our universe hold?

3. My brother likes to read about space 4. Casey had model rockets on all of his

(hero). (shelf).

5. Space telescopes are able to transmit amazing 6. Ian packed his astronomy books in

(box).


7. Mrs. Peck divided the class into 8. All of the

(image).

(half). (chairman) met at the space summit.

9. Alan has seen three space shuttle 10. Ellen searched three

(launch). (library) for books on quasars.

Home Activity Your child learned about regular and irregular plural nouns. With your child, look at labels on food products. Ask him or her to identify regular and irregular plural nouns.


14627_021-024_FSD 21

Unit 2 Week 1 Day 2

21 2/25/05 5:23:21 PM

The Universe

Name

APPLY TO WRITING

Regular and Irregular Plural Nouns Directions Write a sentence using the plural form of each given noun. 1. country

2. beach

3. tooth

4. video

5. porch

6. story

7. leaf

8. secretary of state

9. child


10. life

Home Activity Your child learned how to write regular and irregular plural nouns. Have your child point out plural nouns on packages and labels and explain the rule for forming each plural.

22

Unit 2 Week 1 Day 3

14627_021-024_FSD 22


2/25/05 5:23:25 PM

The Universe

Name


Regular and Irregular Plural Nouns Directions Circle the letter of the plural form of each underlined noun. 1. The telescope was a great discovery. A discoverys B discovery

C discovery’s D discoveries

2. Michael framed a photo of the space shuttle Columbia. A photos C photoes B photo D photos’ 3. The title of the novel is Sheep in Space. A Sheeps B Sheepes

C Sheep D sheep

4. While stargazing, Jan and Kurt saw a moose. A moose B moose’

C mooses D moose’s


5. On Tucker’s ranch, we could see millions of stars. A ranchs C ranch B ranches D ranch’s 6. Betsy named the calf Milky Way. A calfs B calves

C calfes D calve’s

7. How much would the child weigh on Mars? A child B childs

C childrens D children

8. Scientists do not measure space by the foot. A foots B feets

C feet D foots’

9. In what century did Galileo live? A centuries B centurys

C centuries’ D century’s

10. Matt earned his space ranger patch. A patchs B patches

C patch D patchs’

Home Activity Your child prepared for taking tests on regular and irregular plural nouns. Have your child make flash cards with singular and plural forms of nouns on opposite sides. Use the cards to help him or her learn plural forms.


14627_021-024_BPrinting 23

Unit 2 Week 1 Day 4

23 11/4/05 4:52:53 PM

The Universe

Name

CUMULATIVE REVIEW

Regular and Irregular Plural Nouns Directions Write the plural form of the noun. 1. shoe 2. wrist 3. knife 4. strawberry 5. fox 6. wife 7. wish 8. father-in-law 9. zoo 10. potato Directions Circle the correct plural form of the nouns in parentheses. 11. One of my (wishes/wish’s) is to be an astronaut. 12. A group of (ladys/ladies) from Iowa toured the space center. 13. Fifteen (childs/children) rode a bus to space camp. 14. Alex builds model space (shuttles/shuttle’s). 15. Three (deer/deers) ate by moonlight. 16. The day of the moon landing was the best day of their (lifes/lives). 17. The telescope stood two (foots/feet) from the ground. 18. Audrey has a collection of Jupiter (photos/photoes).

20. Neither of my (sister-in-laws/sisters-in-law) could locate the North Star.


19. My brother doesn’t appreciate the (mysterys/mysteries) of the universe.

Home Activity Your child reviewed regular and irregular plural nouns. Ask your child to list things you have in your kitchen and write the plural form for each noun.

24

Unit 2 Week 1 Day 5

14627_021-024_FSD 24


2/25/05 5:23:27 PM

Dinosaur Ghosts

Name


Possessive Nouns A possessive noun shows ownership. A singular possessive noun shows that one person, place, or thing has or owns something. A plural possessive noun shows that more than one person, place, or thing has or owns something. • To make a singular noun show possession, add an apostrophe (’) and -s. a dinosaur’s bones Sis’s hat • To make a plural noun that ends in -s show possession, add an apostrophe (’). many dinosaurs’ bones the Jonses’ house • To make a plural noun that does not end in -s show possession, add an apostrophe (’) and -s. the men’s tools many sheep’s wool Directions Write each noun as a possessive noun. Write S if the possessive noun is singular. Write P if the possessive noun is plural. 1. parents 2. photo 3. child 4. Miss Meyer 5. stores 6. country 7. James 8. teeth Directions Add an apostrophe (’) or an apostrophe (’) and -s to make the underlined nouns possessive. Write the possessive noun on the line. 9. Ghost Ranch hills looked red and green. 10. The reptiles deaths mystified the scientists.


11. Animals red blood cells carry oxygen. 12. The herd young were left behind. 13. The predator teeth were long and sharp. 14. The dinosaurs necks were curved and twisted. Home Activity Your child learned about possessive nouns. Together read a newspaper or magazine article. Have your child find and circle three singular and three plural possessive nouns in the article.


14627_025-028_FSD 25

Unit 2 Week 2 Day 2

25 2/25/05 5:23:41 PM

Dinosaur Ghosts

Name

APPLY TO WRITING

Possessive Nouns Directions Change the underlined words to a possessive noun. Write the new sentence. 1. The edges of the knives were dull from cutting rope.

2. The attention of the students was drawn away from the exhibit.

3. The large eyes of the creature were helpful for finding prey.

4. The rays of the sun scorched the Earth.

5. Have you ever seen the beautiful canyons of New Mexico?

6. The discoveries of the scientists were on display.

7. There were pools of water along the edge of the river.


8. The eruption of the volcano shook the Earth.

Home Activity Your child learned how to use possessive nouns in writing. Write the words child, children, girl, girls, baby, and babies on paper. Have your child write sentences using the possessive forms of the words.

26

Unit 2 Week 2 Day 3

14627_025-028_FSD 26


2/25/05 5:23:45 PM

Dinosaur Ghosts

Name


Possessive Nouns Directions Mark the word that completes the sentence. 1. My

ion is prehistoric life.

A teachers

C teachers’s

B teacher

D teacher’s

2.

collection of bones was discovered in New Mexico. A Charles Camp’s

C Charles Camps’

B Charles’s Camp

D Charles Camps

3. The

art projects were all about dinosaurs.

A childrens

C childrens’

B children’s

D childs’

4. Get

tools out of the rain!

A Nicks’

C Nick’s

B Nicks

D Nick

5. The Triassic period is part of the A Earths’

C Earth’s

B Earth

D Earths’s

6.

teeth are suited for eating meat. A Carnivores

C Carnivores’

B Carnivore

D Carnivore’s

7. The


8.

history.

sneeze disrupted the fossils.

A technician’s

C technicians’s

B technicians’

D technician

class was studying phytosaurs. A Mrs. Graves’

C Mrs. Graves’s

B Mrs. Graves

D Mrs. Graveses

Home Activity Your child prepared for taking tests on possessive nouns. Write the word dinosaur, reptiles, and men on paper. Ask your child to write the possessive forms of the words and to explain how he or she did so.


14627_025-028_FSD 27

Unit 2 Week 2 Day 4

27 2/25/05 5:23:46 PM

Dinosaur Ghosts

Name

CUMULATIVE REVIEW

Possessive Nouns Directions Write each noun as a possessive noun. Write S if the possessive noun is singular. Write P if the possessive noun is plural. 1. dinosaurs 2. night 3. bone 4. mothers 5. feet Directions Circle the correct possessive noun in ( ) to complete each sentence. 6. The dinosaur discoveries are the (ranchs’, ranch’s) claim to fame. 7. The (men’s, mens’) examination of fossils took two days. 8. Curt read about the (phytosaur’, phytosaur’s) tail. 9. The class watched a video about three (paleontologists’, paleontologist’s) findings. 10. Do you want to be (Dr. Colberts’, Dr. Colbert’s) assistant? Directions Write each sentence. Change the underlined phrase to show possession. 11. The diary of Charles Camp held a record of his findings.

12. The red hue of the rocks looked eerie at night.

13. A group of young scientists filled the buses of the school.


14. The cracks of the skeletons were clearly visible.

15. The events of the day excited the crew.

Home Activity Your child reviewed possessive nouns. Point to single and multiple objects in your home and have your child say and spell the possessive forms of the names.

28

Unit 2 Week 2 Day 5

14627_025-028_FSD 28


2/25/05 5:23:47 PM

A Week in the 1800s

Name


Action and Linking Verbs A verb is the main word in the predicate of a sentence. The verb tells what the subject of the sentence is or does. An action verb tells what the subject does. A linking verb links, or s, the subject with a word or words in the predicate that tell what the subject is or is like. Linking verbs are forms of be, such as am, is, are, was, and were. Become, seem, appear, feel, taste, smell, and look can be linking verbs. Action Verbs Grandma scrubs the wooden floor. We pump water. Linking Verbs The bread smells wonderful. He is hungry. • A predicate nominative is a noun or pronoun that follows a linking verb and identifies or explains the subject: Sarah’s brother was the leader on his team.

Directions Write A if the underlined word is an action verb. Write L if the underlined word is a linking verb. Write PN if the underlined word is a predicate nominative. 1. The apples were crunchy. 2. We serve the bread with fresh butter. 3. Erika is their neighbor. 4. Hot coals heat the iron. 5. Erika became impatient with the boys. Directions Underline each action verb. Circle each linking verb. 6. We ed the hot bread around the table. 7. Matthew is hungry, and supper smells delicious. 8. Farmers used every part of the corn plant. 9. Amy feels sad about the death of the chicken. 10. Jay feels the hot sun on his face.


11. Erika was ready for her chores. 12. The boys worked steadily until sunset. 13. The stranger at the farm looked suspicious. 14. The oven seemed hot enough, so Sarah shoved the bread in. Home Activity Your child learned about action and linking verbs. Describe what a family member looks like and does. Say the sentences slowly and have your child identify the action and linking verbs you use.


14627_029-032_BPrinting 29

Unit 2 Week 3 Day 2

29 11/4/05 4:53:32 PM

A Week in the 1800s

Name

APPLY TO WRITING

Action and Linking Verbs Directions Add your own action verb to complete each sentence. Write the sentence on the lines. 1. Women

the clothes with homemade soap.

2. Amanda

to school because there were no buses.

3. The girls

long hours in the hot kitchen.

4. Alex

his finger when he touched the hot metal.

5. The blacksmith’s apprentice

the trade by watching and practicing.

Directions What do you think it was like to live in the 1800s? Write three sentences that describe what life was like. Use a linking verb in one sentence. Use action verbs in the other two sentences. 6.


7.

8.

Home Activity Your child learned how to use action and linking verbs in writing. Have your child write four sentences about an event at school. Ask your child to use two action verbs and two linking verbs in the sentences.

30

Unit 2 Week 3 Day 3

14627_029-032_FSD 30


2/25/05 5:24:03 PM

A Week in the 1800s

Name


Action and Linking Verbs Directions Mark the letter of the word that is an action verb. 1. Lenora added milk to the batter because it was too thick. A Lenora B looked C batter D added

3. The boy sheared the wool from the sheep. A sheared B boy C wool D sheep

2. A diligent farmer grows enough food for his whole family. A grows B enough C family D whole

4. The girls milked the cows for cheese, cream, and butter. A girls B cows C milked D for


Directions Mark the letter of the word that is a linking verb. 5. The blacksmith’s shop was noisy and hot. A noisy B shop C and D was

8. Are Darlene and Mary ready for school? A Are B ready C school D for

6. We walked into the cellar, and the air smelled musty. A walked B smelled C into D musty

9. Krista’s chores were not easy, but she worked hard. A worked B but C were D easy

7. The girls feel silly in bonnets and long dresses. A silly B girls C feel D bonnets

10. The cornstalks looked rough, so Jason wore gloves. A looked B wore C stalks D so

Home Activity Your child prepared for taking tests on action and linking verbs. Have your child look through a magazine or newspaper article and circle linking verbs and underline action verbs.


14627_029-032_BPrinting 31

Unit 2 Week 3 Day 4

31 11/4/05 4:53:38 PM

A Week in the 1800s

Name

CUMULATIVE REVIEW

Action and Linking Verbs Directions Write A if the underlined verb is an action verb. Write L if the underlined verb is a linking verb. Write PN if the underlined word is a predicate nominative. 1. The linens smelled fresh. 2. Who mowed the lawn? 3. Cook the green beans for 15 minutes. 4. I am tired of waking up at dawn. 5. Matthew became captain of the team. 6. Which apples taste sweetest? 7. Emily is the best cook. 8. The workers sliced the potatoes.

9. The boys swam in the river.

A

L

10. Nights seemed longer and darker.

A

L

11. The girls worked on their sewing.

A

L

12. The day was long and hard.

A

L

13. Father talked quietly to the horses.

A

L

14. Martha created dolls from corncobs.

A

L

15. Aunt Perley’s face looked tired and pale.

A

L

16. The children played checkers before bed.

A

L

17. The pumpkin pie smells spicy.

A

L

18. Sarah feels awkward in a dress and bloomers.

A

L

19. John raced to the house.

A

L

20. They were pleased with their work.

A

L


Directions Circle A if the verb is an action verb. Circle L if it is a linking verb.

Home Activity Your child reviewed action and linking verbs. Have your child make a chart with the headings Action and Linking, scan a page of a favorite book, and see how many action and linking verbs he or she can find to write on the chart.

32

Unit 2 Week 3 Day 5

14627_029-032_FSD 32


2/25/05 5:24:05 PM

Goodbye to the Moon

Name


Subject-Verb Agreement The subject and verb in a sentence must agree, or work together. A singular subject needs a singular verb. A plural subject needs a plural verb. Use the following rules for verbs that tell about the present time. • If the subject is a singular noun or he, she, or it, add -s or -es to most verbs. The star shines. The girl looks at the star. She smiles. • If the subject is compound, a plural noun, or I, you, we, or they, do not add -s or -es to the verb. The stars shine. Sarah and Renee look at the stars. They smile. • For the verb be, use am and is to agree with singular subjects and are to agree with plural subjects. I am a space traveler. The astronaut is leaving. The scientists are here. The pilots are on the plane. • A collective noun names a group, such as family, team, and class. A collective noun is singular if it refers to a group acting as one: The class is learning about the universe. A collective noun is plural if it refers to of the group acting individually: The class are disagreeing about the size of the Milky Way.

Directions Write Yes if the subject and the verb in the sentence agree. If they do not agree, write No and the correct form of the verb. 1. The science lessons intrigues the students. 2. Space travelers realize the risks of lunar landings. 3. engers sometimes waits in the cramped quarters for hours. 4. Jordan is interested in space travel. 5. Her eyes is red from the smog. Directions Underline the verb in ( ) that agrees with the subject. 6. Their heads (throbs, throb) from the enormous pressure. 7. Derek (are, is) ashamed of his torn jacket. © Pearson Education

8. The stewardess (volunteers, volunteer) to get him a wheelchair. 9. Renee and Eric (marvels, marvel) at the Earth fashions. 10. The landscape (enthrall, enthralls) Sarah.

Home Activity Your child learned about subject-verb agreement. Underline several sentences in a newspaper or magazine article and ask your child to identify the subject and verb in each sentence and tell why they agree.


14627_033-036_FSD 33

Unit 2 Week 4 Day 2

33 2/25/05 5:24:18 PM

Goodbye to the Moon

Name

APPLY TO WRITING

Subject-Verb Agreement Directions Write a complete sentence using the noun as the subject and the correct form of the verb. 1. teacher (explain, explains)

2. planets (rotates, rotate)

3. friends (talk, talks)

4. my cousin and I (is, are)

5. Bobby (write, writes)

6. scientists (knows, know)

7. Kepler and Ann (is, are)


8. space shuttle (soar, soars)

Home Activity Your child learned how to write subjects and verbs that agree. Have your child write three sentences about something that happened at school. Ask him or her to check that the verbs agree with the subjects.

34

Unit 2 Week 4 Day 3

14627_033-036_FSD 34


2/25/05 5:24:22 PM

Goodbye to the Moon

Name


Subject-Verb Agreement Directions Mark the letter of the verb that agrees with the subject in each sentence. 1. Angela ___ the harness around her. A buckles B buckle’s C buckle D buckling

6. The crewmen ____ between flights. A eats B eating C eat’s D eat

2. The moon-dwellers ___ electrostatic filters to remove dirt. A use’ B uses C using D use

7. On one visit, the kids ___ many asteroids. A see B sees C seen D see’s

3. The class ___ reading about space travel. A are B am C is D be


4. My aunt and uncle ___ for their turn. A waits B waiting C wait D wait’s 5. The families ___ long weeks without sunlight. A enduring B endure C endures’ D endures

8. Brett ___down the ramp to the shuttle. A runs B running C run D run’s 9. Earth ___ just ahead. A lie B lies C lie’s D lain 10. Bobby ___ much of his time studying planets. A spend B spend’s C spending D spends

Home Activity Your child prepared for taking tests on subject-verb agreement. Ask your child to choose several of the numbered items on this page and explain to you how he or she decided which verb was correct.


14627_033-036_FSD 35

Unit 2 Week 4 Day 4

35 2/25/05 5:24:23 PM

Goodbye to the Moon

Name

CUMULATIVE REVIEW

Subject-Verb Agreement Directions Underline the verb in ( ) that agrees with the subject. 1. The astronomers at the observatory (study, studies) the stars at night. 2. Dr. Fields (struggle, struggles) with his paperwork. 3. The Waterman family (are, is) going away for six months. 4. Both Lynn and Gene (feels, feel) cold all the time. 5. The hydroponic gardens on the moon (supply, supplies) the residents with oxygen. 6. A layer of dust and rocks (forms, form) on the floors. 7. The magnetrain (speed, speeds) over the Earth’s surface. 8. The spaceships (arrives, arrive) at the destination. 9. The trip to the planets (includes, include) a wonderful view of the sun. 10. Derek and Renee (bring, brings) only two suitcases on the trip. Directions Write a complete sentence using the correct noun as subject and the verb. 11. (airplanes, airplane) flies

12. Ben and Brad (watches, watch)

13. dogs (howls, howl)

14. stars (shine, shines)


15. two pilots (fly, flies)

Home Activity Your child reviewed subject-verb agreement. Say singular and plural subjects, such as the house, the houses, my shoes, my shoe, and have your child use the subjects in sentences with verbs that agree.

36

Unit 2 Week 4 Day 5

14627_033-036_FSD 36


2/25/05 5:24:24 PM

Egypt

Name


Past, Present, and Future Tenses The tense of a verb shows when something happens. Verbs in the present tense show action that happens now. Most present tense singular verbs end with -s. Most present tense plural verbs do not end with -s. Cally keeps her makeup in little jars. They keep the makeup fresh. Verbs in the past tense show action that has already happened. Most verbs in the past tense end in -ed. She brushed on two coats of mascara. Verbs in the future tense show action that will happen. Add will (or shall) to most verbs to show the future tense. Heat will make mascara run. • Some regular verbs change spelling when -ed is added. For verbs ending in e, drop the e and add -ed: loved, hoped. For verbs ending in a consonant and y, change the y to i, and add -ed: cried, married. • For most one-syllable verbs that end in one vowel followed by one consonant, double the consonant and add -ed: hopped, grabbed. • Irregular verbs change spelling to form the past tense: are/were, break/broke, bring/brought, build/built, buy/bought, do/did, find/found, go/went, have/had, is/was, keep/kept, make/made, sit/sat, see/saw, take/took, teach/taught, tell/told, wear/wore, write/wrote. Directions Identify the tense of each underlined verb. Write present, past, or future. 1. Hieroglyphics tell us about ancient Egypt. 2. Archaeologists will search for artifacts. 3. Ramses II is a well-known pharaoh. 4. Pharaohs built huge statues. 5. Egypt was a major world power in 1500 B.C. Directions Write the correct present, past, and future tense of each verb.


Verb

Present

Past .

I

Future

6. find

I

.

I

.

7. sit

She

.

She

.

She

.

8. carry

We

.

We

.

We

.

Home Activity Your child learned about past, present, and future tenses. Have your child write three sentences about Egypt using a present tense verb, a past tense verb, and a future tense verb and identifying each.


14627_037-040_BPrinting 37

Unit 2 Week 5 Day 2

37 11/4/05 4:54:08 PM

Egypt

Name

APPLY TO WRITING

Past, Present, and Future Tenses Directions Complete each sentence. Use a verb in the tense indicated in ( ). 1. (present) Like the Egyptians, we

2. (present) Students will leave for the museum as soon as

3. (future) Before Mike delivers his report on mummies,

4. (past) Thousands of years ago,

5. (future) Before the semester is over,

6. (past) Women in Egypt

7. (present) Head coverings

8. (future) Because Sally wants to get an A in history,


Directions What do you think life in ancient Egypt was for kids your age? Use past tense verbs in your sentences.

Home Activity Your child learned how to use past, present, and future tenses in writing. Have your child write about things he or she did yesterday, does today, and will do tomorrow. Ask your child to explain the verb tense he or she used in each sentence.

38

Unit 2 Week 5 Day 3

14627_037-040_FSD 38


2/25/05 5:24:44 PM

Egypt

Name


Past, Present, and Future Tenses Directions Mark the letter of the verb that correctly completes each sentence. 1. Thousands of years ago, ancient Egyptians

songs about love.

A write

C are writing

B wrote

D will write

2. I like Mr. Parkinson because he

his students after class.

A helps

C will helped’

B was helped

D will helping

3. From now on, Marlie

her history homework after class.

A does

C will do

B doing

D did

4. Last week, Connie

a statue of Nefertiti at the museum gift shop.

A buys

C is buying

B bought

D will buy

Directions Mark the letter of the past tense form of the underlined verb. 5. Upper-class women wear jewelry with gold and precious gems. A weared

C wore

B were wore

D will wear

6. In most homes, bread is a basic food. A am

C were

B are

D was


7. Pharaohs collect food from the farmers as taxes. A will collect

C are collecting

B collected

D will be collecting

8. Women keep their makeup in tiny bowls. A kept

C keeped

B will keep

D were keep

Home Activity Your child prepared for taking tests on past, present, and future tenses. List take, make, build, and are on paper. Have your child write the past and future tenses for each verb.


14627_037-040_FSD 39

Unit 2 Week 5 Day 4

39 2/25/05 5:24:44 PM

Egypt

Name

CUMULATIVE REVIEW

Past, Present, and Future Tenses Directions Identify the tense of each underlined verb. Write present, past, or future. 1. Egypt is in Africa. 2. Pharaohs lived in luxury. 3. The Moore family will visit Egypt. 4. They will find other Egyptian artifacts. 5. Thirty-one dynasties reigned in Egypt. 6. Memphis, Thebes, and Cairo were capitals of Egypt. 7. The Great Pyramid covers thirteen acres. 8. Some blocks in the Great Pyramid weigh fifteen tons. Directions Rewrite each sentence twice. First, change the underlined verb to past tense. Then change it to future tense. 9. Burial chambers tell us about ancient Egypt. Past: Future: 10. Egyptians carry possessions to the chambers. Past: Future: 11. They use a stone coffin called a sarcophagus. Past: Future: 12. Archaeologists find burial chambers in other cultures. © Pearson Education

Past: Future:

Home Activity Your child reviewed past, present, and future tenses. Ask your child to look through a magazine article and find examples of past, present, and future tense verbs.

40

Unit 2 Week 5 Day 5

14627_037-040_FSD 40


2/25/05 5:24:46 PM

Hatchet

Name


Principal Parts of Regular Verbs A verb’s tenses are made from four basic forms. These basic forms are called the verb’s principal parts. Present Present Participle Past Past Participle watch (am, is, are) watching watched (has, have, had) watched carry (am, is, are) carrying carried (has, have, had) carried A regular verb forms its past and past participle by adding -ed or -d to the present form. • The present and the past form can be used by themselves as verbs. • The present participle and the past participle are always used with a helping verb. , when a verb ends with a consonant and y, change the y to i before adding -ed: cried. When a one-syllable verb ends with a vowel and a consonant, double the consonant before adding -ed: hopped. Directions Write present, present participle, past, or past participle to identify the principal part of the underlined verb. 1. The bobcat limped away into the trees. 2. Sparks from the rock are raining down on the cave floor. 3. She places more wood on the fire. 4. The darkness has filled him with fear. 5. He scrapes bark from the tree with his hatchet. 6. The plane slammed into the forest. 7. Mosquitoes are swarming around Brian’s head. Directions Underline the verb in each sentence. Write present, present participle, past, or past participle to identify the principal part used to form the verb. 8. Alex is hiking along the path with his two brothers. 9. His grandfather owned a twin engine plane. © Pearson Education

10. Steve and Mike are wiping the grease from the engine. 11. The snakes have slithered away from the fire. 12. Jane picks the roots from the ground.

Home Activity Your child learned about principal parts of regular verbs. Have your child describe activities in your home using present participle forms of verbs: My sisters are playing outside. Mom is reading the mail.


14627_041-044_BPrinting 41

Unit 3 Week 1 Day 2

41 11/4/05 4:55:03 PM

Hatchet

Name

APPLY TO WRITING

Principal Parts of Regular Verbs Directions Write a sentence using the principal part of the verb as indicated in ( ). 1. learn (present participle with is)

2. listen (past)

3. learn (present)

4. stop (past participle with had)

5. guard (present participle with are)

6. burn (past participle with have)


7. ask (past)

8. grasp (present)

Home Activity Your child learned how to use principal parts of regular verbs in writing. Have your child write four sentences about his or her favorite movie. Each sentence should use a different principal part of the verb watch.

42

Unit 3 Week 1 Day 3

14627_041-044_FSD 42


2/25/05 5:25:04 PM

Hatchet

Name


Principal Parts of Regular Verbs Directions Mark the letter that indicates the correct form of the underlined verb. 1. The forest rangers are advancing through the dense fog. A Present C Past B Present participle D Past participle 2. The stone skipped across the smooth surface of the lake. A Present C Past B Present participle D Past participle 3. Shelly is swatting at the mosquitoes with a tree branch. A Present C Past B Present participle D Past participle 4. Maryann crawls slowly away from the skunk. A Present B Present participle

C Past D Past participle

5. From the plane, Brian had watched the trees grow closer. A Present C Past B Present participle D Past participle 6. The hikers had examined the map before breakfast. A Present C Past B Present participle D Past participle 7. Faye is considering a trip to the Northwest Territories. A Present C Past B Present participle D Past participle


8. Marc leaned against the cold, damp cave wall. A Present C Past B Present participle D Past participle 9. Jake approaches the dark cave. A Present B Present participle


10. Kris scaled the side of the cliff. A Present B Present participle


Home Activity Your child prepared for taking tests on principal parts of regular verbs. Ask your child to write four regular verbs that tell about things he or she can do ( play, kick, skate, dance) and then write the four principal parts for each verb.


14627_041-044_FSD 43

Unit 3 Week 1 Day 4

43 2/25/05 5:25:05 PM

Hatchet

Name

CUMULATIVE REVIEW

Principal Parts of Regular Verbs Directions Write present, present participle, past, or past participle to identify the principal part of the underlined verb. 1. The children are picking wild strawberries. 2. The shelter protects Rosa from the rain. 3. Dan sharpened his hatchet with a file. 4. Carrie had hoped the matches were dry. 5. The sun is moving toward the west. 6. Jenny waves to us from the plane. 7. Brian wondered if he would ever be found. 8. Tara jumped every time she heard a noise. 9. Bobby had covered the radio with a tarp. 10. Jake ripped the paper into shreds. Directions Complete each sentence with the principal part of the given verb as indicated in ( ). 11. Hungry and tired, Will

the root from the ground. (pull/past tense)

12. Chelsea and Ron (change/past participle with had)

the batteries in the flashlight before they set out.

13. Kira

strips of bark and small twigs. (gather/present participle with is)

14. She

the bark from the trees. (peel/present) . (suffer/past participle


15. The rescuers did not know how much Brian with had )

Home Activity Your child reviewed principal parts of regular verbs. Have your child find a sentence in a favorite book that contains a regular verb. Ask your child to rewrite the sentence using another principal part of the verb. Continue with other sentences.

44

Unit 3 Week 1 Day 5

14627_041-044_BPrinting 44


11/4/05 4:55:08 PM

When Marian Sang

Name


Principal Parts of Irregular Verbs Usually you add -ed to a verb to form the past and past participle. Irregular verbs do not follow this rule. Instead of having -ed forms, irregular verbs usually change to other words. Present Tense Benny writes a pop song. Present Participle He is writing a pop song. Past Tense Benny wrote several pop songs. Past Participle He has written pop songs for several years. Present Tense begin bring buy come feel grow keep see take tell write

Present Participle (am, is, are) beginning (am, is, are) bringing (am, is, are) buying (am, is, are) coming (am, is, are) feeling (am, is, are) growing (am, is, are) keeping (am, is, are) seeing (am, is, are) taking (am, is, are) telling (am, is, are) writing

Past Tense began brought bought came felt grew kept saw took told wrote

Past Participle (has, have, had) begun (has, have, had) brought (has, have, had) bought (has, have, had) come (has, have, had) felt (has, have, had) grown (has, have, had) kept (has, have, had) seen (has, have, had) taken (has, have, had) told (has, have, had) written

Directions Write present, present participle, past, or past participle to identify the principal part used to form the underlined verb. 1. Marian began music school at eighteen. 2. Her family had come to Europe for her concert. 3. Joe is beginning his singing career. 4. Jenny keeps a glass of water nearby.


Directions Underline the form of the verb in ( ) that correctly completes each sentence. 5. Dana (feeled, felt) faint after singing in the warm hall. 6. Tom (had written, writed) a letter to his favorite folk singer. 7. Charlie (buyed, bought) a ticket and went to the musical. 8. Cathy (has began, began) her voice lessons. Home Activity Your child learned about principal parts of irregular verbs. Together look through a newspaper or magazine. Have your child find three irregular verbs and identify which principal part of each verb is being used.


14627_045-048_BPrinting 45

Unit 3 Week 2 Day 2

45 11/4/05 4:55:44 PM

When Marian Sang

Name

APPLY TO WRITING

Principal Parts of Irregular Verbs Directions Write a sentence using the principal part of the given verb as indicated in ( ). 1. see (past tense)

2. feel (present participle with is)

3. take (past participle with had)

4. bring (present)

5. become (present participle with are)

6. choose (past participle with had)

7. leave (past)

8. know (present)

9. sing (present participle with is)


10. tell (past)

Home Activity Your child learned how to use principal parts of irregular verbs in writing. Have your child write three sentences about an adventure with a friend using three different irregular verbs in the past tense.

46

Unit 3 Week 2 Day 3

14627_045-048_FSD 46


2/25/05 5:25:24 PM

When Marian Sang

Name


Principal Parts of Irregular Verbs Directions Mark the letter of the verb that correctly completes each sentence. 1. The orchestra A took B taked C taking D has took 2. Prejudice dream. A keeping B is keep C kept D keeped

a break.

Marian from living her 7. Viola New York for Paris. A leaving B leaved C is leaving D is leaved

3. Tessa into a talented young alto. A grown B had grown C growed D growing


4. Mr. Boghetti A gives B had give C gaves D gaved 5. Michael A has sang B singing C sanged D is singing

6. They that the trolley would not stop. A known B knew C is knowed D knowed

8. She about the beauty of the concert hall. A hearing B had heard C heared D is heared

her Italian songs. 9. Sherry A had given B had gave C gived D are give

her concert ticket away.

with the Metropolitan Opera. 10. He his understudy for the role. A choosing B have chosed C chose D choosed

Home Activity Your child prepared for taking tests on principal parts of irregular verbs. Help your child make flash cards for the principal parts of difficult irregular verbs, such as sing, take, bring, and know, by writing the present form on one side and the other forms on the other side. Quiz your child with the cards.


14627_045-048_BPrinting 47

Unit 3 Week 2 Day 4

47 11/4/05 4:55:51 PM

When Marian Sang

Name

CUMULATIVE REVIEW

Principal Parts of Irregular Verbs Directions Write present, present participle, past, or past participle to identify the principal part used to form the underlined verb. 1. Marian felt nervous in front of the audience of 75,000 people. 2. Mrs. Anderson feels proud of her daughter. 3. Esther is beginning a new role. 4. She often sings with her eyes closed. 5. The quartet had chosen an old Civil War song. 6. Marian told about her love of singing. 7. She has taken her pain and turned it into beautiful music. Directions Underline the form of the verb in ( ) that correctly completes each sentence. 8. Mother and Father (are speaking, have spoke) with Mr. Boghetti about Marian’s future. 9. She (had become, had became) a symbol for her people. 10. Fans (writing, wrote) letters protesting the sponsor’s decision. 11. The Russian audience (gave, gived) the opera singer a standing ovation. 12. Kelsey (has keeped, keeps) in touch with her mother in America. 13. People all over the world (heard/is hearing) Marian sing. 14. Marian (had sang/sang) in many different countries.


15. She (knowed/had known) she would sing in Russia.

Home Activity Your child reviewed principal parts of irregular verbs. Have your child listen to a dialogue between two people and write some irregular verbs that are used. Have your child use the list to make a chart and fill in the other principal parts of each verb.

48

Unit 3 Week 2 Day 5

14627_045-048_FSD 48


2/25/05 5:25:26 PM

Learning to Swim

Name


Verbs, Objects, and Subject Complements A direct object follows an action verb and tells who or what receives the action of the verb. Meg gave a signal. (Gave is an action verb. Signal is a direct object.) An indirect object follows an action verb and tells to whom or what the action of the verb is done. Meg gave Luis a signal. (The indirect object Luis tells to whom Meg gave a signal. Note that an indirect object comes before the direct object.) A subject complement follows a linking verb and tells who or what the subject is or is like. Chidi seemed sad. (Seemed is a linking verb and sad is a subject complement that describes Chidi.) Todd is the captain of the team. (Is is a linking verb, and captain is a subject complement telling who Todd is.) • A noun used as a subject complement is a predicate noun. An adjective used as a subject complement is a predicate adjective.

Directions Write the subject complement in each sentence. 1. The waves seemed rough. 2. The flutter kick is a strong kick used with the crawl. 3. The water felt cool in the July sun. 4. Ice cream tastes refreshing on a hot day at the beach. 5. Jill was happy about her progress. Directions Circle direct objects and underline any indirect objects. 6. Ted visited his grandparents’ village. 7. Barb handed Dex a dry towel. 8. Adam prefers soccer to aquatic sports. 9. My mother taught me rules for safe swimming. © Pearson Education

10. Sylvia set a new record for her team. 11. Sandy gave her sisters matching blue swimsuits. 12. Anne practiced the breaststroke.

Home Activity Your child learned about verbs, objects, and subject complements. Have your child tell you what direct objects, indirect objects, and subject complements are and find two examples of each in the newspaper.


14627_049-052_BPrinting 49

Unit 3 Week 3 Day 2

49 11/4/05 4:59:03 PM

Learning to Swim

Name

APPLY TO WRITING

Verbs, Objects, and Subject Complements Directions Add a direct object to complete each sentence. 1. Swimmers practice 2. Aunt Jane took a 3. Dad clapped his 4. I won the

so they can swim the length of the pool. to the ocean. when he saw how far we swam. at school.

5. Gwen waved her

to signal for help.

Directions Add an indirect object to complete each sentence. 6. Uncle Jim taught his 7. Bette gave a 8. Cheryl taught 9. Show your 10. I gave my

the dog paddle. directions to the beach. the backstroke. the changing room. earplugs.


Directions Write three sentences about swimming. Use at least one indirect object, one direct object, and one subject complement in your sentences.

Home Activity Your child learned how to use verbs, objects, and subject complements in writing. Ask your child to write a paragraph about a favorite sport. Have your child use objects and subject complements in his or her writing.

50

Unit 3 Week 3 Day 3

14627_049-052_FSD 50


2/25/05 5:25:44 PM

Learning to Swim

Name


Verbs, Objects, and Subject Complements Directions Mark the letter of the sentence that has a subject complement. 1. A B C D

Mindy’s arms felt sore as she swam to shore. The kids swam all the way to the dock. The girls ran as fast as they could. The dog paddle helps children learn to swim.

2. A B C D

You might not enjoy swimming lessons. Tim grew tired and started to tread water. Breathe when your head is out of the water. In Linda’s first swimming lesson, she floated.

3. A B C D

The peppermint ice cream tasted good. A fisherman drowned in a rip tide. The stranger wore shorts and a T-shirt. Judy practiced swimming lengths of the pool.

4. A B C D

Sunbathers crowded the beach. The mother said encouraging words to her daughter. She forgot her towels. Swimming is a popular sport.

Directions Mark the letter of the direct object of the underlined verb in the sentence. 5. Emma won the contest by swimming faster than anyone else. A won C anyone else B contest D swimming faster 6. David touched the wall and turned to swim back. A turned C pool B back D wall


7. Carly drew diagrams in the sand with a stick. A sand B drew

C diagrams D stick

8. Erik took a test to determine how far he could swim. A determine C how far B test D swim

Home Activity Your child prepared for taking tests on verbs, objects, and subject complements. Read a favorite story with your child. Ask him or her to find direct objects, indirect objects, and subject complements in the story.


14627_049-052_FSD 51

Unit 3 Week 3 Day 4

51 2/25/05 5:25:45 PM

Learning to Swim

Name

CUMULATIVE REVIEW

Verbs, Objects, and Subject Complements Directions Write the subject complement in each sentence. 1. The sea air smelled clean. 2. Larry is a strong swimmer. 3. Max was calm in the strong current. 4. The girls looked sad when they lost the race. 5. Laura became a good swimming teacher. Directions Circle direct objects and underline any indirect objects. 6. Paul bent his knees so he could kick. 7. Mother told me a story about the ocean. 8. The Festival of Stars celebrates a meeting between two characters. 9. Write your wishes on colored paper. 10. The teacher offered Cindy some tips about breathing. 11. She added distance by weaving back and forth in the water. 12. Waves pounded the shore at high tide. 13. Show her the stroke so she can see what to do. 14. Dan won a gold medal in the Olympics. 15. I showed my gym teacher my frog kick. 16. I asked her questions about the Olympic winners. 17. Mira gave me articles from an old newspaper.


18. I have set goals for the future.

Home Activity Your child reviewed verbs, objects, and subject complements. Have your child look through a magazine and find three subject complements and three direct objects.

52

Unit 3 Week 3 Day 5

14627_049-052_FSD 52


2/25/05 5:25:46 PM

Juan Verdades

Name


Troublesome Verbs Some pairs of verbs are troublesome verbs because they look alike or have similar meanings. Verb sit set lie lay rise raise let leave lend borrow teach learn

Meaning sit down put or place rest or recline put or place get or move up lift something up allow or permit go away give to someone get from someone show how find out

Present sit set lie lay rise raise let leave lend borrow teach learn

Past sat set lay laid rose raised let left lent borrowed taught learned

Past Participle (has, have, had) sat (has, have, had) set (has, have, had) lain (has, have, had) laid (has, have, had) risen (has, have, had) raised (has, have, had) let (has, have, had) left (has, have, had) lent (has, have, had) borrowed (has, have, had) taught (has, have, had) learned

Directions Underline the correct verb in each sentence. 1. She had (raised, risen) the window in the kitchen. 2. Don Arturo has (laid, lain) awake many nights. 3. Araceli (taught, learned) her friend Juan a good lesson. 4. (Sit, Set) the silverware on the table. 5. The wealthy rancheros have (sat, set) in the village plaza. Directions Complete each sentence with the correct verb from the list above. me some money until next Tuesday?

6. Will you


7. Yesterday, Juan

his house and went to the fields.

8. The men in the village

from their chairs when it was time to go home.

9. Yesterday, Ms. Cortez

us the Spanish word for apple.

10.

me go out to the orchard to pick fruit from the trees.

Home Activity Your child learned about troublesome verbs. Have your child choose pairs of verbs from the list on this page, use them correctly in sentences, and explain how he or she knew which verb to use.


14627_053-056_BPrinting 53

Unit 3 Week 4 Day 2

53 11/4/05 5:00:00 PM

Juan Verdades

Name

APPLY TO WRITING

Troublesome Verbs Directions Choose the verb in ( ) that correctly completes each sentence. Write the verb. 1. The ranchers

the foremen run the ranches. (leave, let)

2. Yesterday, the wealthy landowners down. (laid, lay) 3. Raul

colorful blankets on the ground and sat

him about honesty. (learned, taught)

4. Don Ignacio

his finger and shook it at his friend. (raised, rose)

5. When Araceli marries Juan, she will wear a veil that she (borrowed, lent) 6. The workers have 7. Señora Arturo 8. When floodwaters (raise, rise)

from her cousin.

their baskets down. (set, sit) down for a nap in the afternoon. (lies, lays) , the family piles sandbags outside the house.


Directions Write a paragraph describing a family dinner. Begin with preparing the table. Use as many principal parts of set, sit, lie, lay, leave, let, rise, and raise as you can.

Home Activity Your child learned how to use troublesome verbs in writing. Have your child select pairs of troublesome verbs and demonstrate how to use the verbs correctly by writing two sentences with one of the verbs in each sentence.

54

Unit 3 Week 4 Day 3

14627_053-056_BPrinting 54


11/4/05 5:00:06 PM

Juan Verdades

Name


Troublesome Verbs Directions Mark the letter of the verb that correctly completes each sentence. 1. The girls A sat B set

a ladder against the tree so they could pick apples. C have sat D setted

2. When the sun came out, the workers A will lie B lied 3. Araceli A teached B learns 4. The rancher A let B left

their coats on the ground. C laid D lain

her father a lesson about truthfulness. C learned D taught quietly so Juan could think about his response. C leaved D have let


Directions Mark the letter of the sentence that has the correct verb. 5. A B C D

Maria sits in a rocking chair on the porch of the hacienda. Juan sat the basket of apples in the house. Araceli’s father lays down to rest. Don Arturo left his friend talk him into making a bet.

6. A B C D

When the sun raises overhead, it is time for lunch. Carmen lies her books on the chair. Leanna lays her backpack on the bench. Marguerite borrowed her white shoes to Araceli.

7. A B C D

Folk stories often lie down a lesson. The sun rises in the east. The rancher lies his keys on his desk. Juan lent a ladder from the shed.

8. A B C D

Don Arturo learned an important lesson about trust. Juan learned his boss an important lesson. When the sun sat in the west, the workers went home. Please leave me go to the wedding.

Home Activity Your child prepared for taking tests on troublesome verbs. Ask your child to look through a newspaper article and find three sentences in which troublesome verbs are used correctly.


14627_053-056_FSD 55

Unit 3 Week 4 Day 4

55 2/25/05 5:26:04 PM

Juan Verdades

Name

CUMULATIVE REVIEW

Troublesome Verbs Directions Write the letter of the definition of the underlined verb. 1. Juan left the orchard.

A gave

2. Set the basket on the ground.

B lifted up

3. He raised his arms and stretched.

C was seated

4. She lent a dress to her cousin.

D went away from

5. Teresa sat on the lawn.

E place or put

Directions Write the form of the underlined verb indicated in ( ). 6. Juan and Araceli sit together at the table and drank coffee. (past) 7. The men had rise to their feet and saluted the flag. (past participle) 8. The girls lie in lawn chairs near the orchard. (present) 9. Don Ignatio let Juan have the ranch because he told the truth. (past) 10. The gardener has set out tulip bulbs. (past participle)

Directions Underline the correct verb in each sentence. 11. He had (laid, lain) the tools on the sidewalk. 12. Señora Arturo (borrowed, lent) a needle and thread from her hostess. 13. Don’t (lend, borrow) your valuable belongings to anyone.

15. The workers (taught, learned) how to speak English.


14. Juan (taught, learned) his children an important lesson.

Home Activity Your child reviewed troublesome verbs. Have your child write several sentences about what he or she does in the morning using at least three troublesome verbs.

56

Unit 3 Week 4 Day 5

14627_053-056_FSD 56


2/25/05 5:26:05 PM

Elizabeth Blackwell

Name


Prepositions A preposition shows a relationship between a noun or pronoun and another word in the sentence, such as a verb, adjective, or other noun. A prepositional phrase begins with a preposition and usually ends with a noun or pronoun. The noun or pronoun is called the object of the preposition. Luke lived above the pharmacy.

Preposition

Prepositional Phrase

Object of the Preposition

Here are some prepositions: about, above, across, after, against, along, among, around, as, at, before, behind, below, beneath, beside, between, beyond, by, down, during, except, for, from, in, inside, into, near, of, off, on, onto, out, outside, over, past, since, through, throughout, to, toward, under, underneath, until, up, upon, with, within, without. • Like an adjective, a prepositional phrase can modify a noun or pronoun. She wrote to her brother at medical school. • Like an adverb, a prepositional phrase can modify a verb. An angry crowd gathered outside the clinic.

Directions Circle the preposition and underline the object of the preposition in each prepositional phrase. 1. She could barely see her patient in the dim light. 2. Stephanie had questions about the anatomy lesson. 3. The infection formed inside the baby’s eyes. 4. Sadly, one of the patients died. 5. The angry mob rushed toward the lady doctor’s home. Directions Underline the prepositional phrase in each sentence. Write Adjective if the prepositional phrase acts as an adjective. Write Adverb if it acts as an adverb.


6. Brandon and Tracey studied outside the medical building. 7. Zak sat beneath the shady tree. 8. Elizabeth Blackwell paved a road for other women. 9. Dr. Blot is a graduate of St. Bartholomew’s Medical College. Home Activity Your child learned about prepositions. Have your child scan a paragraph from a newspaper article and underline each preposition and circle each object of the preposition.


14627_057-060_FSD 57

Unit 3 Week 5 Day 2

57 2/25/05 5:26:19 PM

Elizabeth Blackwell

Name

APPLY TO WRITING

Prepositions Directions Add a prepositional phrase to each sentence. Write the new sentence. 1. The injured man hobbled.

2. His sister waved.

3. The ambulance raced.

4. April studied medicine.

5. I spoke to Dr. Lynn.

6. The hospital director is away.

7. Alex had never gone.

8. My friend and I hurried.

9. Can you help me walk?


10. The mother cried.

Home Activity Your child learned how to use prepositions in writing. Have your child write sentences describing the locations of objects in the room using at least one prepositional phrase in each sentence.

58

Unit 3 Week 5 Day 3

14627_057-060_FSD 58


2/25/05 5:26:23 PM

Elizabeth Blackwell

Name


Prepositions Directions Mark the letter of the prepositions in each sentence. 1. The clinic is located down the street and around the corner. A down, and C down, around B located, around D street, corner 2. Jeff stayed in the hospital for three days. A in, for B the, three

C in, three D hospital, days

3. By the morning, she could not see across the room. A morning, room C not, across B By, across D by, the 4. Dr. Blot removed the film from the pupil of her eye. A the, her C pupil, eye B film, pupil D from, of Directions Mark the letter of the objects of the prepositions in each sentence. 5. He placed the scalpel on the tray beside the forceps. A placed, beside B scalpel, tray, forceps C tray, forceps D on, beside 6. After her experience at St. Bartholomew’s, Elizabeth returned home. A After, at B experience, St. Bartholomew’s C St. Bartholomew’s, Elizabeth D experience, Elizabeth


7. She carefully walked up the stairs with the sick child. A stairs, child B she, stairs C up, sick D up, with 8. Immigrants within the neighborhood were shocked by her recommendations. A Immigrants, recommendations B in, by C Immigrants, neighborhood D neighborhood, recommendations Home Activity Your child prepared for taking tests on prepositions. Read aloud sentences from a favorite book. Pause after each sentence and ask your child to identify any prepositional phrases in the sentence.


14627_057-060_BPrinting 59

Unit 3 Week 5 Day 4

59 11/4/05 5:00:39 PM

Elizabeth Blackwell

Name

CUMULATIVE REVIEW

Prepositions Directions Circle the preposition and underline the object of the preposition in each prepositional phrase. 1. Dr. Miller drew the medicine into the syringe. 2. She stood over the crib and examined the baby. 3. The nurse on the tenth floor caught the baby’s disease. 4. Dr. Phillips took a nap between surgeries. 5. She took a deep breath and stepped inside the operating room. 6. Dr. Blackwell saved my son from cholera. 7. Mr. Freeman was scheduled for surgery after the first of the year. 8. An alarm sounded at the nurse’s station on the seventh floor. Directions Underline the prepositional phrase in each sentence. Write Adjective if the prepositional phrase acts as an adjective. Write Adverb if it acts as an adverb. 9. All the doctors in the room were assisting Dr. Blackwell. 10. The nurse always worries when the temperature drops below zero. 11. Our sixth-grade class took a field trip to the medical center. 12. They built a new hospital for disabled veterans. Directions Add a prepositional phrase to each sentence. Write the new sentence. 13. We saw the doctor walk.

14. I followed my teacher.


15. Can you run?

Home Activity Your child reviewed prepositions. Have your child create a way to prepositions. The plane flies through the cloud, around the cloud, near the cloud, below the cloud, into the cloud, under the cloud, etc.

60

Unit 3 Week 5 Day 5

14627_057-060_FSD 60


2/25/05 5:26:25 PM

Into the Ice

Name


Subject and Object Pronouns A personal pronoun used as the subject of a sentence is called a subject pronoun. She planned an archaeological dig. He and I heard the details. A personal pronoun used as a direct object, indirect object, or object of a preposition is called an object pronoun. The sea captain took us for a ride. He told him and me stories. • Subject pronouns are I, you, he, she, it, we, and they. • Object pronouns are me, you, him, her, it, us, and them. • to use the correct pronoun form with a compound subject or object pronoun. • Subject pronouns replace the nouns they represent. Do not use a subject pronoun with the noun it represents. No: Carrie she studied oceanography. Yes: Carrie studied oceanography.

Directions Circle the pronoun in ( ) that completes each sentence correctly. 1. (I, Me) am fascinated by maritime exploration. 2. (Them, They) believed the sea captain was a good navigator. 3. Robert and (he, him) read about the first people to reach the North Pole. 4. (We, Us) studied relics and artifacts. 5. Bill and (me, I) studied the habitat of the penguin. 6. David and (she, her) have always wanted to visit Alaska. 7. Mr. Douglas taught me and (her, she) about Arctic explorers. 8. The class put the fossils back in the case after students studied (they, them). 9. Teddy Roosevelt ed iral Peary and often wrote to (he, him). 10. She took (us, we) on a field trip. © Pearson Education

11. I helped Sara and (they, them) with the science project. 12. My sister told you and (me, I) stories about her visit to Alaska.

Home Activity Your child learned about subject and object pronouns. Have your child show you subject and object pronouns in something he or she has written.


14627_061-064_FSD 61

Unit 4 Week 1 Day 2

61 2/25/05 5:26:40 PM

Into the Ice

Name

APPLY TO WRITING

Subject and Object Pronouns Directions Write the pronoun in ( ) that completes each sentence correctly. 1. My friends and (I, me) dream about adventures. 2. A trip to the desert seems exciting to Sheila and (he, him). 3. You and (she, her) should hike in the Rocky Mountains. 4. I told Jorge and (they, them) about the whitewater raft trip. 5. A bike trip would be perfect for my parents and (I, me). 6. Leon asked Jill and (she, her) if they had been to Mexico. 7. Bob and (he, him) followed the guide up the trail. 8. Paula and (they, them) took the boat to the islands.


Directions Write a paragraph about an exploration, adventure, or discovery you would like to try with a friend. Be sure to use compound subject and object pronouns correctly.

Home Activity Your child learned how to use subject and object pronouns in writing. Ask your child to write about somewhere he or she went with friends. Ask your child to use at least one subject pronoun and one object pronoun.

62

Unit 4 Week 1 Day 3

14627_061-064_FSD 62


2/25/05 5:26:45 PM

Into the Ice

Name


Subject and Object Pronouns Directions Mark the letter of the pronoun that correctly replaces the underlined word or words in each sentence. 1. iral Peary and Dr. Cook wanted to reach the North Pole first. A They B Us C Them D We

6. Mother asked Pat and me to turn the volume down. A us B we C they D she

2. The Inuit called Marie Peary a blond snowbaby. A you B she C her D it

7. Robert Peary was brave. Robert Peary was also arrogant. A Him B He C Her D Them

3. The sledges could glide over the ice pack. A him B it C they D them 4. iral Peary thanked the Inuit for their help. A it B they C them D us

9. The dogs were among the best dogs the Inuit had. A Us B They C Him D Her 10. The explorers longed to reach the Pole. A They B Us C Her D Them


5. A woman loaded furs, and then the woman prepared dinner. A him B them C her D she

8. Dr. Cook did not think Peary would get there before Dr. Cook. A she B they C he D him

Home Activity Your child prepared for taking tests on subject and object pronouns. With your child, read a magazine article. Have your child circle subject pronouns and underline object pronouns on one page in the article.


14627_061-064_FSD 63

Unit 4 Week 1 Day 4

63 2/25/05 5:26:46 PM

Into the Ice

Name

CUMULATIVE REVIEW

Subject and Object Pronouns Directions Circle the pronoun in each sentence. Write SP if it is a subject pronoun and OP if it is an object pronoun. 1. We felt bad that iral Peary’s claims were disputed. 2. The snow skis were bought for Ronny and me. 3. Josephine Peary told them about the Arctic. 4. He and the men hoped to reach the North Pole first. 5. At last they spotted a ship on the horizon. Directions Circle the pronoun in ( ) that completes each sentence correctly. 6. Anna and (he, him) needed to do more research on iral Peary. 7. (They, Them) listed the obstacles an Arctic explorer might encounter. 8. (She, Her) was one of the few women who went on expeditions. 9. (We, Us) believe iral Peary was a great explorer. 10. Charles and (I, me) looked for a biography of Dr. Frederick A. Cook. 11. Peary quarreled with Cook and refused to allow (he, him) to publish a paper. 12. The curator gave Michael and (she, her) records on Peary’s travels. 13. The com pointed (he, him) in the right direction. 14. The tour was taken by Mr. Blades and (we, us).


15. My teacher gave Stacey and (I, me) an A on our Arctic Circle report.

Home Activity Your child reviewed subject and object pronouns. Ask your child to use subject and object pronouns in a letter he or she writes to a friend or family member.

64

Unit 4 Week 1 Day 5

14627_061-064_FSD 64


2/25/05 5:26:47 PM

The Chimpanzees I Love

Name


Pronouns and Antecedents A pronoun takes the place of a noun or nouns. An antecedent, or referent, is the noun or nouns to which the pronoun refers. A pronoun and its antecedent must agree in number and gender. Before you use a pronoun, ask yourself whether the antecedent is singular or plural. If the antecedent is singular, decide whether it is masculine, feminine, or neuter. Then choose a pronoun that agrees. In the following sentences, the antecedents are underlined once; the pronouns are underlined twice. Jay and I walked to the zoo, and we saw the new exhibit. Jay called Carla to pick him up from the zoo.

Directions Circle the pronoun that refers to the underlined antecedent. 1. Infant chimps are cute and cuddly, but eventually (they, it) become more difficult. 2. Faustino’s mother tried to comfort (him, them). 3. (We, They) humans must learn to respect the animal kingdom. 4. The African forest is perfect for chimps because (they, it) is full of life. 5. The chimp was caught in a snare, but (he, you) was able to break free. 6. I convinced Tim that (it, he) should come to the zoo with me. 7. Jane Goodall worked at the Gombe Stream Research Center, where (she, they) studied chimps. 8. Chimps sometimes make a tool and use (them, it). Directions Write the pronoun that completes each sentence. Underline the antecedent to which the pronoun refers. you

they

9. Hunters kill the animals so

him

us

can sell the meat in the big town.

10. The “bush-meat trade” will be hard to stop because operation. © Pearson Education

it

11. Dr. John wanted JoJo to walk to 12. Alexander and I sat next to Fax, and she played with

is a big money-making . .

Home Activity Your child learned about pronouns and antecedents. Have your child find examples of singular or plural antecedents in a favorite book.


14627_065-068_FSD 65

Unit 4 Week 2 Day 2

65 2/25/05 5:29:53 PM


Name

APPLY TO WRITING

Pronouns and Antecedents Directions Read each sentence. Write another sentence with a pronoun that refers to the underlined noun(s). 1. Africa is a lush and fertile continent.

2. Jane Goodall visited chimps in a zoo.

3. Buku is a large male gorilla.

4. J.J. and I are going to the circus.

5. Helen and Andrew fed the chimp with a baby’s bottle.

6. I wrote a story about Jane Goodall.

7. Phil and I ed an organization to help protect the chimps.


8. Mr. Blackwell is a scientist who studies monkeys.

Home Activity Your child learned how to correctly use pronouns and antecedents in writing. Have your child write a letter to a relative using pronouns and antecedents correctly.

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Name


Pronouns and Antecedents Directions Mark the letter of the pronoun that agrees with the antecedent to complete each sentence. tickets.

1. My friends wanted to see the chimps at the zoo, so I bought A you C her B him D them 2. Kiki is a female chimp, and A her B she

weighs eighty-three pounds. C we D it

3. Gorillas and bonobos are African apes, and A they B he

are disappearing very fast. C it D you

4. You should never tease an animal, even when A it B you

are just playing. C us D them

5. We knew that the animal shelter was nearby, but we had trouble finding A you C them B her D it

.

6. My brother and I ran from Fanni as she chased . A he C I B us D she 7. Some people used to dress chimps and teach A her B them

tricks. C us D it

8. My sister loves stuffed animals, so I bought A they B it

one as a gift. C he D her


9. I told Mom that chimps can learn sign language, but she did not believe A me C they B she D we 10. Washoe’s son wanted to play with Rory and me, but A her C we B them D him

.

did not trust him.

Home Activity Your child prepared for taking tests on pronouns and antecedents. Write a person’s name, a noun, and a compound noun such as Mom and Sam on paper. Have your child write one sentence using the correct pronoun to refer to each antecedent you wrote.


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Name

CUMULATIVE REVIEW

Pronouns and Antecedents Directions Circle the pronoun in each sentence and underline its antecedent. 1. Mrs. Taylor teaches about chimps because they are an endangered species. 2. Kent and James want to visit Africa so they can see chimps in a natural habitat. 3. The forest ranger just started working at the park, but he knows about the plants and animals. 4. Mike is driving to the wildlife shelter, and Carrie is following him. 5. Mrs. Taylor brought photos of Kenya and showed them during the presentation. 6. Scientists have tried to teach sign language to chimps, but Kaatu could not learn it. 7. One chimp tried to use a computer, but she failed. 8. Charlotte and Terry were hiding, but Tiki found them. 9. Emily was hoping Pete would go with her to the lecture. 10. Jesse and Owen’s parents sat with them at the lecture. Directions Write the pronoun that agrees with the antecedent. Underline the antecedent to which the pronoun refers. me

she

he

we

answered questions.

11. Jane Goodall gave a lecture; then 12. As Jon listened attentively,

took notes.

13. Laurel and Mike arrived later, so 14. I wanted Dr. Goodall to call on

sat in the back of the hall. .

students were responsible for refreshments.


15.

they

Home Activity Your child reviewed pronouns and antecedents. Have your child find correct pronoun and antecedent usage in an ad or a catalog.

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Unit 4 Week 2 Day 5

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2/25/05 5:29:59 PM

Black Frontiers

Name


Possessive Pronouns Pronouns that show ownership are called possessive pronouns. A possessive pronoun and its antecedent must agree in number and gender. Before you use a possessive pronoun, ask yourself whether the antecedent is singular or plural. If the antecedent is singular, decide whether it is masculine, feminine, or neuter. Then choose a pronoun that agrees. Possessive Pronouns My/mine, your/yours, his, her/hers, its, our/ours, their/theirs • My, your, her, our, and their are always used with nouns. I did my report on the Exodusters. • Mine, yours, hers, ours, and theirs stand alone. Which science project is yours? • His and its can be used with nouns or can stand alone. His report discussed life on the frontier. The report on frontier life was his. • Do not use an apostrophe with a possessive pronoun.

Directions Underline the possessive pronoun in each sentence. 1. My history book tells the story of the Buffalo Soldiers. 2. Some black settlers moved to Nebraska and started their new lives. 3. Our country has a rich cultural heritage. 4. Does your family come from Louisiana? 5. Former slaves knew that as sharecroppers, freedom would never be theirs. 6. As an American, the right to life, liberty, and the pursuit of happiness is mine. 7. The pioneer woman gathered buffalo chips for her cooking fire. Directions Circle the pronoun in ( ) that completes each sentence. 8. John Lewis Solomon knew (their, his) rights.


9. The dog stayed in (our, its) warm bed on the floor. 10. For early black homesteaders, loneliness was part of (their, theirs) lives. 11. The woman worked to build (hers, her) home with mud walls.

Home Activity Your child learned about possessive pronouns. Make up or read a sentence with a possessive pronoun. Ask your child to identify the possessive pronoun.


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Unit 4 Week 3 Day 2

69 11/4/05 5:01:24 PM

Black Frontiers

Name

APPLY TO WRITING

Possessive Pronouns his

her

its

your

their

Directions Rewrite each sentence, replacing the underlined noun or noun phrase with a possessive pronoun from the box. 1. After the Civil War, former slaves stayed in the South hoping the former slaves’ circumstances would change.

2. A sharecropper found that the sharecropper’s debts were never paid off.

3. A farm woman made soap and shampoo out of plants for the woman’s family.

4. A goat warmed a goat’s hooves on the roof of the house.


Directions Write sentences about African American history. Include a possessive pronoun in each sentence. Underline the possessive pronoun.

Home Activity Your child learned how to use possessive pronouns in writing. Ask your child to write several sentences about what it would have been like to live in the United States shortly after the Civil War. Ask your child to use at least three possessive pronouns and to point them out.

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Unit 4 Week 3 Day 3

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2/25/05 5:30:20 PM

Black Frontiers

Name


Possessive Pronouns Directions Circle the letter of the possessive pronoun in the sentence. 1. He studied the tactics of the Tenth Cavalry in his history book. A he C book B tenth D his 2. Black soldiers had been farmers, blacksmiths, cooks, and carpenters in their towns before they enlisted in the cavalry. A black C their B they D towns 3. Each black community celebrated Emancipation Day as its own special holiday. A each C own B its D day 4. Our class ires the former slaves who started new lives after the Civil War. A them C former B Our D who 5. A pioneer woman brewed tea from wild grasses on her farm. A a C she B pioneer D her 6. His great-grandparents were among the pioneers who persevered under harsh conditions. A His C pioneers B who D harsh 7. You can learn about the strength of African Americans’ spirit as you study their history. A You C the B African Americans’ D their 8. Following the Civil War, every American could exclaim, “Freedom is mine.” A every C the B American D mine


9. John Solomon could pay for his own transportation on the boat. A his C John Solomon B the D boat 10. Nicodemus and Dunlap were two of the communities of African Americans in our country. A our C of D Nicodemus and Dunlap B two

Home Activity Your child prepared for taking tests on possessive pronouns. With your child, read a short article in the newspaper. Have your child circle any possessive pronouns he or she finds in the article.


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Unit 4 Week 3 Day 4

71 11/4/05 5:01:30 PM

Black Frontiers

Name

CUMULATIVE REVIEW

Possessive Pronouns Directions Underline the possessive pronoun in each sentence. 1. Our class is studying the plight of slaves after the Civil War. 2. Slaves read about Israelites who were delivered out of their bondage. 3. Nicodemus marked its legacy by becoming a National Historic Landmark. 4. Can you the date of Emancipation Day from your study of history? 5. Exodusters were named for their exodus, or departure, from the South. 6. The Army paid every black man in the cavalry thirteen dollars a month for his service. 7. Anne claimed that the idea to make soap from the yucca plant was hers. 8. We should respect our civil rights and be willing to fight for them. 9. Mr. Singleton hoped two hundred families would settle on his Cherokee reservation. 10. That book about African Americans is mine. Directions Replace the underlined word or words with a possessive pronoun. Write the possessive pronoun. 11. African American athletes owe a great deal of African American athletes’ success to athletes such as Satchel Paige. 12. A pioneer woman worked hard making a home for a pioneer woman’s family.

13. The Exodusters left the Exodusters’ homes in the South. 14. The small animal made the small animal’s bed inside the home in cold weather.


15. Christine was happy that the story her teacher read aloud was Christine’s.

Home Activity Your child reviewed possessive pronouns. Ask your child to look at a story in a magazine or newspaper and provide the correct possessive pronouns for at least three proper nouns.

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Unit 4 Week 3 Day 5

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2/25/05 5:30:22 PM

Space Cadets

Name


Indefinite and Reflexive Pronouns Indefinite pronouns may not refer to specific words. They do not always have definite antecedents: Someone needs to press her uniform. Some common indefinite pronouns are listed below: Singular Indefinite Pronouns Plural Indefinite Pronouns someone, somebody, anyone, few, several, both, others, many, anybody, everyone, everybody, all, some something, no one, either, each • Use singular verb forms with singular indefinite pronouns and plural verb forms with plural indefinite pronouns: Everyone wants to fly a spaceship. Few do it well. Reflexive pronouns reflect the action of the verb back upon the subject. Reflexive pronouns end in -self or -selves: The cadet wanted to see the planet himself. Singular Reflexive Pronouns Plural Reflexive Pronouns himself, herself, myself ourselves, yourselves, themselves itself, yourself • There are no such words as hisself, theirself, theirselves, or ourself.

Directions Underline the correct indefinite pronoun in ( ) to complete each sentence. 1. Does (few, anyone) see the horizon? 2. (Several, Everyone) believe that the planet is habitable. 3. (Many, No one) have volunteered to travel to the M-class planet. 4. If (others, somebody) pilots the spaceship, Tom will go along. Directions Write the correct reflexive pronoun to complete each sentence. yourselves

myself

5. We may have to defend © Pearson Education

6. I

himself

ourselves

against the alien life forms. will represent Earth Command.

7. You cannot allow 8. Tom blamed

to be captured by the aliens. for putting the crew in danger.

Home Activity Your child learned about indefinite and reflexive pronouns. Ask your child to circle three indefinite pronouns in a newspaper article and identify whether each is singular or plural.


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Unit 4 Week 4 Day 2

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Space Cadets

Name

APPLY TO WRITING

Indefinite and Reflexive Pronouns Directions Write a sentence using the indefinite pronoun and the correct verb in ( ). 1. everyone (listen, listens)

2. several (learns, learn)

3. no one (understands, understand)

4. both (walk, walks)

5. somebody (is, are)

6. everything (fall, falls)

Directions Write a sentence using the reflexive pronoun. 7. myself


8. themselves

Home Activity Your child learned how to use indefinite and reflexive pronouns in writing. Have your child write a note to his or her teacher using two indefinite or two reflexive pronouns and tell you which is which.

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Space Cadets

Name


Indefinite and Reflexive Pronouns Directions Mark the letter of the pronoun(s) that complete each sentence. 1. Roger tried to fly the spaceship A hisself B himself C yourself D ourselves 2.

.

A B C D

is falling apart on our spaceship. Others Myself Everything Many

A B C D

have failed the training program. Many Somebody No one Yourself

3.

4. The officers regard A anything B yourselves C herself D themselves

enlist in the space cadet program to see the universe. A Ourselves B Both C Everyone D Somebody

7. The crew is lost because to set the coordinates. A nobody B many C themselves D both

knows how

8. If volunteers for the spacewalk, will be rewarded. A everyone, they B anyone, he or she C anyone, they D ourselves, we 9.

how to pilot a space cruiser.

10.

may have to prepare combat. A Many, they B Ourselves, he C Several, himself D You, yourselves want to do it captain’s help. A We, themselves B He, himself C We, ourselves D We, yourself

for

without the


5. Claire taught A yourself B herself C hisself D herselves

as professional pilots.

6.

Home Activity Your child prepared for taking tests on indefinite and reflexive pronouns. Ask your child to use the reflexive pronouns myself, yourself and himself in sentences and explain to whom they refer back the action of the verb.


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Unit 4 Week 4 Day 4

75 2/25/05 5:30:40 PM

Space Cadets

Name

CUMULATIVE REVIEW

Indefinite and Reflexive Pronouns Directions Underline the correct word in ( ) to complete each sentence. 1. Everyone (thinks, think) the captain is strange because he talks to himself. 2. Many of the space pilots (practices, practice) on the flight simulator. 3. Everybody (studies, study) the Space Cadet Training Guide. 4. The captain assures us that nothing (are, is) going to stop our journey. 5. Both of the boys (stumbles, stumble) onto the bridge. 6. (Several, One) of them have gone back to Earth for training. 7. The alarm is sounding because (many, something) is wrong! 8. (Both, Anyone) of the officers train to become Star Generals. 9. The aliens approach the landing party, but (few, nobody) panics. 10. (Everyone, Both) shows (their, his) best manners. Directions Write the correct reflexive pronoun from the box to complete each sentence. yourself

myself

herself

themselves

11. The First Officers designed the training program

.

12. I am not interested in space travel 13. We introduced 14. Do not leave

. to Og and Mog. open to an attack by the hostile aliens. .


15. Molly prepares the officers’ lunch

ourselves

Home Activity Your child reviewed indefinite and reflexive pronouns. Have your child make up a slogan for a favorite product using one indefinite pronoun or one reflexive pronoun.

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Unit 4 Week 4 Day 5

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2/25/05 5:30:41 PM

Inventing the Future

Name


Using Who and Whom The pronoun who is used as a subject. Who planted the garden? (Who is the subject of the sentence.) My sister is the only one who likes roses. (Who is the subject of the clause who likes roses.) The pronoun whom is used as the object of a preposition, such as to, for, and from, and as a direct object. Most often, whom will be a direct object in questions. To whom did you send the flowers? (Whom is the object of the preposition to.) This is a man whom I ire. (Whom is the direct object of the verb ire in the clause whom I ire.) Whom did you invite? (Whom is a direct object.) You can check if whom should be used as a direct object. Change the word order so that the subject comes first. (Whom did you invite? You did invite whom?)

Directions Circle the pronoun in ( ) that correctly completes each sentence. 1. These are the inventors (who, whom) you should acknowledge. 2. Mr. Edison, (who, whom) was a fond father, nicknamed his children Dot and Dash. 3. Edison was the inventor (who, whom) wealthy investors ed. 4. The lab assistants were the ones (who, whom) built Edison’s prototypes. 5. Edison worked with the assistants (who, whom) were best suited for the positions. 6. He is one of the people (who, whom) history honors as a brilliant inventor and scientist. 7. Give the data to the woman (who, whom) calls for it. 8. People (who, whom) own CD players can thank Edison for his inventions. Directions Write who or whom to complete each sentence correctly. 9. Batchelor and Kruesi were two assistants to

Edison entrusted his work.


10. Edison believed negative results were valuable to a scientist 11. 12. To

wanted to learn.

stole Edison’s heart and married him? shall we award the patent for this clever invention?

Home Activity Your child learned ing who and whom. Have your child look through a magazine, point out the pronouns who and whom, and explain why each pronoun is used.


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Unit 4 Week 5 Day 2

77 2/25/05 5:31:25 PM


Name

APPLY TO WRITING

Using Who and Whom Directions Choose who or whom to correctly complete each sentence. Then write this sentence and answer or explain it with another sentence or two. 1. A person who/whom I ire is

.

2. To who/whom do I go for advice?

3. A person who/whom works hard is

.

4. Who/Whom is a person from history I’d like to meet?

Directions Write two sentences about inventions you use every day. Use who or whom in each sentence.


5.

6.

Home Activity Your child learned how to use who and whom in writing. Ask your child to tell about the device in your home that he or she thinks is the most important invention. Ask your child to use who and whom at least once.

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Unit 4 Week 5 Day 3

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2/25/05 5:31:30 PM


Name


Using Who and Whom Directions Mark the letter of the pronoun that correctly completes the sentence. 1. Edison sold patents to those exclusive manufacturing rights. A whom B which C what D who

wanted

2. In 1876, Edison moved with his wife, married in 1871, to New York City. A whom B who C that D which

6.

he

should I thank for inventing the electric light bulb? A Who B Whom C Whose D Why

7. Edison sold the electric pen to mapmakers saw value in the device. A whose B what C whom D who

3. The investors knew they would blame for the failure of the business. A him B them C whom D who

8. To did Edison sell his Newark-based business? A whom B who C them D that

4.

9. Edison was a man A whom B which C who D what

A B C D

thought up the idea for the telephone? Whose Which Who Whom I

10. To do we give credit for the invention of the incandescent bulb? A who B what C that D whom


5. Alexander Graham Bell is the inventor ire the most. A whom B who C whose D which

loved catnaps.

Home Activity Your child prepared for taking tests on using who and whom. Have your child write a paragraph about inventions. Ask him or her to use the pronouns who and whom at least once.


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Unit 4 Week 5 Day 4

79 2/25/05 5:31:31 PM


Name

CUMULATIVE REVIEW

Using Who and Whom Directions Circle the pronoun in ( ) that correctly completes each sentence. 1. Edison bragged about his “mockers” (who, whom) turned out inventions. 2. To (who, whom) did Edison give blueprints? 3. (Who, Whom) was known as the “Wizard of Menlo Park”? 4. Batchelor was the assistant (who, whom) posed in a photo taken with electric light. 5. (Who, Whom) did Scientific American interview about the phonograph? Directions Write who or whom to complete each sentence correctly. 6. The inventor

improved the telephone also invented the phonograph.

7. Edison thought of

he could trust.

8. The scientist to 9.

Bill was assigned was a brilliant statistician. is responsible for inventing the television?

10.

was present when the telephone transmitted Edison’s faint voice?

11. The neighbor

lives down the street is an inventor.

12. Edison spoke to Batchelor, with 13. I work with scientists, for 14. Edison met a 16-year-old girl named Mary Stilwell 15. At 23, Edison was a promising scientist

he had worked for many years. I have great respect. worked as a clerk. had a reputation as an


electrical inventor.

Home Activity Your child reviewed using who and whom. Ask your child to say a sentence using who and another sentence using whom and to tell why these words are correctly used.

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Unit 4 Week 5 Day 5

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2/25/05 5:31:32 PM

The View from Saturday

Name


Contractions and Negatives A contraction is a shortened form of two words. An apostrophe is used to show one or more letters have been left out. Some contractions are made by combining pronouns and verbs: I + will = I’ll. Other contractions are formed by ing a verb and not or have: do + not = don’t; should + have = should’ve. • Won’t and can’t are formed in special ways (can + not = can’t; will + not = won’t). Negatives are words that mean “no” or “not”: no, not, never, none, nothing. Contractions with n’t are negatives too. To make a negative statement, use only one negative word. No He doesn’t have no money. Yes He doesn’t have any money. or He has no money. • Use positive words instead of negative ones in a sentence with not. Negative Positive Negative Positive nobody anybody, somebody nothing anything, something no one anyone, someone nowhere anywhere, somewhere none any, all, some never ever, always

Directions Write the letter of the two words used to form each contraction. 1. couldn’t

A I am

2. would’ve

B would have

3. they’re

C could not

4. I’m

D they are

Directions Write the contraction for each pair of words. 5. she + will = 6. did + not = 7. it + is =


8. will + not = Directions Circle the word in ( ) that correctly completes each sentence. 9. No one has (never, ever) seen such a beautiful bride. 10. We couldn’t find (nowhere, anywhere) to put all the gifts. Home Activity Your child learned about contractions and negatives. Have your child find three contractions and three negatives in the newspaper comics and tell what words are used to form each contraction.


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Unit 5 Week 1 Day 2

81 2/25/05 5:31:59 PM


Name

APPLY TO WRITING

Contractions and Negatives Directions Rewrite each sentence to make it a negative sentence. Change the underlined word to a contraction or a negative word. 1. Somebody gave the bride and groom a lovely present.

2. Are you going to get a new dress for the wedding?

3. I was told to attend the reception.

4. Aunt Peg said I will throw rice at the bride and groom.

5. The best man had somewhere to go.

6. The baker can make a five-layer cake.


Directions Have you ever attended a wedding? Write three sentences about your experience or write about how you imagine a wedding. Use contractions in two sentences. Make at least one sentence negative.

Home Activity Your child learned how to use contractions and negatives in writing. Have your child write sentences about a relative, using contractions and negatives whenever possible.

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Unit 5 Week 1 Day 3

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2/25/05 5:32:03 PM


Name


Contractions and Negatives


Directions Mark the letter of the sentence that is written correctly. 1. A B C D

There wasn’t no one left at the reception. There was’nt nobody left at the reception. There wasn’t anyone left at the reception. There wasnt anybody left at the reception.

2. A B C D

I dont never want to take dance lessons. I don’t ever want to take dance lessons. I doesn’t want to take dance lessons. I don’t want to take no dance lessons.

3. A B C D

None of my pens has ink. None of my pens has no ink. My pens hasn’t no ink. None of my pens hasn’t ink.

4. A B C D

The photographer shouldn’t take no more photos. The photographer shouldn’t never take more photos. The photographer should never take no more photos. The photographer shouldn’t take more photos.

5. A B C D

They’re not going to cut no cake yet. They’re not going to cut the cake yet. Theyre not going to cut the cake yet. They’re never going to cut no cake yet.

6. A B C D

We’ve never seen nobody as pretty as the bride. We’ve not seen no one as pretty as the bride. We haven’t seen anyone as pretty as the bride. We haven’t seen no one as pretty as the bride.

7. A B C D

Haven’t you been to Florida? Haven’t you not been to Florida? Haven’t you never been to Florida? Have’nt you ever been to Florida?

8. A B C D

You shouldn’t never dance with Uncle Ernie! You should not dance with Uncle Ernie never! You shouldn’t ever dance with Uncle Ernie! You should’nt dance with Uncle Ernie!

Home Activity Your child prepared for taking tests on contractions and negatives. Read aloud three simple sentences from a magazine article one at a time. Ask your child to make each sentence negative.


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Unit 5 Week 1 Day 4

83 2/25/05 5:32:04 PM


Name

CUMULATIVE REVIEW

Contractions and Negatives Directions Write the contractions for the underlined words in the sentences. 1. They will come over after the wedding. 2. You may have had enough cake, but I have not. 3. I would really like the cake to be chocolate. 4. You have been busy making plans for the wedding. 5. The groom says he is not nervous. 6. I did not want to be the ring bearer. 7. She is wearing the wedding dress her mother wore. 8. We are flying to Florida in the morning. 9. I do not want to leave my grandparents’ house. 10. They will not put a centerpiece on the table. Directions Circle the word in ( ) that correctly completes each sentence. 11. They won’t (never, ever) forget this day. 12. We didn’t see (no, any) presents. 13. She won’t go (anywhere, nowhere) until the party is over. 14. Didn’t (anybody, nobody) catch the bouquet? 15. He wouldn’t let (no one, anyone) near the cake. 16. Nobody knows (anything, nothing) about the broken chair. 17. We can’t go (nowhere, anywhere) after the party. 18. Dad couldn’t eat (any, none) of the food. 19. He never said (nothing, anything) about the music. © Pearson Education

20. I don’t (never, ever) dance at weddings.

Home Activity Your child reviewed contractions and negatives. Have your child read aloud a page from a familiar story and change contractions into the words they are made of as he or she reads.

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Unit 5 Week 1 Day 5

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2/25/05 5:32:05 PM

Harvesting Hope

Name


Adjectives and Articles An adjective is a word that describes a noun or pronoun. It tells what kind, how many, or which one. We stood in the crisp air. The girls were eager. (what kind) Several people came. Four women worked. (how many) What was that noise? These ideas are good. (which ones) The words a, an, and the are special adjectives called articles. They appear before nouns and other adjectives. Use a before a word that begins with a consonant sound. Use an before a word that begins with a vowel sound. Use the before words beginning with any letter. The boy grew up in a home in Arizona. An old friend called me. A proper adjective is formed from a proper noun. Proper adjectives are always capitalized. They raised the Mexican flag. Directions Underline the adjectives in the sentences once. Underline the articles twice. 1. Those eager ers talked to leaders of the march. 2. A peaceful march was the goal. 3. Workers were welcomed into an inviting shelter. 4. A black eagle adorned the flag. 5. Tired workers hunched over the grapevines. 6. An irate landowner worried about that vineyard. 7. A ripe grape must be picked or it will rot. 8. Many people gathered at the ranch for friendly barbecues. Directions Write a, an, or the to complete each sentence. 9. We planted

interesting garden last year.

10. Maria picked

artichoke from the garden.


11. He knew he was

most stubborn boy in class.

12. César Chávez did not believe he was 13. To help

strong fighter.

migrant workers, people boycotted certain crops.

14. Did you know that

raisin comes from a grape?

Home Activity Your child learned about adjectives and articles. Have your child underline three sentences in the newspaper and then circle the articles and other adjectives in the sentences.


14627_085-088_FSD 85

Unit 5 Week 2 Day 2

85 2/25/05 5:32:20 PM

Harvesting Hope

Name

APPLY TO WRITING

Adjectives and Articles Directions Add a vivid adjective to describe each underlined noun. 1. In the summer, we enjoy

watermelon and

2. His uncle spun

stories for the children.

3. César’s grandfather built an

house in Arizona.

4. On his first day at school, he sat in the

seat near his sister.

5. In California, the Chávez family lived in a

shed.

6. They could not work in the 7.

lemonade.

weather.

air seeped into the house, and the boys couldn’t sleep.

8. In the first grade, César acted like a 9. The boy wore an old, 10. He had the

boy. coat.

movements of an athlete.

Directions Rewrite the following sentences. Use a vivid adjective to describe each underlined noun. 11. The plant grew near the house.

12. The sun ripened the grapes.

13. The men yelled at the marchers.


14. Heroes serve as models for us.

Home Activity Your child learned how to use adjectives and articles in writing. Have your child write a paragraph about something he or she did at school. Have your child review the paragraph and add three adjectives to describe nouns.

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Unit 5 Week 2 Day 3

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2/25/05 5:32:24 PM

Harvesting Hope

Name


Adjectives and Articles Directions Mark the letter of the adjective in each sentence. 1. The migrant workers spent hours in the fields. A migrant B workers C fields D spent 2. On the march, Chávez developed painful blisters on his feet. A march B painful C blisters D feet 3. Police officers locked strong arms to keep marchers from crossing. A keep B from C arms D strong 4. His blisters bled and ruined his sturdy shoes. A blisters B ruined C bled D sturdy

7. The landowners foolishly resisted the persistent Chávez. A persistent B foolishly C resisted D landowners 8. The workers sought their basic rights. A workers B sought C basic D rights 9. Every night of the march became a rally. A night B Every C became D rally 10. People stopped eating California grapes. A People B stopped C grapes D California


5. Joyous marchers rallied under the cry Sí Se Puede. A rallied B Joyous C under D Sí Se Puede

6. Those grapes spoiled during the strike. A spoiled B strike C Those D grapes

Home Activity Your child prepared for taking tests on adjectives and articles. Ask your child to explain what articles and adjectives are and to point out examples of each in something he or she has written.


14627_085-088_FSD 87

Unit 5 Week 2 Day 4

87 2/25/05 5:32:25 PM

Harvesting Hope

Name

CUMULATIVE REVIEW

Adjectives and Articles Directions Underline the adjectives in the sentences once. Underline the articles twice. 1. Religious leaders offered help to the protestors. 2. As an American citizen, I have certain rights. 3. It was an honor to hear the eloquent speakers. 4. That stunning victory surprised everyone. 5. A crowd celebrated under starry skies. Directions Write a, an, or the to complete each sentence. 6. César suffered from the march. 7.

aching leg and

fever after

final contract offered higher wages and better conditions.

8. Chávez drove to Beverly Hills to meet with 9. People sang

landowners.

victory song at the celebration.

Directions Add a vivid adjective to describe each underlined noun. 10.

ers celebrated César’s thirty-eighth birthday.

11. Ten thousand

people arrived in Sacramento.

12. Chávez fought for the first signed contract for farmworkers in 13. Speakers addressed the 14.

history.

crowd in Spanish. determination paid off for Chávez and his followers. .


15. Farmworkers trusted Chávez because he was

Home Activity Your child reviewed adjectives and articles. Have your child find three sentences with adjectives in a magazine article. Ask him or her to replace the adjectives with different adjectives.

88

Unit 5 Week 2 Day 5

14627_085-088_FSD 88


2/25/05 5:32:26 PM

River to the Sky

Name


Demonstrative Adjectives The adjectives this, that, these and those are called demonstrative adjectives. They describe which one or which ones. This and that modify singular nouns. These and those modify plural nouns. This and these refer to things that are close by. That and those refer to things farther away. This river is teeming with fish, but that one over the hill is not. These animals look like those animals we saw by the road yesterday. Do not use here or there after this, that, these, or those. No: This here river runs fast. That there river is slow and quiet. Yes: This river runs fast. That river is slow and quiet. Do not use them in place of these or those. No: Them animals are hiding in the trees. Yes: Those animals are hiding in the trees. Directions Underline the words in ( ) that complete the sentences correctly. 1. Tall grasses and willowy trees grow beside (these, this) flowing river. 2. (That, These) bushes and hedges guard the foothills of the great mountain. 3. A family of gazelles rests in (that, that there) patch of towering elephant grass. 4. The clouds ed (this, those) peaceful times when they were a part of earth. 5. (These, That) dense jungles are filled with huge trees and creeping vines. 6. The sun will take (this here, this) river up to the sky. 7. Will you go with me to (that, these) village near the foot of the great mountain? 8. (These, That) chimpanzees followed (those, that) gorillas into the jungle. 9. (This, These) river and (them, these) animals are part of a great African myth.


10. (Those, This) leopard is not as fast as (those, that) cheetahs.

Home Activity Your child learned about demonstrative adjectives. Ask your child to name the four demonstrative adjectives and use each one in a sentence.


14627_089-092_FSD 89

Unit 5 Week 3 Day 2

89 2/25/05 5:32:39 PM

River to the Sky

Name

APPLY TO WRITING

Demonstrative Adjectives Directions Replace the underlined word(s) with the correct demonstrative adjective. Use the clue in ( ). Rewrite each sentence. 1. (far away) The path will lead to the great river near the horizon.

2. (nearby) The map will show us how to reach the small lakes.

3. (nearby) We must be lost because the trees do not look familiar.

4. (far away) If one herd begins to migrate, the other herds will migrate too.

5. (nearby) The myth explains how the rivers were formed.


Directions The continent of Africa is full of plant and animal life. Write three sentences about Africa. Use at least one demonstrative adjective in each sentence.

Home Activity Your child learned how to use demonstrative adjectives in writing. Together look for demonstrative adjectives in ads. Have your child explain why each demonstrative adjective was used.

90

Unit 5 Week 3 Day 3

14627_089-092_FSD 90


2/25/05 5:32:43 PM

River to the Sky

Name


Demonstrative Adjectives Directions Mark the letter of the correct answer that completes each sentence. 1. The exodus of animals began with A this B that 2. In the night sky, A them B those

stars look like winking eyes. C this D those there

3. I walked quickly through A this B that 4.

bushes on the other side of the lake. C these D those

myth that I am reading gives a voice to the sun, the sky, and the animals. A This C This here B That D Those

5. The animals drink daily from A these here B that 6.

pride of lions beyond the tall grasses. C them D that there

flowing waters. C this D these

rare trees and flowers will not survive without the River. A Those C Them B This D That

7. There are great lessons to be learned from A those B this here 8. Before I read A this here B these


9.

10.

myth. C this D these

story, I had never read a myth from Africa. C that D them

sandy dunes were once grassy fields. A These B Them grass bundles were cut from A This, those B Those, those

C That D Those here

fields beyond the stream. C These, them D That, those

Home Activity Your child prepared for taking tests on demonstrative adjectives. Give your child singular and plural nouns and have him or her name the two demonstrative adjectives that can be correctly used with each noun.


14627_089-092_FSD 91

Unit 5 Week 3 Day 4

91 2/25/05 5:32:44 PM

River to the Sky

Name

CUMULATIVE REVIEW

Demonstrative Adjectives Directions Underline the words in ( ) that complete the sentences correctly. 1. The River yearned to leave (that, this) earth and travel to the skies. 2. Do you want to pick some of (those, them) flowers in the meadow? 3. (Those, This) land is rich and fertile, but (those, that) land is dry. 4. You should wear (this, these) sunglasses to protect your eyes. 5. (That, Those) leopards are beautiful but dangerous. 6. Did you see (that there, that) cheetah running through the grasses? 7. Take (this, these) photo of the Sahara to show your teacher. 8. All of (these, this) African rivers have interesting names. 9. (This, Those) particles of water formed fluffy white clouds. 10. (These, That) large gorilla is the strongest of the family. 11. I enjoyed reading (this, this here) myth about the River and the Sky. 12. I swam in some of (that, these) small lakes. Directions Write the sentences correctly. 13. This here book explains the formation of the Sahara.

14. Mrs. Palmer read us stories about them African cultures.


15. That there herd of antelope has traveled far to reach water.

Home Activity Your child reviewed demonstrative adjectives. Have your child find sentences with demonstrative adjectives in a favorite book and tell whether each sentence tells about something nearby or far away.

92

Unit 5 Week 3 Day 5

14627_089-092_BPrinting 92


11/4/05 5:02:34 PM

Gold

Name


Comparative and Superlative Adjectives Comparative adjectives compare two people, places, things, or groups. Add -er to most short adjectives to make their comparative forms. Use more with longer adjectives. Superlative adjectives compare three or more people, places, things, or groups. Add -est to most short adjectives to make their superlative forms. Use most with longer adjectives. Adjective Comparative Superlative bright brighter brightest expensive more expensive most expensive • Never use more or most with -er and -est. No more longer, most amazingest Yes longer, most amazing • When adding -er or -est to an adjective that ends in e, drop the e: large, larger, largest. If the adjective ends in y, change the y to i: happy, happier, happiest. If the adjective ends in a single consonant, double the consonant: hot, hotter, hottest. • Some adjectives have irregular comparative and superlative forms: good, better, best; bad, worse, worst; much, more, most; little, less, least. Directions Write the comparative and superlative forms of each adjective. Adjective

Comparative

Superlative

fine

1.

2.

easy

3.

4.

plentiful

5.

6.

sad

7.

8.

little

9.

10.

positive

11.

12.

brilliant

13.

14.


Directions Circle the correct form of the adjective to complete each sentence. 15. My sister’s ring is (shinier, more shinier) than mine. 16. The diamond looked (spectacularer, more spectacular) than the sapphire. 17. John was the (most careful, carefullest) prospector of all the miners. 18. Can she make this gold leaf (more thin, thinner) than it is now? Home Activity Your child learned ing comparative and superlative adjectives. Have your child scan a magazine article, select five adjectives, and tell the comparative and superlative forms of each adjective.


14627_093-096_FSD 93

Unit 5 Week 4 Day 2

93 2/25/05 5:33:00 PM

Gold

Name

APPLY TO WRITING

Comparative and Superlative Adjectives Directions Write a sentence about the given topic. Use your own words and the adjective form in ( ). Example: the shiny earrings (superlative) Sue had the shiniest earrings of all because she polished them. 1. beautiful necklace (superlative)

2. disappointed girl (comparative)

3. valuable jewelry (superlative)

4. heavy box (comparative)

5. important artist (superlative)

6. bright color (comparative)


7. precious possession (superlative)

8. high price (comparative)

Home Activity Your child learned how to use comparative and superlative adjectives in writing. Have your child write a paragraph comparing two musical groups. Ask your child to use at least one comparative and one superlative adjective.

94

Unit 5 Week 4 Day 3

14627_093-096_FSD 94


2/25/05 5:33:04 PM

Gold

Name


Comparative and Superlative Adjectives Directions Mark the letter of the adjective that correctly completes each sentence. 1. The process of shaping gold is A easier B easiest

than shaping silver. C more easy D easy

2. Getting rich as a prospector is A difficult B more difficult

than getting rich in real estate. C difficulter D difficultest

3. The woman selected the A expensivest B expensive 4. South Africa has the A most large B more large 5. Denim is A sturdiest B sturdier

gold mining areas in the world. C largest D most largest

than silk.

6. My aunt has the A biggest B most big

C more sturdy D more sturdier gold and diamond ring I’ve ever seen. C most biggest D bigger

7. Only copper and silver are A best B better 8. Ancient gold coins are A lustro B most lustrous


9. Gold is not the A strong B most strong

gold ring in the store. C more expensive D most expensive

conductors of electricity than gold. C more better D good than ancient copper coins. C more lustrous D more lustro

metal in the world.

10. Satellite technology has been used to find the A newest B more newer

C stronger D strongest gold reserves in the world. C most newest D newer

Home Activity Your child prepared for taking tests on comparative and superlative adjectives. Ask your child to explain when to use the comparative form of an adjective and when to use the superlative form of an adjective.


14627_093-096_FSD 95

Unit 5 Week 4 Day 4

95 2/25/05 5:33:05 PM

Gold

Name

CUMULATIVE REVIEW

Comparative and Superlative Adjectives Directions Write the comparative and superlative forms of each adjective. Adjective

Comparative

Superlative

early

1.

2.

radiant

3.

4.

dense

5.

6.

enormous

7.

8.

bad

9.

10.

wet

11.

12.

beautiful

13.

14.

Directions Circle the correct form of the adjective to complete each sentence. 15. People are always looking for the (larger, largest) gold deposits in the world. 16. Panning for gold takes (greatest, greater) patience than I have. 17. The gold necklace Tim gave Becky was the (lovelier, loveliest) necklace she owned. 18. Your bracelet is (shiniest, shinier) than Pam’s. 19. Sandy was (more tired, tireder) than Susan after panning for gold. 20. The boys were (dirtiest, dirtier) than the girls after exploring the mine. 21. To design jewelry, Jim used a (more sophisticated, most sophisticated) computer program than a jeweler has. 22. Tom’s drawing of Pompeii was the (most colorful, colorfulest) one on the wall. 23. Marti has the (prettyest, prettiest) ring in the class.


24. This gold coin is (bigger, biggest) than that one.

Home Activity Your child reviewed comparative and superlative adjectives. Have your child find three ments in a magazine or newspaper and point out the comparative and superlative adjectives rs use to sell products and services.

96

Unit 5 Week 4 Day 5

14627_093-096_BPrinting 96


11/4/05 5:03:09 PM

The House of Wisdom

Name


Adverbs An adverb tells how, when, or where something happens. An adverb may appear before or after the verb it modifies, or between the parts of a verb phrase. He sleepily watched the stars. (how) She will soon go on a journey. (when) The luggage was piled everywhere. (where) Adverbs such as too, very, quite, really, so, nearly, and almost can modify adjectives and other adverbs. I was too early. We left very quickly. Comparative adverbs compare two actions. Add -er to many adverbs to make them comparative. Superlative adverbs compare three or more actions. Add -est to many adverbs to make them superlative. If an adverb ends in -ly, use more or most instead of -er or -est. loud louder loudest carefully more carefully most carefully Some adverbs do not follow the rules for comparative and superlative forms: well, better, best; badly, worse, worst; much, more, most. Directions Underline the adverb or adverbs in each sentence. 1. The canopy of stars twinkled very brightly in the sky. 2. The students stepped outside and discussed Socrates. 3. We must make plans now. 4. The marketplace is almost empty. 5. Ishaq missed his home badly. 6. We can eat first and study later. 7. Eventually, the new library will be built here. 8. He walked slowly down the street.


Directions Circle the word in ( ) that completes the sentence correctly. 9. Hunayn did not (more high, highly) value the gold he was paid. 10. The scholar searched (more seriously, more serious) for wisdom than he had before. 11. She thought that Aristotle wrote (well, best) of all the writers. 12. Merchants (more proudly, proudly) wore their traditional robes. Home Activity Your child learned about adverbs. Give your child three verbs, such as run, play, and swim, and have your child make up a sentence using each verb and adding an adverb to modify the verb.


14627_097-100_FSD 97

Unit 5 Week 5 Day 2

97 2/25/05 5:33:21 PM

The House of Wisdom

Name

APPLY TO WRITING

Adverbs Directions Rewrite each sentence. Add an adverb that answers the question in ( ). 1. The student will leave the House of Wisdom. (When?)

2. He read ancient Greek, one word at a time. (How?)

3. Ishaq sat and listened to the scholars. (Where?)

4. I read about Hippocrates and other Greek thinkers. (When?)

5. My mother searched for me in the marketplace. (How?)

6. The ship arrived after a long journey. (Where?)

7. He learned about other cultures on the expedition. (How?)


8. Ishaq wanted to be a learned man like his father. (When?)

Home Activity Your child learned how to use adverbs in writing. Have your child write three sentences about his or her favorite activity, using an adverb in each sentence.

98

Unit 5 Week 5 Day 3

14627_097-100_FSD 98


2/25/05 5:33:25 PM

The House of Wisdom

Name


Adverbs Directions Mark the letter of the word or phrase that best completes each sentence. 1. We listened

to the scholars discussing

Plato. A more close B closely C most closer D close 2. He spoke Arabic A well B best C good D better 3. This ship sails A faster B most faster C fastest D more faster

than she did.

than that one.


4. She was anxious to leave. A real B really C realer D more real 5. We expected them at noon, but they arrived . A soonest B soon C sooner D more soon

6. Ishaq’s father embraced him A warmer B more warmly C warm D warmly

.

7. He studied the birds and the stars. A patiently B more patient C most patiently D patient 8. He noticed that the stars gleamed he was at sea. A very brighter B very brightly C more bright D more brighter

when

9. He watched the elephants gather at the Ganges River. A more curious B most curiously C curiously D curious 10. I do not know how to ride a camel A good B very good C goodly D very well

.

Home Activity Your child prepared for taking tests on adverbs. Ask your child to find three adverbs in an ad or catalog and write the comparative and superlative forms for each adverb.


14627_097-100_FSD 99

Unit 5 Week 5 Day 4

99 2/25/05 5:33:26 PM

The House of Wisdom

Name

CUMULATIVE REVIEW

Adverbs Directions Underline the adverb or adverbs in each sentence. 1. Now he recklessly raced his horse and wildly threw his javelin. 2. Ishaq traveled quite cautiously through the sandstorms of the Sahara. 3. Finally, they arrived wearily in Cordova. 4. Everywhere he went, he paid handsomely for books. 5. There he bought the trinkets that the children happily offered. 6. We barely slept while on the rickety boat. 7. The merchant yelled more loudly than the screeching monkeys. 8. He read the manuscripts more thoroughly than the letters. 9. It’s a good thing I can ride camels so well. 10. Tonight we gratefully eat the food we purchased at the marketplace. 11. Later we will sing together outside. 12. We are quite happy here. 13. We will sleep very well. Directions Use the adverbs from the box to complete the paragraph. better

tomorrow

(14) will

swiftly

there

morning we go on a new and strange journey! (15) Our ship sail to Egypt. (16)

we will meet a seller

of rare books. (17) He treats his books

than the seller in India does.

we will return with a treasure! © Pearson Education

(18)

eventually

Home Activity Your child reviewed adverbs. Ask your child to say three sentences using the verb skate and the correct forms of the adverb badly (badly, worse, worst).

100 14627_097-100_FSD 100

Unit 5 Week 5 Day 5


2/25/05 5:33:27 PM

Don Quixote

Name


Modifiers Adjectives, adverbs, and prepositional phrases are modifiers, words or groups of words that tell more about, or modify, other words in a sentence. Adjectives modify nouns and pronouns. Adverbs modify verbs, adjectives, or other adverbs. Prepositional phrases can act as adjectives or adverbs. As Adjective The windmills on the hill were huge. As Adverb The horse galloped up the hill. • To avoid confusion, place modifiers close to the words they modify. Adjective phrases usually come right after the word they modify. Adverb phrases may appear right after a verb or at the beginning of a sentence. • The meaning of a sentence can be unclear if the modifier is misplaced. No We read about a knight who battled giants in class. Yes We read in class about a knight who battled giants. • The position of only in a sentence can affect the sentence’s entire meaning. Place only directly before the word or words it modifies. Example: Only he saw giants. (Nobody else saw them.) He only saw giants. (He didn’t do anything except see.) He saw only giants. (He saw nothing else.)

Directions Write adverb, adjective, or prepositional phrase to identify each underlined modifier. Write adjective or adverb to identify how a prepositional phrase is used. 1. The squire rode behind the knight. 2. Don Quixote wore pieces of rusty armor. 3. Bravely he battled the windmills. 4. The lady in his dream was named Dulcinea. Directions Each sentence has a misplaced modifier. Rewrite the sentence and put the word or phrase where it belongs.


5. I sat and thought about knights in the kitchen.

6. Don Quixote only wanted Dulcinea, no one else.

Home Activity Your child learned about modifiers. With your child, read a favorite story. Ask your child to point out several adjectives, adverbs, and prepositional phrases and explain what those words or phrases are modifying.


14627_101-104_FSD 101

Unit 6 Week 1 Day 2

101 2/25/05 5:33:41 PM

Don Quixote

Name

APPLY TO WRITING

Modifiers Directions Add adjectives, adverbs, and prepositional phrases to these sentences. Use the modifiers to create a more specific, interesting picture. 1. A horse ran.

2. The sun rose.

3. Sancho saddled the donkey.

4. The knight rode.

Directions Write a sentence using each prepositional phrase below. Make sure the connection between the phrase and the word or words it modifies is clear. 5. on his head

6. in the town

7. across the fields


8. with sad eyes

Home Activity Your child learned how to use modifiers in writing. Have your child look at something he or she has written and point out modifiers. Have your child decide if any modifiers could be replaced or added to improve the writing.

102 14627_101-104_FSD 102

Unit 6 Week 1 Day 3


2/25/05 5:33:46 PM

Don Quixote

Name


Modifiers Directions Mark the letter of the item that correctly identifies the underlined word or words in each sentence. 1. The birds awakened at dawn. A adjective B adverb C prepositional phrase/adjective D prepositional phrase/adverb 2. Don Quixote fought the giants bravely. A adjective B adverb C prepositional phrase/adjective D prepositional phrase/adverb 3. Sancho Panza was his faithful squire. A adjective B adverb C prepositional phrase/adjective D prepositional phrase/adverb

4. A knight in full armor needs his squire’s help. A adjective B adverb C prepositional phrase/adjective D prepositional phrase/adverb 5. Sancho held tightly to Don Quixote’s ankle. A adjective B adverb C prepositional phrase/adjective D prepositional phrase/adverb 6. They left the inn in the early afternoon. A adjective B adverb C prepositional phrase/adjective D prepositional phrase/adverb


Directions Mark the letter of the sentence that has a misplaced modifier. 7. A Don Quixote wanted to be a knight who battled dragons. B The peasants laughed when they saw the old man on his horse. C Several angry merchants did not laugh at his challenge. D We learned about peasants who revolted on the Internet.

8. A We put the books on those shelves by the door. B The stories tell about kings, knights, and ladies. C I loved the book about giants in our library. D Only John has read the whole series.

Home Activity Your child prepared for taking tests on modifiers. Copy a paragraph from a newspaper article, leaving blanks where modifiers go. Ask your child to suggest possible modifiers for the blanks. Compare with the original paragraph.


14627_101-104_FSD 103

Unit 6 Week 1 Day 4

103 2/25/05 5:33:46 PM

Don Quixote

Name

CUMULATIVE REVIEW

Modifiers Directions Underline the prepositional phrase in each sentence. Write adverb or adjective to identify how the prepositional phrase is used. 1. We played in the park in the afternoon. 2. The sun on my head is hot and uncomfortable. 3. Jorge rides his horse along the trail. 4. Watch that man by the tree. 5. You can see clearly in the bright light. 6. The woman with the white scarf smiled warmly. Directions Underline the adjectives, adverbs, and prepositional phrases in each sentence. The number in ( ) tells how many modifiers a sentence contains. (Do not underline the articles a, an, and the.) 7. The two knights shared a meager dinner under the trees. (3) 8. Sancho slowly poured cold water into the pot. (3) 9. He made a thick stew that had very little meat in it. (4) 10. Hungry peasants quickly stuffed the bread in their mouths. (3) 11. An army of giants was marching west through the valley. (3) Directions Identify the misplaced modifier in each sentence. Rewrite the sentence, and put the modifier where it belongs. Underline the modifier. 12. Joyce only ate the bread—no other food.


13. We could see cattle grazing in the distance with binoculars.

14. The man waved to me with a beard.

Home Activity Your child reviewed modifiers. Have your child use a magazine article to show you adjectives, adverbs, and prepositional phrases that make the writing specific and interesting.

104 14627_101-104_FSD 104

Unit 6 Week 1 Day 5


2/25/05 5:33:47 PM

Ancient Greece

Name


Conjunctions A conjunction is a word that is used to words, phrases, or sentences. Coordinating conjunctions such as and, but, and or are used to combine two or more subjects, predicates, or sentences to make compound subjects, predicates, or sentences. Maggie and Deb are marathon runners. Katie will run five miles or swim 50 laps tomorrow. Gerry wanted to see the Greek play, but he was ill. Subordinating conjunctions such as because, if, then, when, although, before, and after are used to link dependent clauses and independent clauses in complex sentences. He gets good grades because he studies. When she speaks, everyone listens.

Directions Underline the correct conjunction in ( ). 1. Wrestling (but, and) boxing were part of the ancient Olympic games. 2. He could throw a javelin, (or, but) he could not throw a discus. 3. Were the games held in Athens (or, but) Olympia? 4. I wanted to attend the Olympic trials, (and, but) I could not get a ticket. 5. The ancient Greeks developed both a democratic system of government (or, and) a system of trial by jury. 6. Listen carefully to the words of this song, (and, or) you will learn about legendary Greek heroes. 7. Is the play a comedy (and, or) a tragedy? 8. Samantha read “The Tortoise and the Hare,” (but, or) she did not like it. Directions Underline the conjunction in each sentence. Write CC if it is a coordinating conjunction and SC if it is a subordinating conjunction. 9. If you read Aristotle’s works, you will learn his ideas about happiness. 10. Children offered toys to Apollo and Artemis.


11. Although Greece was a land of democracy, people still owned slaves. 12. Greek men often held meetings, but the women did not attend.

Home Activity Your child learned about conjunctions. Have your child find three conjunctions in a favorite book, tell whether they are coordinating or subordinating conjunctions, and explain how he or she knows.


14627_105-108_FSD 105

Unit 6 Week 2 Day 2

105 2/25/05 5:34:00 PM

Ancient Greece

Name

APPLY TO WRITING

Conjunctions Directions Rewrite the following paragraph. Combine related subjects, predicates, or sentences using conjunctions to make the paragraph smoother. Where appropriate, drop repeated words or replace repeated nouns with pronouns. Make sure subjects and verbs agree.


(1) Our class learned about the science of ancient Greeks. Our class learned about the philosophy of ancient Greeks. (2) The teacher asked me to write about a famous Greek scientist. The teacher asked Bobby to write about a famous Greek scientist. (3) I wondered if I should choose Hippocrates. I wondered if I should choose Archimedes. (4) I chose Archimedes. Bobby chose Hippocrates. (5) Archimedes was able to lift a ship from the water. This happened because he applied what he learned about levers. (6) Hippocrates studied medicine. Hippocrates developed the Hippocratic oath. (7) Doctors today take the Hippocratic oath. They take this oath when they enter the profession. (8) The discoveries of Archimedes have influenced our lives today. The discoveries of Hippocrates have influenced our lives today.

Home Activity Your child learned how to use conjunctions in writing. Have your child write four sentences about the Olympics, using either a coordinating or subordinating conjunction in each sentence and identifying each as one or the other.

106 14627_105-108_FSD 106

Unit 6 Week 2 Day 3


2/25/05 5:34:05 PM

Ancient Greece

Name


Conjunctions Directions Mark the letter of the conjunction(s) that best complete each sentence. 1. We learned about Zeus and Hermes studied Greek mythology. A but B when C or D although

we

6. A B C D

my father arrives, we can order Greek Chinese food. Because, and But, or If, but When, or

2. Ancient Greek paintings were beautiful colorful. A after B before C and D but

7. Aesop’s fables are enjoyed by adults children alike. A but B and C because D then

3.

8.

Athens and Sparta had been enemies, they ed forces to fight Persia. A Then B But C When D Although

4. Some ancient statues look unrealistic, many Greek statues look natural. A but B or C if D because Anaxagoras presented his hypotheses, the world believed the moon made its own light. A Then B Before C If D But

9. I understood American politics government better I studied Aristotle. A or, although B but, after C and, but D and, after 10. Public gyms were common in ancient Greece Greeks valued exercise health. A after, or B because, and C or, and D although, but


5.

we finish our homework early, we can watch a Greek play. A If B Then C Although D But

Home Activity Your child prepared for taking tests on conjunctions. Ask your child to look through a newspaper article and find three coordinating conjunctions and three subordinating conjunctions.


14627_105-108_FSD 107

Unit 6 Week 2 Day 4

107 2/25/05 5:34:06 PM

Ancient Greece

Name

CUMULATIVE REVIEW

Conjunctions Directions Underline the correct conjunction in ( ). 1. The modern Olympic games are held every two years, (and, before) they alternate between summer and winter. 2. My cousin was scheduled to run the marathon, (because, but) he sprained his ankle a day before the race. 3. (Before, And) you study American government, read Aristotle’s thoughts about liberty. 4. Did the modern Olympics begin in 1896 (or, and) 1897? 5. Jill chose to read about Hippocrates (or, because) she wants to be a doctor. 6. Chariot races must have been exciting (but, after) dangerous. 7. (If, After) the Dark Ages ended, Athens (and, but) Sparta became powerful city-states. 8. (If, Before) Pericles came to power, only wealthy people served in government. 9. (If, When) Rome defeated the last Greek kingdom, the Hellenistic age was over. 10. We study ancient Greece today (because, but) Greek culture influenced the world. Directions Underline the conjunction in each sentence. Write CC if it is a coordinating conjunction and SC if it is a subordinating conjunction. 11. The Greeks developed drama and literature. 12. I read some of Aesop’s fables when I returned home. 13. The teacher wanted ten students for the Greek drama, but only six students volunteered. 14. Will you come to the Ancient Greece exhibit, or will you stay at home? 15. The Roman Empire grew after the Romans conquered the Greeks. 16. Although a fable teaches a lesson, it can still be entertaining.

18. If you like Greek myths, you will like the one explaining why spiders weave webs.


17. She could run for miles, but she could not swim a single lap.

Home Activity Your child reviewed conjunctions. Together listen to 30 seconds of a news broadcast and have your child write some conjunctions he or she hears during that time.

108 14627_105-108_FSD 108

Unit 6 Week 2 Day 5


2/25/05 5:34:07 PM

The All-American Slurp

Name


Commas You already know that commas are used in compound sentences, after the greeting and closing in a letter, and in series of three or more words, phrases, or sentences. Here are other uses of commas. • After an introductory word or phrase, such as well, yes, or by the way Well, I suppose that suggestion makes the most sense. • To set off a noun of direct address Mrs. Gleason, may I take your coat? I warned you, Meg, to stay home. • After a dependent clause at the beginning of a sentence When they come to visit, they always bring a tasty treat. • Before and/or after an appositive—a noun or noun phrase describing another noun The main course, spicy chicken, was delicious. • Before and after interrupting words or phrases The buffet, as they promised, was loaded with food. • Between a day of the week and a month and between a date and a year Today is Tuesday, March 14. Their wedding was on January 17, 2006. • Between the street address and the city and between the city and the state in an address. Do not use a comma before the ZIP code. My school is at 1432 Cross Street, Chicago, IL.

Directions Read the following parts of a letter. Add commas where they are needed. 1. How is your family Mr. Gleason? 2. My parents look forward to your visit as you know. 3. Sunday April 5 2007 4. Dear Mr. Gleason Directions Add commas where they are needed in the sentences. 5. The Lakeview an expensive restaurant requires reservations.


6. We like hamburgers milkshakes and chow mein. 7. After we saw the movie we went out to dinner. 8. Our neighbors moved to 53 West Birman Street Birmingham New York.

Home Activity Your child learned about commas. Have your child look at a page of a favorite book, point out the commas, and explain why each comma is used.


14627_109-112_FSD 109

Unit 6 Week 3 Day 2

109 2/25/05 5:34:20 PM


Name

APPLY TO WRITING

Commas Directions Rewrite the sentences, adding commas where necessary. 1. Mrs. Lin an eager guest took a covered dish to the party.

2. Mrs. Gleason would you like to sit next to the window?

3. Yes I like Chinese food but I like Mexican food better.

4. When they visited the Midwest the family dined in Lakeview Illinois.

5. Our mail was forwarded from our address at 101 North Street Madison Wisconsin.

6. Meg piled rice shrimp chicken and vegetables onto her plate.

Directions Write one sentence with an appositive and one sentence with an interrupting word or phrase. Be sure to use commas correctly.


7. (appositive)

8. (interrupting word or phrase)

Home Activity Your child learned how to use commas in writing. Have a short conversation with your child. Ask your child to write the conversation and put commas where they are needed.

110 14627_109-112_FSD 110

Unit 6 Week 3 Day 3


2/25/05 5:34:24 PM


Name


Commas


Directions Mark the letter of the sentence in which commas are used correctly. 1. A B C D

The Lins bought furniture, a dart board, and a jigsaw puzzle, for their house. The Lins bought furniture, a dart board, and a jigsaw puzzle for their house. The Lins bought furniture, a dart board and, a jigsaw puzzle for their house. The Lins bought furniture a dart board and a jigsaw puzzle for their house.

2. A B C D

Mrs. Beacon, did you invite the Lins to your party on Saturday? Mrs. Beacon did you invite, the Lins to your party, on Saturday? Mrs. Beacon, did you, invite the Lins to your party on Saturday? Mrs. Beacon, did you invite the Lins, to your party on Saturday?

3. A B C D

Chow mein, as you may know is not really Chinese food. Chow mein as you, may know, is not really Chinese food. Chow mein as you may know, is not really Chinese food. Chow mein, as you may know, is not really Chinese food.

4. A B C D

Her brother, an athlete, made the junior high baseball team. Her brother an athlete made the junior high baseball team. Her brother an athlete, made the junior high baseball team. Her brother an, athlete made the junior high baseball team.

5. A B C D

Mr. Lin practiced English, and became fluent. Mr. Lin practiced English, and he became fluent. Mr. Lin practiced English and, became fluent. Mr. Lin practiced English, and, became fluent.

6. A B C D

Her mother took her to buy her first pair of jeans, on March, 4 2006. Her mother took her to buy her first pair of jeans on, March 4, 2006. Her mother took her to buy her first pair of jeans on March 4, 2006. Her mother took her to buy her first pair of jeans, on March 4 2006.

7. A B C D

Mr. Lin an engineer was quite systematic about everything he did. Mr. Lin, an engineer was quite systematic about everything he did. Mr. Lin an engineer, was quite systematic about everything he did. Mr. Lin, an engineer, was quite systematic about everything he did.

8. A B C D

We set the table with, rice bowls, chopsticks and soy sauce, at dinner. We set the table with, rice bowls, chopsticks, and soy sauce, at dinner. We set the table with rice bowls, chopsticks and soy sauce, at dinner. We set the table with rice bowls, chopsticks, and soy sauce at dinner.

Home Activity Your child prepared for taking tests on commas. Ask your child to write a paragraph about trying a new food for the first time. Have your child use commas in at least three different ways.


14627_109-112_BPrinting 111

Unit 6 Week 3 Day 4

111 11/4/05 5:03:37 PM


Name

CUMULATIVE REVIEW

Commas Directions Read the following parts of a letter. Add commas where they are needed. 1. Dear Mrs. Lin 2. Superior CO 80027 3. Monday February 19 4. Thank you for the birthday gift Mrs. Lin. Directions Add commas where they are needed in the sentences. 5. Because we didn’t have any flour Mother did not make potstickers. 6. Excuse me may we have a table for four? 7. Dad got a promotion a higher salary and increased confidence. 8. Well let’s draw straws to see who will set the table for dinner. Directions Rewrite the sentences, adding commas where necessary. 9. When the waiter brought the soup we weren’t sure how to eat it.

10. I tried to read the menu but it was in French.

11. Father a systematic man tries to be prepared for all situations.


12. The waiter brought water lemon slices and extra napkins to the table.

Home Activity Your child reviewed commas. Choose a piece of junk mail. Ask your child to find at least three commas in it and identify how they are used.

112 14627_109-112_FSD 112

Unit 6 Week 3 Day 5


2/25/05 5:34:26 PM

The Aztec News

Name


Quotations and Quotation Marks A direct quotation gives a speaker’s exact words. Begin each quotation with a capital letter and enclose it in quotation marks. Use commas to set off words that introduce, interrupt, or follow a direct quotation. Place the end punctuation or the comma that ends the quotation inside the quotation marks. “I am preparing food for the festival,” she said. “What kind of food?” I asked. Do not begin the second part of an interrupted quotation with a capital letter. Set off the interrupting phrase with commas. “,” said Mother, “don’t be late.” If the interrupted quotation is two complete sentences, use a period and a capital letter. “Please make tortillas,” I begged. “They taste great!” An indirect quotation is a quotation that is reworded instead of being quoted directly. It does not need quotation marks. Father said he would sing at the festival.

Directions Write I if the sentence is punctuated or capitalized incorrectly. Write C if the sentence is correct. 1. Do you live in a royal palace?” the boy asked. 2. “No, she replied. “I live in a whitewashed cottage.” 3. The street vendor yelled, “Buy a tortilla pancake!” 4. “The pochtecas” Grandfather said, “Are merchants who may also be spies.” 5. “Spies!” I exclaimed. “Is it dangerous?” Directions Add quotation marks to each sentence as needed. 6. Take these cocoa beans to the market, Mother advised. Don’t stop along the way! 7. What an adventure! declared the boy. 8. Look out your window at night, Mother said. You may see a pochteca leaving the city. © Pearson Education

9. Are they richer than the nobles? I asked. 10. Tonight we celebrate my birthday, Sheri said. Are you coming to my party?

Home Activity Your child learned about quotations and quotation marks. Have your child explain the difference between a direct quotation and an indirect quotation.


14627_113-116_FSD 113

Unit 6 Week 4 Day 2

113 2/25/05 5:34:41 PM

The Aztec News

Name

APPLY TO WRITING

Quotations and Quotation Marks Directions Add quotation marks, punctuation, and capitalization. Indicate the change of a speaker with a paragraph indent. Add a quotation of your own at the end.


(1) If you were born to a noble family during the time of the Aztecs explained Ms. Dennis you might be sent to a calmecac school. (2) There you would learn to become a judge or a general she said. (3) Unfortunately she added you would not be allowed to live at home. (4) Where did the commoners’ children attend school asked Jenny. (5) They attended a telpochcalli school answered Ms. Dennis. (6) Although they were expected to sleep at the school she continued they were free to eat meals with their families. (7) Which type of school would you rather attend she asked. (8)

Home Activity Your child learned how to use quotations and quotation marks in writing. Have your child listen to a conversation and write a quotation from that conversation, using quotation marks, punctuation, and capitalization correctly.

114 14627_113-116_FSD 114

Unit 6 Week 4 Day 3


2/25/05 5:34:45 PM

The Aztec News

Name


Quotations and Quotation Marks Directions Mark the letter of the answer that correctly completes each sentence. 1. “The noblemen wore feather Mr. Wills. A capes, B capes.” C capes,” D capes”,

said

2. “If a commoner is caught committing a crime,” warned the judge, will be severely punished.” A he B He C “He D “he 3. The historian stated, “Tenochtitlán was a beautiful city, completely surrounded by A B C D 4.

water.” water. water” water and streets crisscrossed the city,” he

said. A canals B “canals C “Canals D Canals 5.


A B C D

yelled the Eagle warrior. “Watch out!” “Watch out” “Watch out “Watch out”!

6. “Do you want to walk or travel by asked. A canoe” B canoe? C canoe”? D canoe?” 7.

she

the nobleman said, “our lives are not always easy.” A “You see” B “You see,” C “You see D “you see,”

8. “Our great temple has two shrines,” the priest “They honor our gods of sun and rain.” A said, B said! C said. D said 9. “Unfortunately,” sighed the woman, nobles are allowed in the Great Square.” A “Only B “only C Only D only 10. “If you want to buy a trinket, go to the market,” the porter said. is just up ahead.” A “It B It C it D “it

Home Activity Your child prepared for taking tests on quotations and quotation marks. Ask your child to find two quotations in a newspaper and rewrite them as indirect quotations.


14627_113-116_FSD 115

Unit 6 Week 4 Day 4

115 2/25/05 5:34:46 PM

The Aztec News

Name

CUMULATIVE REVIEW

Quotations and Quotation Marks Directions Add quotation marks and punctuation to each sentence as needed. 1. At the party I said we will serve hot chocolate 2. Our teacher said the Aztecs knew how to throw a party 3. Your jade earrings are lovely June said 4. The musician said that he would play a traditional song after the feast 5. Can you paddle a canoe she asked 6. Did you read this article about Aztec culture asked Mrs. Bennett It’s very interesting 7. Beth said she had read it yesterday 8. Grandmother whispered Lake Texcoco shimmers like a large emerald Directions Rewrite each sentence, adding quotation marks, capitalization, and punctuation as needed. 9. The Aztec warriors used stones, spears, and arrows said Mr. Evans.

10. When the Spaniards fell into the lake I explained they could not swim because of their heavy armor.

11. Look at this armband the curator said you can see Aztec markings.


12. The child asked how we made the beads.

Home Activity Your child reviewed quotations and quotation marks. Ask your child three questions and have him or her write a response to each in the form of a quotation.

116 14627_113-116_FSD 116

Unit 6 Week 4 Day 5


2/25/05 5:34:47 PM

Where Opportunity Awaits

Name


Punctuation You have already learned about punctuation such as commas, quotation marks, and end marks. Here are some other kinds of punctuation: • A semicolon (;) can be used to separate the two parts of a compound sentence when they are not ed by a comma and a conjunction. Southerners migrated to the North; they often took the train. • Semicolons separate items in a series if commas are already used in the series. The soccer team included Adam Hoyt, sophomore; Matthew Thomas, senior; and Joshua John, junior. • A colon (:) is used after the salutation in a business letter and to separate the hours and minutes in expressions of time. Dear Mrs. Smith: 10:30 P.M. • Colons introduce a list and set off a speaker’s name in a play. I did the following chores: wax the car, clean my room, and sweep the porch. SANDI: Hello there! • A dash (—) sets off information that interrupts the flow of a sentence. Southerners—they included my relatives—suffered in the winter weather. • A hyphen (-) is used in certain compound words, such as compound adjectives before nouns; spelled-out numbers; and some two-word nouns. a well-dressed man fifty-four students self-esteem • Parentheses ( ) set off additional information that is not essential. The documentary will air on television next month. (Check your local listings.) • Parentheses enclose numbers or letters within a sentence. She made a list of things to buy: (A) toothbrush, (B) clothes, (C) books.

Directions Add semicolons, colons, dashes, hyphens, or parentheses where they belong. 1. We visited the following states Georgia, Alabama, and Tennessee. 2. The play begins at 800 P.M. See Theater Notes for more information. 3. Our neighbors were Mr. Jones, a printer Mr. Smith, a blacksmith and Mr. Heath, a butcher.


4. The Thomases lived in a crowded apartment they shared it with another family. 5. Being a free man how he loved the sound of that was a boost to his self esteem. 6.

EMILY JOHN

Then where did they go?

They went to Chicago. Home Activity Your child learned about punctuation. Have your child scan a page of a book and identify at least three different punctuation marks. Ask your child to explain the uses of the punctuation marks.


14627_117-120_BPrinting 117

Unit 6 Week 5 Day 2

117 11/4/05 5:04:19 PM


Name

APPLY TO WRITING

Punctuation Directions Match each number in the first column with the letter of the related words in the second column. Then write the new sentences, using a colon or a semicolon. 1. Migrants needed the following

A they also seemed terribly long.

2. Winters in the North were cold

B jobs, housing, and friends.

3. Dear Mr. Mayor

C tickets, water, and a book.

4. Bring these items on the train

D I am writing about the ghetto.

1.

2.

3

4.

Directions Add hyphens, dashes, colons, and semicolons to the following sentences. Rewrite the sentences. 5. As an ex Southerner, I miss the warm weather in January however, I like the North.

7. John Carter his friends call him Chip comes from Mississippi.


6. We departed at 300 for the train station the 345 train is always on time.

Home Activity Your child learned how to use punctuation in writing. Copy a paragraph in a story, leaving out the punctuation. Ask your child to read the paragraph and tell where to add punctuation and why.

118

Unit 6 Week 5 Day 3

14627_117-120_BPrinting 118


11/4/05 5:04:24 PM


Name


Punctuation Directions Mark the letter that identifies the correct punctuation for each sentence. 1. The next train to Pittsburgh leaves at 1012. A The next train; B Pittsburgh: C The next train—to Pittsburgh D 10:12. 2. Harry wrote a letter to his well known cousin. A well-known B Harry— C wrote a letter; D to his cousin: 3. Blacks from the South often made less money they paid more for rent. A from the South; B from the South: C made less money; D made less money— 4. The Philadelphia Enquirer listed available jobs, unfortunately, he couldn’t read. A jobs; B The Philadelphia Enquirer C Enquirer—listed D jobs:

7. A half million people moved to the North during the Great Migration. A people: B North; C half-million D North— 8. The Great Migration was stimulated by jobs. See chart on page 42. A See: chart on page 42. B See chart; on page 42. C (See chart on page—42.) D (See chart on page 42.) 9. More than twenty five people signed up for the history lecture. A people: B twenty-five C people; D signed up; 10. Dear Mr. Ruiz A Ruiz: B :Ruiz C Ruiz; D Ruiz—


5. Kyle visited the following cities Nashville, Memphis, and Knoxville. A Kyle— B Nashville; Memphis; C cities: D visited;

6. The Great Migration our neighbor re it brought many people north. A MigrationB —our neighbor re it— C Migration: D many people:

Home Activity Your child prepared for taking tests on punctuation. Have your child write a paragraph about the Great Migration of the 1900s. Ask your child to use a dash, a hyphen, a colon, and a semicolon in the paragraph.


14627_117-120_FSD 119

Unit 6 Week 5 Day 4

119 2/25/05 5:35:06 PM


Name

CUMULATIVE REVIEW

Punctuation Directions Add semicolons, colons, dashes, hyphens, or parentheses where they belong. 1. The Thomas family moved to Chicago they arrived on a train. 2. His brand new job required him to be at work at 600 in the morning. 3. Train routes determined where many migrants relocated routes were called “chains.” 4. Dear Mr. Harrison I would like to schedule an appointment. 5. The Thomas children study the following English, history, and science. 6. The dock workers included the following Jim, a Chicagoan Bill, an Ohioan and Tim, a Southerner. 7.

MARTHA MARY

What day will you be arriving?

Our train will arrive on Saturday.

8. It can take time to adjust to a new city in the end, it is worth it. 9. To whom it may concern The railroad company needs additional employees. 10. School starts promptly at 815 A.M. 11. Mr. Thomas’s neighbors included David, an usher Karl, a deliveryman and Mike, a shipyard worker 12. Boysenberry ice cream they sell it only at Kraft’s is wonderful. 13. Black Southerners they were determined to read went to night school. 14. Many Southerners had family in the North they decided to move north too.


15. Chicago was a well known destination for Southerners. See photographs on page 9.

Home Activity Your child reviewed punctuation. Have your child write a letter to a friend describing what it would be like to move to a new place. Ask your child to use two semicolons and two colons in the letter.

120

Unit 6 Week 5 Day 5

14627_117-120_BPrinting 120


11/4/05 5:04:27 PM

Old Yeller

Name

EXTRA PRACTICE

Four Kinds of Sentences Directions Write D if the sentence is declarative. Write IN if the sentence is interrogative. Write IM if the sentence is imperative. Write E if the sentence is exclamatory. 1. Old Yeller was a stray dog. 2. I won’t come any closer! 3. Don’t forget the ax, Travis. 4. Arliss did not want to empty his pockets. 5. Will you leave that snake alone? 6. A bear is coming! 7. Take that lizard outside. 8. How much wood do you need, Mama? 9. Arliss was always getting into trouble. 10. Teach him how to kill snakes. Directions Put a period, a question mark, or an exclamation mark at the end of each sentence to show what kind of sentence it is. 11. Will you keep an eye on your little brother 12. Arliss is holding the bear cub’s leg 13. Old Yeller saved us all 14. Should we tell Papa about the bear 15. The snake is slithering toward you 16. When will you come home 17. It’s time to feed the dog


18. I was so scared 19. Did you hear a noise 20. Let’s eat dinner

122 14627_122-126_FSD 122

Unit 1 Week 1


2/25/05 5:35:41 PM

Name

Mother Fletcher’s Gift EXTRA PRACTICE PROOFREAD

Subjects and Predicates Directions Draw a line between the complete subject and the complete predicate in each sentence. 1. Mother Fletcher shopped at the market every Monday. 2. The officer’s family dined with Mother Fletcher. 3. She wore a pretty green dress on Christmas Day. 4. Christmas lights twinkled from every window. 5. The brave officer has a wife and daughter. Directions Underline the simple subject and circle the simple predicate. 6. The paramedic checked Mother Fletcher’s pulse. 7. Officer O’Brien keeps the streets of Harlem safe. 8. Aunt Betsy baked ham and sweet potatoes for Christmas dinner. 9. A warm friendship had formed between the officer and the old woman. 10. Tinsel was hanging from every branch of her Christmas tree. Directions Write F after fragments. Write R after run-ons. Write S after sentences. 11. Knitted a green sweater for Mike. 12. The children reread stories about Santa they know them by heart. 13. Streets of Harlem lively at night. 14. Colorful Christmas decorations adorn the houses in the neighborhood. 15. Everyone knew about Mother Fletcher she was a legend.


16. Officer O’Brien became a police officer because he wanted to help people.


14627_122-126_FSD 123

Unit 1 Week 2

123 2/25/05 5:35:44 PM

Viva New Jersey

Name

EXTRA PRACTICE

Independent and Dependent Clauses Directions Write IC after each independent clause and DC after each dependent clause. 1. Because she was lonely. 2. Lucinda went to school every day. 3. The dog followed her. 4. When the sun went down. 5. After they left the house. Directions Write IC if the group of underlined words is an independent clause and DC if it is a dependent clause. 6.

Fried bananas are served in Cuba where banana crops are grown.

7.

Although many Cubans attempt it, the journey to America is treacherous.

8.

Marlene is learning English when she can find the time.

9.

Since he came to America, Jorge has learned many new things.

10.

Maria could not learn English before the school year started.

11.

If you are learning a new language, you should practice speaking it every day.

12.

Papa walked to his job because Mama needed the car.

13.

The Vasquez family is happy in America although they miss their friends in Cuba.

14.

After Gloria started school, she made friends quickly.

15.

They lived in a small apartment because housing was scarce.

Directions Underline the independent clause and circle the dependent clause in each sentence. 16. When the immigrants moved to New Jersey, they could not find a home.

18. Lucinda was on her way to school when she saw a dog tied to a post. 19. Since the dog looked abandoned, Lucinda took it home. 20. After she cleaned up the dog, it ran around the apartment.

124 14627_122-126_FSD 124

Unit 1 Week 3


17. Although Lucinda missed her grandmother, she loved America.


2/25/05 5:35:45 PM

Name

Saving the Rain Forests EXTRA PRACTICE PROOFREAD

Compound and Complex Sentences Directions Identify each sentence as simple, compound, complex, or compound-complex. 1. Although the blooms are lovely, you may not pick them.

2. The lush forest always feels cool in the morning and hot in the afternoon.

3. Take a jacket with you, or you may regret it after the sun goes down.

4. Some plants are useful, but others are poisonous.

5. Alexandra could not move very quickly because the brush was so thick.

6. They finally made it back to camp, and everyone had dinner.

7. Leigh Ann took out her camera and photographed the colorful birds.

Directions each pair of simple sentences to make a compound sentence. Use a comma and the conjunction and, but, or or. Write the compound sentence. 8. Jeremy loves hiking. He hikes almost every weekend.


9. Jeremy usually hikes ten miles. Today he will hike only five miles.

10. Will he hike with a partner? Does he prefer going with a group?


14627_122-126_BPrinting 125

Unit 1 Week 4

125 11/4/05 5:04:56 PM

When Crowbar Came

Name

EXTRA PRACTICE

Common and Proper Nouns Directions Write P if the underlined noun is a proper noun. Write C if it is a common noun. 1. My grandparents live in Albany. 2. They visit us on the Fourth of July. 3. A crow snatched the man’s hat. 4. We ate vegetables from the garden. 5. Broccoli is my favorite vegetable. Directions Underline the proper nouns and circle the common nouns. 6. Tilly saw a black crow on her windowsill. 7. Mrs. Johnston told Luke that it would make a good pet. 8. Mother named the bird Licorice. 9. It ate the rotten apples that had fallen to the ground. 10. New York is home to many animals. 11. Crowbar became a good friend over the years. 12. Craig filled the feeder with seed. 13. Mr. Tyler writes stories on his computer. 14. The scenes outside the window are his inspiration. 15. Dr. Wang picked up the money and took it to the National Bank. Directions Replace the common nouns in ( ) with proper nouns. Be sure to use appropriate capitalization.

17. (title) 18. (relative)

126 14627_122-126_FSD 126

Unit 1 Week 5

has never been to (city)

.

Janet Gordon was born in (country) lives in (state)

. .


16. (friend)


2/25/05 5:35:47 PM

The Universe

Name

EXTRA PRACTICE PROOFREAD

Regular and Irregular Plural Nouns Directions Write the plural form of the noun. 1. city 2. life 3. bush 4. sister-in-law 5. tomato Directions Circle the correct plural form of the nouns in ( ). 6. For breakfast, we ate wild (berrys, berries) and biscuits. 7. The smoke from the campfire kept the (flys, flies) away. 8. Marty made up stories about aliens in other (galaxys, galaxies). 9. The (nightes, nights) were windy and cold. 10. We sat on the (roofs, rooves) of our cars to watch the eclipse. 11. Did I take enough (photoes, photos) of the meteor shower? 12. Mike made three (wishes, wishs) on the shooting stars. 13. His (feet, foots) were wet, and his shoes were ruined. 14. The (oxes, oxen) worked in the field next to our campsite. 15. We forgot our (radioes, radios), so we did not know the weather forecast. Directions Write the plural form of the noun in parentheses. 16. We used


17. The

(match) for our lanterns. (child) could see the stars clearly.

18. Emile showed us 19. With our

(video) about Saturn. (knife), we whittled sticks for roasting marshmallows.

20. We focused our


14627_127-131_FSD 127

(telescope) on the Big Dipper.

Unit 2 Week 1

127 2/25/05 5:36:12 PM

Dinosaur Ghosts

Name

EXTRA PRACTICE

Possessive Nouns Directions Underline the correct possessive noun in ( ) to complete each sentence. 1. The (moon’s, moons’) rays let us see at night. 2. The (viewers’, viewer’s) moods lifted when they saw the falling star. 3. Last (years’, year’s) trip to New Mexico was in October. 4. By the end of the day, (Marcos’, Marco’s) nose was sunburned. 5. Two (rangers’, ranger’s) trucks were parked by the road. Directions Write the possessive noun in each sentence. Write S if it is a singular possessive noun. Write P if it is a plural possessive noun. 6. The Junior Paleontologist Club received the good news from the school’s web site.

7. Some of the students’ parents went on the trip as chaperones.

8. The students would work with Dr. Turner’s team of scientists.

9. The drive to New Mexico’s canyons was long but exciting.

10. The boys’ gear was placed in one bunkhouse. 11. The girls’ gear was placed in another. 12. The scientists’ tools were unpacked, and the students began digging.

13. That paleontologist’s predictions were correct. © Pearson Education

14. The river’s edge was littered with bones! 15. The students rarely asked for the researchers’ help.

128 14627_127-131_FSD 128

Unit 2 Week 2


2/25/05 5:36:16 PM

A Week in the 1800s

Name


Action and Linking Verbs Directions Write A if the underlined word is an action verb. Write L if the underlined word is a linking verb. Write PN if the underlined word is a predicate nominative. 1. Julie was a gifted seamstress and baker. 2. Aaron hammered the red hot metal. 3. The children play hopscotch all afternoon. 4. Anna became competent with a needle and thread. 5. Nellie is the fastest horse in the stable. Directions Underline each action verb. Circle each linking verb. 6. The handmade candles were warm and greasy. 7. Ben scratched at the dirt with a hoe. 8. Liz sketched the old barn with a piece of charcoal. 9. The air smells fresher in the country. 10. Josie and Walt paddled the canoe down the river.


Directions Circle A if the verb is an action verb. Circle L if it is a linking verb. 11. Jake was an apprentice for a blacksmith.

A

L

12. Every day he walked to the smithy from his house.

A

L

13. The smithy appeared hot and dusty.

A

L

14. The blacksmith pounded on the anvil.

A

L

15. Jake pumped the bellows.

A

L

16. Smoke filled the room.

A

L

17. He wore heavy leather gloves.

A

L

18. It seemed the perfect job for Jake.

A

L


14627_127-131_FSD 129

Unit 2 Week 3

129 2/25/05 5:36:16 PM

Goodbye to the Moon

Name

EXTRA PRACTICE

Subject-Verb Agreement Directions Write Yes if the subject and the verb in the sentence agree. If they do not agree, write No and the correct form of the verb. 1. The trucks moves slowly along the road. 2. Uncle Ray removes the lens from the telescope. 3. Paul place a cool cloth on his forehead. 4. The spaceship flies to the moon every week. 5. His eyes is hidden behind the sunglasses. 6. She is writing about the moon. 7. Missions to the moon needs to be carefully planned. Directions Underline the verb in ( ) that agrees with the subject. 8. (Is, Are) Kathy sketching the Earth or the moon? 9. The reporters (point, points) their cameras toward the governor. 10. The sun (stream, streams) across the landing pad. 11. Six engers in the back (struggle, struggles) to stay awake. 12. Brian (save, saves) every penny for the lunar journey. 13. Both Kevin and Meg (study, studies) for the astronomy test. 14. Asteroids and meteors (races, race) across the galaxy. 15. Many people (prefers, prefer) to watch a sunrise rather than a sunset. 16. One girl (know, knows) where to find the North Star. 17. The class (walk, walks) together slowly through the planetarium. 18. The planets in our solar system (orbit, orbits) around the sun.

20. The entire tour group (listen, listens) attentively to the guide.

130 14627_127-131_FSD 130

Unit 2 Week 4


19. Astronauts (is, are) trained for space missions.


2/25/05 5:36:17 PM

Egypt

Name


Past, Present, and Future Tenses Directions Identify the tense of each underlined verb. Write present, past, or future. 1. We will study about Egypt next semester. 2. I read the book about mummies last week. 3. Ms. Randolph works at the Egyptology exhibit. 4. Our class rode the bus to the museum. 5. We will view an actual mummy! 6. Thomas learned about the pyramids. 7. I will buy a video about pharaohs. 8. Eva looks at the mummy through the glass. 9. Archaeologists will find more facts about Egypt. 10. We walked through the exhibit in two hours. Directions Complete each sentence. Write the given verb in the tense indicated in ( ). 11. The scientists 12. Mr. Blair

for interesting artifacts in the pyramids. (search; future) us about ancient Egypt. (teach; present)

13. The bricks

in the desert sun. (bake; past)

14. The camel

from the well outside the city. (drink; present)

15. Frank and Eric

their report on mummies. (present; future)

16. The Pharaoh’s son

the next Pharaoh. (become; future)

17. The water from the well 18. The sand


19. The plants

sweet. (taste; past) the nomad’s tent. (cover; present) if rain comes soon. (grow; future)

20. The Egyptian boy


14627_127-131_BPrinting 131

dates, figs, and nuts. (eat; present)

Unit 2 Week 5

131 11/4/05 5:05:27 PM

Hatchet

Name

EXTRA PRACTICE

Principal Parts of Regular Verbs Directions Write present, present participle, past, or past participle to identify the principal part used to form the underlined verb. 1. She has walked into the forest. 2. The jaguar snarls at the porcupine. 3. Carl had cooked his food before the storm. 4. The group traveled to the state park. 5. Stewart and I are waiting for the rain. 6. He chops branches with his hatchet. 7. Brian is listening for noises. 8. The plane crashed into the forest. Directions Complete each sentence with the principal part used to form the given verb as indicated in ( ). 9. Charles 10. She

her wilderness camp application yesterday. (mail/past tense)

11. He

his hatchet out of reach. (place/past participle with has)

12. The twig 13. They

all the matches in plastic. (wrap/past participle with have)

16. The fire 17. With great care, Brian 18. He lifts a rock and 19. Claire and Beth with are) 20. Yesterday they with had)

Unit 3 Week 1

slowly back into the cave. (hobble/past tense) the pile of dry twigs. (burn/present participle with is) the match on a rock. (scrape/past tense) a melon open. (smash/present tense) wood back to their camp. (carry/present participle all the way around the lake. (hike/past participle


15. I got to my feet and

14627_132-136_FSD 132

as the man walks through the forest. (snap/present tense) to the top of that hill. (climb/present participle with are)

14. We

132

the ashes from the fire pit. (scoop/present tense)


2/25/05 5:36:34 PM

When Marian Sang

Name


Principal Parts of Irregular Verbs Directions Write present, present participle, past, or past participle to identify the principal part used to form the underlined verb. 1. Marian is becoming well known. 2. Alyse went to Marian’s concert. 3. Her singing brings a smile to her father’s face. 4. The director had chosen a spiritual for the chorus. 5. We are taking the bus to the theater. 6. When Marian heard the applause, she smiled. 7. Rebecca often comes to the music store. 8. Connor leaves the opera house before the last act. 9. Marian has felt this excitement before. 10. Her mother had written to tell her about the news. 11. Now everybody knows about Marian. 12. The crowds at the Metropolitan Opera House are growing. 13. She gave the performance of her life. Directions Complete each sentence with the principal part of the given verb as indicated in ( ). 14. She 15. Marian 16. Adam 17. She

every letter in a wooden box. (keep/past tense) to her family about the concert. (speak/past participle with has) Madame Butterfly at the Opera House. (see/present tense) in Norway and Sweden. (sing/present participle with is) in the night air. (ring/past tense)


18. Her smooth voice


14627_132-136_FSD 133

Unit 3 Week 2

133 2/25/05 5:36:38 PM

Learning to Swim

Name

EXTRA PRACTICE

Verbs, Objects, and Subject Complements Directions Write the subject complement in each sentence. 1. The ocean water tasted salty. 2. The wind felt strong as we sailed away from shore. 3. Mary is an excellent swimmer. 4. The sea gulls were noisy as they circled overhead. 5. Jill became a coach after she won the race. 6. The sand was warm under my feet. 7. Dan is the captain of that boat. 8. She seemed happy when we talked. Directions Circle direct objects and underline any indirect objects. 9. Mark rode his bike to the gym. 10. Mother told Max and me a funny story. 11. Paul dislikes cold water and wet towels. 12. I offered him a ride to the pool. 13. Mrs. Parkinson showed her class the new stroke. 14. Chris bought his friends a pizza. 15. Pete swam laps every day after school. 16. Take an umbrella in case it rains. 17. Pat gave Mr. Graham her report.

19. Alexa handed me my towel. 20. The children put their goggles and flippers in the storage bin.

134 14627_132-136_FSD 134

Unit 3 Week 3


18. Elsa walked the dog on the beach.


2/25/05 5:36:38 PM

Juan Verdades

Name


Troublesome Verbs Directions Write the correct verb in each sentence. 1. The family (leave, let)

the dog sleep in the house.

2. Last week my dad (laid, lay)

ceramic tile in our kitchen.

3. Paul (learned, taught)

a new song from his music teacher.

4. Our neighbor (raised, rose)

the window to let in fresh air.

5. My friend asked if he could (borrow, lend) book. 6. Do not (lie, lay)

money to buy the comic on the sofa when there is work to be done.

7. Please (let, leave)

your muddy boots by the door. early and ride our bicycles to the

8. On Saturday we often (rise, raise) park. 9. When the movie was over, we (raised, rose) home. 10. If you (sit, set)

from our seats and went

the dishes on the counter, I will put them away.

Directions Underline the correct verb in each sentence. 11. We had (raised, risen) the car windows before it rained. 12. Tom has (lain, laid) on the floor for an hour. 13. Jan had (taught, learned) her best friend how to play backgammon. 14. We had (raised, risen) from the table when there was a knock on the door. 15. The campers have (sat, set) in a circle so they can sing songs. 16. I have (lain, laid) the blanket on the ground.


17. They had (taught, learned) quickly how to pitch a tent. 18. She has (sat, set) the wood by the campfire. 19. Dave had (lent, borrowed) me his sleeping bag. 20. Who has (let, left) a blanket out in the rain?


14627_132-136_FSD 135

Unit 3 Week 4

135 2/25/05 5:36:39 PM

Elizabeth Blackwell

Name

EXTRA PRACTICE

Prepositions Directions Circle the preposition and underline the object of the preposition in each prepositional phrase. 1. Elizabeth Blackwell stepped onto the train. 2. She wrote a letter on her own stationery. 3. Her medical bag was near the bed. 4. She received a rejection letter from New York. 5. Later, a dream had come true for her. 6. Women were not allowed into medical school. 7. The nurse ran toward her patient. 8. She studied every day until sunset. 9. A tear ran down his cheek. 10. Beside the bed sat Dr. Brown. 11. She handed the baby to me. 12. The man stood by the crib and cried. 13. She said she would call in the morning. 14. The family waited outside the room. Directions Underline the prepositional phrase in each sentence. Write Adjective if the prepositional phrase acts as an adjective. Write Adverb if it acts as an adverb. 15. Elizabeth left her home in Philadelphia. 16. The doctor at that hospital was well known. 17. The child ran down the hall. 18. She placed a blanket over the woman. © Pearson Education

19. The man with the broken leg groaned loudly. 20. The family stayed for a long time. 21. The woman in the shawl was watching Elizabeth. 22. Elizabeth carried her medical bag at all times.

136 14627_132-136_FSD 136

Unit 3 Week 5


2/25/05 5:36:40 PM

Into the Ice

Name


Subject and Object Pronouns Directions Circle the pronoun in each sentence. Write SP if it is a subject pronoun and OP if it is an object pronoun. 1. I carefully explored the area. 2. She and Melissa went to the meeting. 3. The teacher asked us about the assignment. 4. Finally, they planned a trip to Alaska. 5. Joann studies fossils with Lindsay and me. 6. He doesn’t like cold places. 7. Mr. Franz told Aja and her about the trip. 8. Leon waved good-bye to them. Directions Write the pronoun in ( ) that completes each sentence correctly. 9. Sandy told Tim and (I, me) 10. (He, Him)

she went ice skating. and I studied the animals.

11. Jon and (me, I) 12. (You, Your)

enjoyed the field trip. and your brother should see these fossils.

13. Mr. Dawes gave Al and (he, him)

a book about fishing.

14. The class worked on a project and then submitted (it, them) 15. The principal commended Earl and (her, she) 16. Carson and (me, I) 17. (She, Her)


18. Lisa and (him, he)

for their hard work.

went to the museum yesterday. and your cousin are in the same science class. waited for the bus.

19. Jorge collects rocks and displays (it, them) 20. Mom gave Vin and (I, me)


14627_137-141_FSD 137

to the Science Fair.

in his bedroom. tickets to the museum exhibit.

Unit 4 Week 1

137 2/25/05 5:36:53 PM


Name

EXTRA PRACTICE

Pronouns and Antecedents Directions Circle the pronoun in ( ) that refers to the underlined antecedent. 1. Alexis and I clapped, and the chimp mimicked (we, us). 2. Derek did not think the monkey liked (him, I). 3. Shawna watched the chimps play while (her, she) took notes. 4. Juni and Kiko wanted the toy, so we gave it to (him, them). 5. (Us, We) chimp enthusiasts look to Jane Goodall for inspiration. 6. We tried to give Washoe the toy, but she would not take (her, it). 7. The students listened carefully because (them, they) wanted to know more about apes. 8. Rico stayed behind because (he, him) wanted to meet Jane Goodall. 9. If the reader visits the zoo, (them, you) will see a baby gorilla. 10. Katie knew the monkey was stronger than (she, her) was. Directions Write the pronoun that completes each sentence. Underline the antecedent to which the pronoun refers. they 11. Ella thought

it

we

she

us

could teach the monkey a trick.

12. We tried to open the cage but found

was locked.

13. The scientist came to our class because

students wrote him a letter.

14. When Audrey and I walked toward the chimp, he screeched at

help keep animals safe.


15. Animal welfare groups are important because

.

138 14627_137-141_FSD 138

Unit 4 Week 2


2/25/05 5:36:56 PM

Name

Black Frontiers EXTRA PRACTICE PROOFREAD

Possessive Pronouns Directions Underline the possessive pronoun in each sentence. 1. My diary is in a box on the shelf in the closet. 2. The green jacket on the chairs is hers. 3. Our homework must be finished before dinner. 4. Jack and Steve arrived ten minutes before their baseball game began. 5. Are the uniforms ours or the school’s? 6. Will your sister go to high school next year? 7. Lee studied his history lesson at the library. 8. The soccer team knew the victory was theirs. 9. The terrier went into its cage to sleep. 10. The books on the coffee table are mine. 11. Mom took Jamie to the dentist before her class. 12. Is that beige sweater yours? Directions Replace the underlined word or words with a possessive pronoun. Write the possessive pronoun. 13. Every afternoon Jeanne and Sally walk Jeanne and Sally’s dog. 14. Andy rode Andy’s new bike to the park after school. 15. Claudia and I should schedule Claudia’s and my swimming lessons with the instructor. 16. Denise likes history and English, so they are Denise’s best subjects. 17. Shelley told us that the science project on the table was Shelley’s. © Pearson Education

18. The robot was awarded first prize because of the robot’s unique abilities.


14627_137-141_FSD 139

Unit 4 Week 3

139 2/25/05 5:36:57 PM

Space Cadets

Name

EXTRA PRACTICE

Indefinite and Reflexive Pronouns Directions Underline the indefinite pronoun in ( ) that completes each sentence correctly. 1. (Someone, Few) is taking us to the launch pad. 2. (Many, No one) arrive for Cadet Training. 3. (Both, Anyone) are trained to pilot a starship. 4. (Several, No one) knows about navigating through a meteor shower. 5. (Few, Each) have seen the asteroid belt. Directions Write the correct reflexive pronoun to complete each sentence. themselves

myself

ourselves

8. They let

yourself

.

6. We cannot get there by 7. Nick saw

himself

as a future pilot. in through the main hatch.

9. You must think of 10. I can fly a spaceship by

as an ambassador for Earth. .

Directions Circle the verb in ( ) that completes each sentence correctly. 11. Everything (has, have) to be packed carefully on a spaceship. 12. Some (practices, practice) spacewalking. 13. Somebody always (forgets, forget) to close the hatch. 14. Few (fail, fails) Cadet Training. 15. Nobody (volunteer, volunteers) for the mission to Planet X.

17. Everyone (hear, hears) the space cow make a grunting noise. 18. Because both Tom and Andrea are good pilots, either (flies, fly) the starship.

140 14627_137-141_FSD 140

Unit 4 Week 4


16. The ensign leaves the ship while others (wait, waits) on the loading dock.


2/25/05 5:36:58 PM


Name


Using Who and Whom Directions Circle the pronoun in ( ) that correctly completes each sentence. 1. Thomas A. Edison was a man (who, whom) respected his family. 2. (Who, Whom) did Edison call first on his telephone? 3. (Who, Whom), besides Edison, invented a telephone? 4. Edison was a man (who, whom) was revered in his community. 5. Edison, with (who, whom) many people are familiar, helped shape American life. 6. (Who, Whom) knows something about Edison’s childhood? 7. My dad met someone (who, whom) had worked for Edison. 8. That man, (who, whom) Edison had ired, was a brilliant scientist. Directions Write who or whom to complete each sentence correctly. 9. By 10.

were telephones improved? invented the telegraph and the phonograph? use technology to create new things.

11. Some inventors are people 12. At Menlo Park, you would have found many 13. The investor

gave money to Edison was a strong er.

14. By

was Batchelor hired?

15. For

did Batchelor want to work?

16. The inventor to 17.

Batchelor was attached was brilliant. invented the electric pen?

18. The man


19. Of all the inventors,

I ed worked in the Invention Factory. did you choose to research?

20. Edison is the inventor


14627_137-141_FSD 141

thrived on exploring technology.

interests me the most.

Unit 4 Week 5

141 2/25/05 5:36:58 PM


Name

EXTRA PRACTICE

Contractions and Negatives Directions Write the contractions for the underlined words in the sentences. 1. I did not want to write to my grandparents. 2. He will not come to the wedding. 3. She is good at calligraphy. 4. We never thought they would get married. 5. It is not like any other wedding. 6. Grandma does not know what kind of cake to bake. 7. We should have kept the cat out of the room. 8. I am going to be the best man. 9. We are not ready for the wedding. 10. It was not the kind of vacation I expected. 11. They cannot leave until after the party. 12. He will put the gifts in the car. 13. She would not wear that dress. 14. You had better get the camera now. Directions Circle the word in ( ) that correctly completes each sentence. 15. We haven’t sent out (no, any) invitations yet. 16. Never tell (nobody, anybody) that I wore a flower. 17. Tilly won’t (ever, never) drive a car. 18. She got a piece of cake, but I didn’t get (none, any).


19. I couldn’t find Grandma (nowhere, anywhere) 20. He didn’t know (anyone, no one) at the wedding. 21. Nothing could (ever, never) spoil this day. 22. I don’t think we forgot (nothing, anything). 23. Wasn’t (nobody, anybody) dancing?

142 14627_142-146_FSD 142

Unit 5 Week 1


2/25/05 5:37:12 PM

Harvesting Hope

Name


Adjectives and Articles Directions Underline the adjectives in the sentences once. Underline the articles twice. 1. Quiet men often make the best leaders. 2. Enthusiastic marchers followed Chávez to an enormous rally. 3. Tired workers listened to Spanish speakers. 4. Those people wanted a better life. 5. They wanted the same rights as other American citizens. 6. Joyful crowds celebrated when an agreement was reached. 7. The black eagle on that flag represented a worthy cause. 8. Landowners resisted the efforts of a persistent Chávez. 9. The last barbecue took place on an incredibly hot day. 10. Uncle Rico told the children scary stories about ghosts. 11. An elderly woman recalled a childhood spent working in the fields. 12. She did not get a good education. 13. Now she wants these children to have the opportunities she did not. 14. A silent crowd listens as she speaks about the past. Directions Write a, an, or the to complete each sentence. 15. Wealthy landowners hoped for

peaceful demonstration.

16. The family made sure everyone had 17. When

grapes are ripe, they must be harvested. family’s ranch.

18. César Chávez loved living on


19. 20. Chávez had

ear of sweet corn.

farmer might work hard and still lose his farm. plan for migrant workers.

21. Men, women, and children worked long hours in 22. It was not

easy job, and it did not pay well.


14627_142-146_BPrinting 143

fields.

Unit 5 Week 2

143 11/4/05 5:05:56 PM

River to the Sky

Name

EXTRA PRACTICE

Demonstrative Adjectives Directions Underline the word in ( ) that completes each sentence correctly. 1. Nothing grows on (that, those) high plains. 2. (These, This) animals drink from the river. 3. The giraffe is running from (that there, that) leopard. 4. Rhino wanted to migrate to (those, that) lands beyond the mountain. 5. (These, This) antelope is part of (that, those) herd. 6. I have walked through (them, these) meadows before. 7. (This, That) forest over there is dense and lush. 8. (These, Those) flowers I am holding are wild daisies. 9. (This here, This) river is swifter and deeper. 10. The hedgehog did not migrate with (this, those) animals. Directions Write the sentences correctly. 11. This here herd is traveling over the mountains.

12. Them stories make me want to see Africa.

13. A play about the myth was performed by those there students.


14. That there gibbon anxiously watched the viper.

15. Heavy rain fell from them clouds.

144 14627_142-146_FSD 144

Unit 5 Week 3


2/25/05 5:37:17 PM

Gold

Name


Comparative and Superlative Adjectives Directions Write the comparative and superlative forms of each adjective. Adjective

Comparative

Superlative

white

1.

2.

busy

3.

4.

hot

5.

6.

pleasant

7.

8.

bad

9.

10.

fascinating

11.

12.

colorful

13.

14.

little

15.

16.

Directions Circle the correct form of the adjective in each sentence. 17. This necklace is (shinier, more shinier) than that necklace. 18. That large ring looked (beautifuler, more beautiful) than the small one. 19. Of all the women, Sarah wore the (finest, most finer) jewelry. 20. A gold setting is (expensiver, more expensive) than a silver one. 21. The (biggest, bigger) gold mines in the world are not located in the United States. 22. California had one of the (most famous, famousest) gold rushes in history. © Pearson Education

23. Gold is one of the (popularest, most popular) materials for jewelry making. 24. Wiping with a soft cloth is the (most good, best) way to clean gold jewelry. 25. Jan and I panned for gold, and I found a (largest, larger) nugget than she did. 26. Gold is one of the (most valuable, valuablest) ores in the world.


14627_142-146_FSD 145

Unit 5 Week 4

145 2/25/05 5:37:17 PM

The House of Wisdom

Name

EXTRA PRACTICE

Adverbs Directions Underline the adverb or adverbs in each sentence. 1. He read the ancient manuscript carefully. 2. We will open the new library tomorrow. 3. On nice days the scholars sit outside and talk too loudly. 4. My father smiled happily when he saw the manuscript. 5. Silently the ship sailed into the port. 6. We will soon sail to China. 7. Eventually, the merchants came here to bargain. 8. Ishaq quite willingly visited other countries. 9. Finally, he finished translating the manuscript. 10. The students sat very quietly and listened to the teacher. Directions Choose the adverb in ( ) that completes the sentence correctly. Write the sentence. 11. Of all the rooms in his palace, the Caliph loved the library (more, most).

12. He examined that box (more closely, most closely) than the other boxes from Egypt.

13. The young boy studied (harder, hardest) than his friend did.


14. Of the three ships, the waves pounded (most fiercely, more fiercely) on the first ship.

15. She translated the poem (best, better) than her teacher did.

146 14627_142-146_FSD 146

Unit 5 Week 5


2/25/05 5:37:18 PM

Name

Don Quixote EXTRA PRACTICE PROOFREAD

Modifiers Directions Write adverb, adjective, or prepositional phrase to identify each underlined modifier. Write adjective or adverb to identify how a prepositional phrase is used. 1. The knight rode slowly across the plain. 2. Señor Quexada read books about knights. 3. Don Quixote was angry with his foes. 4. Sancho Panza rode on a donkey. 5. The patient squire waited for his master. 6. Everywhere he went, the knight faced challenges. Directions Underline the adjectives, adverbs, and prepositional phrases in each sentence. (Do not underline the articles a, an, and the.) 7. The noble lord greedily collected many taxes and became rich. 8. The brave knight in armor rushed blindly toward his foe. 9. The poor farmer certainly made a faithful squire for the knight. 10. Don Quixote was a citizen of the province of La Mancha in Spain. Directions Each sentence has a misplaced modifier. Rewrite the sentence and put the modifier where it belongs. 11. Squires only served their masters, no one else.

12. Rusty and dented, the knight put on his armor.


13. Late at night Hal read about medieval castles in bed.

14. Don Quixote wanted to fight only the giants; no one else did.


14627_147-151_FSD 147

Unit 6 Week 1

147 2/25/05 5:40:58 PM

Ancient Greece

Name

EXTRA PRACTICE

Conjunctions Directions Underline the correct conjunction in ( ). 1. A trumpet sounds, (or, and) the race begins. 2. The judge placed a wreath on the winner’s head (after, before) the race was over. 3. I ire Athena, (or, but) Zeus is my favorite Greek god. 4. (Although, Because) the chariot lost a wheel, the driver was unharmed. 5. We can attend the foot race (but, or) the long jump. 6. (Before, After) you leave, I want to show you my medal. 7. (Before, After) the Minoans built a palace, they covered it with paintings. 8. No enemy could enter the city (because, although) it was surrounded by a wall. 9. (When, And) the Trojans dragged the horse into Troy, Greek soldiers attacked them. 10. (So, If) you look in that direction, you will see the Parthenon. Directions Underline the conjunction in each sentence. Write CC if it is a coordinating conjunction and SC if it is a subordinating conjunction. 11. The king of Sparta was named Menelaus, and the queen was named Helen. 12. Alexander became king of Macedonia when he was twenty years old. 13. I ran in a foot race, but I did not win. 14. Although the Romans defeated the Greeks, the Romans adopted many Greek ideas. 15. Was Pericles a general or a king? 16. If I had to choose my favorite Greek food, it would be dolmades. 17. Our founders knew a great deal about Greek politics and culture. 18. I’m writing about Archimedes because he was a fascinating man. © Pearson Education

19. I will look on the Internet before I go to the library. 20. Who was a playwright, Euripides or Socrates?

148 14627_147-151_FSD 148

Unit 6 Week 2


2/25/05 5:41:00 PM

Name

The All-American Slurp EXTRA PRACTICE PROOFREAD

Commas Directions Add commas where they are needed in the parts of the following letter. 1. Wednesday January 19 2. Dear Aunt Kathy 3. When I got your letter I opened it immediately. 4. You know Aunt Kathy I love your letters. 5. Yes I am looking forward to dinner at your house. 6. Can you come to my birthday party on Sunday February 19 2007? 7. It will be as much fun I promise you as last year’s party. 8. Will you spend the holidays in Dallas Texas? 9. Sincerely yours 10. P.S. Our new address is 1110 Waverly Place London England. Directions Add commas where they are needed in the sentences. 11. Since they were in public they didn’t slurp their noodles.

12. Well we celebrated Dad’s promotion at his favorite restaurant Pan Asian.

13. Mrs. Gleason please let me put some dumplings rice and beef on your plate.


14. The main course a spicy chicken casserole smelled wonderful and it tasted even better.

15. Well our new house a two-story colonial is located at 175 Queen Anne Road Syracuse New York.


14627_147-151_FSD 149

Unit 6 Week 3

149 2/25/05 5:41:00 PM

The Aztec News

Name

EXTRA PRACTICE

Quotations and Quotation Marks Directions Write C in front of the sentence in each pair that uses quotation marks correctly. 1.

“The warriors are fleeing!” I cried. The warriors are fleeing” I cried!

2.

“Will Cortes return? asked the boy. “Will Cortes return?” asked the boy.

3.

My mother said, “Come with me to fetch water” My mother said, “Come with me to fetch water.”

4.

“The Spaniards arrived in wooden boats,” explained Ms. Rich. “The Spaniards arrived in wooden boats.” explained Ms. Rich.

5.

He said, “The Aztecs built bridges across the lake”. He said, “The Aztecs built bridges across the lake.”

6.

“That nobleman is very rich!” she exclaimed. “That nobleman is very rich! she exclaimed.

7.

Our teacher said to study Chapter 12 in the history book. Our teacher said “to study Chapter 12 in the history book.”

8.

“Maybe someday, he said, “I’ll be a great judge.” “Maybe someday,” he said, “I’ll be a great judge.”

9.

“Come to the festival,” urged Grandma. “Bring your tortillas.” “Come to the festival,” urged Grandma. “bring your tortillas.”

10.

“Over those mountains,” I pointed out. “Is the lake.”

Directions Add quotation marks and other punctuation to each sentence as needed. 11. You may go to the festival said Mother after you finish your chores. 12. Who is the leader of the Spanish I asked.


“Over those mountains,” I pointed out, “is the lake.”

13. Montezuma is a traitor said the woman because he makes peace with the Spaniards. 14. Lake Texcoco surrounds the city explains Mr. Young The mountains surround the lake.

150 14627_147-151_FSD 150

Unit 6 Week 4


2/25/05 5:41:01 PM

Name

Where Opportunity Awaits EXTRA PRACTICE PROOFREAD

Punctuation Directions Add semicolons, colons, dashes, hyphens, or parentheses where they belong. 1. Many Southerners moved to the following cities Boston, Chicago, and Detroit. 2. After church was over at 115, people went to the park for a picnic. 3. The Thomas family moved to Chicago they knew people there. 4. The family from Arkansas they used to live in Little Rock moved in with their cousins. 5. The neighbors became a close knit community. 6. Black Southerners no one knows how many moved north in search of better jobs. 7. Former farmers moved to Boston they found jobs in factories. 8. My aunt, a teacher my uncle, a conductor and my cousin, a carpenter moved from Georgia to Chicago. 9. The railroad industry grew rapidly during the Great Migration. See the graph on page 25. 10. Dear Mr. Thomas Thank you for your application for employment. 11. SARAH What time is the train to Nashville? ALEXANDER It leaves at 104 P.M. 12. Forty four people lived in housing that was adequate for twenty five. 13. The rules included the following 1 Work begins at 700 A.M. 2 Lunch is from 1200 to 1230. 3 Work ends at 400 P.M.


14. The church soloists were Adam, a bass Thomas, a tenor and Chloe a soprano. 15. Eighty nine families arrived in Boston by train. For population figures, see page 236.


14627_147-151_FSD 151

Unit 6 Week 5

151 2/25/05 5:41:02 PM

Units 1 and 2

Name


Language Test Read the age and decide which type of mistake, if any, appears in each underlined section. Mark the letter of your answer.

Every time Johanna and her aunt get together, they do something fun? Last month they play mini golf, and Johanna (1)

(2)

beat her aunt by one stroke. A winning record every time they (3)

played. johanna and her aunt even keep score. Today they are (4)

(5)

going to a movie. The movie, an adventure film, was her ant’s (6)


choice this time.

1. A B C D

Spelling Capitalization Punctuation No mistake

4. F G H J


2. F G H J

Sentence fragment Verb tense Subject-verb agreement No mistake

5. A B C D


3. A B C D


6. F G H J

Spelling Verb tense Subject-verb agreement No mistake


14627_153-158_FSD 153

Units 1–2

153 2/25/05 5:41:21 PM

Units 1 and 2

Name

TEST PREPARATION

Writing Test Read the paragraph and answer questions 1–4.

(1) Pour heavy cream into a chilled jar and fasten the lid tightly. (2) Then shake for about 45 minutes until the cream breaks down into butter and buttermilk. (3) Pour the mixture into a strainer; the buttermilk will flow through the strainer, and the butter will stay in the strainer. (4) Turn the butter out of the strainer and into a bowl. (5) Wash the butter with cold water a lot. (6) Last, put the butter into molds to set. (7) That’s all you do.

2. Which transition would be a good addition to sentence 3? F Next, G However, H Finally, J As another step,

154 14627_153-158_FSD 154

Units 1–2

3. Which sentence is the best revision of sentence 5? A Wash the butter with cold water for a really long time. B Wash the butter with cold water until your hands hurt. C Wash the butter with cold water until the water runs clear. D Wash the butter with lots of cold water. 4. Which sentence is the best introduction for this paragraph? F Butter is better for you than margarine. G Here’s how to make butter without a churn. H Learning how to make butter is not that interesting, but here it is. J Butter is good.


1. Which sentence could be left out of this paragraph? A Sentence 1 B Sentence 3 C Sentence 5 D Sentence 7


2/25/05 5:41:23 PM

Units 3 and 4

Name



Sasha loves sewing and soccer. She plays soccer on the week (1)

(2)

ends and sews in the evenings. She finds soccer exciting, and she finds sewing for his dolls creative. Sasha told my mom and I that (3)

(4)

these activities are similar in some ways. Both allow Sasha to solve problems challenge herself and accomplish goals. Besides, (5)

both activities is fun!


(6)

1. A B C D


4. F G H J

Capitalization Verb form Pronoun form No mistake

2. F G H J


5. A B C D


3. A B C D

Pronoun-antecedent Verb form Punctuation No mistake

6. F G H J

Pronoun-antecedent Subject-verb agreement Possessive pronoun No mistake


14627_153-158_FSD 155

Units 3–4

155 2/25/05 5:41:23 PM

Units 3 and 4

Name

TEST PREPARATION


(1) The jungle was warm and misty as Twalli went along the path. (2) He was on an expedition to solve a mystery. (3) He had heard there was a species of monkeys that no one had discovered yet. (4) Twalli also liked brightly colored birds. (5) These monkeys roamed the jungle at night, the rumor was. (6) The monkeys had managed to elude all previous explorers. (7) Twalli was determined to find them.

3. Which verb would be a good replacement for went in sentence 1? A goes B hiked C laughed D set forth

2. Which sentence is the best revision of sentence 5? F The rumor was that these monkeys roamed the jungle at night. G The monkeys roamed these jungle, the rumor was, at night. H The monkeys roamed these jungle, was the rumor. J These monkeys, so the rumor has been, roamed the jungle at night.

4. Which transition word or phrase should be added to sentence 6? F Nevertheless, G On the other hand, H In addition, J Unfortunately,

156 14627_153-158_FSD 156

Units 3–4


1. Which sentence should be left out of the paragraph? A Sentence 1 B Sentence 4 C Sentence 6 D Sentence 7


2/25/05 5:41:24 PM

Units 5 and 6

Name



You dont have to wait until New Year’s to make a resolution. (1)

Any time is a good time for a resolution like this one: I will be (2)

more kind to others. Start by only saying positive things about (3)

people. Try to cooperate gooder with family than you (4)

did before. Do you think you can follow this advise? Well, you (5)

won’t never know until you try.


(6)

1. A B C D


4. F G H J

Double negative Incorrect adverb form Misplaced modifier No mistake

2. F G H J

Double negative Incorrect adjective form Misplaced modifier No mistake

5. A B C D


3. A B C D

Double negative Incorrect adjective form Misplaced modifier No mistake

6. F G H J

Double negative Incorrect adverb form Misplaced modifier No mistake


14627_153-158_FSD 157

Units 5–6

157 2/25/05 5:41:24 PM

Units 5 and 6

Name

TEST PREPARATION


A Great Job Is Waiting for You! (1) Only the Lightning Fast Job Service has ads that will lead you to your dream job. (2) First, read each ad carefully and circle one that interests you. (3) The person who answers will give you information about job applications and interviews. (4) Then call the number at the bottom of the ad. (5) Two out of every five people find a job within six phone calls! (6) Let the Lightning Fast Job Service help you find your next job— as fast as lightning!

2. Which sentence contains an example of figurative language? F Sentence 2 G Sentence 3 H Sentence 4 J Sentence 6

158 14627_153-158_FSD 158

Units 5–6

3. Which sentence below is the best paraphrase of the information in the paragraph? A The Lightning Fast Job Service promises to get you a job in six phone calls. B This job service provides ads to help you find a job. C Most people get jobs quickly. D The Lightning Fast Job Service does all the work of finding a job. 4. Where does Sentence 3 belong? F After Sentence 1 G After Sentence 4 H After Sentence 5 J After Sentence 6


1. Which sentence is the topic sentence? A Sentence 1 B Sentence 2 C Sentence 5 D Sentence 6


2/25/05 5:41:25 PM

WRITING WORKSHOP

UNIT

1

Personal Narrative

Research Report Name

Notes for a Personal Narrative Directions Fill in the graphic organizer with information about the event or experience that you plan to write about.

Summary What happened? When? Where? Who was there?

Details Beginning


Middle

End

160 14627_160-163_FSD 160

Unit 1


2/25/05 5:41:39 PM

Personal Narrative

WRITING WORKSHOP

UNIT

1

Name

Write a Strong Story Opener Make the first sentence of your personal narrative an “attention-grabber.” Below are ideas to help you attract your reader’s attention.

Directions Write an attention-grabbing opening sentence (based on your chosen experience) using each idea. One of the sentences you write can serve as the beginning of your personal narrative. Ask a question (Example: How could I have been so clumsy?)

Use an exclamation (Example: Look out below!)

Use a sound word (Example: Crack! After hearing that sound, I knew my leg was broken.)

Use alliteration (Example: There I was, flying, falling, floating to the ground.)

Hint at the ending (Example: I often wondered how people walked with crutches. Now I know.)


Make a list (Example: I felt my fingers slipping, my body falling, and my bone snapping.)

Set the scene (Example: My hands moved across the warm metal bars of the jungle gym on a sunny, breezy summer afternoon.)


14627_160-163_FSD 161

Unit 1

161 2/25/05 5:41:40 PM

WRITING WORKSHOP

UNIT

1

Personal Narrative


Elaboration Combine Sentences When you write, you can elaborate by combining short, choppy simple sentences to make compound sentences. The two sentences you combine must be related in some way. You can combine the sentences using the word and, but, or or.

Directions Use and, but, or or to combine the pairs of sentences. to punctuate the new compound sentence correctly. 1. I wanted to play outside. The rain clouds were gathering.

2. The jungle gym was painted bright green. The merry-go-round was blue.

3. Don’t climb too high. You may fall.

5. The crutches were hard to use. I figured out how to do it.

162 14627_160-163_FSD 162

Unit 1


4. The sun was very hot. My hands were sweating.


2/25/05 5:41:41 PM

WRITING WORKSHOP

Personal Narrative

UNIT

1

Name

Self-Evaluation Guide Personal Narrative Directions Think about the final draft of your personal narrative. Then rate yourself on a scale of 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.


14627_160-163_FSD 163

Unit 1

163 2/25/05 5:41:42 PM

UNIT

2

WRITING WORKSHOP

How-to Report


How-to Chart Directions Fill in the graphic organizer with information about your project. Explain Task

Materials

Introduction


Steps

Conclusion

164 14627_164-167_FSD 164

Unit 2


2/25/05 5:42:02 PM

How-to Report

WRITING WORKSHOP

UNIT

2

Name

Time-Order Words Directions Rewrite each sentence to make the sequence of the steps clearer. Use more than one sentence. Use time-order words such as first, next, then, last, and finally. 1. Angelina took everything off her bed, got clean sheets out of the closet, and made up the bed with pillows and a cover after she put the sheets on the bed.

2. When going down a slide you must climb the ladder, sit down at the top and slide down, making sure your feet land on the ground.


3. After Sylvia decided to make pancakes, she heated the griddle, added ingredients, mixed, poured the batter, and flipped the pancakes until they were fully cooked.


14627_164-167_FSD 165

Unit 2

165 2/25/05 5:42:04 PM

WRITING WORKSHOP

UNIT

2

How-to Report


Elaboration Use Strong Verbs Strong verbs can express your ideas accurately and vividly. Not Vivid I could tell her mood by the way she walked along. Vivid I could tell her mood by the way she trudged along.

Directions Choose the verb in ( ) that gives a more vivid picture. Write the sentence. 1. Alma (ran, sprinted) toward the finish line.

2. Fireworks (exploded, went off) in the distance.

3. Thunder (rumbled, sounded) before the rain began.

4. Did you (scrape, hurt) your knee on the sidewalk?

5. Lemonade (fell, trickled) down Sara’s chin.

Directions Describe an animal moving or doing something. Use strong verbs such as pounce, prowl, wiggle, scamper, lunge, gobble, yelp, or your own strong verbs.

166

Unit 2

14627_164-167_BPrinting 166


6. Ms. Welk has (stalked, gone) out of the meeting.


11/4/05 5:06:25 PM

WRITING WORKSHOP

How-to Report

UNIT

2

Name

Self-Evaluation Guide How-to Report Directions Think about the final draft of your how-to report. Then rate yourself on a scale of from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.

Writing Traits

4

3

2

1

Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your how-to report?


2. Write one thing you would change about this how-to report if you had the chance to write it again.


14627_164-167_FSD 167

Unit 2

167 2/25/05 5:42:05 PM

UNIT

3

WRITING WORKSHOP

Compare and Contrast Essay


Venn Diagram


Directions Fill in the Venn diagram with similarities and differences about the two people or characters you are comparing and contrasting.

168 14627_168-171_FSD 168

Unit 3


2/25/05 5:42:20 PM

WRITING WORKSHOP


UNIT

3

Name

Words That Compare and Contrast Directions The box shows words that compare and contrast. Write two sentences that tell how the two people or characters you chose are alike. Write two sentences that tell how they are different. Use words from the box in your sentences. Likeness and also too as well similarly both like

Difference but however unlike on the other hand yet

How the two people or characters are alike 1.

2.

How the two people or characters are different


3.

4.


14627_168-171_FSD 169

Unit 3

169 2/25/05 5:42:22 PM

WRITING WORKSHOP

UNIT

3



Elaboration Prepositional Phrases You can add information to sentences by adding prepositional phrases. Example: The boy climbed. The boy in the tattered shirt climbed on the examining table.

Directions Add one or more prepositional phrases to each sentence to make it more specific. Underline each prepositional phrase. 1. The doctor gave the child a checkup.

2. The singer impressed her audience.

3. The scientist made a discovery.

4. The universities itted women students.


5. Women achieved their goals.

6. Women have many role models.

170 14627_168-171_FSD 170

Unit 3


2/25/05 5:42:23 PM

WRITING WORKSHOP


UNIT

3

Name

Self-Evaluation Guide Compare and Contrast Essay Directions Think about the final draft of your compare and contrast essay. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.

Writing Traits

4

3

2

1

Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your compare and contrast essay?


2. Write one thing you would change about this compare and contrast essay if you had the chance to write it again.


14627_168-171_FSD 171

Unit 3

171 2/25/05 5:42:24 PM

UNIT

4

WRITING WORKSHOP

Story


Story Chart Directions Fill in the graphic organizer with information about your story.

Title

Characters

Setting


Events

Solution

172 14627_172-175_FSD 172

Unit 4


2/25/05 5:42:39 PM

Story

WRITING WORKSHOP

UNIT

4

Name

Good Beginnings Directions Below are some different ways to begin a story. Write an opening sentence or sentences using each idea. You can use one of your beginnings in your story. Ask a Question (Example: Have you ever done something that you almost instantly regretted doing? That’s how I felt when I accepted this job.)

Use a Sound Word or an Exclamation (Example: Watch out! The loose rocks slid out from under my feet, and I almost slipped over the edge.)

Set the Scene (Example: It was a bitterly cold December day. My surroundings looked more like an Arctic wasteland than a Midwestern suburb.)


Use Humor (Example: I looked ridiculous in the chicken costume. It was so big that the head covered most of my body, and I could barely walk.)

Use Foreshadowing (Example: I thought nothing would keep me from going to Antarctica. I guess I was wrong.)


14627_172-175_FSD 173

Unit 4

173 2/25/05 5:42:41 PM

WRITING WORKSHOP

UNIT

4

Story


Elaboration Using Who and Whom You can use clauses beginning with who and whom to add specific details to sentences. You can also use these clauses to combine short, related sentences. to use who as a subject in a clause and whom as a direct object or the object of a preposition. General I talked with the man. Specific I talked with the man who explored the South Pole. Choppy The man has written a book. I traveled with him. Smooth The man with whom I traveled has written a book.

Directions Combine each pair of sentences. Make the second sentence into a clause beginning with who or whom and add it to the first sentence. Write the new sentence. 1. Explorers began sailing around the world in the 1400s. They had a spirit of adventure.

2. The two women set out to explore the Grand Canyon. They were experienced hikers.

3. The man has traveled to many islands in the South Pacific. I ire him.

5. The pilot has been around the world many times. She has been flying for 20 years.

174 14627_172-175_FSD 174

Unit 4


4. The divers have often viewed the ocean floor. We spoke with them.


2/25/05 5:42:42 PM

WRITING WORKSHOP

Story

UNIT

4

Name

Self-Evaluation Guide Story Directions Think about the final draft of your story. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.

Writing Traits

4

3

2

1

Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your story?


2. Write one thing you would change about this story if you had the chance to write it again.


14627_172-175_FSD 175

Unit 4

175 2/25/05 5:42:42 PM

WRITING WORKSHOP

UNIT

5

Persuasive Argument


Persuasion Chart Directions Fill in the graphic organizer with information about your persuasive argument.

Introduction: State your opinion or goals.

First reason

Second reason


Third reason (most important)

Conclusion

176 14627_176-179_FSD 176

Unit 5


2/25/05 5:43:02 PM

Persuasive Argument

WRITING WORKSHOP

UNIT

5

Name

Persuasive Words Directions Write a sentence about your topic using each persuasive word below. Consider using these sentences in the draft of your persuasive argument. 1. important

2. best

3. worst


4. never

5. must


14627_176-179_FSD 177

Unit 5

177 2/25/05 5:43:04 PM

WRITING WORKSHOP

UNIT

5

Persuasive Argument


Elaboration Adjectives One way to elaborate is to use vivid adjectives. They clarify information and can often strengthen a persuasive argument. General The state has oil in its reserves. Improved The state has abundant oil in its reserves.

Directions Add a word from the box or your own adjective to describe the underlined word in each sentence. Write the new sentence. magnificent

ambitious

economical

scarce

valuable

1. The Southwest is conserving supplies of water.

2. People went west to search for gold.

3. Even garbage is a resource.


4. Mud has been used to build structures.

5. Scientists look for ways to conserve energy.

178 14627_176-179_FSD 178

Unit 5


2/25/05 5:43:05 PM

WRITING WORKSHOP

Persuasive Argument

UNIT

5

Name

Self-Evaluation Guide Persuasive Argument Directions Think about the final draft of your persuasive argument. 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 most convincing reason in your persuasive argument? Why?


2. What part of your persuasive argument would you add more to if you had the chance to write it again? What would you add?


14627_176-179_FSD 179

Unit 5

179 2/25/05 5:43:06 PM

WRITING WORKSHOP

UNIT

6

Research Report


K-W-L Chart Fill out this K-W-L chart to help you organize your ideas. Topic

What I Want to Know

What I Learned


What I Know

Controlling Question

180 14627_180-183_FSD 180

Unit 6


2/25/05 5:43:44 PM

Research Report

WRITING WORKSHOP

UNIT

6

Name

Topic and Detail Sentences Directions Think about the organization of your research report. Write a topic sentence and at least two detail sentences for each paragraph. Paragraph 1 Topic Sentence

Detail Sentences

Paragraph 2 Topic Sentence

Detail Sentences



Detail Sentences


Detail Sentences


14627_180-183_FSD 181

Unit 6

181 2/25/05 5:43:46 PM

WRITING WORKSHOP

UNIT

6

Research Report


Elaboration Modifiers One way to elaborate is to add modifiers such as adjectives, adverbs, and prepositional phrases to describe, or modify, other words in a sentence. Not Elaborated Pharaohs built tombs. Elaborated Pharaohs in ancient Egypt usually built costly tombs.

Directions Add a word or phrase from the box or your own adjective, adverb, or prepositional phrase to describe the underlined word in each sentence. Write the new sentence. year-round skilled

fashionable of tropical birds

with its white marble columns

1. The Aztecs used feathers in their headdresses.

2. Ancient Egyptian men and women wore many accessories.

3. The ancient Greeks ate bread, beans, and olives.

5. The Egyptian pyramids were built by architects and engineers.

182 14627_180-183_FSD 182

Unit 6


4. Notice the design of the Parthenon.


2/25/05 5:43:46 PM

WRITING WORKSHOP

Research Report

UNIT

6

Name

Self-Evaluation Guide Research Report Directions Think about the final draft of your research report. Then rate yourself on a scale from 4 to 1 (4 is the highest) on each writing trait. After you fill out the chart, answer the questions.

Writing Traits

4

3

2

1

Focus/Ideas Organization/Paragraphs Voice Word Choice Sentences Conventions 1. What is the best part of your report?


2. What part of your research report would you change if you had the chance to write it again? How would you change it?


14627_180-183_FSD 183

Unit 6

183 2/25/05 5:43:47 PM

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