g r a m m a r / u s a g e name pronouns and...

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NameGrammar/Usage

●RETEACHING WORKBOOK68 Grade 6: Unit 6 Pronouns (Use with pupil book pages 274–276.)

Skill: Students will identify the antecedents for pronouns.

• A pronoun is a word that takes the place of one or more nouns.• The antecedent of a pronoun is the noun or nouns to which the

pronoun refers.• Provide a clear antecedent for every pronoun.John Moisant was a pilot, and he taught Harriet to fly.Pilots and teachers had refused Harriet. They thought women shouldn’t fly.

Write the antecedent for each underlined pronoun. The pronoun and its antecedent may not always be in the same sentence.

Example: The trip was dangerous, but it would not last long.

1. After the pilot boarded the plane, she started the engine.

2. When the plane gathered speed, it soared into the air.

3. Rain fell hard, and it limited the pilot’s view.

4. After the pilot checked the compass, shechanged direction.

5. Harriet Quimby was daring, and she had a goal.

6. It was to cross the English Channel in an airplane.

7. Men had crossed it, but no woman had ever tried.

8. Gino read the account of the flight, and he was amazed.

9. The engine stopped once, and it was slow to restart.

10. The plane glided lower, and it almost crashed.

11. When Harriet finally saw land, she was thrilled.

12. Gino appreciated Harriet’s feat, and he knew the hazards.

13. In 1912 airplanes were light, but they were dangerous.

14. Linen or canvas covered the frame, and they often tore.

15. Because pilots wore no safety belts, they could fall out.

16. A flight was risky, but it was an amazing adventure.

trip

Pronouns and Antecedents

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Grade 6: Unit 6 Pronouns (Use with pupil book pages 277–278.)Skill: Students will replace unclear pronouns with nouns or noun phrases.

RETEACHING WORKBOOK 69●

Revising Strategies: Sentence FluencyNameRevising Strategies: Sentence Fluency

Writing with Pronouns

Writing Clearly with Pronouns Rewrite the sentences. Replace any unclear pronouns with clearer nouns or noun phrases.

Example: The class trip to San Francisco was an adventure. It was unforgettable.

1. Ms. Clayton and Mrs. Colon made sure it was fun for the class. They were excitedabout seeing the Golden Gate Bridge.

2. When the buses reached Golden Gate Park, they took out their cameras.

3. She led one group to the DeYoung Museum, while Ms. Clayton went to Chinatown.

4. Chinatown intrigued them, although she had been there before.

5. They had a great trip and thanked them for taking them.

The class trip to San Francisco was an adventure. The city was unforgettable.

(continued)

• When you write with pronouns, be clear about whom or what they refer to.Replace confusing pronouns with a noun or noun phrase.

Confusing

Clear

Pedro joined Luis at Carlo’s home. It was the first time they met.Pedro joined Luis at Carlo’s home. It was the first time Pedro and

Carlo met.

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Skill: Students will replace unclear pronouns with nouns or noun phrases.

Revising Strategies: Sentence FluencyName

Writing with Pronouns (continued from page 69)

Avoiding Pronoun Overload Rewrite the following sentences. Make the writingclearer and livelier by replacing repeated pronouns with nouns or noun phrases.

Example: It will perform The Crucible. It is exciting and famous.

6. They were nervous about learning their parts. They memorized them all day.

7. It had been rehearsed for a month. The group said they were ready to go on.

8. Ticket sales are strong at local clubs and charities. They need more of them.

9. Although it opens soon, they still need to work on it.

10. When it finally opens, they will love it.

• Pronoun overload can lead to boring or confusing writing. Avoid repeatingthe same pronoun in a sentence or paragraph. Replace some of thepronouns with nouns or noun phrases.

The students found sponsors for their drama club. Theyput out fliers announcing their first two productions.They are rehearsing them now.The students found sponsors for their drama club. Thestudents put out fliers announcing the group’s first twoproductions. The actors are rehearsing the plays now.

Droning pronouns

Mix of nouns and

pronouns

The drama club will perform The Crucible. The play is exciting and famous.

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Subject and Object Pronouns

Grammar/UsageName


• Use a subject pronoun to replace a noun used as a subject.• Use an object pronoun to replace a noun used as a direct

object or after words such as to, in, for, and at.

Mrs. Peters and Tim visited Sweden.They visited Sweden.

Sweden fascinated the mother and son.Sweden fascinated them.

Tim showed pictures to the class.Tim showed pictures to us.

Rewrite each sentence, using the correct pronoun in parentheses.

Example: Tim’s knowledge amazed (I, me).

1. (I, Me) looked at the photograph of Tim’s mother.

2. (She, Her) was standing in front of a castle in Sweden.

3. (We, Us) asked Tim questions about the castle.

4. Today castles seem like unusual homes to (we, us).

5. Many families lived in (they, them) at the same time.

6. Tim’s Swedish guide led (he, him) through the castle.

7. (He, Him) explained the purpose of having moats around castles.

8. (They, Them) provided protection against intruders.

Tim’s knowledge amazed me.

Grade 6: Unit 6 Pronouns (Use with pupil book pages 279–281.)Skill: Students will choose subject and object pronouns to complete

sentences.

• Use a possessive pronoun to show ownership.• Some possessive pronouns come before nouns,

and some stand alone.• Never use an apostrophe in a possessive pronoun.

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Possessive Pronouns

NameGrammar/Usage


Skill: Students will choose possessive pronouns to complete sentences.

Rewrite each sentence, using the correct word in parentheses.

Example: (Our, Ours) school just won a championship.

1. The spelling trophy is (our, ours)!

2. (My, Mine) brother said that his class received a blue ribbon.

3. (Their, They’re) spelling team is one of the best in the city.

4. Ms. Lang is proud of (her, hers) team.

5. Some of the youngest spellers were (her, hers).

6. The team to watch is (their, theirs).

7. (Its, It’s) future looks bright.

8. Do you think (your, you’re) team will be able to beat them?

Our school just won a championship.

Our team is best.Their trophy is the largest.The best team is ours.The largest trophy is theirs.

Before nouns

Stand alone

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Pronouns After Linking Verbs

Grammar/UsageName

Grade 6: Unit 6 Pronouns (Use with pupil book pages 285–286.)Skill: Students will use subject pronouns after linking verbs.



Example: It was (them, they) who suggested the trip.

1. The first people on the bus were (we, us).

2. It was (me, I) who had wanted to tour Denver.

3. Sol said that our guide was (he, him).

4. Sila said that the most interested tourists were (she, her) and (me, I).

5. It was (us, we) who went with Mai Li and Ping.

6. The people who wanted to see Red Rocks Theatre were (they, them).

7. The bravest climbers at Red Rocks were (her, she) and (he, him).

8. It was (I, me), however, who was the most tired at the end of the tour.

It was they who suggested the trip.

• Use a subject pronoun after a linking verb.

It was he who was the last on the bus.The people in charge of the tickets were she and I.

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Pronouns in Compounds

NameGrammar/Usage


Skill: Students will choose pronouns to complete compound subjectsand compound objects.

• Use a subject pronoun in a compound subject.• Use an object pronoun in a compound object.• When you include yourself in a compound subject or

compound object, mention yourself last.


Example: Murray and (I, me) formed a wildlife club.

1. The Jackson twins helped (he, him) and (I, me).

2. (They, Them) and (I, me) designed the clubhouse.

3. Soon our parents and (we, us) began to build.

4. Dad, my friends, and (I, me) took some pictures of the clubhouse.

5. Dad laughed when he showed the photos to Mom and (we, us).

6. Two raccoons stared at (she, her), (he, him), and (we, us) from the clubhouse door.

Murray and I formed a wildlife club.

Compound

subject

Compound

object

Murray and I like to watch animals.

My parents took him and me on a nature hike.The hike was interesting to them,

him, and me.

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Using who, whom, whose

Grammar/UsageName

Grade 6: Unit 6 Pronouns (Use with pupil book pages 290–292.)Skill: Students will use who, whom, and whose correctly.



Example: (Who, Whom) invented the zipper?

1. (Whose, Who’s) invention was the elevator?

2. (Who, Whom) said that the answer is Elisha Otis?

3. (Who, Whom) can we thank for the invention of the vacuum cleaner?

4. (Whose, Who’s) answer was Melville Bissell?

5. (Who, Whom) invented a machine that makes paper bags?

6. (Whose, Who’s) guess was Margaret Knight?

7. (Who, Whom) do we credit with the invention of the alarm clock?

8. (Who, Whom) guessed that the inventor was Jean Houdin?

Who invented the zipper?

• Use the pronoun who as a subject.• Use the pronoun whom as a direct object.• Use the possessive pronoun whose to show ownership.• Do not confuse whose and who’s.Who would like to try this quiz?Whom shall I ask to join us?Whose questions are these?Who’s the first contestant?

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Skill: Students will use pronouns correctly when combining sentences.


Writing with Pronouns

Combining Sentences with Pronouns Combine each pair of sentences, replacing one sentence’s subject with a pronoun. Connect the sentences with the subordinatingconjunction in parentheses.

Example: WXYZ interviewed its listeners. WXYZ changed to a new format. (after)

1. The music is a mix of old and new. Listeners select the music. (since)

2. Listeners enjoy WXYZ’s programs. Listeners don’t change the dial. (because)

3. The news is reported as it happens. The news attracts listeners. (when)

4. The disc jockeys start their music. The disc jockeys give the traffic report. (before)

5. You ask for new tunes. New tunes will be added every hour. (if)

6. A major accident occurs. The music is interrupted. (if)

Avoid repeating the same nouns in your writing. When two sentences have the same subject, combine the sentences by replacing one subject with a pronoun.• Be sure to provide the pronoun with a clear antecedent. • When the combined sentence begins with a conjunction, use a comma

to separate the two parts.

Adults enjoy station WXYZ. Adults like the music and programs.Because adults like the music and programs, they enjoystation WXYZ.

Related sentences

Combined sentence

After WXYZ interviewed its listeners, it changed to a new format.

(continued)

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Writing with Pronouns (continued from page 76)

Grade 6: Unit 6 Pronouns (Use with pupil book pages 293–294.)Skill: Students will use pronouns correctly when combining sentences.



Combining Sentences with Who, Whom, and Whose Combine each pair ofsentences, using the pronoun in parentheses.

Example: I always enjoy talking with Sam. Sam’s stories are amazing. (whose)

7. My favorite disc jockey is Chuck Bono. Chuck does the morning show. (who)

8. I got to meet Maria Sanchez. Ms. Sanchez’s show was just beginning. (whose)

9. Maria takes calls from listeners. Listeners’ opinions are important to her. (whose)

10. Her brother Dante is a reporter. Dante writes news stories for the station. (who)

11. Dante likes to interview people. He meets people on the street. (whom)

12. He interviewed a drummer. The drummer was playing on a street corner. (who)

A pronoun can replace a name as well as a noun. Combine sentences by usingwho, whom, and whose in place of a repeated name or noun. Remember: • Who is the subject of a verb. • Whom is the object of a verb. • Whose is the possessive form of who.

I visited WXYZ with Sam. Sam is an engineer at the station.I visited WXYZ with Sam, who is an engineer at the station.

Two sentences

Combined sentence

I always enjoy talking with Sam, whose stories are amazing.

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Using we and us with Nouns

NameGrammar/Usage


Skill: Students will use we and us correctly with nouns.


Example: (We, Us) students took a trip to the Rocky Mountains.

1. (We, Us) tourists traveled to Yellowstone National Park.

2. The ranger showed (we, us) travelers Old Faithful.

3. An experienced hiker was kind to (we, us) students on the trail.

4. The most excited visitors were (we, us) sixth-graders.

5. Later our guide took (we, us) sightseers to see the bison.

6. A trail led (we, us) hikers through evergreen forests.

7. Loud applause was given for (we, us) slow hikers when we got back.

8. However, our pictures will remind (we, us) students of a great trip!

• Use the subject pronoun we with nouns that are subjects of sentences or that follow linking verbs.

• Use the object pronoun us with nouns used as direct objects or after words such as to, in, for and at.

We campers enjoy new places.

The campers were we sixth-graders.

Wyoming impressed us students.

A tour was given to us campers.

With a subject

After a linking verb

With a direct object

After words like to and in

We students took a trip to the Rocky Mountains.

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Indefinite Pronouns

Usage Name

Grade 6: Unit 6 Pronouns (Use with pupil book pages 297–299.)Skill: Students will choose verbs to agree with indefinite pronouns.


• An indefinite pronoun is a pronoun without a definite antecedent.

• Indefinite pronouns can be singular or plural.• A singular indefinite pronoun takes a singular verb.

A plural indefinite pronoun takes a plural verb.

Everybody wants gerbils as pets.

Do some want other pets too?

Singular

Plural

Write the verb in parentheses that correctly completes each sentence. The indefinite pronoun is underlined to help you.

Example: Someone the school gerbils every year. (gives, give)

1. anybody know about gerbils? (Does, Do)

2. Somebody that they come from Mongolia. (says, say)

3. Others from North Africa. (comes, come)

4. Each narrow front teeth. (has, have)

5. Few as lazy as ours! (is, are)

6. Many sunflower seeds. (likes, like)

7. All excellent hearing. (has, have)

8. Some not like water. (does, do)

9. anyone fed the gerbils today? (Has, Have)

10. Oh, no! Everyone at the open cage door. (looks, look)

11. Nobody calm. (remains, remain)

12. Everybody for the two missing gerbils. (searches, search)

13. Several the hallway. (checks, check)

14. Nothing in the classroom or the hallway. (appears, appear)

15. Finally, someone inside the cage. (peeks, peek)

16. Both soundly under the wood chips. (sleeps, sleep)

gives

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●RETEACHING WORKBOOK80 Grade 6: Unit 6 Pronouns (Use with pupil book page 300.)

Skill: Students will use homophones correctly.

Revising Strategies: VocabularyName

Using Homophones Correctly

Fill in the blank with the correct word in parentheses. Rewrite the sentences, usingthe definitions in the word box to help.

Example: Peace will over the kingdom. (rein, reign)

1. Kelly won a for yesterday’s performance. (medal, meddle)

2. Winning was a perfect to her day. (compliment, complement)

3. The medal was an amulet shaped like a . (muscle, mussel)

4. It made me curious, but I didn’t want to . (medal, meddle)

5. So I gave her a on her award. (compliment, complement)

6. She said she was happy, but her leg felt sore. (muscle, mussel)

Homophones are words that have the same pronunciationbut different spellings and meanings.

There’s a colonel of truth in what the kernel says. kernel colonel

Peace will reign over the kingdom.

compliment words of praisemedal an award

mussel animal like a clam

complement what completes meddle to interferemuscle a body tissue

g r a m m a r / u s a g e name pronouns and...

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