I’ve created a blog post for each part of speech. They have free printable posters with rules plus great links and ideas for teaching the parts of speech. Just click on the images to visit the blog posts.

Page 2 ~ © Gay Miller

4th Grade 5th Grade 6th Grade

Noun CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely.*

CCSS.ELA-LITERACY.L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CCSS.ELA-LITERACY.L.6.1.A Ensure that pronouns are in the proper case (subjective, objective, possessive). CCSS.ELA-LITERACY.L.6.1.C Recognize and correct inappropriate shifts in pronoun number and person.*

Pronoun CCSS.ELA-LITERACY.L.4.1.A Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

CCSS.ELA-LITERACY.L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CCSS.ELA-LITERACY.L.6.1.A Ensure that pronouns are in the proper case (subjective, objective, possessive). CCSS.ELA-LITERACY.L.6.1.B Use intensive pronouns (e.g., myself, ourselves). CCSS.ELA-LITERACY.L.6.1.C Recognize and correct inappropriate shifts in pronoun number and person.* CCSS.ELA-LITERACY.L.6.1.D Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Verb CCSS.ELA-LITERACY.L.4.1.B Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-LITERACY.L.4.1.C Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

CCSS.ELA-LITERACY.L.5.1.B Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. CCSS.ELA-LITERACY.L.5.1.C Use verb tense to convey various times, sequences, states, and conditions. CCSS.ELA-LITERACY.L.5.1.D Recognize and correct inappropriate shifts in verb tense.*

CCSS.ELA-LITERACY.L.6.1.C Recognize and correct inappropriate shifts in pronoun number and person.* CCSS.ELA-LITERACY.L.6.1.E Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

Adjective CCSS.ELA-LITERACY.L.4.1.D Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

CCSS.ELA-LITERACY.L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CCSS.ELA-LITERACY.L.6.3.A Vary sentence patterns for meaning, reader/listener interest, and style.*

Adverb CCSS.ELA-LITERACY.L.4.1.A Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

CCSS.ELA-LITERACY.L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CCSS.ELA-LITERACY.L.6.3.A Vary sentence patterns for meaning, reader/listener interest, and style.*

Preposition CCSS.ELA-LITERACY.L.4.1.E Form and use prepositional phrases.

CCSS.ELA-LITERACY.L.5.1.A Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

CCSS.ELA-LITERACY.L.6.3.A Vary sentence patterns for meaning, reader/listener interest, and style.*

Conjunction CCSS.ELA-LITERACY.L.4.2.C Use a comma before a coordinating conjunctions in a compound sentence.

CCSS.ELA-LITERACY.L.5.1.A Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. CCSS.ELA-LITERACY.L.5.1.E Use correlative conjunctions (e.g., either/or, neither/nor).

CCSS.ELA-LITERACY.L.6.3.A Vary sentence patterns for meaning, reader/listener interest, and style.*

Interjection CCSS.ELA-LITERACY.L.4.3.B

Choose punctuation for effect.*

CCSS.ELA-LITERACY.L.5.1.A

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

CCSS.ELA-LITERACY.L.6.1.E

Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

CCSS Objectives for Parts of Speech for Grades 4-6

Page 3 ~ © Gay Miller

1. Suddenly a White Rabbit with pink eyes ran close by her.

2. She ran across the field after it.

3. In another moment, down went Alice after it.

4. Down, down, down. Would the fall never come to an end!

5. I wonder if I shall fall right through the earth!

6. She came upon a heap of sticks and dry leaves, and the fall was over.

7. Alice was not a bit hurt, and she jumped to her feet in a moment.

8. Away went Alice like the wind.

9. She was just in time to hear, “Oh my ears and whiskers, how late it's

getting!”

10.Suddenly she came upon a little three-legged table, all made of solid glass.

11.There was nothing on it except a tiny golden key.

12.Alice opened the door and found that it led into a small passage.

13.She knelt down and looked along the passage into the loveliest garden you

ever saw.

14.How she longed to get out of that dark hall and wander about among those

beds of bright flowers and those cool fountains, but she could not even get

her head through the doorway.

Prepositional Phrases [Chapter 1]

Prepositional phrases are words that add details or clarity to a sentence. They begin with a preposition and end with a noun or a pronoun. By locating and crossing out prepositional phrases in sentences, you can more easily find the simple subject and the verb of a sentence.

Example: She had peeped into the book her sister was reading. Directions: Cross out the prepositional phrases. Underline the simple subject once and the verb twice. [Note compound sentences and

sentences with quotations will have more than one simple subject and verb.]

prepositional phrase

simple subject

verb phrase

Page 4 ~ © Gay Miller

1. Suddenly a White Rabbit with pink eyes ran close by her.

2. She ran across the field after it.

3. In another moment, down went Alice after it.

4. Down, down, down. Would the fall never come to an end!

5. I wonder if I shall fall right through the earth!

6. She came upon a heap of sticks and dry leaves, and the fall was over.

7. Alice was not a bit hurt, and she jumped to her feet in a moment.

8. Away went Alice like the wind.

9. She was just in time to hear, “Oh my ears and whiskers, how late it's

getting!”

10.Suddenly she came upon a little three-legged table, all made of solid

glass.

11.There was nothing on it except a tiny golden key.

12.Alice opened the door and found that it led into a small passage.

13.She knelt down and looked along the passage into the loveliest garden

you ever saw.

14.How she longed to get out of that dark hall and wander about among

those beds of bright flowers and those cool fountains, but she could not

even get her head through the doorway.

Prepositional Phrases [Chapter 1] Answer Key

Prepositional phrases are words that add details or clarity to a sentence. They begin with a preposition and end with a noun or a pronoun. By locating and crossing out prepositional phrases in sentences, you can more easily find the simple subject and the verb of a sentence.

Example: She had peeped into the book her sister was reading.

Directions: Cross out the prepositional phrases. Underline the simple subject once and the verb twice. [Note compound sentences and sentences with quotations will have more than one simple subject and verb.]

prepositional phrase

simple subject

verb phrase

Page 5 ~ © Gay Miller

Verb Tense Guide

Simple Progressive be verb + main verb + -ing Perfect

Pa

st

The action happened sometime in the past.

I walked yesterday.

(time clue – yesterday)

An action that started in the past is

ongoing.

I was walking when the phone rang.

The action started and finished in the past.

I had walked for three miles when I

had to stop.

Pr

ese

nt

The action is happening right now or

happens regularly.

I walk every day. (time clue – every day)

The action is continuing at this moment, or it starts and goes on for a

while on a regular basis.

I am walking the dog.

A finished action is viewed from right

now.

I have walked every day this week.

Futu

re

The action will happen in the future.

I will walk tomorrow. (time clue – tomorrow)

The action will start and continue in the

future.

I will be walking when you come by.

The action will start and finish in the

future, before a second action takes place.

I will have walked 20 miles before

the week is over.

Page 6 ~ © Gay Miller

Verb Tense Practice [Chapter 2]

Fill in the blanks with the correct form of the verb.

1. I (present progressive of open) _______________________ out like the largest telescope.

2. When she (past of look) _______________________ down at her feet, they seemed to be almost out of sight.

3. They (past progressive of get) __________________________ so far off.

4. I wonder who (future of put) _______________________ on your shoes and stockings for you.

5. Oh dear, what nonsense I (present progressive of talk) _______________________!

6. Alice (present perfect of cry) _______________________ for hours, and she intends to keep crying until she finds a way out

of the passageway.

7. As Alice looked down, she was surprised to see she had put on one of the Rabbit’s little white gloves while she (past

progressive of talk) _______________________.

8. She soon (past of realize) _______________________ that she (past progressive of grow)

___________________________ smaller again.

9. Alice discovered the cause of her shrinking was the fan she (past progressive of hold)

_______________________, so she (past of drop) _______________________ it hastily.

10. The narrow escape (past of fright) _______________________ Alice.

11. Alice (past of slip) _______________________ and (past of fall) _______________________ into

a pool.

12. She soon made out that she (past perfect of fall) _______________________ into the pool of

tears she (past perfect of cry) _______________________ when she was nine feet tall.

13. Alice came upon a Mouse who (past progressive of tremble) _______________________ down to

the end of his tail.

14. Alice (past of tell) _______________________ the Mouse about her cat Dinah and a nice little

terrier she (past of know) _______________________.

15. Alice feared she (past perfect of offend) _______________________ the Mouse, for it (past

progressive of swim) _______________________ away from her as hard as it could go, and

making quite a commotion in the pool as it went.

Page 7 ~ © Gay Miller

Verb Tense Practice [Chapter 2]

Fill in the blanks with the correct form of the verb.

1. I am opening out like the largest telescope.

2. When she looked down at her feet, they seemed to be almost out of sight.

3. They were getting so far off.

4. I wonder who will put on your shoes and stockings for you.

5. Oh dear, what nonsense I am talking!

6. Alice has cried for hours, and she intends to keep crying until she finds a way out of the passageway.

7. As Alice looked down, she was surprised to see she had put on one of the Rabbit’s little white gloves while she was talking.

8. She soon realized that she was growing smaller again.

9. Alice discovered the cause of her shrinking was the fan she was holding,

so she dropped it hastily.

10. The narrow escape frightened Alice.

11. Alice slipped and fell into a pool.

12. She soon made out that she had fallen into the pool of tears she had

cried when she was nine feet tall.

13. Alice came upon a Mouse who was trembling down to the end of his tail.

14. Alice told the Mouse about her cat Dinah and a nice little terrier she

knew.

15. Alice feared she had offended the Mouse, for it was swimming away from

her as hard as it could go, and making quite a commotion in the pool as

it went.

Page 8 ~ © Gay Miller

Nouns (Direct Objects) [Chapter 3]

A direct object is a group of words that represent the person or thing upon which the action of the verb is performed. It usually

comes after the verb without a preposition.

Directions: Cross out prepositional phrases. Underline the simple subject once and the verb/verb phrase twice. Label any direct

object by writing D.O. above it. Note: Not all sentences will have direct objects.

1. The animals were cold and wet when they got out of the pool.

2. To get dry, the Mouse gave the driest lecture about William the Conqueror.

3. The wet animals got a little restless.

4. Dodo said, “We should have a Caucus-race.”

5. All the animals started at different locations around a track.

6. After thirty minutes of running, Dodo announced the race over.

7. Dodo named the winners.

8. Alice gave comfits as prizes.

9. The animals then sat in a circle to chat.

10. Mouse recited a poem which Alice misinterpreted.

11. Frustrated with Alice, Mouse left the room.

12. Alice described Dinah, her cat.

13. Dinah catches birds.

14. Offended, the birds left Alice.

15. Why did she mention her cat?

Page 9 ~ © Gay Miller

Nouns (Direct Objects) [Chapter 3]

A direct object is a group of words that represent the person or thing upon which the action of the verb is performed. It usually

comes after the verb without a preposition.

Directions: Cross out prepositional phrases. Underline the simple subject once and the verb/verb phrase twice. Label any direct

object by writing D.O. above it. Note: Not all sentences will have direct objects.

1. The animals were cold and wet when they got out of the pool.

2. To get dry, the Mouse gave the driest lecture about William the Conqueror.

3. The wet animals got a little restless.

4. Dodo said, “We should have a Caucus-race.”

5. All the animals started at different locations around a track.

6. After thirty minutes of running, Dodo announced the race over.

7. Dodo named the winners.

8. Alice gave comfits as prizes.

9. The animals then sat in a circle to chat.

10. Mouse recited a poem which Alice misinterpreted.

11. Frustrated with Alice, Mouse left the room.

12. Alice described Dinah, her cat.

13. Dinah catches birds.

14. Offended, the birds left Alice.

15. Why did she mention her cat?

D.O.

D.O.

D.O.

D.O.

D.O.

D.O.

D.O.

D.O.

D.O.

D.O.

D.O.

Page 10 ~ © Gay Miller

Troublesome Verbs

Knowing when to use sit/set, rise/raise, or lie/lay can easily be determined with the help of direct objects. With to lay (lays, laid,

laying), to set, and to raise, you must have a direct object.

No Direct Object Must Have a Direct Object

sit set

rise raise

lie lay

The Mad Hatter set the table for tea.

Alice raised her hand to ask a question.

The White Rabbit laid the shrinking drink on the table.

Infinitive Present Past Present Participle

Past Participle

to sit sit(s) sat sitting had sat

to set set(s) set setting had set

Infinitive Present Past Present Participle

Past Participle

to rise rise(s) rose rising had risen

to raise raise(s) raised raising had raised

Infinitive Present Past Present Participle

Past Participle

to lie lie(s) lay lying had lain

to lay lay(s) laid laying had laid

Directions: Circle the correct word in parenthesis.

1. She (sits sets) purring so nicely by the fire, licking her paws and washing her face.

2. (Sit Set) down, all of you, and listen to me!

3. The neck seemed to (rise raise) like a stalk out of a sea of green leaves that (lie lay) far below her.

4. When the tide (rises raises) and sharks are around, his voice has a timid and tremulous sound.

5. She ate the mushroom and (rose raised) herself to about two feet high.

6. He looked anxiously over his shoulder as he spoke, and then (rose raised) himself upon tiptoe.

7. Alice was rather doubtful whether she ought not to (lie lay) down on her face like the three gardeners.

8. Alice noticed with some surprise that the pebbles were all turning into little cakes as they (lie lay) on the floor.

9. Always (lie lay) the blame on others!

10.There they (lie lay) sprawling about, reminding her very much of a globe of goldfish she had accidentally upset the week

before.

D.O.

D.O.

D.O.

Page 11 ~ © Gay Miller

Troublesome Verbs Answer Key [The sentences come from different chapters.]

Knowing when to use sit/set, rise/raise, or lie/lay can easily be determined with the help of direct objects. With to lay (lays, laid,

laying), to set, and to raise, you must have a direct object.

No Direct Object Must Have a Direct Object

sit set rise raise

lie lay

The Mad Hatter set the table for tea.

Alice raised her hand to ask a question.

The White Rabbit laid the shrinking drink on the table.

Infinitive Present Past Present Participle

Past Participle

to sit sit(s) sat sitting had sat

to set set(s) set setting had set

Infinitive Present Past Present Participle

Past Participle

to rise rise(s) rose rising had risen

to raise raise(s) raised raising had raised

Infinitive Present Past Present Participle

Past Participle

to lie lie(s) lay lying had lain

to lay lay(s) laid laying had laid

Directions: Circle the correct word in parenthesis.

1. She (sits sets) purring so nicely by the fire, licking her paws and washing her face.

2. (Sit Set) down, all of you, and listen to me!

3. The neck seemed to (rise raise) like a stalk out of a sea of green leaves that (lie lay) far below her.

4. When the tide (rises raises) and sharks are around, his voice has a timid and tremulous sound.

5. She ate the mushroom and (rose raised) herself to about two feet high.

6. He looked anxiously over his shoulder as he spoke, and then (rose raised) himself upon tiptoe.

7. Alice was rather doubtful whether she ought not to (lie lay) down on her face like the three gardeners.

8. Alice noticed with some surprise that the pebbles were all turning into little cakes as they (lie lay) on the floor.

9. Always (lie lay) the blame on others!

10.There they (lie lay) sprawling about, reminding her very much of a globe of goldfish she had accidentally upset the week

before.

past tense of lie

Reflexive pronoun ~ acts like a D.O.

past tense of lie

D.O.

past tense of lie

Reflexive pronoun ~ acts like a D.O

D.O.

D.O.

D.O.

Note: Think of the nursery rhyme, Now I lay me down to sleep, to remember that

when you physical lay yourself you use the verb (lay) that requires direct objects.

Page 12 ~ © Gay Miller

Interjections [Chapter 5]

Strong interjections end with exclamation points ( ! ). Because strong interjections are followed by an end mark, the following word

must be capitalized. Mild interjections are separated from the rest of the sentence with commas. They may come at the beginning,

middle, or end of a sentence. When coming in the middle of the sentence, two commas are needed.

Directions: Fill in the blanks with an appropriate interjection. Try not to repeat any interjections.

1. _________________! The Caterpillar is gigantic!

2. _________________, I’ve never seen a caterpillar smoking before.

3. _________________, I’m confused. I’ve been so many

different sizes today.

4. _________________! Can’t you understand?

5. _________________, I can keep my temper.

6. _________________, I just don’t like changing sizes.

7. _________________! I just can’t

remember just now.

8. _________________, I don’t like being

three inches tall.

9. _________________! You never know what size you will be when you eat

something in Wonderland.

10._________________, Caterpillar, I

appreciate your help.

Directions: Add editing marks to correct the following sentences.

11. hmmm mushrooms aren’t very tasty

12. come my head's free at last said alice in a tone of delight

13. yikes what can all that green stuff be said alice

14. and oh my poor hands how is it I can't see you

15. drat there seemed to be no chance of getting her hands

up to her head

16. alice heard a sharp hiss what she drew back in a hurry; a

large pigeon had flown into her face and was beating her

violently with its wings

17. you serpent screamed the pigeon

18. now i haven't the least idea what you're talking about

said alice

19. well what are you said the pigeon

20. oh i—i'm a little girl said alice rather doubtfully

21. well be off then said the pigeon in a sulky tone

Page 13 ~ © Gay Miller

Page 14 ~ © Gay Miller

Interjections [Chapter 5]

Strong interjections end with exclamation points ( ! ). Because strong interjections are followed by an end mark, the following word

must be capitalized. Mild interjections are separated from the rest of the sentence with commas. They may come at the beginning,

middle, or end of a sentence. When coming in the middle of the sentence, two commas are needed.

Directions: Fill in the blanks with an appropriate interjection. Try not to repeat any interjections. Answers will vary.

1. Wow! The Caterpillar is gigantic!

2. Well, I’ve never seen a caterpillar smoking before.

3. Oh, I’m confused. I’ve been so many different sizes today.

4. Really! Can’t you understand?

5. Yes, I can keep my temper.

6. Fiddlesticks, I just don’t like changing sizes.

7. Uggh! I just can’t remember just now.

8. Awful, I don’t like being three inches tall.

9. Jeez! You never know what size you will be when

you eat something in Wonderland.

10.Alright, Caterpillar, I appreciate your help.

Directions: Add editing marks to correct the following sentences.

11. hmmm mushrooms aren’t very tasty

12. “Come, my head's free at last,” said Alice in a tone of delight.

13. “Yikes! What can all that green stuff be?” said Alice.

14. And oh, my poor hands, how is it I can't see you?

15. Drat! There seemed to be no chance of getting her hands up to her head.

16. Alice heard a sharp hiss. What! She drew back in a hurry; a large pigeon had flown into her face and

was beating her violently with its wings.

17. “You! Serpent!” screamed the Pigeon.

18. “Now, I haven't the least idea what you're talking

about,” said Alice.

19. “Well, what are you?” said the Pigeon.

20. “Oh, I — I'm a little girl,” said Alice rather doubtfully.

21. “Well, be off, then,” said the Pigeon in a sulky tone.

Page 15 ~ © Gay Miller

Conjunctions [Chapter 6]

Coordinating

Conjunctions

Coordinating conjunctions are used to join equal parts: word to word, phrase to phrase, and sentence to sentence. One way to

remember coordinating conjunctions is "FANBOYS" (for, and, nor, but, or, yet, and so).

Subordinating

Conjunctions

Subordinating conjunctions introduce independent clauses. Independent clauses join with dependent clauses to form complex

sentences.

Correlative

Conjunctions

Correlative conjunctions are used in pairs. You use both conjunctions in different places in the same sentence to make them

work. Correlative conjunctions can connect nouns, independent clauses, prepositional phrases, and adjectives.

Directions: Circle the correct conjunctions.

Alice did not at all like the tone of this remark [for, and, or] thought it

would be as well to introduce some other subject of conversation. [While,

Because, Even if] she was trying to fix on one, the cook took the cauldron

of soup off the fire [but, and, or] at once set to work throwing everything

within her reach at the Duchess [but, and, or] the baby—the fire-irons

came first; [now that, because, then] followed a shower of saucepans,

plates, [but, and, or] dishes. The Duchess took no notice of them [now

that, even when, as soon as] they hit her; [nor, and, or] the baby was

howling so much already, [that, before, until] it was quite impossible to

say whether the blows hurt it [but, and, or] not.

'Oh, please mind what you're doing!' cried Alice, jumping up [but, and, or]

down in an agony of terror. 'Oh, there goes his precious nose'; [as, if,

whose] an unusually large saucepan flew close by it [but, and, or] very

nearly carried it off.

'If everybody minded their own business,' the Duchess said in a hoarse

growl, 'the world would go round a deal faster [after, than, wherever] it

does.'

'Which would not be an advantage,' said Alice, who felt very glad to get an opportunity of showing off a little of her knowledge.

'Just think of what work it would make with the day [but, and, or] night! You see the earth takes twenty-four hours to turn

round on its axis—'

'Talking of axes,' said the Duchess, 'chop off her head!'

Alice glanced rather anxiously at the cook, to see [as though, as if, if] she meant to take the hint; [but, and, or] the cook

was busily stirring the soup [but, and, or] seemed not to be listening, [now that, though, so] she went on again: 'Twenty-

four hours, I think; [but, and, or] is it twelve? I—'

Conjunctions [Chapter 6]

Coordinating

Conjunctions

Coordinating conjunctions are used to join equal parts: word to word, phrase to phrase, and sentence to sentence. One way to

remember coordinating conjunctions is "FANBOYS" (for, and, nor, but, or, yet, and so).

Subordinating

Conjunctions

Subordinating conjunctions introduce independent clauses. Independent clauses join with dependent clauses to form complex

sentences.

Correlative

Conjunctions

Correlative conjunctions are used in pairs. You use both conjunctions in different places in the same sentence to make them

work. Correlative conjunctions can connect nouns, independent clauses, prepositional phrases, and adjectives.

Directions: Circle the correct conjunctions.

Alice did not at all like the tone of this remark [for, and, or] thought it

would be as well to introduce some other subject of conversation. [While,

Because, Even if] she was trying to fix on one, the cook took the cauldron

of soup off the fire [but, and, or] at once set to work throwing everything

within her reach at the Duchess [but, and, or] the baby—the fire-irons

came first; [now that, because, then] followed a shower of saucepans,

plates, [but, and, or] dishes. The Duchess took no notice of them [now

that, even when, as soon as] they hit her; [nor, and, or] the baby was

howling so much already, [that, before, until] it was quite impossible to

say whether the blows hurt it [but, and, or] not.

'Oh, please mind what you're doing!' cried Alice, jumping up [but, and, or]

down in an agony of terror. 'Oh, there goes his precious nose'; [as, if,

whose] an unusually large saucepan flew close by it [but, and, or] very

nearly carried it off.

'If everybody minded their own business,' the Duchess said in a hoarse

growl, 'the world would go round a deal faster [after, than, wherever] it

does.'

'Which would not be an advantage,' said Alice, who felt very glad to get an opportunity of showing off a little of her knowledge.

'Just think of what work it would make with the day [but, and, or] night! You see the earth takes twenty-four hours to turn

round on its axis—'

'Talking of axes,' said the Duchess, 'chop off her head!'

Alice glanced rather anxiously at the cook, to see [as though, as if, if] she meant to take the hint; [but, and, or] the cook

was busily stirring the soup [but, and, or] seemed not to be listening, [now that, though, so] she went on again: 'Twenty-

four hours, I think; [but, and, or] is it twelve? I—'

Adjectives Guide Descriptive Adjectives

Some adjectives describe nouns.

Limiting or Determining Adjectives

Articles: a, an, the

Demonstratives: this, that, these, those

Numbers: one, two. . .

Possessive pronouns: my, his, her, your, its, our, their, whose

Possessive Nouns: Examples -- Grandma’s cookies, Ralph’s motorcycle

Infinites: any, few, no, many, most, several, some

Common and Proper Adjectives

Proper adjectives are descriptive adjectives that are derived from proper nouns.

Examples: Danish cookies, American flag, Girl Scout meeting

Predicate Adjectives

Sometimes adjectives come in the predicate (after the verb) and describe the subject.

Examples: This cloud looks ominous. The diamond is sparkly.

Degrees of Adjectives

Rule 1 ~ To form the comparative or superlative of one syllable words with more than one vowel OR ending with more than one consonant

at the, add -er OR -est.

tall taller tallest

neat neater neatest

Rule 2 ~ To form the comparative or superlative of a one syllable word ending in e, add -r OR -st.

wide wider widest

fine finer finest

Rule 3 ~ To form the comparative or superlative of a one syllable word with one vowel and one consonant at the end, double the consonant,

and add -er OR -est.

sad sadder saddest

big bigger biggest

Rule 4 ~To form the comparative or superlative of a two syllable word ending in y, change the y to i, then add -er OR -est.

happy happier happiest

jolly jollier jolliest

Rule 5 ~To form the comparative form of two syllables or more words not ending in Y, use more/less before the adjective. ~To form the

superlative form of two syllables or more words not ending in Y, use most/least before the adjective.

modern more modern most modern

interesting less interesting least interesting

Rule 6 Irregular Adjectives

good better best

bad worse worst

far farther farthest

little less least

many more most

Adjectives [Chapter 7]

Expand these sentences by adding adjectives.

1. There was a table set out under a tree in front of the house.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2. The Hare and the Mad Hatter were having tea with a Dormouse.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3. Alice sits down at the table with the Hare and the Mad Hatter.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

4. Talk of wine, riddles, time, and watches makes no sense to Alice.

__________________________________________________________________________

____________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________

5. “It's the stupidest tea-party I ever was at in all my life!” said Alice leaving.

____________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________

__________________________________________________________________________

Page 19 ~ © Gay Miller

Adverb Guide Creating Adverbs

Many adverbs can be created by adding –ly to adjectives.

Examples: Beth is a quick runner. She runs quickly around the track.

Use adverbs with action verbs and adjectives with linking verbs.

Examples: He sings beautifully. He is a beautiful singer.

Do not put –ly on words following linking verbs because they are not adverbs but adjectives. Forms of be (is, are, was, were, am, been, being) are

the most common linking verbs. Other linking verbs include: taste, smell, look, feel, sound, get, turn, grow, appear, and act. [Note: Some words

may be either linking or action verbs depending on how they are used.]

Examples: Megan feels tired. (linking verb) The vet feels the cat’s tummy carefully. (action verb)

Good vs. Well

Good is an adjective, and well is often an adverb. (Well can be an adjective.) Examples: I have a good feeling. I am doing well. I don’t feel well.

Intensity

Some adverbs indicate intensity.

Examples: He ate extremely well. He ate somewhat well. He hardly ate anything at all.

Adverbs come in three degrees just as adjectives do.

Rule 1 ~To form the comparative or superlative of a one syllable word, add -er OR -est.

soon sooner soonest

loud louder loudest

Rule 2 ~To form the comparative or superlative of a two syllable word ending in y, change the y to i, then add -er OR -est.

early earlier earliest

Rule 3 ~To form the comparative form of two syllables or more words, use more/less before the adverb. ~To form the superlative form of

two syllables or more words, use most/least before the adverb. All adverbs ending with –ly form the comparative and superlative degrees by

adding more/less and most/least.

recently more recently most recently

horribly more horribly most horribly

clearly less clearly least clearly

Rule 4 Irregular Adverbs

Beth swims well. Jack swims better. Ronny swims best.

much/many more most

badly worse worst

little less least

far farther/further farthest/furthest

[linking verb ~ Well is an

adjective.]

Adverbs [Chapter 8]

Directions: Write the correct adverb from the box to complete each sentence. Use each word once.

away quizzically busily around

accidentally quickly quietly timidly loudly very anxiously down

triumphantly always more irritably

1. The gardeners were in a hurry ___________________ painting the roses.

2. 'I couldn't help it,' said Five, in a sulky tone; 'Seven ___________________ jogged my elbow.'

3. 'That's right, Five! ___________________ lay the blame on others!'

4. At this moment Five, who had been ___________________ looking across the garden, called out, 'The Queen! The Queen!'

5. Alice looked ___________________, eager to see the Queen.

6. When the procession came opposite to Alice, they all stopped and ___________________ looked at her.

7. 'And who are these?' said the Queen, pointing to the three gardeners who were lying face ___________________ round the

rose tree.

8. The Queen turned crimson with fury, and, after glaring at her for a moment like a wild beast, screamed ___________________ loudly, 'Off with her head!’

9. 'Nonsense!' said Alice, very ___________________.

10. The King laid his hand upon her arm and ___________________ said, 'Consider, my dear: she is only a child!'

11. The Queen turned angrily ___________________ from him and said to the Knave, 'Turn them over!'

12. The Knave did so, ___________________ carefully with one foot.

13. 'You shan't be beheaded!' said Alice, and she ___________________ put them into a large flower-pot that stood near.

14. The three soldiers wandered about for a minute or two, looking for them, and then ___________________ marched off after the others.

15. 'Are their heads off?' shouted the Queen ___________________.

16. 'Their heads are gone, if it please your Majesty!' the soldiers shouted ___________________.

Page 21 ~ © Gay Miller

Adverbs [Chapter 8] Answer Key

Directions: Write the correct adverb from the box to complete each sentence. Use each word once.

away quizzically busily around

accidentally quickly quietly timidly

loudly very anxiously down

triumphantly Always more irritably

1. The gardeners were in a hurry busily painting the roses.

2. 'I couldn't help it,' said Five, in a sulky tone; 'Seven accidentally jogged my elbow.'

3. 'That's right, Five! Always lay the blame on others!'

4. At this moment Five, who had been anxiously looking across the garden, called out, 'The Queen! The Queen!'

5. Alice looked around, eager to see the Queen.

6. When the procession came opposite to Alice, they all stopped and quizzically looked at her.

7. 'And who are these?' said the Queen, pointing to the three gardeners who were lying face down round the rose tree.

8. The Queen turned crimson with fury, and, after glaring at her for a moment like a wild beast, screamed more loudly, 'Off

with her head!’

9. 'Nonsense!' said Alice, very loudly.

10. The King laid his hand upon her arm and timidly said, 'Consider, my dear: she is only a child!'

11. The Queen turned angrily away from him and said to the Knave, 'Turn them over!'

12. The Knave did so, very carefully with one foot.

13. 'You shan't be beheaded!' said Alice, and she quickly put them into a large flower-pot that stood near.

14. The three soldiers wandered about for a minute or two, looking for them, and then quietly marched off after the others.

15. 'Are their heads off?' shouted the Queen irritably.

16. 'Their heads are gone, if it please your Majesty!' the soldiers shouted triumphantly.

Page 22 ~ © Gay Miller

Pronouns

My Wonderful Wizard of Oz Book Unit (also free) has a series of five foldable graphic organizers going over pronoun rules. You can download it here:

http://bookunitsteacher.com/reading_oz/pronouns.pdf

Page 23 ~ © Gay Miller

Pronouns [Chapter 9]

Directions: Select the correct pronoun.

1. Alice was very glad to find (she, her) in such a pleasant temper.

2. ‘Maybe (it's, its) always pepper that makes people hot-tempered,' she went on.

3. She was a little startled when (she, her) heard (she, her) voice close to her ear. '(Your, You're) thinking about something,

my dear, and that makes you forget to talk.

4. 'Somebody said,' Alice whispered, 'that (it's, its) done by everybody minding (their, there) own business!'

5. And the moral of that is—"The more (their, there) is of (mine, them), the less (their, there) is of (you, yours)."'

6. 'Pray don't trouble (yourself, themselves) to say it any longer than that,' said Alice.

7. Those (who, whom) she sentenced were taken into custody by the soldiers, (who, whom) of course had to leave off being

arches to do this, so that by the end of half an hour or so (their, there) were no arches left, and all the players, except the King, the Queen, and Alice, were in custody and under sentence of execution.

8. As (they, them) walked off together, Alice heard the King say in a low voice, to the company generally, 'You are all pardoned.'

9. 'Come, that's a good thing!' she said to (himself, herself), for (she, her) had felt quite unhappy at the number of

executions the Queen had ordered.

10.The Gryphon sat up and rubbed (it's, its) eyes: then it watched the Queen till (she, her) was out of sight: then it chuckled.

'What fun!' said the Gryphon, half to (yourself, itself), half to Alice.

11.They had not gone far before (them, they) saw the Mock Turtle in the distance, sitting sad and lonely on a little ledge of

rock, and, as (they, them) came nearer, Alice could hear (he, him) sighing as if his heart would break.

12.So they went up to the Mock Turtle, (who, whom) looked at (they, them) with large eyes full of tears, but said nothing.

13.'This here young lady,' said the Gryphon, '(she, her) wants for to know (your, you’re) history, she do.'

14.'We called (he, him) Tortoise because he taught (me, us),' said the Mock Turtle angrily: 'really you are very dull!'

15.'You ought to be ashamed of (myself, yourself) for asking such a simple question,' added the Gryphon; and then (they,

them) both sat silent and looked at poor Alice, (who, whom) felt ready to sink into the earth.

Page 24 ~ © Gay Miller

Pronouns [Chapter 9]

Directions: Select the correct pronoun.

1. Alice was very glad to find (she, her) in such a pleasant temper.

2. ‘Maybe (it's, its) always pepper that makes people hot-tempered,' she went on.

3. She was a little startled when (she, her) heard (she, her) voice close to her ear. '(Your, You're) thinking about something,

my dear, and that makes you forget to talk.

4. 'Somebody said,' Alice whispered, 'that (it's, its) done by everybody minding (their, there) own business!'

5. And the moral of that is—"The more (their, there) is of (mine, them), the less (their, there) is of (you, yours)."'

6. 'Pray don't trouble (yourself, themselves) to say it any longer than that,' said Alice.

7. Those (who, whom) she sentenced were taken into custody by the soldiers, (who, whom) of course had to leave off being

arches to do this, so that by the end of half an hour or so (their, there) were no arches left, and all the players, except the King, the Queen, and Alice, were in custody and under sentence of execution.

8. As (they, them) walked off together, Alice heard the King say in a low voice, to the company generally, 'You are all pardoned.'

9. 'Come, that's a good thing!' she said to (himself, herself), for (she, her) had felt quite unhappy at the number of

executions the Queen had ordered.

10.The Gryphon sat up and rubbed (it's, its) eyes: then it watched the Queen till (she, her) was out of sight: then it chuckled.

'What fun!' said the Gryphon, half to (yourself, itself), half to Alice.

11.They had not gone far before (them, they) saw the Mock Turtle in the distance, sitting sad and lonely on a little ledge of

rock, and, as (they, them) came nearer, Alice could hear (he, him) sighing as if his heart would break.

12.So they went up to the Mock Turtle, (who, whom) looked at (they, them) with large eyes full of tears, but said nothing.

13.'This here young lady,' said the Gryphon, '(she, her) wants for to know (your, you’re) history, she do.'

14.'We called (he, him) Tortoise because he taught (me, us),' said the Mock Turtle angrily: 'really you are very dull!'

15.'You ought to be ashamed of (myself, yourself) for asking such a simple question,' added the Gryphon; and then (they,

them) both sat silent and looked at poor Alice, (who, whom) felt ready to sink into the earth.

Page | 25 Unit Created by Gay Miller

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