prentice hall writing coach - wikispacescoach+6+(1).pdf · chapter 22: using pronouns ... part 1:...

Prentice HallWritinG cOacH

All-in-One WorkbookGrade 6

Upper Saddle River, New JerseyBoston, Massachusetts

Chandler, ArizonaGlenview, Illinois

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ISBN-13: 978-0-13-253007-1 ISBN-10: 0-13-253007-4

2 3 4 5 6 7 8 9 10 V031 14 13 12 11

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iiiCopyright © Pearson Education, Inc., or its affiliates. All rights reserved.

TABLE OF CONTENTS

Part 1 Introduction ...................................................................................................... 1A

Grammar Chapter 13: Nouns and Pronouns

Nouns........................................................................................................................... 1Pronouns...................................................................................................................... 7

Chapter 14: VerbsAction.Verbs.............................................................................................................. 14Linking.Verbs............................................................................................................ 16Helping.Verbs............................................................................................................ 19

Chapter 15: Adjectives and Adverbs Adjectives.................................................................................................................. 20Adverbs...................................................................................................................... 29

Chapter 16: Prepositions Prepositions............................................................................................................... 34

Chapter 17: Conjunctions and Interjections Conjunctions............................................................................................................. 36Interjections:............................................................................................................... 40

Chapter 18: Basic Sentence Parts The.Basic.Sentence................................................................................................... 41Complete.Subjects.and.Predicates.......................................................................... 43Compound.Subjects.and.Compound.Verbs......................................................... 44Hard-to-Find.Subjects.............................................................................................. 46Objects.and.Complements...................................................................................... 50

Chapter 19: Phrases and Clauses Phrases....................................................................................................................... 56Clauses....................................................................................................................... 59

Chapter 20: Effective Sentences Classifying.Sentences.by.Structure........................................................................ 61Classifying.the.Four.Functions.of.a.Sentence...................................................... 66Combining.Sentences............................................................................................... 67Varying.Sentences.................................................................................................... 69Avoiding.Sentence.Fragments................................................................................ 71

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ivCopyright © Pearson Education, Inc., or its affiliates. All rights reserved.

Usage Chapter 21: Using Verbs

Using Regular Verbs ............................................................................................... 78The Six Tenses of Verbs ........................................................................................... 80Troublesome Verbs ................................................................................................. 86

Chapter 22: Using Pronouns Recognizing Cases of Personal Pronouns ............................................................ 87

Chapter 23: Making Words Agree Subject-Verb Agreement ......................................................................................... 90Agreement Between Pronouns and Antecedents ............................................... 97

Chapter 24: Using Modifiers Comparisons Using Adjectives and Adverbs ................................................... 100Troublesome Adjectives and Adverbs ................................................................ 108

Mechanics Chapter 25: Punctuation

End Marks .............................................................................................................. 109Commas .................................................................................................................. 112Semicolons and Colons ........................................................................................ 123Quotation Marks, Underlining, and Italics....................................................... 126Hyphens .................................................................................................................. 133Apostrophes .......................................................................................................... 139Parentheses and Brackets .................................................................................... 143Ellipses and Dashes ............................................................................................... 145

Chapter 26: Capitalization Using Capitalization ............................................................................................. 147

Part 2 Introduction and Contents ....................................................................... 156

Vocabulary and Spelling Practice .................................................................................... 157

Part 3 Introduction and Contents ....................................................................... 202

Academic and Workplace Skills Activities ..................................................................... 203

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1ACopyright © Pearson Education, Inc., or its affiliates. All rights reserved.

Part 1: Grammar, Usage, and MechanicsINTRODUCTION

Part 1 of the All-in-One Workbook consists of worksheets that provide additional support for the skills learned in the grammar chapters of Prentice Hall Writing Coach. Each worksheet provides students with instruction on a grammar skill. The worksheets then provide two practice activities on the skill as well as a speaking and writing activity.

The extra practice provided in these worksheets focuses on the following areas:

Grammar: These worksheets provide students with practice learning how to identify and use nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. They also help students identify basic sentence parts as well as phrases and clauses.Usage: These worksheets provide practice with using verbs and pronouns, making words agree, and using modifiers.Mechanics: These worksheets give students practice with proper use of punctuation and capitalization in their sentences.

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– 1 Nouns and Pronouns –

1 PEOPLE, PLACES, THINGS, AND IDEAS

A noun names something.

There are different types of nouns. See the examples below.

People Joe, sister, skateboarder, Senator Smith

Places home, school, Chestnut Street, Earth

Things music, tree, shelf, The Hobbit

Ideas tolerance, pride, sneakiness, disappointment

Practice A Identifying Nouns

Read each sentence. Then, underline the nouns in each sentence.

Example: Amira went to Austin last week.

Answer: Amira went to Austin last week.

1. Luna is a smart cat.

2. My brother plays the guitar.

3. Chris eats blueberries every day.

4. The doctor said her courage is amazing.

5. Cedric moved to Texas from Vermont.

6. What gift are you giving your mother for her

birthday?

Practice B Labeling Nouns

Read each sentence. Then, on the line provided, identify whether each underlined noun is a person,

place, thing, or idea.

Example: Eric kicked the soccer ball.

Answer: Eric — person; ball — thing

1. Carlos lives on Market Street.

2. I can feel the excitement in the air.

3. Her eyes sparkled like gems.

4. Rosa is the video game champ of our house.

5. Your friendship matters to Ben and me.

6. Rover got lost in the park.

7. Have you seen the painting Starry Night by van Gogh?

8. Jan looked at her watch and wished she were home.

9. Resilience is the ability to bounce back from problems.

10. The president gave the award to Joey and Deb.

Writing and Speaking Application

Write a two-sentence description of your favorite place, using at least four nouns. Circle the nouns.

Then, take turns reading your sentences with a partner. Your partner should listen for and name the

nouns you used. Switch roles with your partner.

7. The Revolutionary War was fought for

freedom.

8. His favorite book is Hatchet by Gary

Paulsen.

9. A method of landscaping that conserves

water is called xeriscaping.

10. My uncle has no sense of humor.

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2 CONCRETE AND ABSTRACT NOUNS

A concrete noun names something that can be recognized through any of the fi ve senses.An abstract noun names something that cannot be recognized through the senses.

Concrete nouns name people, places, and things. Abstract nouns name ideas. See the examples below.

Concrete nouns Sara, friend, airport, Galveston Bay, desk, taco, highway

Abstract nouns friendship, kindness, cruelty, suspense, guilt, love

Practice A Identifying Concrete and Abstract Nouns

Read each sentence. Then, underline the concrete nouns and circle the abstract nouns.

Example: Jules never forgot the stranger’s kindness.

Answer: Jules never forgot the stranger’s kindness.

1. The cruelty of bullfighting is hard to deny.

2. Rafe felt surprise when Cary spoke up.

3. Jill is known for her bravery.

4. A poet said, “Beauty is truth, truth beauty.”

5. My mom doesn’t like cats, but she feels

affection for Dot.

6. My dad says rush-hour traffic causes frustration.

Practice B Labeling Concrete and Abstract Nouns

Read each sentence. Then, on the line provided, identify whether each underlined noun is

concrete or abstract.

Example: Happiness arrives when you’re not looking.

Answer: abstract

1. His goal in life is simplicity.

2. Her thoughtfulness to her friends is appreciated.

3. Do you think animals feel regret?

4. Lawrence has a passion for acting.

5. George’s stubbornness will get him into trouble someday.

6. When Claude begins to feel anger, he counts to ten.

7. My dad feels compassion toward all small creatures.

8 Living on the river gives excitement to our days.

9. My intention is to become a more outgoing person.

10. A little knowledge is a dangerous thing.


Write a two-sentence description of someone you know, using at least three abstract nouns. Circle the

nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name

the abstract nouns you used. Switch roles with your partner.

7. Gid felt a spark of envy when he saw his

friend’s new television.

8. Da Vinci, a true artist, could find inspiration

anywhere.

9. The truth of Maria’s claim was never in

doubt.

10. Seeing Yasmin cross the finish line gave Jim

a shock.

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3 COLLECTIVE NOUNS

A collective noun names a group of people or things.

Examples of collective nouns are audience, crowd, couple, and family.

Practice A Finding Collective Nouns

Read each group of nouns. On the line provided, write the word in each group that is a collective noun.

Example: herd, animals, deer

Answer: herd

1. fans, audience, viewers

2. father, sister, family

3. group, members, friends

4. network, signal, subscribers

5. singer, band, piano player

6. committee, workers, plan

7. point guard, team, rebounder

8. litter, kittens, mother

9. voters, citizens, public

10. vermin, mice, bugs

Practice B Identifying Collective Nouns

Read each sentence. Then, underline each collective noun.

Example: The audience applauded after the performance.

Answer: The audience applauded after the performance.

1. A firefighter spoke to my class about safety.

2. The jury could not agree on a verdict.

3. The chess club meets every Friday in the quad.

4. My sister’s team is selling cookies.

5. A flock of sparrows flew over our heads.

6. The board of directors voted to increase salaries.

7. A crowd gathered to watch the puppet show.

8. The committee set a date for the spring dance.

9. A school of fish swam away from the divers.

10. All kinds of vermin were living in the abandoned building.


Write a two-sentence description of a group of animals, using at least two collective nouns. Circle the


the collective nouns you used.

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4 COUNT AND NON-COUNT NOUNS

Count nouns name things that can be counted. Non-count nouns name things

that cannot be counted.

Count nouns take an article (a, an, or the) and can be either singular or plural. Non-count nouns do not

take a or an and cannot be plural. See the examples below.

Count nouns a pencil, an eyebrow, the books, two parties

Non-count nouns equipment, fun, knowledge, water, wheat

Show that you can use and understand the function of non-count nouns by completing the following

exercises.

Practice A Identifying Non-count Nouns

Read each sentence. Then, underline the non-count nouns.

Example: My parents are buying new furniture for the family room.

Answer: My parents are buying new furniture for the family room.

1. When lightning struck, the tree split in two.

2. My brother plays football at college.

3. The heat from the fire is beginning to warm me.

4. Dad added too much sugar to the cake.

5. The twins always feel excitement the first day

of school.

Practice B Writing With Count and Non-count Nouns

Read each sentence. Then, rewrite each on the line provided, correcting the use of the non-count noun.

Example: Our company provides equipments for the sports teams.

Answer: Our company provides equipment for the sports teams.

1. I enjoy watching a snow—from indoors.

2. Natalie got her hairs cut short.

3. Luis listens to a music while he studies.

4. Add a flour to thicken the batter.

5. Sunshines always improves my mood.

6. All of Tom’s favorite meals start with a rice.

7. A curiosity is a useful trait.

8. Pele listens to songs while watching soccers.

9. Sue is waiting for the mails to come.

10. Kamal lettered in a basketball last year.


Write a two-sentence description of preparing a meal (or one dish), using at least three non-count


the non-count nouns you used.

6. Lenny cooked pasta for dinner last night.

7. Jo doesn’t have enough information to make

a choice.

8. I saw steam rise from the iron.

9. Pollution makes the air hard to breathe.

10. Kate picked tomatoes and lettuce in the

garden.

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5 RECOGNIZING COMPOUND NOUNS

A compound noun is one noun made by joining two or more words.

Compound nouns can be single words, hyphenated words, or two or more separate words.

Single word football, backpack, blueberry, toothbrush

Hyphenated word brother-in-law, kilowatt-hour, penny-pincher, runner-up

Separate words dust jacket, ice cream, dining room, West Virginia

Practice A Identifying Compound Nouns

Read each sentence. Then, write the compound nouns on the lines provided. Some sentences have more

than one compound noun. Draw a line between the words that make up each compound noun.

Example: The bookmark fell out of the novel I’m reading.

Answer: book | mark

1. Tony baked a blackberry pie.

2. The president-elect made an inspiring speech

about her plans.

3. Becky’s favorite wildflower is the bluebell.

4. My mom doesn’t allow grape juice in the living

room.

5. My great-grandmother settled in the Texas

backcountry in 1899.

Practice B Writing With Compound Nouns

Read each sentence. Then, rewrite each, replacing the underlined words with compound nouns.

Example: Tori put her books in her bag.

Answer: Tori put her books in her backpack.

1. The people who put out flames saved a burning house.

2. Mom had a pain in her temples, so she took a nap.

3. The place where they pitched their tent turned out to be rocky.

4. We usually watch TV in the place where family members gather in the evening.

5. Phil didn’t win first prize; he was the person who won second prize.


Write a two-sentence description of a typical weekend event for you, using at least four compound

nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should

listen for and name the compound nouns you used.

6. The pilot landed on the aircraft carrier’s

flight deck.

7. Les and Bev are co-owners of the go-cart.

8. We planted a blue spruce in the backyard.

9. Frank went fly-fishing with his grandfather.

10. Citizen journalism involves people covering

the news in their hometowns.

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6 USING COMMON AND PROPER NOUNS

A common noun names any one of a class of people, places, things, or ideas. A proper noun names a specifi c person, place, thing, or idea.

Common nouns are not capitalized (except at the start of a sentence or in a title). Proper nouns are

always capitalized.

Common nouns boy, river, state, movie, language, project

Proper nouns Sam, Red River, Texas, Shrek, English, Toys for Tots

Practice A Identifying Common and Proper Nouns

Read each sentence. Then, underline the common nouns and circle the proper nouns.

Example: My best friend is named Marta.

Answer: My best friend is named Marta.

1. We walked to the park, crossing Elm Street and heading up the hill.

2. Mary Cassatt was a well-known painter of the nineteenth century.

3. My favorite poem is “The Goblin Market” by Christina Rossetti.

4. My younger sister, Lori, named our new cat Rowan.

5. The first pilot to fly across the Atlantic Ocean alone was Charles Lindbergh.

6. The book Biomimicry talks about products inspired by nature, like Velcro.

7. When he was president, Theodore Roosevelt started the system of national parks.

8. Some of the oldest books in the world were written in Sumer, in the Middle East.

9. Missy’s favorite singer, Taylor Swift, has a new record out.

10. The history of Texas and the entire Southwest is filled with interesting people.

Practice B Writing With Common and Proper Nouns

Read each sentence. Then, rewrite each sentence, replacing the underlined words with proper nouns.

Example: Deb and her friend swam in the lake.

Answer: Deb and Bea swam in Sunset Lake.

1. The neighbors went to a European country last year.

2. We drove down the highway to a city.

3. I go to the museum to see the paintings.

4. Ken and his buddy planted tulips last fall.

5. Ana ran into her coach at the grocery store.

6. Chris played a role in a musical.

7. Jan sailed an ocean last summer.

8. Eric learned a new language before he traveled to a far-off country.


Write a three-sentence description of a foreign country, using at least three common and two proper

nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should

listen for and name the proper nouns you used. Switch roles with your partner.

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7 ANTECEDENTS OF PRONOUNS

A pronoun is a word that takes the place of a noun or a group of words acting as a noun.

An antecedent is the noun (or group of words acting as a noun) to which a pronoun refers.

EXAMPLES: Chaz smiled when he opened his birthday present.

Protecting wildlife is a mission for Jane. She works on it after school and on weekends.

Practice A Identifying Antecedents

Read each sentence or set of sentences. Then, write each pronoun and its antecedent.

Example: Nate dropped his backpack. It landed on his foot.

Answer: his, his — Nate; It — backpack

antecedent pronoun

antecedent antecedent pronoun pronoun

1. Maria lent Bridget her CD of Celtic music.

2. Deciduous trees lose their leaves in the fall.

3. When Brad and Amy had a war of words, he lost.

4. Carlos was happy because he scored the winning touchdown.

5. Roscoe jumped into his owner’s lap. He was tired after his long walk.

6. Swimming is Diana’s favorite sport. She does it every day.

7. Robert says he likes to watch the birds and see where they nest.

8. Eddie’s cat had her kittens. He was surprised that they were so small.

Practice B Writing Pronouns for Antecedents

Read each sentence. Then, fi ll in the blank with the appropriate pronoun.

Example: Austin is known for music scene.

Answer: Austin is known for its music scene.

1. Sherry loved the necklace her folks gave .

2. When the light burned out, made a buzzing noise.

3. I like sweet potatoes due in part to texture.

4. Did you remember wallet?

5. Larry forgot to set alarm.

6. Don’t be afraid of bats; eat hundreds of mosquitoes.

7. After Molly got her license, drove me to the mall.

8. When the comet passed, I saw tail.

9. When the rain started, made quite a noise on the tin roof.

10. Have you read the Ember books? are real page-turners.


Write a three-sentence description of a famous person, using at least five pronouns. Then, take turns

reading your sentences with a partner. Your partner should listen for and identify the pronouns’

antecedents. Switch roles with your partner.

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8 RECOGNIZING PERSONAL PRONOUNS

Personal pronouns refer to (1) the person speaking or writing, (2) the person listening or

reading, or (3) the topic (person, place, thing, or idea) being discussed or written about.

Singular Plural

Subjective I, you, he, she, it we, you, they

Objective me, you, him, her, it us, you, them

Possessive my, mine, your, yours, his, her, hers, its our, ours, your, yours, their, theirs

Practice A Identifying Personal Pronouns

Read each sentence. Then, write each personal pronoun. Most sentences have more than one pronoun.

Example: She waved to her neighbors.

Answer: she; her

1. He took his dog for a walk.

2. We went shopping with our family.

3. This book is mine; that one’s yours.

4. Give us a call when you get back to town.

5. My mom went to her high school reunion last

week.

6. They boarded up their house and moved

away.

7. I told her to go ahead with her plans.

8. Do you think they will come back next year?

9. He chose to go skating, and she chose to go

swimming.

10. Lola laughed as she showed us her

gymnastics routine.

Practice B Choosing Personal Pronouns

Read each sentence. Then, choose the appropriate pronoun from the two in parentheses and write it on

the line provided.

Example: (We, Us) decided to hold a fundraiser.

Answer: We

1. That barrette belongs to (I, me).

2. (They, Them) helped with the gardening.

3. Is that (your, yours) MP3 player on the desk?

4. The idea to decorate the gym was (their, theirs).

5. Please send (he, him) your suggestions.

6. The extra ticket is (our, ours).

7. (He, Him) fixed sandwiches for everybody.

8. Jim and (I, me) made garlands out of glow lights.

9. He thinks the stars come out just for (her, hers).

10. Kim and (she, her) both won awards for their debating skills.


Write a three-sentence description of something you’ve done recently, using at least five personal

pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and

identify the pronouns. Switch roles with your partner.

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9 REFLEXIVE AND INTENSIVE PRONOUNS

A refl exive pronoun directs the action of the verb toward its subject. Refl exive pronouns point to a noun or pronoun earlier in the sentence. An intensive pronoun simply adds emphasis to a noun or pronoun in the same sentence.

To form either a reflexive or an intensive pronoun, add -self or -selves to a personal pronoun. A reflexive

pronoun is essential to the sentence’s meaning. An intensive pronoun is not essential to the meaning.

Reflexive: He e-mailed himself a reminder of the meeting.

Intensive: I myself have made that same mistake.

Practice A Identifying Refl exive and Intensive Pronouns

Read each sentence. Then, identify the refl exive or intensive pronoun in each.

Example: Help yourself to some juice.

Answer: yourself — reflexive

1. The house itself wasn’t that hard to find.

2. My sister drove the car herself.

3. The athlete tests herself every day.

4. Jeff found himself too tired to go out.

5. Donna made that necklace herself.

6. Ask yourself if you feel lucky today.

7. Pablo himself has two avatars in Second Life.

Practice B Writing Refl exive and Intensive Pronouns

Read each sentence. Then, fi ll in the blank by writing the refl exive or intensive pronoun that completes

each sentence.

Example: Trish made that dress .

Answer: herself

1. The movie wasn’t that good, but we had fun anyway.

2. Find a seat, and we’ll get started.

3. The actors were frightened during filming.

4. Devon said, “I can do it !”

5. The rule doesn’t apply to Sonya .

6. Procrastinators may find out of luck.

7. I’ve forced to exercise every day.

8. The author put in his book, though it was fiction.

9. As you know, it can be hard to keep some promises.

10. The cats weren’t afraid of the dogs, but Max was

worried for them.


Write a three-sentence description of an activity a friend of yours does. Use at least two reflexive and

two intensive pronouns. Then, take turns reading your sentences with a partner. Your partner should

listen for and identify which pronouns are reflexive and which are intensive.

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10 DEMONSTRATIVE PRONOUNS

A demonstrative pronoun points to a specifi c person, place, or thing. There are two singular and two plural demonstrative pronouns. This and these point to something near

the speaker or writer. That and those point to something more distant.

Practice A Identifying Demonstrative Pronouns

Read each sentence. Then, write each demonstrative pronoun and the noun to which it refers.

Example: Those are beautiful trees over there.

Answer: Those, trees

1. This is today’s mystery word.

2. That behavior is not funny!

3. These are the songs I purchased for the party.

4. Is that really a good idea?

5. This is my favorite route to school.

6. Those are the kids I was telling you about.

7. Mom, these are my friends.

8. Is this microphone working?

9. What is that T-shirt’s message?

10. Those tomatoes don’t look as fresh as these.

Practice B Writing Demonstrative Pronouns

Read each sentence. Then, fi ll in the blank with the appropriate demonstrative pronoun.

Example: I threw old shirt away.

Answer: that

1. crackers are better for you than those.

2. Have you seen ads? I forget what they’re for.

3. In troubled times, it’s hard to concentrate.

4. was quite a lightning storm last night.

5. Listen; are the things I plan to say.

6. is my favorite time of day.

7. Why does anyone watch TV hosts who yell?

8. I always feel relaxed here in herb garden.

9. Look at mess across the street!

10. soap that I’m holding smells better than one.


Write three sentences giving directions to a location of your choice. Use all four of the demonstrative

pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and

identify the pronouns. Switch roles with your partner.

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11 USING RELATIVE PRONOUNS

A relative pronoun begins a subordinate clause and connects it to another idea in the same sentence.

The five relative pronouns are that, which, who, whom, and whose.

Practice A Identifying Relative Pronouns Read each sentence. Then, on the line provided, write each subordinate clause and circle the relative pronoun.

Example: The house that Jack built is huge.Answer: that Jack built

1. My position, which I’ve stated before, is that the curfew is too early.

2. The girl who collects ceramic cats is named Annette.

3. He is the singer whom Clive Davis discovered.

4. The student whose essay is chosen gets a prize.

5. The leaves that are on oak trees turn red in the fall.

6. Darryl, whom I overheard, said he was leaving.

7. The friend whom I called is not home.

8. The mouse that ran the maze is called Shep.

9. That is the author whose new book was just reviewed.

10. Photosynthesis, which lets plants turn sunlight into food, is a useful process.

Practice B Writing Relative Pronouns Read each sentence. Then, fi ll in the blank with the appropriate pronoun.

Example: Our server was the girl fingernails are blue.Answer: whose

1. The newspaper I read is going out of business.

2. The filter, cleans drinking water, goes here.

3. Pat is a carpenter can build or fix anything.

4. We need a speaker our audience will like.

5. I don’t know gloves those are.

6. The team takes a chance on Pablo will win.

7. The wiring, is very old, needs to be replaced.

8. Did your mother say she voted for?

9. I don’t know he is.

10. The man cell phone rang was kicked out of the concert.

Writing and Speaking ApplicationWrite a three- or four-sentence explanation of how to do something, using at least four relative pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the relative pronouns. Switch roles with your partner.

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12 INTERROGATIVE PRONOUNS

An interrogative pronoun is used to begin a question.

The five interrogative pronouns are what, which, who, whom, and whose.

Practice A Identifying Interrogative Pronouns

Read each sentence. Then, on the line provided, write each interrogative pronoun.

Example: What time is it?

Answer: What

1. Which movie did you see?

2. Who told you that he was guilty?

3. To whom should I address the letter?

4. Whose glasses are those?

5. What reason did he give for leaving early?

6. Which outfit do you like better?

7. Who left the gate open?

8. For whom is that gift basket intended?

9. Whose car are we using today?

10. Tell me, what does that symbol mean?

Practice B Writing Interrogative Pronouns

Read each sentence. Then, fi ll in the blank with the appropriate interrogative pronoun.

Example: debater made the best case for her opinion?

Answer: Which

1. adopted that cute border collie?

2. With should I register my complaint?

3. idea was it to picket the cafeteria?

4. is the square root of 144?

5. laptop are you planning to buy?

6. told Denny what I said?

7. To is the song dedicated?

8. chili won first prize at the county fair?

9. is the state tree of Texas?

10. of these photos belongs to you?


Write four questions to ask an imaginary person. Use an interrogatory pronoun in each. Then, take turns

reading your sentences with a partner. Your partner should listen for and identify the interrogatory

pronouns. Switch roles with your partner.

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13 INDEFINITE PRONOUNS

An indefi nite pronoun refers to a person, place, thing, or idea that is not specifi cally named.

Singular another, anybody, anyone, anything, each, either, everybody, everyone, everything, little, much, neither, nobody, no one, nothing, one, other, somebody, someone, something

Plural both, few, many, others, several

Singular or plural all, any, more, most, none, some

Show that you can use and understand the function of indefinite pronouns by completing the following

exercises.

Practice A Identifying Indefi nite Pronouns

Read each sentence. Then, write each indefi nite pronoun and whether it is singular or plural.

Example: Someone should check on Rover.

Answer: Someone — singular

1. Many people like mild weather.

2. Many are called, but few are chosen.

3. Few of the seedlings survived the drought.

4. Everyone brought his or her own guitar.

5. Each of the contestants was talented.

6. Some of the flowers have bloomed.

Practice B Writing Indefi nite Pronouns

Read each sentence. Then, fi ll in the blank with an appropriate indefi nite pronoun.

Example: has a favorite movie or two.

Answer: Everyone OR Everybody

1. How much homework do we have?

2. knows better than I how important it is to stick to a budget.

3. Ben or Archie will have to give up something.

4. Al and Paul were there.

5. he says is treated as gospel.

6. students voted for Mike; others voted for Cindy.

7. of our neighbors (25 out of about 30) came to the block party.

8. There’s you can do about the weather.

9. entries will be considered.

10. They’re out of burgers, so choose entree.


Write a three-sentence description of a field trip you’d like to take. Use at least five indefinite pronouns.

Then, take turns reading your sentences with a partner. Your partner should listen for and identify the

pronouns. Switch roles with your partner.

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14 USING TRANSITIVE VERBS

An action verb is transitive if the receiver of the action is named in the sentence. The receiver

of the action is called the object of the verb.

EXAMPLE: Leslie watched the game.

Practice A Identifying Transitive Verbs

Read each sentence. Then, write each transitive verb. If a sentence has no transitive verb, write none.

Example: Jamie watered the plants in the sunroom.

Answer: watered

1. Molly hammered the final nail.

2. The snow piled up in the yard.

3. Lawrence petted the floppy-eared dog.

4. Reporters asked questions after the press conference.

5. Have you shown anyone your new painting yet?

6. I wonder why Maria looks so happy.

7. I love sunny days like this.

8. Julio’s parents just opened a restaurant downtown.

9. My mom gave me an early birthday present today.

10. The cheetah ran across the savannah.

action verb object

Practice B Writing Transitive Verbs

Read each pair of sentences. Then, circle A or B to show which sentence has a transitive verb.

Example: A Shawn tripped on the step.

B Shawn tripped his sister.

Answer: B

1. A That movie started a riot.

B That movie started on time.

2. A The chef tasted the soup.

B The soup tasted salty.

3. A Anna felt sleepy after sewing all day.

B Anna felt the rough texture of the fabric.

4. A The starfish grew a new arm.

B The starfish grew tired as it floated.

5. A The actor was remembered fondly.

B The actor remembered his lines.


Write a three-sentence description of your trip to school today, using at least three transitive verbs.


transitive verbs and the direct objects. Switch roles with your partner.

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– 15 Verbs –

15 USING INTRANSITIVE VERBS

An action verb is intransitive if there is no receiver of the action named in the sentence. An intransitive verb does not have an object.

EXAMPLES: The sun set slowly. (Slowly is an adverb, not an object.)

He passed through the crowd. (Through is a preposition, not an object.)

Practice A Identifying Intransitive Verbs Read each sentence. Then, underline each intransitive verb. If a sentence has no intransitive verb, write none.

Example: Please listen while the flight attendant speaks.Answer: Please listen while the flight attendant speaks.

1. Tell Rover to lie down and relax.

2. Lay your cards on the table.

3. A squirrel got trapped in our attic.

4. I walked all the way to the lake.

5. That looks like fun!

6. My Internet connection crashed again.

7. Gina crashed her go-cart.

8. I watched a bluebird rise into the sky.

9. Did you know that warm air rises?

10. The moon will be full tomorrow.

Practice B Labeling Transitive and Intransitive Verbs Read each sentence. Then, write each verb and label it transitive or intransitive.

Example: Bill sang along to the radio.Answer: sang — intransitive

1. Luis calls his grandmother every week.

2. Pablo talks to his grandmother once a month.

3. Sheryl and I biked through the park.

4. Lance and Casey rode their bikes all over town.

5. Joss spoke to her graduating class.

6. Felipe gave a speech at assembly.

7. Pass the broccoli, please.

8. I’ll pass the creamed onions to you.

9. My dog knows how to play dead.

10. Nate and Linda are playing video games.

Writing and Speaking ApplicationWrite a three-sentence description of your future, using at least three intransitive verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the intransitive verbs. Switch roles with your partner.

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– 16 Verbs –

16 RECOGNIZING FORMS OF BE

A linking verb is a verb that connects a subject with a word that describes or identi! es it. The most common linking verb is be.

The verb be has many forms, depending on its tense, number, and person. Examples include am, are, is, was, are being, were being, can be, could be, may be, might be, must be, should be, will be, would be, has been, had been, could have been, may have been, should have been, will have been, and would have been.

EXAMPLES: Luisa is my friend. I am excited to see her.

Practice A Identifying Forms of Be Read each sentence. Then, underline each verb that is a form of be.

Example: My brothers are being noisy.Answer: My brothers are being noisy.

linking verb

linking verb

1. This is a secret I’m about to tell you.

2. Lady Bird Johnson was an environmentalist.

3. Cassie should be here any minute.

4. You could be right about training for the race.

5. Acorn might be the smartest cat in the world.

6. Our trip to Galveston may have been my best vacation ever.

Practice B Writing Forms of Be Verbs Read each sentence. Then, write whether the word or words after the be verb identify or describe the subject.

Example: I am so proud of you.Answer: describe

1. One species of tulip is Angelique.

2. Jane has been eager for spring to arrive.

3. Raptors are birds like hawks and eagles.

4. Marie Curie was always dedicated to her work.

5. This might have been a bad idea.

6. The store will be open all night.

7. You must have been exhausted after the marathon.

8. There must be a way to open this lid.

9. That assignment should have been easy.

10. George Eliot was the pen name of Mary Ann Evans.

Writing and Speaking ApplicationWrite a three-sentence description of a mood you felt recently, using at least three forms of the verb be. Try using different tenses. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the forms of be. Switch roles with your partner.

7. We should have been finished by now.

8. Bob was being difficult, but now he seems fine.

9. Drama class has been a constant source of surprises.

10. Lori will be president someday.

IDENTIFIES

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DESCRIBES

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17 USING OTHER LINKING VERBS

A linking verb is a verb that connects a subject with a word that describes or identifi es it.Be is not the only linking verb. Other verbs that function the same way include appear, become, feel,

grow, look, remain, seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb,

replace it with is, am, or are. If the sentence still makes sense, then the verb is a linking verb.

Jorge felt sad. Jorge is sad.

Practice A Identifying Other Linking Verbs

Read each sentence. Then, underline each linking verb.

Example: My cashmere sweater feels soft and warm.

Answer: My cashmere sweater feels soft and warm.

1. The new captain appears excessively proud.

2. Paulo looks smug; I wonder why?

3. Dad remained skeptical of my need for a cell phone.

4. Maria felt full of energy.

5. The dinner that Ed cooked tasted yummy.

6. Alonzo stayed serious even after we told our best jokes.

7. Hyacinths smell sweet, like the essence of spring.

8. The ghost story that Ruth told sounded mysterious.

9. Bessie Coleman became the first black female pilot in the world.

10. When Ellen looked more closely, the coleus plant looked dead.

Practice B Writing Other Linking Verbs

Read the pairs of words. For each pair, write a sentence using a linking verb to connect the words.

Example: Tyra hungry

Answer: Tyra grew hungry as the afternoon wore on.

1. graphic novel interesting

2. brother confused

3. Susie still

4. Mom angry

5. Armando convinced

6. Anastasia positive

7. taco filling spicy

8. Lupe lawyer


Write a three-sentence description of something you’ve learned in science class. Use at least three

linking verbs that are not forms of be. Then, take turns reading your sentences with a partner. Your

partner should listen for and identify the linking verbs. Switch roles with your partner.

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18 ACTION VERB OR LINKING VERB?

An action verb tells what action someone or something is performing. A linking verb connects a subject with a word that describes or identi! es it.

While forms of be are always linking verbs, most of the other linking verbs can be either linking or action, depending on how they are used in a sentence. These verbs include appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb, replace it with is, am, or are. If the sentence still makes sense, then the verb is a linking verb.

Linking Alicia grew quiet. (Grew links Alicia and quiet, which describes her.)Action Alicia grew herbs on a windowsill. (Alicia performed an action.)

Practice A Identifying Action Verbs and Linking VerbsRead each sentence. Then, write each verb and label it action or linking.

Example: Guillermo looks cool in his new outfit.Answer: looks — linking

1. Do you feel all right?

2. That vegetable tastes like chocolate.

3. Look at this room!

4. Charles grows wildflowers in a rock garden.

5. That appears to be correct.

6. The king had an employee to taste his food for poison.

7. Jim grows sad whenever he hears that song.

8. Smell this perfume and tell me what you think.

9. A figure appeared through the fog.

10. Shari felt the soft texture of her dog’s fur.

Practice B Writing Action Verbs and Linking Verbs Read the verbs below. Write a sentence for each verb, using it in the manner described.

Example: look — linkingAnswer: Elaine looks as gloomy as the weather.

1. look — action

2. seem — linking

3. smell — linking

4. taste — action

5. taste — linking

6. turn — action

7. feel — linking

8. feel — action

Writing and Speaking ApplicationWrite a three-sentence description of a meal or just one dish, using at least three linking verbs and three action verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify which verbs are linking and which are action. Switch roles with your partner.

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19 RECOGNIZING HELPING VERBS

Helping verbs are added before another verb to make a verb phrase.

Forms of be am, has been, will be, will have been, is, was being, should be, had been, might have been

Other helping verbs do, has, would, shall, can, could, may, must have, should have, might, will, have, does

The chart shows some of the many helping verbs that you can combine with different main verbs to

show different tenses. Here’s an example using the main verb talk:

am talking, have been talking, will be talking, does talk, has talked, will talk,

will have talked, will have been talking, can talk, should have talked

Practice A Identifying Helping Verbs

Read each sentence. Then, underline the helping verbs and circle the main verbs.

Example: I could have sworn I had brought my keys.

Answer: I could have sworn I had brought my keys.

1. Books do furnish a room.

2. I am walking to school these days.

3. The water line must have burst.

4. I have told him not to call again.

5. Reminders were sent out last week.

6. Jolene will be decorating the gym for the costume contest.

7. Clarence should have started his research earlier.

8. May I ask for volunteers?

9. Raphael has been practicing karate since the age of ten.

10. Your hard work will not be wasted.

Practice B Writing Helping Verbs

Read each verb phrase. Then, use it in an original sentence.

Example: must have forgotten

Answer: I must have forgotten my wallet at home today.

1. could try

2. did think

3. will be marching

4. was crying

5. have been joking

6. has been practicing

7. might have taken

8. must have wondered


Write a three-sentence description of a time when you were successful at something, using at least

three helping verbs. Then, take turns reading your sentences with a partner. Your partner should listen

for and identify which verbs are linking and which are action. Switch roles with your partner.

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– 20 Adjectives and Adverbs –

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20 ARTICLES

The is a defi nite article. It points to a specifi c person, place, thing, or idea. A and an are indefi nite articles. They point to any member of a group of similar people, places, things, or ideas.

The guys want to see a movie tonight.

All three articles are adjectives, and all indicate that a noun will soon follow. A is used before an

indefinite noun that starts with a consonant sound; an is used before a vowel sound. When the vowels

o and u sound like consonants (one-way, unicorn), they should be preceded by a. When h sounds like a

vowel (hour, honor), it should be preceded by an.

Practice A Identifying Defi nite and Indefi nite Articles

Read each sentence. Then, write each article and label it defi nite or indefi nite. Some sentences have

more than one article.

Example: I tried the game you recommended.

Answer: the — definite

1. Josh watched an indigo bunting build a nest.

2. I went to the last game of the season.

3. My dad competed in a triathlon.

4. The cheetah is the fastest mammal on Earth.

5. A human could not keep up with a cheetah.

6. The gift is from an anonymous donor.

Practice B Writing Articles

Read each sentence. Then, fi ll in the blank with the appropriate indefi nite article.

Example: I read unforgettable book last week.

Answer: an

1. A light year is unit of distance, not time.

2. Darryl is either uncle or a third cousin of Shelly’s.

3. The ability to form memories is human trait.

4. Color guard is honorary position.

5. Mom asked me to chop onion for the sauce.

6. It’s once-in-a-lifetime event.

7. Bucknell is university in Pennsylvania.

8. She wore understated scarf.

9. The workshop is opportunity to be creative.

10. hourly chime reminds everyone that time is passing.


Write a short dialogue between two kids (real or made up, your choice). Use at least three definite and

three indefinite articles. Then, take turns reading your sentences with a partner. Your partner should

listen for and identify the articles. Switch roles with your partner.

defi nite: specifi c people

indefi nite: any movie

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21 USING PROPER ADJECTIVES

An adjective is a word that describes a noun or pronoun. A proper adjective is (1) a proper noun used as an adjective or (2) an adjective formed from a proper noun.

A proper noun used as an adjective does not change its form. It is merely placed in front of another noun. Examples are March winds, Dixieland jazz, and Atlantic Coast. An adjective formed from a proper noun gets a different ending, like -n, -ian, -ese, or -ish. Examples are Texan, Nigerian, Chinese, and Irish. Some proper adjectives are irregular, like French (from France) and Danish (from Denmark). Both types of proper adjectives begin with a capital letter.

Practice A Identifying Proper AdjectivesRead each sentence. Then, underline each proper adjective.

Example: The Haitian slave revolt was the first to succeed.Answer: The Haitian slave revolt was the first to succeed.

1. Mariel pulled her Achilles tendon.

2. The Spanish steps are actually located in Italy.

3. They say April showers bring May flowers.

4. He is a Shakespearean actor.

5. The gamelan is a Balinese musical ensemble.

6. Kevin has Canadian relatives in Ontario.

7. I’ll be there in a New York minute.

8. Elvis’s favorite dessert is German chocolate cake.

9. They are on the Jamaican bobsled team.

10. The Iditarod is an Alaskan dogsled race.

Practice B Writing Proper Adjectives Read each group of words. Then, rewrite the words to include a proper adjective before the noun.

Example: the language of RussiaAnswer: the Russian language

1. a rug from Morocco

2. the flag of Sweden

3. cars from Italy

4. a visitor from Guatemala

5. a garden in England

6. masks from Japan

7. a person from Boston

8. furniture from Denmark

9. an epic from India

10. travelers from Sudan

Writing and Speaking ApplicationWrite a brief paragraph describing places you would like to visit. Use at least five proper adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the proper adjectives. Switch roles with your partner.

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22 USING NOUNS AS ADJECTIVES

An adjective is a word that describes a noun or pronoun. A noun used as an adjective usually comes directly before another noun and answers the question What kind? or Which one?

There are different types of nouns. See the examples below.

Nouns Nouns Used as Adjectives

stone stone wall

drama drama class

Renoir Renoir exhibit

Practice A Identifying Nouns as Adjectives Read each sentence. Then, underline the noun used as an adjective.

Example: Game designers are working on video games that teach science.Answer: Game designers are working on video games that teach science.

1. My great-grandmother grew up in a log cabin.

2. We just got granite countertops in the kitchen.

3. Television networks face tough competition.

4. A Douglas fir can live to be 750 years old.

5. The Tiffany show runs through June.

6. He reminded me of a character from a Chekhov play.

7. The lightning storm knocked out our electricity.

8. They stopped at a clothing store.

9. His favorite food is Rome apples.

10. The Mount Rushmore carvings are amazing.

Practice B Writing Nouns as Adjectives Read each sentence. Then, fi ll in the blank, adding a noun as an adjective.

Example: The bowl was a wedding present.Answer: The silver bowl was a wedding present.

1. Pam wore a black jacket.

2. Jan ordered (a/an) salad with anchovies.

3. We’re leaving for (a/an) game at 6:00 P.M.

4. Jeffrey recited (a/an) poem.

5. Michael’s family has bookshelves in the den.

6. The conversation reminded me of (a/an) movie.

7. The station is empty at night.

8. Billy was (a/an) farmer before he joined the army.

9. We make tea in the summer.

10. painters have a difficult job.

Writing and Speaking Application Write a paragraph describing a room, using at least three nouns as adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the nouns as adjectives. Switch roles with your partner.

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23 USING COMPOUND ADJECTIVES

An adjective is a word that describes a noun or pronoun. A compound adjective is made up of

more than one word.

Most compound adjectives are hyphenated, such as hundred-meter race, old-fashioned girl, self-taught

painter, sky-blue eyes, toll-free number, twenty-one years, and well-known fact.

Others are combined words, such as catlike purr, heartbreaking story, lifesaving technique, nonviolent

resistance, online presence, overworked employees, prewar building, and waterborne illness.

Practice A Identifying Compound Adjectives

Read each sentence. Then, underline each compound adjective.

Example: Manuel served overcooked pasta on Sunday.

Answer: Manuel served overcooked pasta on Sunday.

1. He gazed into her emerald-green eyes.

2. Naomi never shops at big-box stores.

3. Jasper goes to a fast-food restaurant every day.

4. Our team lost, but we enjoyed the halftime show.

5. Soybeans are a soil-enriching crop.

6. Dorothea stood there dripping in her rain-soaked clothes.

7. Stephen drove the back roads in his pickup truck.

8. Roberta got a part-time job at the amusement park.

9. Don’t be fooled by her childlike expression.

10. Tawni walked the counterclockwise labyrinth path.

Practice B Writing Compound Adjectives

Read each sentence. Then, rewrite the sentences to include compound adjectives.

Example: My parents are getting involved in serving slow food.

Answer: My parents are getting involved in the slow-food movement.

1. Rob’s story broke Hilary’s heart.

2. Barb and Sue went camping for three days.

3. Marilyn does a great job of solving problems.

4. The horse that ran away was caught.

5. The organization is not for profit and works with disadvantaged kids.


Write a paragraph about something you learned in social studies class. Use at least two hyphenated

and two combined compound adjectives. Then, take turns reading your sentences with a partner. Your

partner should listen for and identify the compound adjectives and the words they modify.

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24 USING PRONOUNS AS ADJECTIVES

A pronoun becomes an adjective if it modifi es a noun. The four demonstrative pronouns—this, that, these, and those—become demonstrative adjectives if they modify a noun or pronoun. Three of the interrogative pronouns—which, what, and whose—become interrogative adjectives if they modify a noun.

EXAMPLES: Those jeans look great on you. Which shirt should I wear?

Practice A Identifying Demonstrative and Interrogative Adjectives

Read each sentence. Then, on the line provided, write the adjective in each sentence and label it Dem

for demonstrative or Int for interrogative.

Example: Whose notes did you borrow?

Answer: Whose — Int

1. Which flavor did you like better?

2. Those kids across the street aren’t very friendly.

3. What ideas do you have for our project?

4. Did you see that amazing catch?

5. This hangnail is driving me crazy.

6. Whose dirty towels are on the floor?

7. These gloves are really warm.

8. Which sport will you choose?

9. There goes that fearless chipmunk.

10. Don’t those cardinals know it’s winter?

Practice B Writing Demonstrative and Interrogative Adjectives

Read each sentence. Then, fi ll in the blank with an appropriate demonstrative or interrogative adjective.

Example: What is horrible noise?

Answer: that

1. birthday is it?

2. Here, try cookies I just baked.

3. colors does the jockey wear?

4. Do you see storm clouds in the distance?

5. mountain did Edmund Hilary climb, Everest or K2?


Ask a partner about his or her day, using at least three demonstrative and three interrogative

adjectives. Your partner should listen for and identify the adjectives. Switch roles with your partner.

Then, write a paragraph summing up what you learned.

demonstrative adjective

MODIFIES

noun interrogative adjective

MODIFIES

noun

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25 USING POSSESSIVE NOUNS AND PRONOUNS AS ADJECTIVES

An adjective is a word that describes a noun or pronoun. Possessive nouns and pronouns name who or what owns or has something. A noun or pronoun becomes an adjective when it modifi es a noun.

The personal pronouns my, your, her, his, its, our, and their are often possessive adjectives. Possessive

pronouns and possessive nouns function as adjectives when they come before nouns and answer the

question Which one?

EXAMPLES: The brown-eyed girl yawned and closed her eyes.

Practice A Identifying Possessive Nouns and Pronouns as Adjectives

Read each sentence. Then, underline each possessive noun or pronoun used as an adjective. Some

sentences have more than one possessive.

Example: The butterfly fluttered its wings.

Answer: The butterfly fluttered its wings.

1. Astro’s fur is brown.

2. What is his problem, in your opinion?

3. Ms. Lightcap’s class is my favorite.

4. I think your song is really good.

5. Have you seen Molly’s purse?

6. Our house has three bedrooms.

7. The deer’s eyes shone blue in the flashlight beam.

8. It’s a good thing Jorge’s library card was found.

9. There is no reason their names shouldn’t be listed.

10. My dog ate Rebecca’s homework.

Practice B Writing Possessive Nouns and Pronouns as Adjectives

Read each group of words. Then, rewrite the words to include a possessive noun or pronoun.

Example: a baseball mitt belonging to Esteban

Answer: Esteban’s baseball mitt

1. a hat belonging to Rob

2. the mane of a lion

3. a book belonging to me

4. the flowers of a plant

5. the flame of a candle

6. a car belonging to the Koestlers

7. a game for children

8. a laptop belonging to Guillermo

9. a TV belonging to them

10. the scales of a snake


Write a paragraph describing something you or a family member collects. Use at least five possessive

nouns and pronouns as adjectives. Then, take turns reading your sentences with a partner. Your

partner should listen for and identify the adjectives. Switch roles with your partner.

antecedent pronoun

REFERS TO MODIFIES

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26 USING DEMONSTRATIVE ADJECTIVES

The four demonstrative pronouns—this, that, these, and those—become demonstrative

adjectives if they modify a noun or pronoun.

EXAMPLES: That ring is pretty. Those girls have good taste.

Practice A Identifying Demonstrative Adjectives

Read each sentence. Then, on the line provided, write each demonstrative adjective and the noun or

pronoun to which it refers. Sentences may have more than one demonstrative adjective.

Example: These essays are exceptional.

Answer: These — essays

1. This talk is really making me think.

2. Are those cards still available?

3. I think this evening will be special.

4. That argument is more convincing than Glenn’s.

5. What is this tool used for?

6. If that guy calls back, tell him I’m out.

7. Do these shrubs near the house have purple berries?

8. That statement is ridiculous.

9. I like these jeans better than those chinos.

10. Those mountains in the distance are mysterious.

Practice B Writing Demonstrative Adjectives

Read each sentence. Then, fi ll in each blank with an appropriate demonstrative adjective.

Example: Do you like bracelet I’m wearing?

Answer: this

1. Get out serving platter, please.

2. I haven’t seen posters for the concert.

3. Does anybody still watch old show?

4. My mother gave me socks.

5. message is very important; please listen.

6. Are shoes the ones you meant?

7. Look at clowns over there.

8. Here at Shadyside, we prefer colors.

9. lights shine right into my bedroom from the road.

10. dog is friendlier than one.


Write three sentences giving directions to a location in your town. Use all four of the demonstrative

adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and

identify the demonstrative adjectives. Switch roles with your partner.

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27 USING INTERROGATIVE ADJECTIVES

Three of the interrogative pronouns—which, what, and whose—become interrogative adjectives

if they modify a noun. These adjectives are used to ask direct or indirect questions.

EXAMPLES: What meal are you getting? I wonder whose name she picked.

Practice A Identifying Interrogative Adjectives

Read each sentence. Then, on the line provided, write each interrogative adjective and the noun to

which it refers.

Example: Which dress did you choose?

Answer: Which — dress

1. On what date was the U.S. Constitution signed?

2. Does a cuckoo care whose nest it steals?

3. What kinds of fish did you catch?

4. I asked which items on the list I should buy.

5. Which path shall we take at the fork?

6. Whose cellphone is that?

7. Do you know what colors a rainbow contains?

8. Which vegetable do you like best?

9. Whose idea was it to leave early?

10. I wonder what song he’ll play next.

Practice B Writing Interrogative Adjectives

Read each sentence. Then, fi ll in the blank with an appropriate interrogative adjective.

Example: pattern do you prefer, stripes or paisley?

Answer: Which

1. signature is that?

2. time was it when you got home?

3. music do you want, rock or hip-hop?

4. water pistol did you find?

5. I wonder cat knocked over the vase.

6. day is the test?

7. ancestor was the horse thief?

8. So computer do you like: Apple or PC?

9. year did World War II end?

10. pocket did I leave my change in?


With a partner, take turns interviewing each other about your likes and dislikes. Then, write a paragraph

in a question-and-answer format, telling what your partner shared. Use the interrogative adjectives at

least five times. Trade papers with your partner and circle the interrogative adjectives used.

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28 USING INDEFINITE ADJECTIVES

Many indefi nite pronouns become adjectives if they modify a noun. Among them are both, few, many, each, most, several, some, much, neither, and all.

EXAMPLES: Both spellers won prizes. Many older people like warm weather.

Practice A Identifying Indefi nite Adjectives

Read each sentence. Then, on the line provided, write each indefi nite adjective and the noun to which

it refers. Two sentences have more than one indefi nite adjective.

Example: Most dogs love to swim.

Answer: Most — dogs

1. All signs point to success.

2. Few kids would admit to liking all chores.

3. Each snowflake has its own unique shape.

4. Harry said that both games are challenging.

5. Most athletes work out several times a week.

6. Neither poem uses a traditional rhyme scheme.

7. In many catalogs, the photographs matter more than the words.

8. “Much love to everyone,” Mom wrote.

9. Some Web sites aren’t worth the clicking.

10. Several blossoms on the hibiscus have opened.

Practice B Writing Indefi nite Adjectives

Read each sentence. Then, fi ll in the blank with an appropriate indefi nite adjective.

Example: You can overcome procrastination, experts say.

Answer: many

1. twins like to play baseball.

2. sibling is willing to go to camp alone.

3. stores allow you to enter barefoot.

4. Web sites (three or four) had interesting links.

5. science geek who doesn’t like bugs is missing out.

6. students should report to the auditorium.

7. student should choose one book.

8. A kids decided not to go to the party.

9. I like baseball nor football.

10. nights, I watch a little TV.


Write a short persuasive essay about a controversy in your school or town. Use at least five indefinite

adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and

identify the indefinite adjectives. Switch roles with your partner.

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29 USING ADVERBS THAT MODIFY VERBS

An adverb modi! es a verb, an adjective, or another adverb. An adverb that modi! es a verb answers one of these questions: Where? When? In what way? To what extent?

Where? When? In what way? To what extent?

verb: went verb: will talk verb: laughed adverb: almost

adverb: inside adverb: later adverb: loudly verb: ! nished

verb: drive verb: played verb: sew adverb: really

adverb: away adverb: yesterday adverb: carefully verb: wish

Negative adverbs, such as not, never, and nowhere, also modify verbs.

EXAMPLES: I did not say that. Never give up. We’re getting nowhere fast.

Practice A Identifying How Adverbs Modify VerbsRead each sentence. Then, circle the adverb and list what question it answers. (Where? When? In what way? To what extent?) Some sentences have more than one adverb.

Example: He laughed crazily.Answer: He laughed crazily — In what way?

Practice B Writing Adverbs That Modify VerbsRead each sentence. Then, fi ll in the blank with an appropriate adverb.

Example: Rennie walked toward the waiting bus.Answer: quickly

1. Bob arrived; where could he be?

2. Ice melts at 35 degrees Fahrenheit.

3. I agree with everything Miley said.

4. Has anyone let the dog recently?

5. The weather changes .

Writing and Speaking Application Write a paragraph describing a scene from your life, using at least five adverbs that modify verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner.

verb

adverb

verb adverb

verb

adverb verb adverb

1. My uncle is going away.

2. The package arrived yesterday.

3. My mom drives well.

4. Let’s hang out soon.

5. Aaron pitches badly.

6. Stan waited eagerly.

7. Chris almost screamed when they squealed loudly.

8. Estefan hardly knew where he was when he awoke today.

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30 USING ADVERBS THAT MODIFY ADJECTIVES

When adverbs modify adjectives, they answer only one question: To what extent?

EXAMPLES: That show is very silly. This is a really spectacular view.

Practice A Identifying Adverbs That Modify Adjectives

Read each sentence. Then, underline each adverb that modifi es an adjective and circle the adjective.

Do not underline adverbs that modify verbs or other adverbs.

Example: The broccoli casserole was quite delicious.

Answer: The broccoli casserole was quite delicious.

1. Our family car trips are rarely exciting.

2. Space exploration is often dangerous.

3. That bridge is not safe for traffic.

4. Victor is a brilliantly musical pianist.

5. That’s a very impressive skateboard.

6. One critic called this movie “relentlessly engaging.”

7. Gina is an effortlessly talented gymnast.

8. That sauce smells awfully spicy.

9. I’m not comfortable answering that question.

10. Rachel can be exhaustingly friendly, but she means well.

Practice B Writing Adverbs That Modify Adjectives

Read each sentence. Then, fi ll in the blank to add an adverb that modifi es an adjective.

Example: Grandma is tired in the afternoon.

Answer: often

1. I am upset with Richard right now.

2. Regina is full after eating her dinner.

3. This author’s work is intelligent.

4. It’s warm before May around here.

5. Pat is confident in a crowd of people.

6. Felipe seems keen on meeting Marta.

7. It’s darkest before the dawn.

8. Jess is energetic before noon.

9. Hank mowed the lawn enthusiastically.

10. I’m concerned about where Doreen went.


Write a letter describing a place, using at least four adverbs that modify adjectives. Then, take turns

reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch

roles with your partner.

noun adverb adjective adverb adjective noun

MODIFIESMODIFIES

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31 ADVERBS MODIFYING OTHER ADVERBS

When adverbs modify other adverbs (words that modify verbs, adjectives, or adverbs),

they answer one question: To what extent?

EXAMPLES: The river is almost always low. She petted the mouse somewhat tenderly.

Practice A Identifying Adverbs That Modify Adverbs

Read each sentence. Then, underline each adverb that modifi es another adverb. Do not underline

adverbs that modify verbs or adjectives.

Example: Everyone moved very quickly toward the exit.

Answer: Everyone moved very quickly toward the exit.

1. Shane traveled more enjoyably alone.

2. Hummingbirds are quite often tiny creatures.

3. Luisa was really quite surprised to see Berta.

4. Deer glide through the forest perfectly stealthily.

5. American chestnut trees almost never survive the blight.

6. Andy very consciously decided to change his attitude.

7. Nature is fairly carefully observed in Audubon’s paintings.

8. It is more completely silent in deep space than anywhere on Earth.

9. Mikey behaved less obnoxiously for the new babysitter.

10. Maria made a rather eloquently argued plea for a deadline extension.

Practice B Writing Adverbs That Modify Adverbs

Read each sentence. Then, fi ll in the blank to add an adverb that modifi es another adverb. Choose your

adverb from the box below.

Example: The baby was sleeping peacefully last night.

Answer: quite

almost extremely too hardly more

1. I always read mysteries quickly than other books.

2. Chip spoke proudly about his family.

3. I ever see a shooting star.

4. They never visit each other.

5. Jeffrey has always won easily for his own good.


Write a paragraph describing a state of mind, using at least four adverbs that modify adverbs. Then,

take turns reading your sentences with a partner. Your partner should listen for and identify the

adverbs. Switch roles with your partner.

adverb

MODIFIES

adverb adjective verb

MODIFIES MODIFIES

adverb adverb

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32 FINDING ADVERBS IN SENTENCES

An adverb modifi es a verb, an adjective, or another adverb.Adverbs can appear in different places in sentences. Conjunctive adverbs join two independent

clauses and appear after the semicolon.

Adverb Placement Example Sentence

Beginning Cautiously, Kyle woke the sleeping tiger.

End Kyle woke the sleeping tiger cautiously.

Before a verb Kyle cautiously woke the sleeping tiger.

After a verb Kyle tussled cautiously with the tiger.

Between parts of a verb phrase Kyle had been cautiously tussling with the tiger.

Before an adjective Kyle was rarely cautious.

Before an adverb His sister was usually rather cautious.

After a semicolon The tiger was sleeping; therefore, Kyle moved quietly.

Practice A Locating Adverbs

Read each sentence. Then, circle each adverb. Some sentences have more than one adverb.

Example: The waves crashed quite powerfully against the black sand.

Answer: The waves crashed quite powerfully against the black sand.

1. Does that clock run very fast?

2. Lori almost cried when she realized she had missed the most exciting concert of the year.

3. I hope the party will distract Juan slightly from his worries.

4. Danny is hardly ever quiet.

5. Katie secretly keeps a diary that she updates often.

6. Meg won the spelling bee easily; however, she had not studied at all.

7. Jane carefully pasted her most meaningful pictures in her blue scrapbook.

8. Recently, we found out that our greatly anticipated vacation would not happen.

Practice B Writing Adverbs in Different Locations

Read each sentence. Then, rewrite each sentence to add an adverb where indicated.

Example: Dinner was still warm when Lucy got home. (beginning of sentence)

Answer: Amazingly, dinner was still warm when Lucy got home.

1. “I have wanted to go to Paris,” she said. (between parts of a verb phrase)

2. Pat threw the ball to the receiver. (before a verb)

3. Ruth’s mom is satisfied. (before an adjective)

4. “What?” Barry said, as he fought to keep his eyes open. (after a verb)


Write a paragraph describing an encounter with an animal, using at least five adverbs in different

locations in your sentences. Then, take turns reading your sentences with a partner. Your partner

should listen for and identify the adverbs. Switch roles with your partner.

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33 ADVERB OR ADJECTIVE?

If a noun or pronoun is modifi ed by a word, that modifying word is an adjective. If a verb, adjective, or adverb is modifi ed by a word, that modifying word is an adverb.

Some words can function as either adjectives or adverbs, depending on their use in a sentence. An

adjective answers the question What kind? Which one? How many? or How much? An adverb answers

the question Where? When? In what way? or To what extent?

EXAMPLES: He arrived early. Let’s have an early dinner.

Not all words that end in -ly are adverbs. Words like lovely and neighborly are adjectives.

EXAMPLES: Luisa earns an hourly wage. My computer files are saved hourly.

Practice A Identifying Adverbs and Adjectives

Read each sentence. Then, circle each adjective and underline each adverb.

Example: The group moved slowly through the green, steamy jungle.

Answer: The group moved slowly through the green, steamy jungle.

1. Tonight Edna added some cool songs to her playlists.

2. I need a new watch fast; my old one merely flashes “12:00.”

3. Sadly, Max just burned two batches of oatmeal cookies.

4. It’s an incredibly difficult task to learn a new language.

5. I could not believe that Dwayne really liked rainy days.

Practice B Writing Adverbs and Adjectives

Read each sentence. Then, rewrite each sentence, adding at least one adjective and one adverb.

Example: Jules looked at the moon.

Answer: Jules looked longingly at the huge full moon.

1. William reads the newspaper.

2. June and Fred went dancing.

3. The cat lies in the sun.

4. Guillermo goes for a walk.

5. The table leg broke.


Write a paragraph describing someone you know, using at least three adjectives and three adverbs.


adverbs. Switch roles with your partner.

verb

MODIFIES

adverb

MODIFIES

adjective noun

MODIFIES

adjective noun verb adverb

MODIFIES

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34 PREPOSITIONS USED IN SENTENCES

A preposition relates the noun or pronoun following it to another word in the sentence.

Prepositions always introduce prepositional phrases in a sentence. Prepositional phrases include a

preposition and noun and provide different types of information. See the examples below.

Location in a small town Direction above the TV

Time at night Provide details from my parents

Show that you can use and understand prepositions by completing the exercises.

Practice A Identifying Prepositions

Read each sentence. Underline the prepositions.

Example: We went to the movie at 8 o’clock.

Answer: We went to the movie at 8 o’clock.

1. Maura’s cat pushed the toy under the table

in the kitchen.

2. Tom won a prize at school for his report.

3. In Prague, we walked across a bridge with

interesting statues.

4. The leaves change from green to red.

5. For his birthday, Armand got a computer

with a printer.

Practice B Labeling Prepositions

Read each sentence. Then, on the line provided, identify the function of each prepositional phrase as

describing location, time, direction, or details.

Example: The kite flew above the clouds.

Answer: direction

1. Fifi jumped into the air to get her treat.

2. We hiked near Big Bend National Park.

3. People waited for hours to get tickets.

4. The shop has been open since 1984.

5. The ball floated through the air.

6. We got gifts from our grandparents.

7. We practice at Mayfield Park.

8. She went with her friends to see a play.

9. In the morning we baked bread.

10. A part of the essay did not make sense.


Write a short paragraph describing something you did last weekend. Include one example of each

type of prepositional phrase (location, time, direction, details). Read your sentences to a partner. Your

partner should listen for and identify the prepositional phrases. Then, switch roles with your partner.

6. After school, Sheila and Jen go to soccer

practice.

7. We ate at the new restaurant near the stadium.

8. I rode my bike up the big hill.

9. Mark left home without his keys.

10. During the storm, the branches rubbed against

the house.

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35 PREPOSITION OR ADVERB?

A preposition in a sentence always introduces a prepositional phrase.

Some words can be either a preposition or an adverb.

• Prepositional phrases must begin with a preposition and end with a noun or pronoun that is

called the object of the preposition.

Example: Dorothy looks behind the curtain.

• An adverb modifies a verb, adjective, or another adverb. If a word has no object, it is probably

an adverb.

Example: I studied daily, but I still fell behind.

Show that you can use and understand prepositions by completing the exercises.

Practice A Identifying Prepositional Phrases and Objects

Read each sentence. Then, underline the prepositional phrase and circle the object.

Example: Her car is covered with dust.

Answer: Her car is covered with dust.

Practice B Distinguishing Prepositions and Adverbs

Read each sentence. Then, on the line provided, label each underlined word preposition or adverb.

Example: Jerry ran down the stairs.

Answer: preposition

1. We heard a loud crash outside.

2. The plane flew over our house.

3. I never saw that movie before.

4. The rabbits have not been around lately.

5. A raccoon is living underneath our house.

6. We went past quickly.

7. Randall lives near the school.

8. We stayed inside for most of the day.

9. The game was almost over before we arrived.

10. Maria put the cookies inside a tin.


Choose two of the words used as adverbs or prepositions in the sentences from Practice B. Use each

word as both an adverb and a preposition in a sentence. Read your sentences aloud to a partner. Your

partner should identify which sentence contains an adverb and which contains a prepositional phrase.

Then, change roles.

preposition object

adverb

1. He fell asleep on the sofa.

2. I wrote a report about satellites.

3. My ring fell down the drain.

4. I had a snack after school.

5. The class read about recent earthquakes.

6. I looked into the Grand Canyon.

7. We ate German food at the new restaurant.

8. Victoria trained for the marathon.

9. During the summer, we played basketball.

10. The football sailed through the air.

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– 36 Conjunctions and Interjections–

36 COORDINATING CONJUNCTIONS

Coordinating conjunctions connect words of the same kind, such as two or more nouns or

verbs. They can also connect larger groups of words, such as prepositional phrases or even

complete sentences.

These words are coordinating conjunctions:

Coordinating conjunctions can connect different words. Look at these examples:

Nouns Ana and Cheri took a trip.

Verbs We walked or jogged the entire distance.

Prepositional phrases Did you eat in a restaurant or at home?

Sentences We had a big lunch, so we weren’t hungry for dinner.

Practice A Identifying Coordinating Conjunctions

Read each sentence. Then, underline the coordinating conjunction in each one.

Example: We bought apples and oranges.

Answer: We bought apples and oranges.

Practice B Supplying Coordinating Conjunctions

Read each sentence. Then, fi ll in the blank with a coordinating conjunction that makes sense.

Example: Do you prefer fruit juice milk?

Answer: Do you prefer fruit juice or milk?

1. She couldn’t sleep, could she eat.

2. Mountain lions javelinas both live in Big Bend National Park.

3. We missed the bus, we took the train instead.

4. We could choose to write a blog entry a letter.

5. The trip was tiring, Jin was glad he went.


Write two or three sentences about your favorite TV show that include at least two different

coordinating conjunctions. Read your sentences aloud and have a partner listen for and identify the

coordinating conjunctions. Then, switch roles with your partner.

1. You can dry your sheets on the clothesline or in

the dryer.

2. She practiced her lines, yet she still forgot a few.

3. It didn’t rain, nor did it snow.

4. I can ride my bike or take a bus.

5. Tina has a dog and a cat.

6. I saw that movie before, so I knew the

ending.

7. Mr. Simanton raises goats and grows hay.

8. I wanted pizza for dinner, but my brother

wanted pasta.

9. James wrote the essay but left it at home.

10. My mom grows herbs and vegetables.

and but for nor or so yet

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37 CORRELATIVE CONJUNCTIONS

Correlative conjunctions are pairs of words that connect similar kinds of words or groups of words.

These pairs of words are correlative conjunctions:

Correlative conjunctions can connect different words. Look at these examples:

Nouns Either Rosa or Mei-Ling will pick you up after school.

Verbs We neither swim nor ! sh.

Prepositional phrases Please clean both under the couch and between the cushions.

Clauses Not only did Steve win, but also set a record.

Practice A Identifying Correlative Conjunctions Read each sentence. Then, underline the correlative conjunctions in each one.

Example: We bought not only peaches but also plums.Answer: We bought not only peaches but also plums.

1. Whether you drive or take the train, the trip takes an hour.

2. Not only did I adopt a cat from the shelter, but I also adopted a puppy.

3. Both Stacy and Aaron volunteer at the community center.

4. At her job, she can take a break either before 11 A.M. or after 2 P.M.

5. Neither Frank nor Toni has found a new job.

Practice B Supplying Correlative Conjunctions Read each sentence. Then, fi ll in the blank with the correct correlative conjunction.

Example: She eats dairy products nor eggs.Answer: She eats neither dairy products nor eggs.

1. Both my sister I enjoy playing the piano.

2. my cell phone nor my home phone rang all day.

3. The city is noisy not only at night, in the morning.

4. Students have to give a speech or perform a scene from a play.

5. The coach will decide whether Veronica Robin will play.

Writing and Speaking ApplicationWrite two or three sentences about something you enjoy at school. Your sentences should include at least two different pairs of correlative conjunctions. Read your sentences aloud and have a partner listen for and identify the correlative conjunctions. Then, switch roles with your partner.

6. Talia decided to both ski and snowboard in Colorado.

7. Whether beside my chair or next to my bed, my dog waits patiently for a walk.

8. I neither wanted nor needed a new bike.

9. My brother has to both wash dishes and take out the trash.

10. Not only was the scenery beautiful, but the hike was also good exercise.

both/and either/or neither/nor not only/but also whether/or

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38 SUBORDINATING CONJUNCTIONS

Subordinating conjunctions connect two ideas by making one idea

dependent on the other.

A subordinating conjunction connects the dependent idea in the sentence to the main idea.

Look at these examples:

EXAMPLE: We ate lunch after they arrived. EXAMPLE: When you called, I was studying.

Show that you can use and understand subordinating conjunctions by completing the exercises.

Practice A Identifying Subordinating Conjunctions

Read each sentence. Then, on the line provided, write the subordinating conjunction.

Example: We went to the store because we were out of milk.

Answer: because

1. If I could have any job I want, I would be an astronaut.

2. Although we hurried, we were still late.

3. My brother hummed a tune while he washed the dishes.

4. I haven’t seen my cousins since they moved to Dallas.

5. The air smells fresh after it rains.

6. Before I see a movie, I like to read the reviews.

7. When the dog sees a tennis ball, he gets very excited.

8. The students leave as soon as they can each afternoon.

9. She sang the song as if a million people were watching her.

10. I am studying Spanish so that I can visit South America someday.

Practice B Using Subordinating Conjunctions

Read each sentence. Then, on the line provided, rewrite the sentences using the subordinating

conjunction so that the sentences have a dependent idea.

Example: Dina will finish her report on time. (because)

Answer: Dina will finish her report on time because she worked really hard.

1. My grandmother likes to knit. (while)

2. It’s possible to get to the movie on time. (if)

3. Dad took his car to the mechanic. (because)

4. I wanted to buy the video game. (although)

5. Joe sent a text message to his best friend. (as soon as)


Write two or three sentences giving directions for how to get somewhere at your school. Use at least

three different subordinating conjunctions. Read your directions aloud and have a partner listen for and

identify the subordinating conjunctions and dependent ideas. Then, switch roles with your partner.

dependent ideadependent idea

subordinating conjunction subordinating conjunction

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39 CONJUNCTIVE ADVERBS

Conjunctive adverbs are used as conjunctions to connect complete ideas.

They are often used as transitions, connecting different ideas by showing comparisons,

contrasts, or results.

Conjunctive adverbs can be used to show a transition between ideas, sentences,

and paragraphs. Look at these examples of the different functions of conjunctive adverbs.

Function Examples

To show a comparison That car is safe to drive; moreover, it gets good gas mileage.

To show a contrast I ordered the sandwich today; however, next time, I’ll get a salad.

To show results The roads have become icy; therefore, school will be cancelled today.

Show that you can use and understand conjunctive adverbs by completing the exercises.

Practice A Identifying and Labeling Conjunctive Adverbs

Read each sentence. Then, write the conjunctive adverb and its function (to show a comparison, a

contrast, or a result).

Example: Snakes are fun to study; however, I wouldn’t want one as a pet!

Answer: however — contrast

1. My Mom wanted to be a veterinarian; instead,

she became a doctor.

2. The bumpy road seemed to go on for miles;

finally, we arrived.

3. Maura is a talented singer; moreover, she is

an excellent dancer.

4. The aquarium closed at 6 P.M.; thus, we didn’t

get to see the sharks.

5. It rained for hours; consequently, the streets

flooded.

6. We lower the heat at night; otherwise, the

gas bill would be huge.

Practice B Using Conjunctive Adverbs

Read each sentence. Then, fi ll in the blank with a conjunctive adverb from the box below that makes

sense in the sentence.

Example: I want to see an action movie; , we saw a drama last week.

Answer: I want to see an action movie; besides, we saw a drama last week.

consequently besides therefore instead furthermore

1. I wanted to buy white roses; , I had to purchase yellow ones.

2. The job applicant had a lot of education; , he had a lot of experience.

3. I don’t have the energy to hike up that hill; , it’s getting dark out.

4. The snack bar ran out of soft drinks; , they didn’t make much money.

5. It hadn’t rained for months; , people were not allowed to water lawns.


Write a short paragraph to convince someone to see a certain movie. Use at least three different

conjunctive adverbs to connect ideas. Read your paragraph aloud and have a partner listen for and

identify the conjunctive adverbs. Then, switch roles.

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40 INTERJECTIONS

An interjection expresses feeling or emotion and functions independently from the rest of

a sentence.

Most interjections are single words or simple phrases. Interjections can show emotions such as

surprise, anger, pain, joy, and frustration. The table shows some common interjections.

ah darn hey oops well

aha fi ne huh ouch wow

boy great oh / oh, no ugh yeah

Practice A Identifying Interjections

Read each sentence. Then, underline the interjections.

Example: Yeah! We just scored a touchdown!

Answer: Yeah! We just scored a touchdown!

1. Ow! Stop pinching me.

2. Shhh! You’re going to wake the baby.

3 Fine, don’t eat breakfast. But don’t complain

about being hungry later.

4. Oh, no! I left my phone at home.

5. Whoa! Slow down. I didn’t understand you.

6. Wow! Did you see that catch?

7. Fantastic! I can’t wait to see you.

8. Well, would you rather wash the dishes

instead of drying them?

9. Whew, I was worried I hadn’t done well.

10. Ugh! I think this milk is sour.

Practice B Supplying Interjections

Read each sentence. Then, fi ll in each blank with an interjection that makes sense with the feeling or

emotion in the sentence.

Example: , this cake is delicious.

Answer: Mmmm

1. ! I spilled my soft drink.

2. ? How is that possible?

3. ! I hit my elbow on the door.

4. ? I hadn’t heard that news.

5. ! I’m so glad you got an A on your test.

6. , I didn’t know I was supposed to take out the trash.

7. ! I’m so glad we made it to school on time.

8. ! I think I saw a shooting star.

9. ? What did Ms. Wilson say?

10. , I wanted to be the first person in line for the movie.


Write two or three sentences of dialogue between friends who are describing a sports event. Use at

least three different interjections to show their emotions. Read your sentences aloud and have a partner

listen for and identify the interjections. Then, switch roles with your partner.

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– 41 Basic Sentence Parts –

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41 THE TWO BASIC PARTS OF A SENTENCE

The subject of a sentence is the word or group of words that names the person, place, thing,

or idea that performs the action or is described. It answers the question Who? or What?

before the verb. The verb in a sentence tells what the subject does, what is done to the

subject, or what the condition of the subject is.

The subject of a sentence is the person, place, thing, or idea that the sentence is about. The verb in

a sentence describes an action by the subject or the condition of a subject. In the following examples,

the subjects are underlined and the verbs are circled.

Laurie walked to the store.

The park is a nice place to eat lunch.

My old stereo has broken.

Practice A Identifying Parts of a Sentence

Read each sentence. Then, write whether the underlined words are the subject or verb.

Example: Her car is making funny sounds.

Answer: subject

1. After the movie, we drove home.

2. I wrote the article quickly last night.

3. It has been raining since last Sunday.

4. For her birthday, Michelle will go to the amusement park.

5. The ripe bananas smell very sweet.

Practice B Finding Subjects and Verbs

Read each sentence. Then, on the line provided, write the subject and verb of each sentence.

Example: Jerry jumped over the fence.

Answer: Jerry, jumped

1. Vanilla ice cream is my favorite.

2. The deer eat acorns in the fall.

3. The library is a good place to study.

4. After school, we will go to the movies.

5. At the Austin airport, planes can land on several runways.

6. I left just after lunch.

7. My brother got his driver’s license last week.

8. Alex feels happy about his progress.

9. The game ended before noon.

10. Her imagination ran wild.


Write two sentences describing your favorite class. Read your sentences aloud to a partner.

Your partner should listen for and identify the subject and verb in each sentence. Then, change roles

with your partner.

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42 USING SUBJECTS AND VERBS TO EXPRESS COMPLETE

THOUGHTS

A sentence is a group of words with a subject and a verb that expresses a complete thought and

can stand by itself and still make sense.

Sentences express complete ideas. They must contain a subject and a verb. Look at these examples of

an incomplete and a complete thought:

Incomplete thought: A bolt of lightning.

Complete thought: A bolt of lightning struck a tall tree near the river.

Show that you can use and understand correct subject-verb agreement in complete simple and

compound sentences by completing the exercises.

Practice A Recognizing Complete Thoughts

Read the following groups of words. Then, write whether the words express a complete or incomplete

thought.

Example: About twenty minutes later.

Answer: incomplete

1. Starting the lawn mower in May.

2. A bird feeder in my backyard.

3. The dog won’t stop barking.

4. She speaks three languages.

5. Feeding corn to the ducks at the pond.

6. I had pancakes for breakfast.

7. She inspires her teammates.

8. The tomatoes in my garden.

9. Before the end of the school year.

10. The student art show was a success.

Practice B Expressing Complete Thoughts

Read each incomplete thought below. Then, rewrite the group of words to form a complete sentence.

Example: Went camping at Enchanted Rock.

Answer: Our family went camping at Enchanted Rock.

1. Wants to play guitar in a rock band.

2. My favorite class at school.

3. Near the high school.

4. Sends me text messages.

5. The 7 o’clock show at the movie theater.


Write two sentences describing a food you enjoy and what you like about it. Read your sentences

aloud to a partner. Your partner should listen for and explain whether the sentences are complete or

incomplete thoughts. Then, change roles with your partner.

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43 COMPLETE SUBJECTS AND PREDICATES

The complete subject of a sentence consists of the subject and any words related to it.

The complete predicate of a sentence consists of the verb and any words related to it.

Read the descriptions of the parts of this sentence:

Students from our school had cleaned the park last year.

Simple subject the noun or pronoun the sentence is about Students

Complete subject the simple subject and related words Students from our school

Simple predicate the verb or verb phrase had cleaned

Complete predicate the verb and all words related to it had cleaned the park last year

Practice A Identifying Simple and Complete Subjects

Read the following sentences. Then, underline the complete subject. Double-underline the simple

subject.

Example: Our new computer has a built-in Web camera.

Answer: Our new computer has a built-in Web camera.

1. The car in his driveway won’t start.

2. The other kids played tag.

3. The train from El Paso was late.

4. People in Marfa reported strange lights.

5. The ice-cold drink tasted great.

6. My favorite painting is in that museum.

7. The house with a red door is for sale.

8. Our math teacher is really good.

9. The geography lesson was fun.

10. The mayor of our city rides his bike to work.

Practice B Identifying Simple and Complete Predicates

Read the following sentences. Then, underline the complete predicate. Double-underline the simple

predicate. The simple predicate may be a verb or a verb phrase.

Example: Tom had visited Russia before.

Answer: Tom had visited Russia before.

1. My sister Ellen plays the piano.

2. Five students from my class have joined the math club.

3. Rachel wrote a beautiful poem.

4. My new cell phone can send pictures.

5. We went to the clothing store after school.

6. My favorite season is fall.

7. Her fluffy kitten races around the house.

8. People can crawl through caves in that park.

9. Our family has a bat house in the backyard.

10. The principal will be a judge at the science fair.


Write two or three sentences describing something you plan to do this weekend. Read your sentences

aloud to a partner. Your partner should listen for and identify the complete subject and the complete

predicate. Then, change roles with your partner.

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44 RECOGNIZING COMPOUND SUBJECTS

A compound subject is two or more subjects that have the same verb and are joined by

a conjunction such as and or or.A sentence with a compound subject will have two or more nouns or pronouns that are the subjects

of the sentence. These sentences have compound subjects:

You and I have the same sense of humor.

Elizabeth, Mike, or Koji will become class president.

If a sentence has a subject that contains only one noun, it does NOT have a compound subject, even

if the noun is plural. These sentences have simple subjects:

Squirrels buried nuts in the flowerpots.

People from around the world visit Texas.

Practice A Identifying Simple and Compound Subjects

Read the following sentences. Then, underline the simple or compound subject. On the line provided,

identify whether each subject is simple or compound.

Example: Cars and SUVs fill the highways.

Answer: Cars and SUVs fill the highways. — compound

1. We grow potatoes and yams in the garden.

2. Fred and I are writing on the same topic.

3. Pen or pencil can be used to complete the form.

4. Chickens lay fresh eggs on Don’s farm.

5. Ducks, geese, and swans share the pond.

Practice B Recognizing Compound Subjects

Read the following sentences. Then, write the compound subject on the line provided.

Example: April and May have pleasant weather.

Answer: April and May

1. Janet or Joel will probably win.

2. You and I disagree about that movie.

3. Mice or rats must have gotten inside the shed.

4. Dallas, Houston, and San Antonio each have more than one million people.

5. Watermelons and cantaloupes ripen in summer.

6. Raccoons and possums will eat cat food.

7. Mom and I shopped at the sale.

8. Singers and dancers fill the stage.

9. The mop and broom are in the closet.

10. Determination and creativity helped her win the election.


Write two or three sentences with compound subjects that describe something you do with a friend.

Read your sentences aloud to a partner. Your partner should listen for and identify the compound

subjects. Then, change roles with your partner.

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45 RECOGNIZING COMPOUND VERBS

A compound verb is two or more verbs that have the same subject and are joined by a conjunction such as and or or.

A sentence with a compound verb will have two or more verbs. The following sentences have compound verbs:

Becky drafted, wrote, revised, and edited her paper.

You can windsurf or water ski on the lake.

If a sentence has only one verb or verb phrase, it has a simple verb. The following sentences have simple verbs:

Hummingbirds have been visiting the feeder.

They traveled to China last year.

Practice A Identifying Simple and Compound Verbs Read the following sentences. Then, underline the simple or compound verb. On the line provided, identify whether each verb is simple or compound.

Example: The road twisted and turned through the mountains.Answer: The road twisted and turned through the mountains. — compound

1. That artist paints mostly landscape paintings.

2. We have borrowed and watched every video in the library.

3. Bella washed, rinsed, and waxed her car.

4. Delia likes apples as an afternoon snack.

5. The ball bounced and landed in the first row.

Practice B Recognizing Compound Verbs Read the following sentences. Then, write the compound verb on the line provided.

Example: She sang and danced in the school’s musical.Answer: sang and danced

1. She washed or dried every dish in the kitchen.

2. We turned on the TV and watched our favorite show.

3. The children hop, skip, and jump around the room.

4. Leah jumped in the air and spiked the volleyball over the net.

5. She smiles and laughs often.

6. Ted buys or rents a lot of video games.

7. Linda considered several dresses but purchased only one.

8. Snow fell and covered the hills with a white blanket.

9. The hikers crossed the ledge, scrambled over rock, and reached the top.

10. The candidate tried but failed to win re-election.

Writing and Speaking ApplicationWrite two or three sentences with compound verbs that describe things you will do during your next school break. Read your sentences aloud to a partner. Your partner should listen for and identify the compound verbs. Then, change roles with your partner.

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46 THE SUBJECT OF A COMMAND OR REQUEST

The subject of a command or request is understood to be the pronoun you.A sentence that commands or requests someone to do something usually does not have a stated subject. In these sentences, the subject is the word you even if a person’s name is included. Look at these examples:

Command or Request How the Subject Is Understood

Get moving! You get moving!

Please close the door. You please close the door.

Tanisha, pass me the salt. Tanisha, you pass me the salt.

Practice A Identifying Subjects in Commands and Requests Read the following sentences. Then, write the subject of each sentence on the line provided.

Example: Please turn in your homework now.Answer: you

1. Sharon, take the dog for a walk.

2. Return your library book.

3. Please turn off the computer.

4. Hurry up!

5. Eduardo, read the next paragraph.

6. Paint that wall first.

7. Run!

8. Marcus, go first.

9. Put your pencils down.

10. Go now.

Practice B Rewriting Commands and Requests Read the following command and request sentences. Then, rewrite each sentence so that it includes the subject you.

Example: Put the cereal back in the cupboard.Answer: You put the cereal back in the cupboard.

1. Get out of my room!

2. Margaret, call me this evening.

3. Wake up.

4. Look at that beautiful sunset!

5. Start cleaning your room.

6. Chen, give Jaime the hall pass.

7. Wear a coat this morning.

8. Answer the telephone, please.

9. Tomorrow morning, give the cat its medicine.

10. By Friday, be ready to share your report.

Writing and Speaking ApplicationWrite a list of three or four commands or requests you would give other people if you were planning a party. Read your sentences aloud to a partner. Your partner should listen for and identify the subject in each sentence. Then, change roles with your partner.

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47 FINDING SUBJECTS IN QUESTIONS

In questions, the subject often follows the verb.

Many questions begin with a verb, a helping verb, or a question word such as what, when, where, why,

and how. To find the subject of a question, you can try rewording it as a statement.

Question Worded as a Statement

How did Ramon lose the race? Ramon did lose the race how.

Are the parrots sleeping in their cage? The parrots are sleeping in their cage.

What do you think about the movie? You do think what about the movie.

Practice A Changing Questions Into Statements and Identifying the Subject

Read the following questions. Then, rewrite each question as a statement. Underline the subject in each

rewritten statement.

Example: Are you visiting London next summer?

Answer: You are visiting London next summer.

1. Do foxes eat seeds?

2. When will you finish your assignment?

3. Do small dogs like wearing sweaters?

4. Was Walter reading the same book?

5. Where should I put these flowers?

6. Does Felicia want to join us?

7. Were the packages shipped overnight?

8. Did he leave a phone number?

9. What did your teacher write?

10. How is Margo getting home?

Practice B Identifying Subjects

Read the following sentences. Then, underline the subject of each question.

Example: Is the test on Friday?

Answer: Is the test on Friday?

1. Did Erin get a new job?

2. When will Danny finish the project?

3. Do fish sleep?

4. Where is Amarillo?

5. Is that mail important?

6. Does Melissa like chocolate?

7. Are the shops open until 10 P.M.?

8. Is Huck Finn your favorite character?

9. Did Dad use snow chains on his car?

10. Was this bread baked this morning?


Write a list of three or four interview questions that you can ask your partner about his or her favorite

place to visit. Ask your partner the questions. Your partner should listen for and identify the subject of

each question. Then, change roles with your partner.

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48 FINDING THE SUBJECT IN SENTENCES BEGINNING WITH THERE OR HERE

There or here is never the subject of a sentence.

If a sentence begins with there or here, the sentence’s word order is probably inverted, with the verb

coming first and the subject appearing later. To find the subject, rephrase the sentence to make the

subject come first. Look at these examples:

Sentences With There or Here Reworded With the Subject First

There is a mistake on my bill. A mistake is on my bill.

Here is my new calculator. My new calculator is here.

Practice A Rearranging Sentences With There or Here and Identifying the Subject

Read each sentence with there or here. Then, rewrite each sentence so that the subject comes fi rst.

Underline the subject in each rewritten sentence.

Example: There are five houses on our block.

Answer: Five houses are on our block.


Read the following sentences. Then, underline the subject of each sentence.

Example: There is an owl living in the barn.

Answer: There is an owl living in the barn.

1. There are grapes in the refrigerator.

2. Here is the best bakery in town.

3. There is a new action movie at the theater.

4. Here is your lunch money.

5. Here comes my cousin.

6. There are litter bags for trash.

7. Here are our seats.

8. There is a letter for you on the table.

9. There goes the snow plow into town.

10. Here comes the teacher of the class.

1. There goes the star of the track team!

2. Here comes another friend of mine.

3. There are children on the bus.

4. There are my parents.

5. Here is the best art in the contest.

6. There is the computer I want to buy.

7. Here is the brochure about college.

8. There is a girl from Serbia in class.

9. Here is my favorite sweater.

10. Here are your tickets for the play.


Write three or four sentences that begin with there or here. Describe things you might show a visitor

to your community. Read your sentences to a partner. Your partner should listen for and identify the

subject of each sentence. Then, change roles with your partner.

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49 FINDING THE SUBJECT IN SENTENCES INVERTED FOR EMPHASIS

In some sentences, the subject follows the verb in order to emphasize the subject, or make it

stand out.

In most sentences, the subject comes before the verb. Sometimes writers invert sentences and put

the verb first. This can help build suspense about the subject. To find the subject in a sentence with

inverted word order, reword the sentence to put the subject first.

Sentences With Inverted Word Order Reworded With the Subject First

Hiding under the bed was my trembling dog. My trembling dog was hiding under the bed.

On the doorstep was a package. The package was on the doorstep.

Practice A Rearranging Sentences With Inverted Word Order and Identifying the Subject

Read the inverted sentences. Then, rewrite the sentences so that the subject comes fi rst. Underline the

subject in each rewritten sentence.

Example: In the dark room hid the guests at his surprise party.

Answer: The guests at his surprise party hid in the dark room.

1. Galloping through the sand was a wild pony.

2. Waiting for her at home was her project.

3. Along the ledges hung beautiful icicles.

4. Near the ghost town stood an abandoned mine.

5. Racing down the field was the team’s best receiver.


Read the following sentences. Then, write the subject of each sentence on the line provided.

Example: Hunting for bugs on the front porch was a toad.

Answer: toad

1. Perching on the telephone pole was a red-tailed hawk.

2. In the high desert bloomed brightly colored cactuses.

3. Far from city lights was a great view of the night sky.

4. Looking up at me were the eyes of a frightened puppy.

5. On the table lay all the uneaten food.


Write two or three sentences about something that is exciting or amazing. Invert the sentences so that

the subject follows the verb. Read aloud your sentences to a partner. Your partner should listen for and

identify the subject of each sentence. Then, change roles with your partner.

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50 RECOGNIZING DIRECT OBJECTS

A direct object is the noun or pronoun that receives the action of a verb.

Direct objects follow action verbs and complete the meaning of a sentence by answering the questions

What? or Whom? Look at these examples:

Ginny found a ring. I helped Ms. Springer.

A sentence may have more than one direct object. Look at this example of a compound direct object:

The farmer planted beets and tomatoes.

Practice A Recognizing Direct Objects

Read the following sentences. Then, write the direct object or compound direct object on the line

provided.

Example: Elliot wears a suit and tie.

Answer: suit, tie

1. Marcus plays football, basketball, and baseball.

2. I wrote an essay about Edgar Allen Poe.

3. The principal called her parents.

4. Felicia drives a blue car.

5. My nephew followed me and my sister.

6. Our family visited Big Bend National Park.

7. My dog Rover buries his bones and toys.

8. We watched a movie.

9. Trina won the race.

10. The voters chose Mr. Kocurek to be the new mayor.

Practice B Writing Direct Objects

Read the following sentences. Then, fi ll in the blanks for each sentence using direct objects that make

sense.

Example: Willie saw a in the sky.

Answer: Willie saw a tornado in the sky.

1. Grace wrote in school this year.

2. The cafeteria serves , , and .

3. I saw at the mall last weekend.

4. Larry asked for help with his science project.

5. In the park, Macy saw .


Write a short paragraph describing different foods people in your family make and eat. Read aloud your

paragraph to a partner. Your partner should listen for and identify any direct objects. Then, change roles

with your partner.

subject verb direct object subject verb direct object

subject verb compound direct object

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51 DISTINGUISHING BETWEEN DIRECT OBJECTS, ADVERBS, AND OBJECTS

OF PREPOSITIONS

A direct object is never an adverb or the noun or pronoun at the end of a prepositional phrase.

Sometimes action verbs are followed by direct objects, adverbs, or prepositional phrases. Sentences can

also contain more than one of these parts. Compare these examples.

Sentence Pattern Example

subject/verb/direct object Martina grilled the fi sh.

subject/verb/adverb Martina grilled quickly.

subject/verb/prepositional phrase Martina grilled on the patio.

subject/verb/direct object/adverb/ prepositional phrase Martina grilled the fi sh quickly on the patio.

Practice A Recognizing Direct Objects

Read the following sentences and look for direct objects. Then, write the direct object on the line

provided. If the sentence does not have a direct object, write none.

Example: My friend bought a painting at the art fair.

Answer: painting

1. Ingrid buys apples at the farmers’ market.

2. My friend rides his bike to school quickly.

3. My cousins from El Paso stayed for a week.

4. The possum climbed up the tree.

5. Jim wore his shirt to the awards show.

Practice B Distinguishing Between Direct Objects, Adverbs, and Objects of Prepositions

Read the sentences. Label the underlined word direct object, adverb, or object of a preposition.

Example: We climbed quickly to the top of the tower.

Answer: adverb

1. My cat studies the birds outside the window.

2. We sampled the cheese from that farm.

3. Our class worked on the float for the parade.

4. We saw turtles on South Padre Island.

5. The audience clapped enthusiastically.

6. We planted cilantro in the school garden.

7. Mr. Dodd works for the city.

8. Mrs. Acres teaches geography at the community college.


Write two to three sentences about an interesting movie or TV show you have seen. Read aloud your

sentences to a partner. Your partner should listen for and identify any adverbs, prepositional phrases,

and direct objects. Then, change roles with your partner.

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52 FINDING DIRECT OBJECTS IN QUESTIONS

A direct object in a question will sometimes be found before the verb. In most statements, the direct object follows the verb. However, in a question, the direct object often appears before the verb and subject. To find a direct object in a question, you can try rewording it as a statement. Look at these examples:

Question Worded as a Statement

Wh You orrowed whose laptop for the presentation.

Which room should we paint next? We should paint which room next.

What do mountain lions eat? Mountain lions do eat what.

Practice A Changing Questions Into Statements and Identifying the Direct Object Read the following questions. Then, rewrite each question as a statement. Underline the direct object in each rewritten statement.

Example: Whom did you ask for directions?Answer: You did ask whom for directions.

1. Which movie should we see tonight?

2. Whose car is Jared driving to San Antonio?

3. What does Lucretia think about her new haircut?

4. Which recipe should I prepare for dinner?

5. Whom did you see at the soccer game?

Practice B Identifying Direct ObjectsRead the following sentences. Then, write the direct object of each question on the line provided.

Example: Wh test on Friday?Answer:

1. What should we read for the assignment?

2. What did you add to the soup?

3. What did you write in the article?

4. Whom will you ?

5. What reason should I give for making the appointment?

6. Whose sandwich did I eat by mistake?

7. Which costume did the actor wear in the play?

8. Whom will you ask for help on your history project?

9. Which car would you most enjoy driving?

10. Which museums did you visit in Houston?

Writing and Speaking ApplicationWrite a list of three or four interview questions that you can ask your partner about his or her favorite place to visit. Ask your partner the questions. Your partner should listen for and identify the subject of each question. Then, change roles with your partner.

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53 RECOGNIZING INDIRECT OBJECTS

An indirect object is a noun or pronoun that comes after an action verb and before a direct

object. It names the person or thing to which something is given or for which something

is done.

Some sentences with direct objects also have indirect objects. An indirect object almost always comes

after the verb and before the direct object. Indirect objects answer the question To/for what? or To/for

whom? Look at these examples:

Sentence Question to Ask and Sentence Part

Talia offered Martha water. Offered what? water (direct object) Offered water to whom? Martha (indirect object)

Dad gave the chairs a wash. Gave what? wash (direct object) Gave a wash to what? chairs (indirect object)

Practice A Identifying Indirect Objects

Read the following sentences. Then, underline the indirect object.

Example: She showed her sister the message.

Answer: She showed her sister the message.

Practice B Recognizing Sentences With Indirect Objects

Read the following sentences. Then, decide whether each sentence has an indirect object. If it does,

write it on the line provided. If there is not an indirect object, write none.

Example: A hurricane struck the island.

Answer: none

1. Alvin wore a hat.

2. The restaurant serves tourists barbecue.

3. The company mailed employees their paychecks.

4. Sangita multiplied the large numbers.

5. Dr. Robertson wrote her patient a prescription.

6. Ivan explained the process.

7. The reporter asked the mayor some tough questions.

8. The company fed the workers lunch.


Write a short paragraph describing a time you gave someone help with a job or project. Read your

paragraph to a partner. Your partner should listen for and identify any indirect objects. Then, change roles

with your partner.

1. My brother gave the dog a squeaky toy.

2. I loaned Gabriel my calculator.

3. The class gave their teacher a plant.

4. Judy taught the children another language.

5. The letter carrier brought us the package.

6. My grandmother sent me the photograph.

7. We gave the house a new coat of paint.

8. The rancher fed the donkey hay.

9. The coach gave the team a trophy.

10. I handed Andy the ball.

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54 DISTINGUISHING BETWEEN INDIRECT OBJECTS AND OBJECTS

OF PREPOSITIONS

An indirect object never follows the preposition to or for in a sentence.

Compare these examples of sentences that have an indirect object or an object of a preposition:

Sentence Sentence Part

She showed Mom her report card. Mom is an indirect object. Mom comes after the action verb showed and before the direct object report card.

She showed her report card to Mom. Mom is an object of a preposition. Mom comes after the preposition to and follows the direct object report card.

Practice A Identifying Indirect Objects and Objects of Prepositions

Read the following sentences. Then, label the underlined word as an indirect object by writing IO or an

object of a preposition by writing OP.

Example: My friend wrote the actor a letter.

Answer: indirect object

Practice B Supplying Indirect Objects and Objects of Prepositions

Read the sentences. Fill in the blank with either an indirect object or an object of a preposition.

Example: Arthur bought a lunch. (indirect object)

Answer: Arthur bought his best friend a lunch.

1. I made a suggestion to . (object of preposition)

2. The store manager gave a bonus. (indirect object)

3. Hank bought a gift for . (object of preposition)

4. Angie offered an umbrella during the storm. (indirect object)

5. Trina wrote an article for the . (object of preposition)


Write two to three sentences about people participating in a sporting event or game. Read aloud your

sentences to a partner. Your partner should listen for and identify any objects of prepositions and indirect

objects. Then, change roles.

1. Dad tossed Carlos his keys.

2. Emma put the pan on the stove.

3. I mailed a letter to my best friend.

4. The guide gave the visitors a tour of the

museum.

5. The quarterback passed the football to a

receiver.

6. My parents offered me a choice.

7. The principal gave the students the lock

combinations.

8. Our class visited MacDonald Observatory on a

school trip.

9. Fiona sent the address to us.

10. Victor gave his brother the video game.

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Practice B Using Comparative and Superlative Predicate Adjectives

Read the following sentences. Then, complete each sentence with the predicate adjective in either

comparative or superlative form.

Example: Edwin was the runner in the state. (fast)

Answer: Edwin was the fastest runner in the state.

1. Bluebonnets are than tulips. (pretty)

2. The peppers in the salsa are the that I have ever tasted. (hot)

3. The Colorado River is than the Nueces River. (long)

4. The water in the springs is than the water in the creek. (clean)

5. Mom’s meal tasted the of the four dishes at our table. (salty)


Write two or three sentences comparing characters in a book you have read. Use predicate nouns and

comparative and superlative adjectives. Read aloud your sentences to a partner. Your partner should

listen for and identify any subject complements. Then, change roles with your partner.

55 SUBJECT COMPLEMENTS

A subject complement is a noun, pronoun, or adjective that follows a linking verb and

provides important details about the subject.

A sentence with a linking verb can have one of two kinds of subject complement:

• A predicate noun renames or identifies the subject of the sentence:

George Washington Carver was an inventor.

• A predicate adjective follows a linking verb. It describes the subject of the sentence:

George Washington Carver was creative.

• A comparative predicate adjective compares two things and uses -er or more:

Janet is taller than Michelle.

• A superlative predicate adjective compares three or more things and uses -est or most:

Janet is the tallest girl in her class.

Practice A Identifying Predicate Nouns and Adjectives

Read the following sentences. Then, underline each subject complement. On the line provided, write

whether the subject complement is a predicate noun or predicate adjective.

Example: My sister is a firefighter.

Answer: My sister is a firefighter. predicate noun

1. A good tree for Texas yards is the pecan.

2. My assignment was a report on famous

inventions.

3. My favorite city in Texas is San Antonio.

4. Talia is happy with the results.

5. Lily’s dessert tasted sweet.

6. The animal in the canyon was a bobcat.

7. The workers at that sandwich shop seem

busy.

8. My new sneakers are comfortable.

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– 56 Phrases and Clauses –

56 PREPOSITIONAL PHRASES

A prepositional phrase has at least two parts, a preposition and a noun or pronoun that is the

object of the preposition.

Prepositional phrases can be used to tell about location, time, or direction, or to provide details. There

are two types of prepositional phrases:

• An adjective (or adjectival) phrase modifies a noun or pronoun. It tells what kind or which one.

Adjective phrases usually come after the noun or pronoun they modify.

The noise from a rooster awakened me.

The prepositional phrase from a rooster tells what kind of noise.

• An adverb (or adverbial) phrase modifies a verb, adjective, or adverb. It tells where, when, in what

way, or to what extent. Adverb phrases aren’t always near the words they modify in a sentence.

Please put the chickens in the henhouse.

The prepositional phrase in the henhouse tells where to put the chickens.

Show that you can use and understand prepositions and prepositional phrases to convey location, time,

or direction, or to provide details by completing the exercises.

Practice A Identifying Adjective Phrases

Read each sentence. Then, underline the adjective phrases.

Example: The pool at the community center is closed.

Answer: The pool at the community center is closed.

1. People in Texas are so friendly!

2. The roads near my house are very bumpy.

3. I saw the principal of my school.

4. I recognized the leaves of a poison ivy plant.

5. Raj purchased a sweater with green stripes.

6. My dog doesn’t like the sound of sirens.

7. The diner next to the hotel serves pizza.

8. The houses along the freeway are new.

9. Information from Web sites can be helpful.

10. Facts about earthquakes are surprising.

Practice B Identifying Adverb Phrases

Read each sentence. Then, write the adverb phrase on the line provided.

Example: The dog hid under the bed.

Answer: under the bed

1. Muffin jumped into the empty box.

2. They hiked up Guadalupe Peak.

3. After the ice storm, many trees had damage.

4. The baby bird flew toward its mother.

5. Grandma always thinks about my comfort.

6. Donovan grew two inches since last year.

7. Before bedtime, the children brush their teeth.

8. She usually travels with her friends.


Write two or three sentences about getting ready for school. Include at least one example of an

adverbial phrase and an adjective phrase. Read aloud your sentences to a partner. Your partner should

listen for and identify the prepositional phrases. Then, switch roles with your partner.

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57 USING APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a noun or pronoun placed after another noun or pronoun to identify, rename, or explain the preceding word. An appositive phrase is a noun or pronoun with modifi ers. It is placed next to a noun or pronoun and adds information or details.

An appositive provides information about a noun or pronoun. In this example, the appositive

Ms. Simpson gives more information about our teacher:

Our teacher Ms. Simpson took our class on a field trip.

An appositive phrase also provides information about a noun or pronoun. It includes an adjective or an

adjective phrase. In this example, my youngest brother adds more information about Tito.

Tito, my youngest brother, wants to be a performer.

Practice A Identifying Appositives and Appositive Phrases

Read each sentence. Then, underline the appositives or appositive phrases.

Example: The pool, a relaxing place, was crowded.

Answer: The pool, a relaxing place, was crowded.

1. Austin, the capital of Texas, is home to a huge

bat colony.

2. Emily Dickinson, my favorite poet, wrote

during the 1800s.

3. The hurricane, a massive storm, struck the

coast near Corpus Christi.

4. My friend Glenn mows lawns in the summer.

5. She drove her truck, a real clunker, more than

200,000 miles.

6. My dog Ramsay greets me at the door

every day.

7. The planet Mars fascinates me.

8. We went on a hike, my favorite outdoor

activity.

Practice B Combining Sentences Using Appositives

Read the sentences. Then, combine each pair of sentences by using an appositive phrase.

Example: We grow peaches. Peaches are my favorite fruit.

Answer: We grow peaches, my favorite fruit.

1. The Great Depression was a time of hardship. The Great Depression took place in the 1930s.

2. The flight attendant is the woman in the uniform. She can give you a blanket.

3. Dr. Barton is a great professor. Dr. Barton teaches English.

4. Sandra Day O’Connor was the first female Supreme Court Justice. She was born in El Paso.

5. Soccer is Joey’s favorite sport. Soccer is popular around the world.


Write two or three sentences about a person you admire. Include at least two appositives in your

sentences. Read aloud your sentences to a partner. Your partner should listen for and identify the

appositives. Then, switch roles with your partner.

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58 USING VERBALS AND VERBAL PHRASES

A verbal is any verb form that is used in a sentence not as a verb but as another part of speech.Like verbs, verbals can be modifi ed by an adverb or adverbial phrase. They can also be followed by a complement. A verbal used with a modifi er or a complement is called a verbal phrase.

A verb expresses the action in the sentence, but a verbal acts as another part of speech, such as a noun

or adjective. Participles and participial phrases are examples of verbals. A participle is a form of a verb

used most often as an adjective. Look at these examples:

Type What It Looks Like Example

Present participle ends in -ing She took a hiking trip.

Past participle most end in -d or -ed; can also end in -n, -t, or -en

The fi lled water bottles were heavy.

Participial phrase a present or past participle with modifi ers The child, fl attered by the applause, took several bows.

Practice A Identifying Participles and Participial Phrases

Read each sentence. Underline the participle or participial phrase in each sentence.

Example: Pulling on his leash, the dog chased the squirrel.

Answer: Pulling on his leash, the dog chased the squirrel.

1. The burnt toast set off the smoke alarm.

2. I woke up to the sound of a crying baby.

3. Turning into the wind, the vulture soared

above.

4. The worn jacket is still my favorite.

5. I prefer the tomatoes grown in my garden.

6. Sometimes we eat frozen meals.

7. Working quickly, we shaped the dough.

8. The taxi driver, confused by the address,

drove in circles.

9. Don’t wake the sleeping cat.

10. Some snakes living in Texas are poisonous.

Practice B Identifying Present and Past Participles

Read the sentences. Then, write the participle on the line provided and identify it as a past participle or

a present participle.

Example: We like chilled watermelon.

Answer: chilled — past participle

1. I could not understand her mumbled words.

2. The pouring rain lasted for hours.

3. The officer gave the speeding driver a ticket.

4. A key placed under the mat is not safe.

5. I found my missing MP3 player.


Write a two-sentence description of a trip you took, using at least two participles. Read aloud your

sentences to a partner. Your partner should listen for and identify the participles. Then, switch roles

with your partner.

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59 ADJECTIVAL CLAUSES

An adjectival clause or adjective clause is a subordinate clause that modifi es a noun or a pronoun. Adjectival clauses act like adjectives. They explain what kind or which one.

• Most adjectival clauses begin with the words that, which, who, whom, and whose.

The girl whose pencil I borrowed is from Peru. (tells which girl)

Eugene wanted a dessert that was healthful. (tells what kind)

• Some adjectival clauses begin with subordinating conjunctions, such as since, where, or when.

The apartment where I live is on Grove Street. (tells which apartment)

• You can use adjectival clauses to combine two sentences. Look at this example:

We visit my grandparents every summer. My grandparents live in Fort Worth.

We visit my grandparents, who live in Fort Worth, every summer.

Practice A Identifying Adjectival Clauses

Read each sentence. Then, underline each adjectival clause.

Example: The sale, which I read about in the paper, starts tomorrow.

Answer: The sale, which I read about in the paper, starts tomorrow.

1. We gave the blue ribbon to the dog that

behaved best.

2. In the hour since you left, I worked a lot.

3. The spot where we planted the pecan tree

gets a lot of sun.

4. The bowler whose score is highest competes

again next week.

5. The pizza, which we left in the oven too long,

was very crispy.

6. The girl who kicked the winning goal is Mia.

Practice B Using Adjectival Clauses to Combine Sentences

Read each pair of sentences. Then, combine the sentences using an adjectival clause.

Example: We visited Bastrop State Park. Bastrop State Park is Andre’s favorite place to hike.

Answer: We visited Bastrop State Park, which is Andre’s favorite place to hike.

1. The store opened last week. The store sells souvenirs from Texas.

2. We put sunflower seeds in the bird feeder. Sunflower seeds are popular with cardinals.

3. The child was lost. The child was crying.

4. We decided to study at the library. We usually get a lot of work done at the library.

5. The desk is in Dad’s office. The desk should be replaced.


Write a short paragraph describing places and things in your school, using at least two adjectival

clauses. Read aloud your paragraph to a partner. Your partner should listen for and identify the

adjectival clauses. Then, switch roles with your partner.

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60 ADVERBIAL CLAUSES

An adverbial clause or adverb clause is a subordinate clause that modifi es a verb, an adjective, or an adverb.

• Adverbial clauses act like adverbs. They answer questions such as Where? When? In what

manner? To what extent? Under which conditions? or Why?

• Adverbial clauses begin with a subordinating conjunction, such as the following:

after although as because before even though if

in order that since so that than though unless until

when whenever where wherever while

• Look at these examples of adverbial clauses and the words they modify:

Verb: Joyce leaves her shoes wherever she takes them off. (leaves them where?)

Adjective: I am happy because I did well on my test. (happy why?)

Adverb: She drives slowly when she is in the school zone. (drives slowly when?)

Practice A Identifying Adverbial Clauses

Read each sentence. Then, underline the adverbial clause in each one.

Example: I learn more when I work with a partner.

Answer: I learn more when I work with a partner.

1. Our dog is happy when he has a job to do.

2. Dad moved the car so that it would be safe.

3. The bus was late because it made two extra

stops.

4. Natalie can play if she finishes her chores.

5. Kai walks to school unless it is raining.

6. Before you turn in your essay, you should

check it carefully.

Practice B Using Adverbial Clauses to Combine Sentences

Read each pair of sentences. Then, combine the sentences by changing one of them into an adverbial

clause. Use the subordinating conjunction in parentheses.

Example: I will wash the dishes. You dry them. (if)

Answer: I will wash the dishes if you dry them.

1. I want to stop writing. I’m not done yet. (even though)

2. The community garden put up a fence. Rabbits could not eat the plants. (so that)

3. The movie comes out in January. I want to read the novel. (before)

4. Natasha rides the bus frequently. She bought a monthly bus pass. (because)

5. I was at the library. I wrote four pages of my report. (while)


Write a short paragraph describing how to prepare a snack or a favorite kind of food. Use at least three

adverbial clauses. Read aloud your paragraph to a partner. Your partner should listen for and identify

the adverbial clauses. Then, switch roles with your partner.

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61 THE SIMPLE SENTENCE

A simple sentence consists of a single independent clause.An independent clause contains a subject and a verb and expresses a complete idea. A simple

sentence cannot have adjectival or adverbial clauses. However, a simple sentence may include adverbs,

adjectives, direct and indirect objects, prepositional phrases, and compound subjects and verbs. Look at

these examples of simple sentences:

One subject and verb Carrie hikes on the trail.

Compound subject Carrie and Chris hike around the lake.

Compound verb Carrie hikes and bikes during the summer.

Compound subject and verb Carrie and Chris hike and bike frequently after school.

Show that you can use and understand simple sentences by completing the exercises.

Practice A Recognizing Simple Sentences

Read each sentence. Then, write whether the sentence is simple or not simple.

Example: I eat breakfast before I go to school.

Answer: not simple

1. My dog MoMo fetches the paper in the morning.

2. The subway, which runs under the city, is a fast way to travel.

3. Cici sings in the school choir.

4. Jen talks on the phone and does her homework at the same time.

5. When the train arrived, Vika boarded it quickly.

Practice B Writing Simple Sentences

Read the following sentences. Then, rewrite them so that they are simple sentences. You will need to

leave out words to make the sentences simple.

Example: The kids who go to that summer camp learn a new language.

Answer: The kids learn a new language.

1. The snacks and drinks that Mom put on the counter disappeared quickly.

2. Even though it was summer, the weather was cool.

3. The science fair takes place in the spring so that students can complete their projects.

4. Although Randall has a job, he still plays in the band and sings in the chorus.

5. Mexican free-tailed bats, which eat mosquitoes, are actually mammals and not birds.


Write a short paragraph describing an object in your classroom. Use only simple sentences. Read your

paragraph to a partner. Your partner should listen and make sure your sentences are simple. Then,

switch roles with your partner.

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Effective Sentences –

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62 THE COMPOUND SENTENCE

A compound sentence consists of two or more main or independent clauses. A main clause has a subject and a verb and can stand by itself as a complete sentence. The main

clauses in a compound sentence are joined by a comma and a coordinating conjunction (and, but,

for, or, nor, yet, so). They can also be joined by a semicolon (;) or a colon (:). See the examples below.

My aunt watches reality TV shows, and she likes game shows.

Manny can’t come to school; he’s got strep throat.

Show that you can use and understand compound sentences by completing the exercises.

Practice A Combining Simple Sentences to Form Compound Sentences

Read each set of sentences. Then, combine the sentences using a comma and the coordinating

conjunction in parentheses.

Example: We took three pies to the potluck dinner. We came home with one. (but)

Answer: We took three pies to the potluck dinner, but we came home with one.

1. Annette has a pet rat. Her sister Sammy has a lizard. (and)

2. We may go to New Mexico on vacation. We may go to Oklahoma. (or)

3. I had to make breakfast for myself. I got out the cereal and milk. (so)

4. She likes Broadway musicals. She doesn’t like opera. (yet)

5. We had a flat tire. We were able to change it. (but)

Practice B Punctuating Compound Sentences

Read each compound sentence. Then, circle the coordinating conjunction and add a comma or a

semicolon to correctly punctuate the compound sentence.

Example: Amy came to my house after school and we baked cookies.

Answer: Amy came to my house after school, and we baked cookies.

1. Sue wasn’t at home so I went to Jan’s house.

2. I went to the shoe store but it was closed.

3. Patrick will go to practice or he will stay

home.

4. My dad has two brothers they live in Ohio.

5. I submitted an essay in the contest yet

I didn’t win.

6. Lane is downtown I hope he isn’t late.


Write a paragraph about something you worked hard to learn. Use at least two compound sentences

with conjunctions. Then, read your paragraph aloud to a partner. Your partner should listen for and

name the conjunctions in your sentences. Then, switch roles with your partner.

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63 THE COMPLEX SENTENCE

A complex sentence consists of one main or independent clause and one or more subordinate clauses.

In a complex sentence, the main or independent clause contains a subject and a verb and can stand

alone as a simple sentence. The subordinate clause in a compound subject also contains a subject

and a verb, but it cannot stand alone as a sentence.

• Subordinate clauses can be adjectival clauses or adverbial clauses:

Adjectival: I ate the peach that was sitting on the counter.

Adverbial: Before I ate the peach, I washed it.

• The subordinate clause can appear at the beginning or end of the complex sentence as in the

examples above, or in the middle of the complex sentence:

Dogs, which have an amazing sense of smell, are sometimes used to find lost people.

Practice A Differentiating Between Main and Subordinate Clauses

Read the following complex sentences. Underline the subordinate clause in each one.

Example: I ate a healthful breakfast because I needed energy for the race.

Answer: I ate a healthful breakfast because I needed energy for the race.

1. The planes, which fly just above my house,

create a lot of noise.

2. Kate wore a dress that had a lot of lace.

3. Mario fell when his foot hit a tree root.

4. Because she missed class, Andrea didn’t

understand the assignment.

5. Sasha wrote an essay that her teacher

entered in a contest.

6. Harry cleaned his bike after he got home.

7. The doctor whom she sees treats children.

8. Whenever someone knocks on the door, my

dog wags her tail.

Practice B Writing Complex Sentences

Read the following pairs of sentences. Then, rewrite each pair to form a single complex sentence.

Example: Filene was nervous. She stepped onto the stage.

Answer: Filene was nervous when she stepped onto the stage.

1. We were late. The theater usher showed us to our seats.

2. Marie visited her grandparents. Her grandparents live on a ranch near San Angelo.

3. The trees in our yard are live oaks. Live oaks keep their leaves most of the year.

4. Desiree wrote the messages in the cards. I addressed the envelopes.

5. I can’t loan you my calculator. I need it for my test.


Write a short paragraph describing a television show or book you enjoy. Use only complex sentences.

Read aloud your paragraph to a partner. Your partner should listen and make sure your sentences are

complex. Then, switch roles with your partner.

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64 THE COMPOUND-COMPLEX SENTENCE

A compound-complex sentence consists of two or more main or independent clauses and one or more subordinate clauses.

A compound-complex sentence is a combination of a compound sentence and a complex sentence.

Look at these examples of compound, complex, and compound-complex sentences. Main clauses are

underlined, and subordinate clauses are double-underlined.

Type What It Looks Like Example

Compound 2 or more main clauses Kelly wanted to get a dog, but her brother wanted to get a cat.

Complex 1 main clause, 1 or moresubordinate clauses

Kelly wanted a dog so that she could have a companion.

Compound-complex

2 or more main clauses, 1or more subordinate clauses

Kelly, who loved animals, wanted a puppy,but then she decided to get a kitten.

Practice A Identifying Sentence Types

Read the following sentences. On the line provided, write whether each sentence is compound,

complex, or compound-complex.

Example: I wrote my password down because I didn’t want to forget it.

Answer: complex

1. The audience clapped after the orchestra finished, and the players took a bow.

2. New leaves appear on the trees, and flowers bloom in the spring.

3. The Colorado River winds through Texas before it reaches the Gulf of Mexico.

4. John washed the dishes, and Tom put them away after Deirdre dried them.

5. The lake levels are low because the region experienced a drought last summer.

Practice B Writing Compound-Complex Sentences

Read the following compound sentences. Then, add a subordinate clause to each sentence to make it

a compound-complex sentence.

Example: Shadow brought me the ball, and I threw it.

Answer: Shadow brought me the ball, which was covered with slime, and I threw it.

1. My alarm clock didn’t go off, so I had to rush.

2. The market still had fresh fish, but it was sold out of shrimp.

3. The Dodds are on vacation, and Logan is caring for their pets.

4. Ed cleaned the garage, yet it still seemed messy.

5. I found a wallet, so I turned it in at the school office.


Write a short paragraph about activities students do after school. Use a compound, complex, and

compound-complex sentence in your paragraph. Read it aloud to a partner. Your partner should listen

and identify the sentence types. Then, switch roles with your partner.

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65 MAIN AND SUBORDINATE CLAUSES

A main or independent clause has a subject and a verb and can stand by itself as a complete sentence. A subordinate clause, also known as a dependent clause, has a subject and a verb but cannot stand by itself as a complete sentence. It is only part of a sentence.

Every sentence has at least one main clause. If a sentence also has a subordinate clause, it is called a complex sentence. Look at the main clauses (underlined once) and the subordinate clauses (underlined twice) in these examples of complex sentences:

If it rains tomorrow, we will not go to the park.

We will visit the museum, which has an exhibit on Texas high school football.

Subordinate clauses begin with subordinating conjunctions or relative pronouns. These words are usually clues that a clause is subordinate.

• Relative pronoun examples: who, whom, whose, which, that• Subordinating conjunction examples: if, because, when, while, where, after, since, until,

although, even though, before, whenever, wherever

Practice A Differentiating Between Main and Subordinate Clauses Read the following sentences. On the line provided, write whether each underlined clause is the main clause or a subordinate clause.

Example: Unless I finish my homework, I can’t go to the movie. Answer: subordinate clause

1. We studied the Mayan calendar, which I thought was fascinating.

2. Lyndon B. Johnson, who was born in Stonewall, became president in 1963.

3. I felt a thrill when I solved the difficult math problem.

4. After they played basketball, the boys went home for dinner.

5. Hunter picked a report topic that turned out to be difficult.

Practice B Identifying and Using Main and Subordinate Clauses Read the clauses. Then, write main or subordinate for each clause. If the clause is a subordinate clause, add a main clause to make it a complex sentence.

Example: Unless we study.Answer: subordinate; Unless we study, we won’t pass the spelling test.

1. Before I go to school.

2. We heard a concert at Town Lake Park.

3. That I read for English class.

4. The principal’s office is at the front of the school.

5. Although the team played well.

Writing and Speaking ApplicationWrite two complex sentences about a place you like to visit. Read aloud your sentences to a partner. Your partner should listen for and identify the main and subordinate clauses in each sentence. Then, switch roles with your partner.

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– 66 Effective Sentences –

66 CLASSIFYING THE FOUR FUNCTIONS OF A SENTENCE

A declarative sentence states, or declares, an idea. An interrogative sentence asks a question. An imperative sentence gives an order, a command, or a direction. An exclamatory sentence conveys strong emotion.

Look at these examples of the four functions of a sentence:

Declarative states an idea and ends with a period John walks to school.

Interrogative asks a question; ends with a question mark How do you get to school?

Imperative gives an order, command, or direction; ends with a period or exclamation mark

Take the bus to school today.Watch out for that car!

Exclamatory conveys strong emotion; ends with an exclamation mark

I can’t believe you ran the whole way to school!

Practice A Identifying the Four Types of Sentences Read each sentence. On the line, write whether the sentence is declarative, interrogative, imperative, or exclamatory.

Example: Texas became a state in 1845.Answer: declarative

1. Use caution when you cross the street.

2. Where was Lyndon B. Johnson born?

3. The planet closest to the sun is Mercury.

4. What kinds of hummingbirds can you see in Texas?

5. I can’t believe the dog jumped over the fence!

6. Our football team just won the state championship!

7. Please provide sources for all the information you use.

8. The Lady Bird Johnson Wildflower Center has many native plants.

9. The symphony performs at Town Lake Park on July 4.

10. In art class, Trish painted a bouquet of wildflowers.

Practice B Punctuating the Four Types of Sentences Read the sentences. Add the correct end punctuation to each one.

Example: We visited Guadalupe Mountains National ParkAnswer: We visited Guadalupe Mountains National Park. 1. Do earthquakes occur in Texas

2. The sound of sirens awakened us

3. For English class, what book will you read

4. That’s a giant fire ant mound

5. Please put away your books

6. That player just made an amazing shot

7. How large is Abilene, Texas

8. When was oil discovered in Texas

9. Complete the essay later

10. Have you ever seen a javelina

Writing and Speaking ApplicationWrite a paragraph describing an exciting sporting event. Use each type of sentence. Read your paragraph to a partner. Your partner should listen for and identify each sentence type. Then, switch roles with your partner.

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67 COMBINING SENTENCE PARTS

Sentences can be combined by using a compound subject, a compound verb, or a compound object. Join two main clauses to create a compound sentence.

Compound subject Terry plays soccer.Roberto plays soccer.

Terry and Roberto play soccer.

Compound verb My dog fetches the newspaper.My dog chases squirrels.

My dog fetches the newspaper and chases squirrels.

Compound direct object We played checkers.We played chess.

We played checkers and chess.

Compound sentence Storm clouds gathered.The wind whipped through the trees.

Storm clouds gathered, and the wind whipped through the trees.

Show that you can use punctuation marks, including commas in compound sentences, by completing the exercises.

Practice A Identifying Compound Parts in SentencesRead each sentence. Underline the compound subject, compound verb, or compound direct object.

Example: Carrie bought potatoes and chicken at the market.Answer: Carrie bought potatoes and chicken at the market.

1. Shakespeare wrote plays and sonnets.

2. That musician writes and plays his own music.

3. People ski and snowboard in those mountains.

4. Foxes and snakes eat mice.

Practice B Combining Main Clauses Read the sentences. Combine them to make a compound sentence using a comma and the coordinating conjunction in parentheses.

Example: The trip took several hours. It was worth every minute. (but)Answer: The trip took several hours, but it was worth every minute.

1. We had a great time at the beach. I can’t wait to go back. (and)

2. The marathon was exhausting. I’d like to run another one someday. (yet)

3. We waited in line for movie tickets. They were sold out. (but)

4. You can buy a snack. You could make one yourself. (or)

Writing and Speaking ApplicationWrite a paragraph about how you spent last weekend. Use a compound subject, a compound verb, and a compound sentence. Read your paragraph to a partner. who will listen for and identify the compound parts. Then, switch roles with your partner.

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68 JOINING CLAUSES

Sentences can be combined by changing one of them into a subordinate clause. Sentences

can also be combined by changing one of them into a phrase.

If an idea in one sentence depends on an idea in another, the two sentences can be combined into

a complex sentence with a main and subordinate clause.

Two sentences: Toni was upset. She couldn’t find her cell phone.

Combined: Toni was upset because she couldn’t find her cell phone.

If one sentence adds details to another sentence, the two sentences can be combined by changing one

of the sentences into a phrase:

Two sentences: Our class visited the museum. It was in Austin.

Combined: Our class visited the museum in Austin.

Practice A Identifying Subordinate Clauses

Read each sentence. Identify and underline the subordinate clause.

Example: Turn the lights out when you leave the classroom.

Answer: Turn the lights out when you leave the classroom.

1. Adam studied for his science test because he wanted to do well.

2. You should turn the music down so that your brother can study.

3. Although I left the house early, the drive to work still took an hour.

4. Lena does her homework while she watches television.

5. After the game ends, we are going out for pizza.

Practice B Combining Sentences Using Phrases

Read the sentences. Combine them by changing one sentence into a phrase.

Example: Shauna found the perfect gift. She got it at the art fair.

Answer: Shauna found the perfect gift at the art fair.

1. Alexis helps people understand the exhibits. Alexis is a guide at the museum.

2. Settlers built new towns in Texas. They built them during the 1890s.

3. The class performed a play. The play was by Shakespeare.

4. Darlene went to the museum. She wanted to see the quilt exhibit.

5. Randall plays goalie. He plays on the hockey team.


Write a paragraph about things you do after school. Use subordinate clauses. Read your paragraph to

a partner. Your partner should listen for and identify the subordinate clauses. Then, switch roles.

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69 VARYING SENTENCE LENGTH

Varying the length of sentences makes writing lively and interesting to read.

There are different ways to vary the length of sentences. Several short sentences can be combined to

include one long and one short sentence.

Short sentences: The air was cold. It felt as if it might snow. I checked the weather.

Two sentences: The air was cold, and it felt as if it might snow. I checked the weather.

A long sentence can be broken into shorter sentences:

Long sentence: When I woke up, I wasn’t sure what to expect, but I was pleased to see the snow.

Two sentences: When I woke up, I wasn’t sure what to expect. I was pleased to see the snow.

Practice A Varying Sentence Length by Breaking Longer Sentences

Read the sentences. Then, revise each one as two or more shorter sentences. Circle a comma to change

it to a period. Underline a letter to show a capital letter. Cross out a word to omit it.

Example: Before he went to the game, Xavier had to clean his room, and he also had to help his mom.

Answer: Before he went to the game, Xavier had to clean his room , and he also had to help his mom.

1. While he was putting the toy together for his sister, Bart looked at the instructions, but he thought

they were confusing because they had no pictures.

2. During our trip, we watched bats fly out of a cave, we also toured the Alamo, and we walked along

the River Walk.

3. In science class we studied the planets, we also learned about the sun and moon, and we watched

a video about the first moon landing.

4. On our field trip we visited the museum that opened last year, but I had the most fun when we

walked on a trail along the Colorado River.

Practice B Varying Sentence Length by Combining Sentences

Read the sentences. Then, combine two of them to have one shorter and one longer sentence.

Example: I saw a baby owl in a tree. It was cute. I decided to take a picture of it.

Answer: I saw a baby owl in a tree. It was cute, so I decided to take a picture of it.

1. I studied the spelling words. They were difficult. I had a hard time learning them.

2. Diane made her bed. She put the laundry away. She also swept the bedroom floor.

3. Our class read a novel. We researched the author. Then, we wrote book reports.

4. The runners put on their shoes. They warmed up. They started their workout.


Write two long sentences. Read them aloud to a partner. Your partner should listen for and suggest

ways to vary the sentence lengths. Then, switch roles with your partner.

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70 VARYING SENTENCE BEGINNINGS

Sentence beginnings can be varied by reversing the traditional subject–verb order or starting the sentence with an adverb or a phrase.

Changing the beginning of your sentences can add variety.

Sentence Beginning Example

Noun Repairs to the car will be expensive, unfortunately.

Adverb Unfortunately, repairs to the car will be expensive.

Infi nitive To repair the car, unfortunately, will be expensive.

Gerund Repairing the car, unfortunately, will be expensive.

Prepositional Phrase For my parents, repairing the car will be expensive.

Practice A Identifying Sentence Beginnings

Read the sentences. Look at the underlined beginnings. On the line, write whether the sentence

beginning is a noun, adverb, infi nitive, gerund, or prepositional phrase.

Example: After school, we plan to go to the library.

Answer: prepositional phrase

1. Mr. Lambert has been coaching volleyball for 12 years.

2. Surprisingly, tickets were still available to the concert.

3. To run a mile in less than seven minutes was Ingrid’s goal.

4. Paying the bill on the Internet was not an option.

5. On the sidelines, the nervous parents paced back and forth.

Practice B Varying Sentence Beginnings

Read the sentences. Rewrite them to vary the beginnings. Use the sentence part in parentheses.

Example: Malik’s goal was to attend college. (gerund)

Answer: Attending college was Malik’s goal.

1. The thing my brother wants most is to get his driver’s license next year. (gerund)

2. We could see the meteor shower in the clear night sky. (prepositional phrase)

3. The Fourth of July fireworks show, surprisingly, was short. (adverb)

4. In the morning, Dede walked to Walnut Creek Park. (noun)

5. The students put beans in water and soil to see which seeds would grow. (infinitive)


Write two sentences about something you might see in nature. Use different sentence beginnings.

Read your sentences to a partner. Your partner should listen for and think of another way to start one of

the sentences. Then, switch roles with your partner.

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71 CORRECTING FRAGMENTS

A fragment is a group of words that does not express a complete thought.

Fragments are not complete sentences. They may be missing a subject, a verb, or both:

Missing Part Fragment Complete Sentence

No subject Went to the store after work. Dad went to the store after work.

No verb The bus at the shopping mall. The bus stops at the shopping mall.

No subject, no verb At the corner market. We shop at the corner market.

If a fragment lacks a subject and verb, the missing parts can be added to make a complete sentence.

The fragment can also be joined to a nearby sentence.

Practice A Recognizing Fragments

Read the groups of words. Write whether the words are a fragment or sentence.

Example: Will go to the library.

Answer: fragment

1. Before the start of school.

2. Heard a funny story.

3. Drove 200 miles from Austin to Dallas.

4. Donna is a good manager.

5. We looked out the window.

6. A plane in the sky.

7. Nancy worked on the project.

8. Without a doubt.

9. The book on Ben’s desk.

10. I hope Jill gets better.

Practice B Correcting Phrase Fragments

Read the groups of words. Rewrite them to eliminate the fragment. Use the directions in parentheses to

combine the fragment with the sentence or to add a subject and verb.

Example: Penny had a goal. To attend college. (add subject and verb)

Answer: Penny had a goal. She wanted to attend college.

1. Evelyn wants to get her driver’s license. In the next year. (combine)

2. Squirrels eat the tomatoes. In our garden. (combine)

3. The car was hot. Sitting in the hot sun. (add subject and verb)

4. The players practiced every day. To win the big game. (add subject and verb)

5. I have an appointment. On Tuesday afternoon. (combine)


Write several phrases about a place. Read your phrases to a partner. Your partner should listen for and

suggest ways to turn the phrases into sentences. Then, switch roles with your partner.

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72 CORRECTING CLAUSE FRAGMENTS

A subordinate clause should not be capitalized and punctuated as if it were a sentence.

Subordinate clauses do not express complete thoughts and cannot stand alone as sentences. When

a subordinate clause is capitalized and punctuated like a sentence, it is a clause fragment. The

fragment can be attached to a nearby sentence or words can be added to make a complete sentence.

Clause Fragment Complete Sentence

When we got home. We made dinner. When we got home, we made dinner.

That lives next door. The dog that lives next door is very friendly.

Practice A Recognizing Clause Fragments

Read the groups of words. Write whether the words are a fragment or a sentence.

Example: After I saw the movie about penguins.

Answer: fragment

1. Although Mrs. Lee liked driving.

2. Because we live in the city.

3. Before raccoons eat their food.

4. At the restaurant, we ordered fish.

5. Her speech was about technology.

6. That we put in the oven.

7. We studied the water cycle.

8. Which includes the plants and animals.

9. Who works on Monday afternoon.

10. Our class studied that desert.

Practice B Correcting Clause Fragments

Read the clause fragments. Rewrite them to form complete sentences.

Example: that are on the table

Answer: I read the books that are on the table.

1. as soon as I finish this activity

2. before the school year ends

3. that was held in the school gym

4. which I enjoyed very much

5. where I left my jacket


Choose three of the clauses from Practice B and use them in new sentences about school. Read your

sentences to a partner. Your partner should listen for any fragments. Then, switch roles with your

partner.

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73 RUN-ON SENTENCES

A run-on is two or more complete sentences that are not properly joined or separated.

There are two types of run-ons:

• A fused sentence is two sentences that run together without punctuation:

I took the test I did well.

• A comma splice is two or more sentences separated by only a comma:

I saw a butterfly, it was orange and black.

Practice A Recognizing Run-on Sentences

Read the groups of words. Write whether the words are a run-on or a sentence.

Example: She whispered I couldn’t hear her.

Answer: run-on

1. She bought a new car it got good

mileage.

2. After I poured the cereal, I realized we had

no milk.

3. We visited Toronto, it is a city in

Canada.

4. Our class studied the planets, and students

wrote reports.

5. Buses run on a limited schedule at

night.

6. A hailstorm struck last night it did a lot of

damage.

7. I walked to the courts, people were playing

basketball.

8. People fish and swim in the river.

9. We went to the park to fly kites.

10. Ken built a model rocket, he launched it in the

field.

Practice B Identifying Types of Run-on Sentences

Read the run-on sentences. Write whether the run-on is a comma splice or a fused sentence.

Example: My alarm didn’t go off, I woke up late.

Answer: comma splice

1. I bought the CD, I really enjoyed it.

2. After we got home, we turned on the TV my sister made popcorn.

3. My aunt and uncle live in Fredricksburg the town is known for its peaches.

4. We buy the newspaper at the corner newsstand, the price went up last year.

5. For my science project, I wrote about the moon I included drawings.

6. Trina got a new cell phone, she hasn’t put it down in hours.

7. The boy who lives next door plays drums, they are really loud.

8. Last weekend we saw the new comedy I thought it was very funny.

9. The squirrels in the park are busy they are collecting the pecans.

10. We went to the skate park, I tried out my new skateboard.


Write one run-on sentence and one correct sentence about school events. Read your sentences aloud to

a partner. Your partner should identify which sentence is a run-on and which is correct. Then, switch

roles with your partner.

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74 THREE WAYS TO CORRECT RUN-ONS

Use an end mark to separate a run-on sentence into two sentences. Use a comma and a coordinating conjunction to combine two independent clauses into a compound sentence. Use a semicolon to connect two closely related ideas into one sentence.

Use an end mark to divide the run-on into two sentences. The cat was hungry I fed her.The cat was hungry. I fed her.

Use a comma and coordinating conjunction (and, but, for, or, nor, so, yet) to make a compound sentence.

It was cold outside I got my coat.It was cold outside, so I got my coat.

Use a semicolon between independent clauses when the ideas are closely related.

The parts were old we replaced them.The parts were old; we replaced them.

Practice A Correcting Run-on SentencesRead the run-on sentences. Add a semicolon or period where needed to correct the run-on. Circle it. If a word needs to be capitalized, underline it.

Example: Lars forgot his math book he went home to get it.Answer: Lars forgot his math book . he went home to get it.

1. Boris is a great tennis player he should easily win his match.

2. My dad’s company is a good place to work it treats its workers well.

3. Tonight the moon is full the sky will be bright.

4. Tara likes to write blog entries she’s on the computer all the time.

5. Neptune is far from the sun it takes 165 years to go around the sun once.

Practice B Rewriting Run-on Sentences Read the run-on sentences. Use a comma and a coordinating conjunction to correct each one.

Example: I want to do well on my test I will study.Answer: I want to do well on my test, so I will study.

1. Our class visited McDonald Observatory we had a star-watching party.

2. I went to the store I forgot to buy bread.

3. The roads were icy school was delayed an hour.

4. We can go shopping we can go for a walk.

5. Katya wants to go to the movies she has to finish her report.

Writing and Speaking ApplicationWrite one run-on sentence. Read your sentence aloud to a partner. Your partner should identify two different ways to correct the run-on sentence. Then, switch roles with your partner.

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75 PROPERLY PLACING MODIFIERS

A modifi er should be placed as close as possible to the word it describes.A modifier is a phrase or clause that acts as an adjective or adverb. When a modifier is not close to the

word it modifies, a sentence may be odd or unclear. Place the modifier closer to the word it modifies:

Ready to pounce, Margaret looked under her bed and saw her kitten.

Margaret looked under her bed and saw her kitten ready to pounce.

Practice A Identifying Misplaced Modifi ers

Read the sentences. Then, underline the misplaced modifi er in each one.

Example: I poured the milk down the drain that was sour.

Answer: I poured the milk down the drain that was sour.

1. The dog belongs to my neighbor with the red collar.

2. The clown gave the child a balloon in the stroller.

3. Soaring over the canyon, the hikers saw an eagle.

4. I found a pizza shop walking through downtown.

5. Cecilia found the lost book cleaning her bedroom.

Practice B Recognizing and Correcting Misplaced Modifi ers

Read the sentences. Then, rewrite them to correct the misplaced modifi ers. You may need to add words

to the sentences.

Example: Answering the door, the dog wouldn’t stop barking.

Answer: As I was answering the door, the dog wouldn’t stop barking.

1. I returned the sweater to the store that was too small.

2. We ate Mexican food after the movie that was tasty.

3. Looking out the window, a deer jumped over the fence.

4. Wearing a heavy backpack, the hike seemed difficult.

5. Hopping in the garden, I saw a toad.


Write two to three sentences describing a place you like to visit. Include at least two modifying phrases

or clauses. Read your sentences aloud to a partner. Your partner should identify the modifiers and check

if they are properly placed. Then, switch roles with your partner.

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76 AVOIDING DOUBLE NEGATIVES

Avoid writing sentences that contain double negatives.

Negative words are used to deny something or to say no. Usually, a sentence should contain only one

negative word or term, such as no, none, nobody, no one, nothing, never, not, and nowhere.

Incorrect Double Negative Corrected With One Negative

I haven’t told my sister nothing. I haven’t told my sister anything. I have told my sister nothing.

Practice A Identifying Double Negatives

Read the sentences. Then, underline any negative words or terms. On the line, write whether each

sentence has a double negative or is correct.

Example: I didn’t have no notes to study for the test.

Answer: I didn’t have no notes to study for the test. double negative

1. The mayor has not heard no complaints about the new law.

2. I never visited nowhere with so many tall buildings.

3. We were at home, but we didn’t hear anything strange.

4. None of the shoes I tried on at the sale fit me well.

5. None of the players on the team knew nothing about the practice.

Practice B Correcting Double Negatives

Read the sentences. Then, rewrite them to correct the double negatives.

Example: No one couldn’t answer my question.

Answer: No one could answer my question.

1. Allison hadn’t told her parents nothing about the award.

2. After we almost had an accident, I didn’t never want to feel so scared again.

3. Sydney couldn’t find no one in the home improvement store to help her.

4. My family didn’t go nowhere on vacation last year.

5. The band didn’t have nothing left at the end of the bake sale.


Write two to three sentences describing something you don’t like to eat. Include at least two negatives

in your sentence. Read your sentences aloud to a partner. Your partner should identify the negatives

and check if they are used correctly. Then, switch roles with your partner.

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77 AVOIDING COMMON USAGE PROBLEMS

Review these common usage problems:

To, Too, Two

To is a preposition or part of an infi nitive.Too is an adverb.Two is a number.

We want to go to the store.I drank the cold water too quickly.We baked two pies instead of one.

There, Their, They’re

There is an adverb or sentence starter.Their is a possessive adjective; it modifi es a noun.They’re is a contraction of they are.

There was a car parked there.Their car is very dirty.They’re buying a new car today.

Accept, Except

Accept is a verb; it means to take something offered; to agree.Except is a preposition; it means leaving out; other than.

Jon will accept the prize.Everyone except me will attend.

Practice A Choosing the Correct Usage

Read the sentences. Then, circle the word in parentheses that best completes each sentence.

Example: We drove (there, their, they’re) in our car.

Answer: We drove ( there , their, they’re) in our car.

1. (There, Their, They’re) are 52 weeks in a year.

2. We want (to, too, two) see the movie the day it opens.

3. The coach is going to (accept, except) the award for the team.

4. I like these shoes because (there, their, they’re) very comfortable.

5. I filled out the entire form (accept, except) for the last section.

Practice B Correcting Usage Problems

Read the sentences. Then, rewrite them to correct the usage problems.

Example: Everyone accept Leslie ran the mile in under eight minutes.

Answer: Everyone except Leslie ran the mile in under eight minutes.

1. The college students are studying because there taking exams next week.

2. All the dogs at the animal shelter accept the terrier were adopted.

3. Edgar thinks that driving from Austin to Dallas takes to long.

4. The bus has too make a lot of stops on its downtown route.

5. The electricity went off because their was a major windstorm.


Write two to three sentences describing an activity you tried for the first time. Use at least four of the

words shown in the chart above. Read your sentences aloud to a partner. Your partner should listen for

and record the sentences, checking for correct usage. Then, switch roles with your partner.

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– 78 Using Verbs –

78 USING REGULAR VERBS

The past and past participle of a regular verb are formed by adding -ed or -d to the present form.

Most verbs are regular. To form their past and past participle forms, you just add -ed to the present form. If the verb ends in e, you just add d to the present form. With some verbs, you may need to double the last letter before adding -ed.

Present Past Past Participle

walk walked (have) walked

change changed (have) changed

drop dropped (have) dropped

Practice A Writing Principal Parts of Regular VerbsRead each verb below. Then, write the past and past participle forms of the verb on the line provided.

Example: clapAnswer: clapped, (have) clapped

1. appear

2. name

3. stroll

4. wash

5. slip

6. end

7. chat

8. insist

9. collect

10. investigate

Practice B Using Regular Verbs in SentencesRead each sentence. Then, rewrite the sentence. Replace the underlined verb with the part shown in parentheses.

Example: After the game, we walk home. (past)Answer: After the game, we walked home.

1. I answer the phones all day. (past participle)

2. My mother blames me for making the mess. (past)

3. The plane lands at 5 P.M. (past)

4. I slip on the wet floor. (past)

5. The Vikings challenge us to a race. (past participle)

6. The parents name their daughter Anastasia. (past participle)

7. My mother cans fruit to use in the winter. (past participle)

8. The squirrels store acorns in the tree trunk. (past)

9. I brush my hair and clean my nails. (past participle)

10. The wind whip through the trees. (past)

Writing and Speaking ApplicationWrite three sentences about something you did yesterday. Use past tense regular verbs in your sentences. Read your sentences aloud to a partner. Have your partner identify each verb you used.

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Then, switch roles with your partner.

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79 USING IRREGULAR VERBS

The past and past participle of an irregular verb are not formed by adding -ed or -d to the present tense form.

Many common verbs are irregular. They form their past and past participle forms by changing the spelling of the present form. You may need to memorize the correct forms of irregular verbs. You can also find the principal parts listed in the dictionary entry for the verb. The chart below shows three different types of irregular verbs.

Type Present Past Past Participle

Same past and past participle bring brought (have) brought

Same present, past, and past participle put put (have) put

Change in other ways choose chose (have) chosen

Show that you understand how to use irregular verbs correctly by completing the exercises.

Practice A Writing Principal Parts of Irregular Verbs Read each group of verb forms below. Then, fi ll the blank by supplying the correct present, past, or past participle form of the verb.

Example: speak (have) spokenAnswer: spoke


1. hurt hurt

2. spoke (have) spoken

3. fight (have) fought

4. catch (have) caught


5. bid bid

6. drive drove

7. fly (have) flown

8. spin (have) spun

Practice B Correcting Irregular Verbs in SentencesRead each sentence. Rewrite each sentence, replacing the underlined verb form with the correct form.

Example: I finded my dress on the closet floor.Answer: I found my dress on the closet floor.

1. I have brung three sandwiches for lunch.

2. The rowboat sinked into the mud.

3. My aunt drived all night to get here.

4. The mayor has spoke to our class twice before.

5. The Bobcats have losed four games in a row.

6. More than four inches of rain have fell today.

Writing and Speaking ApplicationWrite three sentences about a recent sports event. Use past or past participle forms of irregular verbs in each. Read your sentences aloud to a partner. Have your partner tell whether you used the right form of each verb. Then switch roles with your partner.

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80 IDENTIFYING THE BASIC FORMS OF THE SIX TENSES

The tense of a verb shows the time of the action or state of being.

Verbs have six tenses. The tenses show whether an action is happening in the present, past, or future.

If the verb shows that the action is going on over a period of time, you might use the present perfect,

past perfect, or future perfect tense. The chart below shows the basic form of the six tenses for one

regular verb and one irregular verb.

Tense Regular Verb Basic Forms Irregular Verb Basic Forms

Present I demand. I bring.

Past I demanded. I brought.

Future I will demand. I will bring.

Present perfect I have demanded. I have brought.

Past perfect I had demanded. I had brought.

Future perfect I will have demanded. I will have brought.

Practice A Identifying the Basic Forms of Verb Tenses

Read each sentence. Then, write the underlined verb and its tense on the line provided.

Example: The train chugged into the station.

Answer: chugged — past

1. The fire has burned for more than six hours.

2. The firefighters had received their orders.

3. The captain will answer any questions about the fire.

4. Each firefighter will have worked for 30 straight hours.

5. One resident nearly fell through a burning floor.

Practice B Recognizing Verb Tenses

Read each sentence and fi nd the underlined verb. Write the basic form of that verb for the tense shown

in parentheses.

Example: I lose my wallet. (past perfect)

Answer: had lost

1. I remember this story. (future)

2. Janet painted the walls silver. (present)

3. The puppy gulps down his food. (present perfect)

4. The choir sings very loudly. (past perfect)

5. The child spins the top along the floor. (past)

6. I put the bill into my pocket. (present perfect)

7. The horses race across the plains. (past perfect)

8. The clowns perform amazing tricks. (future)


Write three sentences about a circus. Use different verb tenses in your sentences. Read your sentences

aloud to a partner. Have your partner identify each verb you used and its tense. Then, switch roles with

your partner.

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81 CONJUGATING THE BASIC FORMS OF VERBS

A conjugation is a list of the singular and plural forms of a verb in a particular tense.

You already know that verbs have six tenses. Each tense has six forms that fit with first-, second-, and

third-person forms of the personal pronouns in both singular (one) and plural (more than one) number.

When you write out all of the forms of the verb in each of the tenses, you are conjugating the verb. The

chart below shows a conjugation of the forms of the verb bring for four tenses.

Tense Singular Plural

Present I bring.You bring.He, she, or it brings.

We bring.You bring.They bring.

Past I brought.You brought.He, she, or it brought.

We brought.You brought.They brought.

Future I will bring.You will bring.He, she, or it will bring.

We will bring.You will bring.They will bring.

Present perfect I have brought.You have brought.He, she, or it has brought.

We have brought.You have brought.They have brought.

Practice A Conjugating the Basic Forms of Verbs

Read each verb. Then, conjugate the singular and plural forms of the verb for the tense and person

indicated in parentheses. Write the singular and plural form.

Example: improve (past) (third person)

Answer: He, she, or it improved. They improved.

1. assign (present perfect) (third person)

2. run (future) (first person)

3. follow (past) (second person)

4. ring (present perfect) (third person)

Practice B Using Conjugation Forms in Sentences

Read each sentence. Then, complete the sentence by fi lling in the blank with the verb and conjugation

form shown in parentheses.

Example: The man warmly at his daughter. (smile, present tense)

Answer: The man smiles warmly at his daughter.

1. Heavy winds across the coastline. (blow, past tense)

2. The boats the shore. (reach, present perfect tense)

3. The heat more than 20 degrees. (rise, present perfect tense)

4. We popcorn in the fireplace. (make, past tense)


Write three sentences about a rainstorm or snowstorm. Use different verb tenses in your sentences.

Read your sentences aloud to a partner. Have your partner identify each verb you used and its tense.


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82 CONJUGATING BE

Be is the most common verb in the English language. Its conjugation forms are very irregular.The principal parts of be are be (present), being (present participle), was (past), and been (past participle). You must know the principal parts of be to conjugate all the basic forms of be.

Practice A Conjugating the Basic Forms of BeRead each sentence. Then, complete the sentence by fi lling in the form of be that matches the tense shown in parentheses.

Example: I alone in the house all day. (present perfect)Answer: I have been alone in the house all day.

1. I the first in my family to run a marathon. (future)

2. The children quiet for two full hours. (present perfect)

3. I lonely sitting all by myself. (past)

4. I the best musician in the class. (present)

5. I thought that the dogs in their crates. (past)

6. The first event the 100-meter run. (future)

7. My aunt mayor for two terms. (present perfect)

8. The Lynch twins in my class for three years. (present perfect)

9. You the only person that I trust. (present)

10. You the two people who mean the most to me. (present)

Practice B Using Conjugation Forms in SentencesRead the sentences, which are all in the present tense. Then, rewrite each sentence, changing it to the tense indicated in parentheses.

Example: I am warm under the blankets. (past)Answer: I was warm under the blankets.

1. All of the runners are at the starting line at 8 A.M. (future)

2. The teachers are in a meeting all day. (present perfect)

3. I always am a good sister. (present perfect)

4. The invitations are in your mailboxes. (past)

5. He is my most devoted pen pal. (present perfect)

Writing and Speaking ApplicationWrite two sentences using forms of the verb be in present tense. Then, share your sentences with three partners. One partner should read the sentences aloud, changing the verbs to past tense, one to future tense, and one to present perfect tense. Compare and correct each other’s sentences. Rotate these activities

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among all four partners.

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83 RECOGNIZING THE PROGRESSIVE TENSE OF VERBS

The progressive tense, or form, of a verb shows an action or condition that is ongoing.The progressive form of a verb describes an event that is in progress. You create the progressive form by using the present participle of a verb. That is the principal part that ends in -ing. You also add the form of the verb be that matches the tense and number.

Progressive Tense Be + Present Participle Progressive Tense Be + Present Participle

Present I am stopping. Present Perfect I have been stopping.

Past I was stopping. Past Perfect I had been stopping.

Future I will be stopping. Future Perfect I will have been stopping.

Practice A Recognizing the Progressive Tense in Sentences Read each sentence. Circle the progressive verb form in the sentence. Then, write the tense of the verb on the line provided.

Example: I was feeling tense and nervous. Answer: I was feeling tense and nervous. past progressive

1. The author has been signing autographs all afternoon.

2. My cousin was standing at the top of the steps.

3. By Wednesday, I will have been waiting for three days.

4. The fire is warming the entire room.

5. The smoke was spreading throughout the house.

6. The clerk has been adding up all of my purchases.

7. Before the game, we will be attending a pep rally.

8. My brother had been trying to open the door with the wrong key.

9. I will have been sleeping for only three hours by then.

10. The news reporter is asking many personal questions.

Practice B Using Progressive Tense Verbs in Sentences Read the sentences. Then, fi ll in the blank for each, using the tense of the verb in parentheses.

Example: The game soon. (end, present progressive)Answer: The game is ending soon.

1. Carlos computer programming. (study, past perfect progressive)

2. Spotlights on the stage. (shine, past progressive)

3. The electrician our house for a new television. (wire, future progressive)

4. Our teacher a lot of homework lately. (assign, present perfect progressive)

5. By midnight, rain for six hours. (fall, future perfect progressive)

Writing and Speaking ApplicationWrite a paragraph describing a scene from a movie you saw recently. Use past progressive tense verbs in your paragraph. Read your paragraph aloud to a partner. Have your partner identify the verbs you used. Then, switch roles with your partner.

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84 PROGRESSIVE TENSE OF SING

To conjugate the progressive forms of a verb, add the present participle of the verb to a

conjugation of the basic forms of be.

With all verbs, regular or irregular, you create the progressive tense by using the present

participle—the one that ends in -ing—with different forms of the verb be.

There are six progressive tenses. Notice how the form of be changes in progressive tenses.

Present progressive Ellen is singing in the choir.

Past progressive She was playing a guitar.

Future progressive She will be performing at next week’s assembly.

Present perfect progressive Carlos has been humming that song all day.

Past perfect progressive Selena had been telling a story to her baby.

Future perfect progressive Antonio will have been listening for days.

Practice A Recognizing the Progressive Tenses in Sentences

Read each sentence. Then, write the tense of the underlined verb on the line provided.

Example: I was speaking as softly as I could.

Answer: past progressive

1. The band will be rehearsing in our garage.

2. Nicholas has been reciting a poem.

3. By next week, I will have been living here for a year.

4. Nana is wearing a beautiful dress.

5. The water had been boiling in the kettle.

6. My partner and I will be dancing in the contest.

7. The cheer squad was performing the new pep song.

8. Toni had been singing harmony with the group.

Practice B Using Progressive Tense Verbs in Sentences

Read the sentences. Then, fi ll in the blank so that each sentence contains the progressive tense of the

verb shown in parentheses.

Example: The Sandwich Sisters on television tomorrow. (appear, future progressive)

Answer: The Sandwich Sisters will be appearing on television tomorrow.

1. Sarita an Indian folk song. (sing, present perfect progressive)

2. The children in the closet. (hide, past progressive)

3. Sean in his sleep. (walk, past perfect progressive)

4. By 8 A.M., fans up for hours. (line, future perfect progressive)

5. The wind through the trees. (whistle, present perfect progressive)

6. Lori and Micki pies for back-to-school night. (bake, past perfect progressive)


Write three sentences describing a school concert or talent show. Use verbs in different progressive

tenses in your sentences. Read your sentences aloud to a partner. Have your partner identify the tense

of each verb you used. Then, switch roles with your partner.

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85 IDENTIFYING ACTIVE AND PASSIVE VOICE

The voice of a verb shows whether or not the subject is performing the action.A verb is in the active voice when its subject performs the action. A verb is in the passive voice when its subject does not perform the action.

Active voice Halley kicked the ball over the fence.

Passive voice The ball was kicked over the fence by Halley.

Show that you understand and can use active and passive voice by completing the following exercises.

Practice A Recognizing Active or Passive Voice Read each sentence. Decide if the underlined verb is written in active or passive voice. Write AV for active voice or PV for passive voice.

Example: Janet rode her bicycle. Answer: Janet rode her bicycle. AV

1. The walls were painted red.

2. A clown juggled bowling pins.

3. Shawn strummed a guitar.

4. The book was read by Steven.

5. The doctor saved her life.

6. The game was watched by 10,000 fans.

7. We cheered for hours.

8. That painting was stolen by thieves.

9. The window was opened by Mom.

10. Sammy tackled the quarterback.

Practice B Using Active Voice in SentencesRead each sentence. Then, rewrite each sentence in active voice.

Example: The closet was cleaned by Danita.Answer: Danita cleaned the closet.

1. The campsite was cleared by my father.

2. A stone was tossed by Sal.

3. The castle was attacked by the army.

4. The story was written by Anita.

5. A hymn was sung by the choir.

6. The tire was fixed by the mechanic.

7. The cake was baked by my sister.

8. Cindy was scared by that dog.

9. The fish was caught by Anna.

10. My face was licked by the poodle.

Writing and Speaking ApplicationWrite a short paragraph about making or fixing something. Use both active and passive voice. Then, read your paragraph aloud to a partner. Have your partner decide the voice of each sentence. Then, switch roles with your partner.

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86 TROUBLESOME VERBS

Some verbs cause writers problems. You must learn to use these verbs correctly.

Remember these rules about troublesome verbs.

Use isn’t, not ain’t.Use did as the past tense of do, not done.Use saw as the past tense of see, not seen. Use raise to mean lift something, not rise.The past tense of lie is lay, not laid.

The past participle of lie is lain, not laid.Use leave to mean “allow to remain,” not let.Use let to mean “to permit,” not leave.Use should have, not should of.Use said to report someone’s words, not says.

Practice A Using the Correct Verb

Read the sentences. Then, choose the correct form of the verb from the pair in parentheses and write it

on the line provided.

Example: Sid should (raise, rise) the window two inches.

Answer: raise

1. I plan to (lie, lay) down for a short nap.

2. My brother (laid, lay) asleep in his crib.

3. Please (leave, let) me do my job without help.

4. Katy (set, sat) the books on the table.

5. I decided to (sit, set) down for a few minutes.

6. Yesterday, Bobby (lay, laid) the bricks for the new wall.

7. Please make sure I (raise, rise) by 5 P.M.

8. My sister has (lain, laid) in bed all morning.

9. The waiter (says, said), “We have several specials today.”

10. I (should have, should of) left my house earlier.

Practice B Using Troublesome Verbs Correctly

Read the sentences. If the underlined verb is used correctly, write correct. If it is not, rewrite the

sentence using the correct verb.

Example: I done my best to finish the puzzle.

Answer: I did my best to finish the puzzle.

1. Tomas seen two men in the store.

2. Armando set the pot on the stove.

3. Then the boy says, “Watch me dive.”

4. There ain’t any reason to complain.

5. I set down to rest for a while.

6. Trash laid on the floor of the car.


Write a brief dialogue between a child and parent. The child uses troublesome verbs incorrectly, and

the parent explains the right way to use each verb. Then, read your paragraph aloud with a partner.

One of you reads the child’s dialogue, and the other reads the parent’s dialogue.

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– 87 Using Pronouns –

87 THE NOMINATIVE CASE

Use personal pronouns in the nominative case for (1) the subject of a verb and (2) a predicate

pronoun.

There are three cases of pronouns—nominative, objective, and possessive. You use nominative case

pronouns when the pronoun is the subject of a verb. You also use nominative case pronouns for a

predicate pronoun that comes after a linking verb in a sentence. The nominative case pronouns are

I, we, you, he, she, it, and they.

SUBJECT: He skated on the pond.PREDICATE PRONOUN: The person skating on the pond was he.

Be especially careful when a pronoun is part of a compound subject or a compound predicate

nominative. To make sure you are using the right case, say the pronoun with the verb aloud or invert

the sentence to put the pronoun before the verb.

Example: My sister and went shopping (me went shopping or I went shopping?)

Answer: My sister and I went shopping.

Example: The finalists were Stan and (we were finalists or us were finalists?)

Answer: The finalists were Stan and we.

Practice B Using Nominative Case Pronouns in Sentences

Read each sentence. Then, write in the blank a nominative case pronoun that makes sense in the

sentence.

Example: The high scorers were Chandra and .

Answer: she

1. Into the ring stepped “Hawk” and .

2. Danny and sing well together.

3. The two people were Al and .

4. The person playing the piano was .

5. The new officers will be .

6. has been a big help.

7. It was who explained.

8. The three runners were Inez and .

9. Uncle Tomas and will be late.

10. promised to bring the fruit salad.


Write three sentences about a competition in school. Use nominative case pronouns in your sentences.

Then, read your sentences aloud to a partner. Have your partner listen for and correct any pronoun

errors. Then, switch roles with your partner.

1. Mrs. Lane and (she, her) own that store.

2. (We, Us) often shop there.

3. Delores and (her, she) bought new blouses.

4. The first customers will be Anna and (I, me).

5. Bianca and (him, he) showed up late.

6. Inside the store were Tony and (me, I).

7. Sheryl and (they, them) stocked the shelves.

8. In line were my sister and (him, he).

9. My brothers and (they, them) cleaned up.

10. The top salesperson has been (her, she).

Practice A Identifying Nominative Case Pronouns

Read each sentence. Circle the correct pronoun from the choice in parentheses.

Example: The first to arrive was (I, me).

Answer: The first to arrive was ( I, me).

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88 THE OBJECTIVE CASE

Use personal pronouns in the objective case for (1) a direct object, (2) an indirect object, and

(3) the object of a preposition.

The objective case pronouns are me, us, you, him, her, it, and them. The examples below show how

objective case pronouns are used:

DIRECT OBJECT (DO): The students really respect him.

INDIRECT OBJECT (IO): I asked her a question.OBJECT OF PREPOSITION (OP): Their father stood beside them.

If a pronoun is part of a compound object, think of only the pronoun with the rest of the sentence. This

will help you decide whether you need an objective case pronoun. Also, be careful if a question begins

with a verb. In that case, invert the sentence to put the subject before the verb.

EXAMPLE: The team chose Barney and as co-captains. (Chose I or Chose me?)

ANSWER: The team chose Barney and me as co-captains.

EXAMPLE: Did you invite Jenny and ? (Invited her or she?)

ANSWER: Did you invite Jenny and her?

Practice B Using Objective Case Pronouns in Sentences

Read each sentence. Then, fi ll in the blank with an objective case pronoun to complete it.

Example: Dad served Sal and pancakes.

Answer: me

1. I led (she, her) into the room.

2. Will you stay with Tom and (I, me)?

3. Hand Alice and (her, she) booklets.

4. The crossing guard directed (us, we).

5. Has anyone seen Tom and (she, her)?

6. That is between Steve and (him, he).

7. Mom bought Denny and (me, I) pizza.

8. Do you believe Dot or (she, her)?

9. Joe sat with Clay and (she, her).

10. He gave Kim and (we, us) jobs.

Practice A Identifying Objective Case Pronouns

Read each sentence. Write the correct pronoun from the choices in parentheses. Then, label it DO (direct

object), IO (indirect object), or OP (object of a preposition).

Example: I sat next to Ellen and (she, her).

Answer: her — OP

1. Will you take fishing?

2. I arrived before Donna and .

3. I won’t go without .

4. The table was set by Arnie and .

5. Did Dad drive Hal and home?

6. Mom woke in the morning.

7. The interview made nervous.

8. Come sit by Stevie and .

9. Our dog howled at all night.

10. The teacher gave Stu and hall passes.


Write three sentences about a school assembly. Use objective case pronouns in your sentences. Then,

read your sentences aloud to a partner. Have your partner listen for and correct any pronoun errors.


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89 THE POSSESSIVE CASE

Use the possessive case of personal pronouns before nouns to show possession. In addition,

certain personal pronouns may also be used by themselves to indicate possession.

The possessive case is used to show ownership. The chart below shows which possessive pronouns

are used before nouns and which ones can stand alone.

Possessive pronouns used before

nouns

my, our, your, his, her, its, our, their She trimmed her nails.They brought their notebooks.

Possessive pronouns that can

stand alone

mine, ours, yours, his, hers, theirs That car is hers.The best recipe was ours.

Possessive nouns, such as boy’s or Helen’s, usually contain an apostrophe and s. Several personal

pronouns in the possessive case end in s, but they never contain an apostrophe. The word it’s with an

apostrophe is a contraction meaning “it is.”

Show that you understand and can use pronouns in the possessive case by completing the following

exercises.

Practice B Using Possessive Case Pronouns Correctly in Sentences

Read each sentence. Then, complete the sentence by fi lling in the blank with a possessive case pronoun.

Example: Mr. Anson delivered mail before noon.

Answer: our

Practice A Identifying Possessive Case Pronouns

Read the sentences. Then, on the line provided, write the correct pronoun from the choices in

parentheses.

Example: The cottage is (ours, our’s).

Answer: ours

1. I painted (my, mine) room red.

2. Is that book (yours, your’s)?

3. (There, Their) team is undefeated.

4. The green coat is (your’s, yours).

5. Did you take off (your, you’re) shoes?

6. He asked for (his, his’s) bill.

7. The only A paper was (her’s, hers).

8. Please step into (ours, our) room.

9. The blame is all (mine, mine’s).

10. Is (your, you) answer correct?

1. Is that garden?

2. The best cake was .

3. Clean up room now.

4. Were those maps ?

5. Every photo in the book is .

6. What are plans for Saturday night?

7. Our cat injured paw.

8. Nina changed mind about the trip.

9. The last slice of pizza is .

10. Of all the projects, was the best.


With a partner, write a short skit about a time you did something generous. Use several possessive case

pronouns in your dialogue. Then, perform your skit with your partner. Have your classmates listen for

and correct any pronoun errors.

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– 90 Making Words Agree –

1. geese

2. ship

3. fireflies

4. their

5. nobody

6. any

7. contest

8. watches

9. several

10. lice

Practice B Identifying Singular and Plural SubjectsRead each sentence. Then, write S if the underlined subject is singular or P if it is plural.

Example: The soldiers marched in front of the building.Answer: P

90 SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number.A subject can be singular in number or plural in number. Singular means “one,” and plural means “more than one.” Most nouns form their plurals by adding -s or -es, so they are easy to recognize. Some other nouns change their spelling for the plural. Pronouns used as subjects in sentences can also be singular or plural.

Singular nouns bead, bench, elephant, child, mouse, woman

Plural nouns beads, benches, elephants, children, mice, women

Singular pronoun subjects I, he, she, her, it, each, anyone, everyone, none, this

Plural pronoun subjects we, you, they, all, these, those, both

Pronouns that can be singular or plural subjects you, some, who, any

Practice A Identifying Number in Nouns and PronounsRead each word. Then, write whether the word is singular, plural, or both.

Example: canteen Answer: singular

1. These are my favorite socks.

2. Everyone enjoys ice cream.

3. Will you be magicians?

4. Each has a bat and glove.

5. The tires went flat.

6. A stack of red bricks lay in the yard.

7. Both of you arrived late.

8. The drawer contains three red scarves.

9. Inside the box were some mice.

10. That is a funny cartoon.

Writing and Speaking ApplicationImagine that you are looking inside your refrigerator at home. Write four sentences about different objects you might see. Use both singular and plural subjects. Read your sentences aloud to a partner. Have your partner identify each subject and its number. Then, switch roles with your partner.

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1. A fire is burning.

2. She paints.

3. Children laugh.

4. They are excited.

5. Changes are coming.

6. It has been returned.

7. The boats were seen.

8. He wonders.

9. Both remember.

10. Everyone knows.

Practice B Determining Singular and Plural Verbs in Sentences

Read each sentence. Then, write S if the blank should be fi lled with a singular verb or P if it should be

plural.

Example: A puppy on the sidewalk.

Answer: singular

91 SINGULAR AND PLURAL VERBS

The subject and verb in a sentence must agree in number.

Just like subjects, verbs used in sentences can be singular in number or plural in number. Present-

tense verbs sometimes cause writers problems. A present-tense verb used with a singular noun subject

should have an -s at the end. Also, a present-tense verb used with a third-person singular pronoun

subject (he, she, it, each, someone) should have an -s at the end.

Some forms of the verb be can also be singular (is, was, has been) or plural (are, were, have been). You

must use a singular form with a singular subject and a plural form with a plural subject.

Singular noun subjects The boy explains. My sister remembers. The rock sits.

Singular pronoun subjects He explains. She remembers. It sits.

Plural noun subjects The boys explain. My sisters remember. The rocks sit.

Plural pronoun subjects They explain. They remember. They sit.

Singular forms of be He is happy. She has been sad. It was open.

Plural forms of be They are happy. They have been sad. They were open.

Practice A Identifying Number in Verbs

Read each group of words. Then, write whether the underlined verb is singular or plural.

Example: The cow grazes.

Answer: singular

1. The watch to Lawrence.

2. Each team new uniforms.

3. The geese south in winter.

4. She soup for lunch.

5. Our taxes very high.

6. They carefully to her.

7. Both the snow will end soon.

8. Each bird red feathers.

9. We here every summer.

10. Horses around the park.


Write three sentences about things you might see while walking home from school. Use singular and

plural present-tense verbs. Read your sentences aloud to a partner. Have your partner identify each

verb and its number. Then, switch roles with your partner.

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1. The carpenter (build, builds) beautiful furniture.

2. My friends never (complain, complains).

3. The items on sale (was, were) placed up front.

4. A line of icicles (hang, hangs) from the roof.

5. The message (has been, have been) sent.

Practice B Revising for Subject-Verb Agreement

Read the sentences. Then, if a sentence has an error in subject-verb agreement, rewrite the sentence

correctly. If a sentence has no error, write correct.

Example: A puppy wait on the sidewalk.

Answer: A puppy waits on the sidewalk.

1. The muscles in my shoulder is sore.

2. My sister exercise almost every day.

3. The players on the team run laps after practice.

4. The fastest runners gets to leave early.

5. The man in the bleachers cheer loudly.


Write a paragraph about a parade going on right now. Use singular and plural subjects and

present-tense verbs. Read your paragraph aloud to a partner. Have your partner correct any

mistakes in subject-verb agreement. Then, switch roles with your partner.

92 MAKING VERBS AGREE WITH SINGULAR AND PLURAL SUBJECTS

The subject and verb in a sentence must agree in number. A prepositional phrase that comes

between a subject and its verb does not affect subject-verb agreement.

Singular subjects are paired with singular verbs, and plural subjects are paired with plural verbs. Be

careful with present-tense verbs. A present-tense singular verb often ends in -s. Remember that the

singular forms of the verb be are am, is, was, and has been, and the plural forms include are, were, and

have been.

SINGULAR: This flashlight does not work. The gum machine is out of order.

PLURAL: These flashlights sell for $2.00 each. The gum machines have been fixed.

If a subject is separated from its verb by a prepositional phrase, ignore the prepositional phrase.

Then make sure the verb agrees in number with the subject. The object of the preposition is never

the subject.

SINGULAR: The boards of my floor are warped.

PLURAL: The signs on the wall warn of danger.

Practice A Making Subjects and Verbs Agree

Read the sentences. Write the verb in parentheses that agrees with the subject. Then, label the subject

singular or plural.

Example: The boys in the club (enjoy, enjoys) sports.

Answer: enjoy — plural

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93 MAKING VERBS AGREE WITH COLLECTIVE NOUNS

Use a singular verb with a collective noun acting as a single unit. Use a plural verb when the

individual members of the group are acting individually.

Collective nouns name groups of people or things. A collective noun that acts as one group together

is singular and takes a singular verb. A collective noun in which the group members act as individuals

is plural and takes a plural verb.

SINGULAR:The audience stands and cheers.

The class elects a representative.

PLURAL:The audience are slowly taking their seats.

The class admire their teacher.

Practice A Identifying the Number of Collective Nouns

Read the sentences. Then, label each underlined collective noun as singular or plural.

Example: The committee are bringing snacks from home.

Answer: plural

1. The class meets every day during second period.

2. The club has been organized since 2006.

3. The club are responsible for the decorations.

4. The audience don’t like the play’s ending.

5. Our class are mostly against wearing school uniforms.

6. The band is marching down the street.

7. The band are cleaning their instruments.

8. The army is being transported in trucks.

9. The troop were pitching their tents.

10. The troop is holding a dinner for parents.

Practice B Making Verbs Agree With Collective Nouns

Read the sentences. Then, circle the verb in parentheses that agrees with the subject.

Example: The band (practice, practices) their instruments.

Answer: The band ( practice , practices) their instruments.

1. The band (arrive, arrives) before the other students.

2. The troop (hold, holds) its meetings at the lodge.

3. The family (go, goes) to the beach every summer.

4. Our class (is, are) the first to present a gift to the school.

5. The club (plan, plans) to arrive in separate cars.


Write a paragraph about a school club or scout troop. Use collective nouns as singular and plural

subjects. Read your paragraph aloud to a partner. Have your partner correct any mistakes in

subject-verb agreement. Then, switch roles with your partner.

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94 MAKING VERBS AGREE WITH COMPOUND SUBJECTS

A compound subject consists of two or more subjects with the same verb. The subjects are

usually connected by a conjunction such as and, or, or nor.

When a compound subject is connected by and, the verb that follows is usually plural.

PLURAL VERB: Stan and Meredith are best friends.

The players and their coach are riding on the bus.

When two singular subjects are joined by or or nor, use a singular verb. When two plural subjects

are joined by or or nor, use a plural verb.

SINGULAR VERB: My aunt or my mother is cooking dinner.

PLURAL VERB: Neither the boys nor their parents are going to attend.

When a compound subject is made up of one singular and one plural subject joined by or or nor, the verb agrees with the subject closer to it.

SINGULAR VERB: The boys or their father plans to build the doghouse.

PLURAL VERB: Neither Salaam nor his parents are feeling well.

Practice A Making Verbs Agree With Compound Subjects


Example: Luci and Denise (is, are) baking cookies together.

Answer: Luci and Denise (is, are) baking cookies together.

Practice B Revising for Agreement Between Verbs and Compound Subjects

Read the sentences. On the line, rewrite the sentence correctly.

Example: John and Steven needs new backpacks.

Answer: John and Steven need new backpacks.

1. Neither Lamont nor his friends enjoys playing softball.

2. My coat and sweater is hanging in the closet.

3. Iced tea or water are being served.

4. The first-grade class or second-grade class use this room.

5. Toni and Melanie has seen the new movie.


Write three sentences using names of your friends as compound subjects joined by and or or. Read your

sentences aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then,


1. The boy or his brother (is giving, are giving) us a ride.

2. Wind and rain (is, are) predicted tomorrow.

3. Neither Aldo nor his sisters (remember, remembers) where I live.

4. Ronni and Anne (has been chosen, have been chosen) to sing solos.

5. The walkway and steps (is covered, are covered) with ice.

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95 AGREEMENT IN INVERTED SENTENCES

When a subject comes after the verb, the subject and verb still must agree with each other

in number.

Sometimes the verb or part of the verb comes before the subject in a sentence. This often happens with

questions that begin with a helping verb, such as has, have, do, or does. Also, the subject often follows

the verb in sentences that begin with here, there, or where. These sentences are called inverted sentences. Notice how the subject comes after the verb or part of the verb in the inverted sentences

below. To determine if the subject and verb agree, rearrange the sentence in normal order in your mind.

Inverted Order Rearranged in Normal Order

Into the ring comes the wrestler. The wrestler comes into the ring.

Does John know the answers? John does know the answers.

Here are the books of maps. The books of maps are here.

Where is my blue coat? My blue coat is where.

Practice A Identifying Subjects and Verbs in Inverted Sentences

Read the sentences. Then, write the subject and verb on the line provided and indicate whether they are

singular or plural.

Example: On the tightrope balances the acrobat.

Answer: acrobat, balances — singular

1. Have the leaves been raked?

2. There was somebody at the door.

3. Here are your assignments for the week.

4. Does Fran have the shopping list?

5. Astride the horses were three excited children.

Practice B Revising for Agreement in Inverted Sentences

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.

If a sentence has no error, write correct.

Example: Under the covers hide my new puppy.

Answer: Under the covers hides my new puppy.

1. Where is the new lamps we bought?

2. There stands both of my parents.

3. Around the corner was the school and playground.

4. Here is the directions for getting to my house.

5. Have Eleanor and Paige seen your new room?


Write three sentences or questions in inverted order about people or places in your neighborhood.

Read your sentences aloud to a partner. Have your partner correct any mistakes in subject-verb

agreement. Then, switch roles with your partner.

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96 VERB AGREEMENT WITH INDEFINITE PRONOUNS

When an indefi nite pronoun is the subject of a sentence, the verb must agree in number with the pronoun.

The chart below shows the three different types of indefinite pronouns.

Always Singular Always Plural Singular or Plural

anybody everybody somebody both all

anyone everyone someone few any

anything everything something many more

nothing nobody no one several most

one each every others none

either more much some

Many writers have problems making sure that verbs agree with indefinite pronoun subjects. If an

indefinite pronoun is followed by a prepositional phrase, mentally cross out the phrase to help you

focus on the subject. Then, you can decide whether a singular or a plural is needed.

EXAMPLES: Everyone on both teams stands for the National Anthem.

Few in the family remember my great uncle.

Practice A Making Verbs Agree with Indefi nite Pronoun Subjects


Example: Each of the children (is buying, are buying) school supplies.

Answer: Each of the children ( is buying, are buying) school supplies.

1. Most of her toys (was, were) on

the floor.

2. Most of the wall (is, are) black.

3. Some of my teeth (has, have) cavities.

4. Everyone (need, needs) regular checkups.

5. If anything (happen, happens), please call me.

6. Both (was, were) correct answers.

7. Several of the plants (need, needs) water.

8. No one (has volunteered, have volunteered).

9. Neither (seem, seems) to be a good choice.

10. All of the pies (was eaten, were eaten).

Practice B Revising for Agreement Between Verbs and Indefi nite Pronouns

Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly.

If a sentence has no error, write correct.

Example: Everybody agree with your plan.

Answer: Everybody agrees with your plan.

1. Some of the counter were covered with grease.

2. Each of the houses were painted green.

3. Somebody in the stands was cheering for the Wildcats.

4. Most of the jokes was not very funny.

5. Both hopes to become Olympic athletes.


Write three sentences about rooms or objects in your home. Use indefinite pronoun subjects in

your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in

subject-verb agreement. Then, switch roles with your partner.

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97 MAKING PERSONAL PRONOUNS AND ANTECEDENTS AGREE

A personal pronoun must agree with its antecedent in person, number, and gender.

Person tells whether a pronoun refers to the person speaking (first-person—I or we), the person spoken

to (second-person—you), or the person, place, or thing spoken about (third-person—he, she, it, they).

Number tells whether the pronoun is singular or plural.

Gender tells whether a third-person-singular antecedent is masculine, feminine, or not known.

EXAMPLES: The bear rose up on its hind legs.

Dmitri completed his project on time.

In the first example, the pronoun its agrees with the antecedent bear in number (both are singular),

in person (both are third person), and in gender (not masculine or feminine). In the second example,

the pronoun his agrees with its singular, masculine, third-person antecedent, Dmitri.

Practice A Making Personal Pronouns Agree With Their Antecedents

Read each sentence. Then, fi ll in the blank with the correct personal pronoun.

Example: The children visited grandmother.

Answer: their

1. Either Ellen or Janice will give speech next.

2. Alonzo forgot to bring key.

3. Both Jack and Henry forgot to bring pencils with .

4. Sylvia paddled kayak to victory.

5. Candace and Madison asked all of friends.

Practice B Revising for Pronoun-Antecedent Agreement

Read each sentence. Then, revise each so that the personal pronoun agrees with its antecedent.

Example: The girls brought her computers to school.

Answer: The girls brought their computers to school.

1. Jeri and Tomas put drops in his eyes.

2. Each boy remembered their lines in the play.

3. One of the coins was not placed in their correct case.

4. Both of my sisters called her grandmother.

5. Do you know where to put its sleeping bag?


Write three sentences about a trip to the zoo. Use personal pronouns in each of your sentences.

Read your sentences aloud to a partner. Have your partner correct any mistakes in pronoun-antecedent

agreement. Then, switch roles with your partner.

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98 AVOIDING PROBLEMS WITH NUMBER AND GENDER

A personal pronoun must agree with its antecedent in person, number, and gender. Sometimes it is not easy to determine either the number or gender of the antecedent. The chart below provides some suggestions.

Use a singular personal pronoun when . . .

two or more singular antecedents are joined by or or nor.

Either Bob or Tim will deliver his report.

Use a plural personal pronoun when . . .

two or more antecedents are joined by and.

Bob and Tim will deliver their reports.

Use a singular pronoun to refer to a collective noun . . .

that names a group that is acting as a single unit.

The class will meet in its usual room.

Use a plural pronoun to refer to a collective noun . . .

when the members or parts of a group are acting individually.

The class will bring their projects in tomorrow.

To refer to both males and females at the same time . . .

use the phrase his or her or him or her

Each student will bring his or her work to class.

To avoid the problem of matching gender . . .

rewrite the sentence to use a plural antecedent and plural pronoun.

All students will bring their work to class.

Show that you can use and understand correct pronoun and antecedent agreement by completing these exercises.

Practice A Making Pronouns and Antecedents AgreeRead the sentences. Then, write the pronoun in parentheses that agrees with its antecedent.

Example: The club approved (its, their) new constitution.Answer: its

1. Luka and Tony have finished (his, their) project.

2. Neither Nancy nor Sarah brought (her, their) form.

3. Each firefighter passed (her, his or her) physical exam.

4. Everyone must complete (his or her, their) outline by Tuesday.

5. The audience rose from (their, its) seats.

Practice B Supplying Pronouns That Agree With Their Antecedents Read each sentence. Then, supply a pronoun or pronoun phrase to complete the sentence.

Example: Each teacher decorated classroom. Answer: his or her

1. Dean or Andrew entered name in the contest.

2. The police captain and lieutenant deserve raises.

3. The troop are wearing dress uniforms.

4. A bluebird or robin built nest in our tree.

5. Congress will begin recess on November 18.

Writing and Speaking ApplicationWrite three sentences using names of your brothers, sisters, or cousins as compound subjects. Use personal pronouns in each of your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in pronoun-antecedent agreement. Then, switch roles with your partner.

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99 MAKING PERSONAL PRONOUNS AND INDEFINITE PRONOUNS AGREE

Use a singular personal pronoun when its antecedent is a singular indefi nite pronoun.Many indefinite pronouns are singular in number. Some examples are everyone, someone, each, every,

and either. When one of these pronouns serves as an antecedent in a sentence, you must use a singular

personal pronoun (his, her, its) to refer to it. You can use the pronoun phrase his or her if you want

to refer to both males and females. When a plural indefinite pronoun (all, many, both, several) is an

antecedent, use a plural personal pronoun, such as their or our.

Remember to ignore a prepositional phrase that comes between the antecedent and the pronoun. The

pronoun must match the antecedent and not the object of the preposition.

EXAMPLES: Everyone built his or her own Web site.

Each of the boys changed his screen name.

Practice A Supplying Pronouns That Agree With Indefi nite Pronoun Antecedents

Read the sentences. Then, fi ll in each blank with a pronoun that agrees with its antecedent.

Example: Each of the girls wore school sweatshirt.

Answer: her

1. Some of us were asked to repeat work.

2. Each of the boys was given trophy.

3. Everybody must mail in form by Friday.

4. Hal put each of the stamps in place in the album.

5. The boss gave both employees assignments.

6. Few of the guests responded to invitations.

7. One of the bees flew back to hive.

8. Every girl was given own bracelet.

Practice B Revising for Pronoun-Antecedent Agreement

Read each sentence. Then, revise each sentence so that the personal pronoun agrees with its

antecedent.

Example: One of the girls remembered their dreams.

Answer: One of the girls remembered her dreams.

1. Every student lined up to get their ticket to the concert.

2. Several boys decided to sell his baseball cards.

3. Few of us have kept their old report cards.

4. Everybody is expected to write their autobiography.

5. All of the scouts earned his merit badges.


Write three sentences about things that people collect. Use indefinite and personal pronouns in each

of your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in

pronoun-antecedent agreement. Then, switch roles with your partner.

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– 100 Using Modifi ers –

100 THREE FORMS OF COMPARISON

Most adjectives and adverbs have three forms, or degrees, of comparison: positive, comparative, and superlative.

Adjectives and adverbs are called modifiers because they change or add meaning to nouns, verbs, or

other parts of speech. Modifiers can also be used to compare two or more items.

Positive degree Main form; used when no comparison is being made Adj: large, important, quiet, annoyingAdv: lively, quietly, slowly, well

Comparative degree

Used to compare two items or actions; often ends in -er or includes the word more

Adj: larger, more important, softerAdv: livelier, more quietly, better

Superlative degree

Used to compare more than two items or actions; often ends in -est or includes the word most; often follows the word the

Adj: largest, most important, softestAdv: liveliest, most quietly, best

Practice A Identifying the Forms of Adjectives and Adverbs

Read each word or group of words. Then, label each word or words as positive, comparative,

or superlative.

Example: faster

Answer: comparative

Practice B Identifying Forms of Modifi ers in Sentences

Read each sentence. Then, write whether the underlined modifi er is in positive, comparative, or

superlative form.

Example: The new bulb is brighter than the old one.

Answer: comparative

1. This is the most exciting trip I have ever taken.

2. I wore my red shirt.

3. The boy laughed louder than his brother.

4. Please respond more quickly to the questions.

5. We used our finest dishes.

6. Narissa is even more adorable than her brother.

7. He focused on the test more carefully.

8. The most unusual thing happened yesterday.


Write three sentences comparing people who live in your neighborhood. Use comparative and

superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner

identify each modifier and tell its form. Then, switch roles with your partner.

1. nicest

2. most frightening

3. more bravely

4. excellent

5. tinier

6. quickly

7. milder

8. smartest

9. most unusual

10. most desperately

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– 101 Using Modi! ers –

101 REGULAR MODIFIERS WITH ONE OR TWO SYLLABLES

Use -er or more to form the comparative degree and use -est or most to form the superlative degree of most one- and two-syllable modi! ers.

Most adjectives and adverbs that contain one or two syllables are regular. With some modifiers—such as adjectives that end with -ful or adverbs that end with -ly—adding -er or -est would sound wrong. So the word more is used for the comparative degree, and the word most is used for the superlative degree.

Degree Add -er or -est Use more or most

Comparativeadjectives

bolder, cloudier, friendlier, harder, nicer, sillier, stricter more careful, more normal, more useful

Superlative adjectives

boldest, cloudiest, friendliest, hardest, nicest, silliest, strictest

most careful, most normal, most useful

Comparative adverbs

faster more easily, more highly, more quickly, more widely

Superlative adverbs

fastest most easily, most highly, most quickly, most widely

Practice A Identifying Degrees of Regular Adjectives and AdverbsRead the adjective or adverb. Then, write the comparative and superlative degrees on the lines.

Example: fast Answer: faster fastest

Practice B Using Forms of Modifi ersRead the sentences. Then, complete each with the form of the modifi er specifi ed in parentheses.

Example: Dan is than his brother. (strong, comparative) Answer: Dan is stronger than his brother.

1. Annie talked because her ears were clogged. (loud, comparative)

2. She is the person I know. (calm, superlative)

3. He is the man in town. (wealthy, superlative)

4. Lifting weights has made Tina . (strong, comparative)

5. Sara is the dancer in the company. (graceful, superlative)

Writing and Speaking ApplicationWrite three sentences about a race or contest. Use comparative and superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner identify each modifier and tell its form. Then, switch roles with your partner.

1. scary

2. fine

3. slowly

4. painful

5. wildly

6. honest

7. simple

8. clever

9. kind

10. warm

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102 REGULAR MODIFIERS WITH THREE OR MORE SYLLABLES

Use more and most to form the comparative and superlative degrees of all modifi ers of three or more syllables. Do not use -er or -est with modifi ers of more than two syllables.

Positive Comparative Superlative

comfortable more comfortable most comfortable

important more important most important

angrily more angrily most angrily

recently more recently most recently

Practice A Using Forms of Longer Modifi ers

Read each sentence. Then, fi ll in the word more or most to match the degree shown in parentheses.

Example: Of all my friends, Janine is the admirable. (superlative)

Answer: Of all my friends, Janine is the most admirable.

Practice B Using Forms of Modifi ers

Read the sentences. Then, rewrite each, using the form of the modifi er in parentheses.

Example: Which team’s uniforms are ? (colorful, comparative)

Answer: Which team’s uniforms are more colorful?

1. Dean is the person I know. (annoying, superlative)

2. The fire burned after I added a log. (brightly, comparative)

3. I think New Mexico is the state of all. (beautiful, superlative)

4. Which cell phone is the ? (expensive, superlative)

5. Could you please be ? (specific, comparative)


Write four sentences about some of your favorite products. Use comparative and superlative modifiers

in your sentences. Read your sentences aloud to a partner. Have the partner identify each modifier and

tell its form. Then, switch roles with your partner.

1. Sean is successful than his sister. (comparative)

2. Eileen is the intelligent person in the class. (superlative)

3. Of the two stories, this one is interesting. (comparative)

4. You need to review your work carefully. (comparative)

5. This is the uncomfortable chair in the room. (superlative)

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103 ADVERBS ENDING IN -LY

Use more to form the comparative degree and most to form the superlative degree of most adverbs ending in -ly.


cheaply more cheaply most cheaply

intelligently more intelligently most intelligently

Practice A Using Degrees of Adverbs Ending in -lyRead the adverb. Then, write its comparative and superlative degree on the lines provided.

Example: successfully

Answer: more successfully most successfully

Practice B Using Correct Forms of Adverbs in Sentences

Read each sentence. Then, complete the sentence, fi lling in the form of the modifi er specifi ed

in parentheses.

Example: The new bulb burned than the old one. (brightly, comparative)

Answer: The new bulb burned more brightly than the old one.

1. They are the married couple I have ever seen. (happily, superlative)

2. After his mother arrived, Parker behaved . (properly, comparative)

3. This watch keeps time the . (accurately, superlative)

4. You could have handled that problem . (smoothly, comparative)

5. He twisted the screws . (tightly, comparative)


Write a short review of a play or music performance. Use comparative and superlative forms of adverbs

in your sentences. Read your review aloud to a partner. Have your partner identify each adverb and tell

its form. Then, switch roles with your partner.

1. quietly

2. neatly

3. quickly

4. carefully

5. coolly

6. deeply

7. clumsily

8. swiftly

9. positively

10. tightly

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104 USING LESS AND LEAST

Use less with a modifi er to form the decreasing comparative degree and least to form the decreasing superlative degree.

When you want to show that the value of an adjective or adverb is going down, you can use less or

least.


important less important least important

tightly less tightly least tightly

Practice A Identifying Decreasing Degrees of Modifi ers

Read the adjective or adverb. Then, write the decreasing comparative and superlative forms on the line.

Example: ably

Answer: less ably, least ably

Practice B Using the Correct Form of Modifi er

Read each sentence. Then, complete the sentence by writing the word less or least in the blank to create

the form indicated in parentheses.

Example: Of all my pets, my turtle is the active. (superlative)

Answer: least

1. Annie interrupts the class often than Alicia. (comparative)

2. Which of the two watches is expensive? (comparative)

3. This oil is fattening than the other brand. (comparative)

4. This medicine acts the quickly. (superlative)

5. This air conditioner performs efficiently than that model. (comparative)

6. Without his mask, he looked frightening. (comparative)

7. My uncle drives the safely of anyone else in my family. (superlative)

8. Juan is the talented dancer in the show. (superlative)

9. Of all of her books, this one is the funny. (superlative)

10. This job is satisfying than my old one. (comparative)


Write three sentences about a time when things went wrong for you. Use decreasing comparative and

superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner

identify each modifier and tell its form. Then, switch roles with your partner.

1. tense

2. sensible

3. awkwardly

4. securely

5. slowly

6. modest

7. messy

8. forcefully

9. impressive

10. happily

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105 IRREGULAR ADJECTIVES AND ADVERBS

Memorize the comparative and superlative forms of adjectives and adverbs that are irregular.With some adjectives and adverbs, the comparative and superlative degrees are formed in unusual

ways. There are no rules to help you. You will have to memorize the correct forms.

Practice A Supplying Comparative or Superlative Degree of Irregular Modifi ers

Complete the chart by fi lling in the missing forms of the irregular adjectives and adverbs.


bad (adjective) worse

badly (adverb) worst

far (distance) farther

far (extent) further

good (adjective) better

well (adverb) best

many more

much most

Practice B Using Forms of Irregular Modifi ers

Read each sentence. Then, fi ll in the blank with the modifi er specifi ed in parentheses.

Example: Which solution is ? (good, superlative)

Answer: Which solution is best?

1. Toledo is away than Columbus. (far, comparative)

2. Her performance was the I have seen. (bad, superlative)

3. He behaved than anyone else in the class. (badly, comparative)

4. Who has won the games? (many, superlative)

5. Steve acts like me than like my brother. (much, comparative)

6. Do you feel since you took the medicine? (well, comparative)

7. Where can I find the chili in town? (good, superlative)

8. I pushed that idea out of my mind (far, comparative)

9. Which color looks on me, blue or green? (good, comparative)

10. That is the tasting toothpaste of all. (bad, superlative)


With a partner, write and perform a dialogue in which one of you asks questions using forms of the

irregular modifiers in this lesson, and the other answers the question. For example: What is the best

place to buy pizza in town? Angelo’s is the best place to buy pizza in town. Which team is worse, the

Bulldogs or the Wildcats? The Bulldogs is the worse team.

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– 106 Using Modi! ers –

106 USING COMPARATIVE AND SUPERLATIVE DEGREES

Use the comparative degree to compare two people, places, or things. Use the superlative degree to compare three or more people, places, or things.

Look carefully at the other words in the sentence to help you decide if you should use the comparative form (comparing two items) or superlative form (comparing more than two).

Avoid using double comparisons, such as more better, more happier, most smartest, or worser.

Show that you understand and can use comparative and superlative degrees of modifiers correctly by completing the following exercises.

Practice A Determining the Correct Form of Modifi erRead each sentence. Then, fi ll in the correct form of the modifi er shown in parentheses.

Example: Brooks Butter is than Super Spread. (tasty)Answer: tastier

1. Which of these two paintings is ? (bad)

2. This diamond is than the one we found yesterday. (valuable)

3. You will feel after a good night’s sleep. (good)

4. The pine is the tree in our yard. (tall)

5. Please speak so that you don’t wake the baby. (softly)

Practice B Revising for Correct Use of Modifi ersRead the sentences. If a sentence contains a modifi er error, rewrite the sentence correctly. If a sentence has no error, write correct.

Example: The room is more quieter since Tony left.Answer: The room is quieter since Tony left.

1. Which team is badder, the Colts or the Mustangs?

2. Dee is the most fastest reader in the class.

3. My new teacher is more stricter than my last teacher.

4. That costume is the most frighteningest of all.

5. She is the most courageous person in the platoon.

Writing and Speaking ApplicationWrite a short commercial in which you compare a new product with other products. Use comparative and superlative modifiers in your commercial. Read your commercial to a partner. Your partner should listen for and correct any errors in your use of modifiers. Then, switch roles with your partner.

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107 MAKING LOGICAL COMPARISONS

When you make a comparison, be sure you are comparing things that have clear similarities. Also, make sure that your sentences compare only similar items.When comparing one of a group to the rest of the group, make sure your sentencecontains the word other or else.

Correct a comparison that is unbalanced or confusing.

UNBALANCED: My book report is better than Roberto. (What are you comparing?)

BALANCED: My book report is better than Roberto’s.

UNBALANCED: Climbing a wall is harder than a tree. (What are you comparing?)

BALANCED: Climbing a wall is harder than climbing a tree.

CONFUSING: Allie worked harder than anyone in the class. (Isn’t Allie in the class?)

CLEAR: Allie worked harder than anyone else in the class.

Practice A Recognizing Logical Comparisons

Read each sentence. Then, write whether the comparison is unbalanced, balanced, confusing, or clear.

Example: Opening an oyster is harder than a clam.

Answer: unbalanced

1. Today’s test was easier than yesterday.

2. This candle is prettier than the one I brought.

3. Kurt’s eyes are bluer than Ellen.

4. Len is stronger than anyone on the team.

5. Annemarie’s answer was better than Sharon.

Practice B Revising to Make Comparisons Logical

Read the sentences. If a sentence contains an illogical comparison, rewrite the sentence correctly. If a

sentence has no error, write correct.

Example: Aunt Dot cooks better than anyone in my family.

Answer: Aunt Dot cooks better than anyone else in my family.

1. I like green more than any color.

2. Sol’s speech was better than Tom.

3. This beach is more crowded than any in the state.

4. Lake Superior is larger than Lake Erie.

5. Jill’s nails are longer than Karen.


Write three sentences that follow this pattern: is than . Read your sentences to a

partner. Your partner should listen for and correct any illogical comparisons. Then, switch roles with

your partner.

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108 TROUBLESOME ADJECTIVES AND ADVERBS

Use the adjective bad with a linking verb, such as feel. Use the adverb badly with an action verb, such

as play.

Use good with nouns or after linking verbs. Use well with action verbs or to describe health.

INCORRECT: I played bad in the game. Jim felt badly about being late.

CORRECT: I played badly in the game. Jim felt bad about being late.

INCORRECT: Sal sang good today. That pie smells well.

CORRECT: Sal sang well today. That pie smells good.

Be careful where you place the word just or only in a sentence. If you mean “no more than,” then just or

only should go right before the word it modifies.

CONFUSING: I only bought two boxes of cookies. I just answered one question.

CLEAR: I bought only two boxes of cookies. I answered just one question.

Practice A Using Bad and Badly, Good and WellRead each sentence. Then, circle the word in parentheses that correctly completes the sentence.

Example: The music sounded (bad, badly).

Answer: The music sounded (bad, badly).

Practice B Fixing Troublesome Modifi ers

Read the sentences. Rewrite the sentences that contain errors in the use of modifi ers. If a sentence has

no error, write correct.

Example: I only need one thing to be happy.

Answer: I need only one thing to be happy.

1. This flannel shirt feels good on my skin.

2. I only have two pairs of dry socks.

3. I just visited three states on this trip.

4. I tripped and hurt myself bad.

5. The weather looks badly tonight.


Write three sentences about a sale going on in a store in town. Use the word only or just in each

sentence. Read your sentences to a partner. Your partner should listen for and correct any errors in your

sentences. Then, switch roles with your partner.

1. My voice sounds (good, well) today.

2. I felt (bad, badly) about my mistake.

3. Ms. Talbot said I did (good, well) on the test.

4. I took medicine; I’ll feel (good, well) soon.

5. Don’t drink the milk; it smells (bad, badly).

6. If all goes (good, well), we’ll arrive early.

7. Evie performed (bad, badly) at tryouts.

8. Coach Anderson expects us to do (good, well).

9. I can’t believe how (bad, badly) we sound.

10. Sleep (good, well) before the trip.

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– 109 Punctuation –

109 USING PERIODS

A period indicates the end of a sentence or an abbreviation.Use a period to end a declarative sentence—a statement of fact or opinion. Use a period to end most imperative sentences—sentences that give directions or commands. Use a period to end a sentence that contains an indirect question. Use a period after most abbreviations and initials.

Declarative Sentence: Our school is closed today.

Imperative Sentence: Do the dishes now.

Indirect Question: Josh asked him if he made the team.

Abbreviations: Ave. Ms. Inc. Ph.D. Rev.

Initials: N. C. Wyeth J. F. Kennedy David M. Means

Practice A Adding PeriodsRead each sentence. Then, add periods where they are needed. Circle each period you add.

Example: Rev Peter Cutter will speak tomorrowAnswer: Rev. Peter Cutter will speak tomorrow.

1. The class applauded Ms Martinez

2. Jamie lives at 123 Main St

3. The theater on the lake is closed for the winter

4. Maria asked me if I would help her

5. My favorite author is J K Rowling

6. Our teacher, Mr Carl F Smith, has his M A

7. Walk north on Pine as far as the library

8. Try the J C Anderson Co

9. Sgt Roland is from St Louis, Missouri

10. Mrs Abbott said that we will have a test tomorrow

Practice B Using Periods Read each sentence. Then, on the line, rewrite the sentence correctly, adding periods.

Example: He asked where Dr Freeman is todayAnswer: He asked where Dr. Freeman is today.

1. Take the Number 23 bus to Marshall Blvd

2. T J is working for his Ph D

3. Parker, Inc is on State St and First Ave

4. Supt Brown is taking a new job

5. The board chose Henry S Barry Jr

6. The card says to go directly to jail

7. Our new address is 2207 Walker Rd

8. I enjoyed the book about M C Higgins

9. Maj Thomas is stationed overseas

10. Give J B one more chance

Writing and Speaking ApplicationWrite directions to a place in your city from your school. Use two kinds of sentences and at least one abbreviation. Then, find a partner and take turns reading your directions. Your partner should listen for and tell where you used periods. Then, switch with your partner.

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110 USING QUESTION MARKS

A question mark follows a word, phrase, or sentence that asks a question.

Use a question mark after an interrogative sentence—one that asks a direct question. Use a question

mark after a word or phrase that asks a question.

Interrogative Sentence: Is your cat friendly?

Word: Some cats hide from people. Why?

Phrase: The book is somewhere. On the top shelf?

Practice A Identifying Questions

Read the sentences. Then, circle a period if it should be a question mark.

Example: We leave at ten o’clock. Are you coming.

Answer: We leave at ten o’clock. Are you coming .

1. Where is the electronics store.

2. Do you like to watch television.

3. You said you agree with him. Why.

4. Let’s go to a movie on Saturday. Which one.

5. He wants to come. Do you.

6. Has your dog had his shots. Mine has.

7. You said your sweater is lost. What sweater.

8. When is your dad getting his new car.

9. We can help you. When.

10. Can you tell me your reason.

Practice B Writing Questions

Read the items. Rewrite each one on the line. Use question marks where they are needed. Write correct

if no changes are needed.

Example: We are going to Craig’s. Do you want to come.

Answer: We are going to Craig’s. Do you want to come?

1. What time are you leaving.

2. When does the performance begin.

3. They expect a crowd. How many.

4. Can Carlos join us.

5. Try to leave early this time.

6. Are you sure.

7. He says the bus comes every half hour. What corner.

8. Mr. Jones was late today. Why.

9. Do you plan to join the new club.

10. Robert says they have a place to meet. Where is it.


Write a conversation between two people about a movie. Use at least one question. Then, read aloud

the conversation with a partner. Listen for when to read and speak with expression to show a question.

Then, switch with your partner.

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111 USING EXCLAMATION MARKS

An exclamation mark at the end of a word, phrase, or sentence shows strong emotion.

Use an exclamation mark after a word, phrase, or sentence that shows strong emotion or a sentence

that gives a forceful or urgent command. Use an exclamation mark after an interjection that expresses

strong emotion.

Sentence With Strong Emotion: We shouldn’t do this!

Imperative Sentence: Sit down!

Phrase: What a beautiful sunset!

Word: Careful! Whew! Ouch!

Practice A Identifying When to Use Exclamation Marks

Read each sentence. Underline each word that should be followed by an exclamation mark.

Example: Watch your step. There’s a hole around here somewhere.

Answer: Watch your step. There’s a hole around here somewhere.

1. This kite is super.

2. Oh no. I got a bad grade in math.

3. Oops. I just spilled my milk.

4. Yes. I really do want to go.

5. Ugh. This book is long and has to be read by

Friday.

6. What a giant tree.

7. Your plan is perfect.

8. Never, in one hundred years.

9. We heard him yelling. Goal. Goal.

10. Wow. You leave me with nothing to say.

Practice B Writing Using Exclamation Marks

Read each item. Rewrite it on the line. Use one exclamation mark where it is needed in each item.

Example: No. I will not lie about it.

Answer: No! I will not lie about it.

1. I’m speechless.

2. Most certainly yes.

3. You can rely on me. Absolutely.

4. Go immediately.

5. Do not return. You are not welcome here.

6. Why, there’s Henry.

7. Hey. I’m over here.

8. Oh. Of course, you must be right.

9. Stop. I can’t keep up with you.

10. Whoa. Hold your horses while I think about it.


Imagine receiving a phone call from your favorite celebrity. Write what you might say. Use at least

one exclamation mark. Have a partner listen to what you wrote and tell where the exclamation mark

belongs. Then, switch with your partner.

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112 USING COMMAS IN COMPOUND SENTENCES

A compound sentence consists of two or more main or independent clauses

that are joined by a coordinating conjunction, such as and, but, for, nor, or, so, or yet.Use a comma before the conjunction to separate two main or independent clauses in a compound

sentence. If the conjunction joins single words or phrases, do not use a comma.

Compound Sentence: April is a dry month, and grass fires are a problem.

Single Words: April and May are dry months in Florida.

Phrases: We can swim in the pool or in the ocean.

Show that you can use commas in compound sentences by completing the exercises.

Practice A Using Commas in Compound Sentences

Read each sentence. A comma is missing in each one. Underline the word that should be followed by a

comma and add the comma.

Example: Hyenas hunt antelope but they will eat almost anything.

Answer: Hyenas hunt antelope, but they will eat almost anything.

1. Buffalo look a bit like cows but they are much

larger.

2. Leopards climb well and they sleep in trees at

night.

3. Giraffes have long legs and long necks so they

eat tree leaves.

4. Zebras are plump and have round bodies yet

zebras are not tall.

5. Zebra families are close and they travel in

herds.

6. Great white sharks swim fast and they have

strong tails.

7. Hippos do not look pretty nor do they move

gracefully.

8. A female lion hunts prey and the male guards

their territory.

9. Lions belong to the cat family and most live in

Africa or India.

10. Black rhinos have horns but their horns are

thick, strong hair.

Practice B Rewriting Sentences

Read each sentence. Rewrite the sentence on the line, adding a comma before the conjunction.

Example: Bees are insects but snakes are reptiles.

Answer: Bees are insects, but snakes are reptiles.

1. Ants live in a colony and bees live in a hive.

2. Silkworms make silk and bees make honey and wax.

3. Moles live underground but birds live in trees.

4. Beetles have a shell but moths do not.

5. Lizards can be tiny or they can be huge.

6. An ostrich is a bird yet it can’t fly.

7. Turtles are reptiles and many live near water.

8. Storks are everywhere so they can’t be extinct.


Write a two-sentence description of animals. Use at least one compound sentence. Circle the comma.

Then, take turns with a partner. First, read your sentences. Your partner listens and tells where the

comma belongs. Then, switch with your partner.

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113 AVOIDING COMMA SPLICES

A comma splice occurs when two or more sentences have been joined with only a comma

between them.

Avoid comma splices by making sure all of your ideas are properly linked.

INCORRECT: My cousin lives in the country, she has her own pony and a goat.

CORRECT: My cousin lives in the country. She has her own pony and a goat.

Practice A Recognizing Comma Splices

Read each sentence. Decide if it is correct or if it has a comma splice. If it has a comma splice, write CS

on the line. If it is correct, write C on the line.

Example: Karen works at the animal shelter, every day she helps by walking dogs.

Answer: Karen works at the animal shelter, every day she helps by walking dogs. CS

1. Our kitten kept sneaking out, we worried she

would get lost.

2. Our turtle, Dusty, is fourteen, he eats lettuce.

3. Marcus was rescued after the hurricane. He is

a very gentle pet.

4. Lily’s cat sleeps all day, she wants to play all

night.

5. Our bird likes to be free, we let him out of his

cage whenever we can.

6. My neighbor has a bird that talks. It’s really

annoying.

7. Cary has always liked horses. Now she takes

lessons every Saturday.

8. The people upstairs have a pet rabbit, we

hear him hopping around.

9. Mom says we can get some more fish, then

we’ll need a new tank.

10. Mickey trained his dog. Last year the dog won

a prize.

Practice B Correcting Comma Splices

Read each sentence. Then, on the line provided, rewrite the sentence without using a comma splice.

Example: The snow fell all day, when it ended, eight inches were on the ground.

Answer: The snow fell all day. When it ended, eight inches were on the ground.

1. A storm was gathering strength, hurricane warnings were posted.

2. The storm passed quickly, surprisingly, the skies turned blue.

3. In the winter it is too cold here, in the summer it is too hot.

4. The snow pile made by the plow was ten feet high, we went sledding.

5. Suddenly, the house shook, then things fell off the shelves.


Write several sentences about a storm. Avoid comma splices. Take turns reading your sentences with

a partner. Your partner should listen carefully and tell how many periods you wrote. Do your numbers

agree? Then, switch with your partner.

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114 USING COMMAS IN A SERIES

Use commas to separate three or more words, phrases, or clauses in a series.

The comma follows each of the items except the last one in a series. The conjunction and or or is added

after the last comma. There are two exceptions to this rule. If each item except the last is followed

by a conjunction, do not use commas. Also, do not use a comma to separate groups of words that are

considered to be one item.

Series of Words: Angola, Egypt, and Kenya are countries in Africa.

Series of Phrases: Towns spring up beside lakes, near oceans, and along rivers.

Exceptions: We saw penguins and seals and icebergs.

The sandwiches are peanut butter and jelly, ham, and egg salad.

Practice A Recognizing Commas in a Series

Read each sentence. On the line, write the word that should be followed by a comma.

Example: Herons, egrets and storks all live in Africa.

Answer: egrets

1. My dog has a collar, a leash and several toys.

2. Waldo dashes through the house out the door,

and around the yard.

3. Luis walks his dog in the morning, after

school and again at night.

4. I need to buy pencils a notebook, and a big

eraser.

5. At the museum, we saw a gaslight a victrola,

and a horse and carriage.

6. We hiked across town, through the woods and

into the cave.

7. Tiffany, Christina and Paige are down the hall

in Room 101.

8. Do you want to go to the park, to the beach or

to the parade?

9. Our pets include a hamster a parakeet, and a

poodle.

10. We are having chicken corn, and mashed

potatoes for supper.

Practice B Adding Commas

Read each sentence. If it is correct, write C on the line. If it has an error in commas, underline the word

that should be followed by a comma and add the comma.

Example: Pasta is served with red sauce, with white sauce or with olive oil.

Answer: Pasta is served with red sauce, with white sauce, or with olive oil.

1. The cafeteria is serving chicken soup vegetable stew, or chili.

2. Mom ordered a book for herself, curtains for the kitchen, and a desk for me.

3. Mrs. Winton sews, crochets and knits many things as gifts.

4. Baseball gymnastics, and soccer are offered by the park district.

5. Are you getting a calico a Siamese, or a Maine Coon cat?

6. The science fair features space shuttle models, robots, and original experiments.

7. Would you believe a show with singing and dancing and fireworks!

8. The drive takes you through the mountains, into a valley, and past a waterfall.


Write about three places you want to go, using a series with commas. Then, take turns with a partner.

Read your sentences aloud. Your partner should listen for and tell which words should be followed by

commas. Then, switch with your partner.

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115 USING COMMAS BETWEEN ADJECTIVES

Use commas to separate adjectives of equal rank. Do not use commas to separate adjectives that must appear in a speci! c order. Do not use a comma to separate the last adjective in a series from the noun it modi! es.

To tell whether the adjectives in a sentence are of equal rank, try using the word and between the adjectives or change the order of the adjectives.

Practice A Identifying Correct Comma UseRead each sentence. Identify the comma error and write Add or Omit on the line to show how to correct the sentence. Then, circle the word before the error.

Example: Emily is a lively friendly person.Answer: Emily is a lively friendly person. Add

1. That shiny sleek car is new.

2. Courtney brought delicious ham turkey, and beef sandwiches.

3. We bumped along on the rough pitted road.

4. Four, sturdy chairs came today.

5. We looked out into the still black night.

6. Sadie loves fresh, ripe, watermelon.

7. A murky cold lake is not the place to swim.

8. Mom asked me to buy a fresh cut-up chicken.

9. It took Dad only ten, quick minutes to put up the shelf.

10. The gloomy overcast sky is threatening rain.

Practice B Rewriting SentencesRead each sentence. Correct any misplaced or missing commas. Rewrite the sentence correctly on the line.

Example: The little black, kitten needs a home.Answer: The little, black kitten needs a home.

1. The old restored building is downtown.

2. The moody grumpy boy is Chris.

3. Alyssa brought those, delicious muffins.

4. The plain humble cottage is quite cozy.

5. The game was short exciting, and close.

6. I’m wearing my new, red sweater.

7. The loud, jarring, music is annoying.

8. Come to our grand glorious celebration!

9. Those big ugly bugs are everywhere.

10. I need a warm, lined, jacket with a hood.

Writing and Speaking ApplicationWrite a brief description of a building. Use at least two sentences with adjectives in a series. Circle any commas. Then, take turns with a partner reading aloud and listening to your descriptions. Discuss where the commas belong.

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116 USING COMMAS AFTER INTRODUCTORY WORDS, PHRASES,

AND CLAUSES

When a sentence begins with an introductory word, phrase, or other structure, that word or

phrase is usually separated from the rest of the sentence by a comma.

Use a comma after most introductory words, phrases, or dependent clauses.

Introductory word Juan, what do you think?Yes, I can come over today.

Introductory phrase To pass the test, you must study daily.In the desk, you should fi nd the pens.

Introductory adverbial clause Because our soccer team won the game, we celebrated on the fi eld.

Practice A Adding a Comma

Read each sentence. Underline the word that should be followed by a comma. Then add the comma.

Example: Devin you should try out for the team.

Answer: Devin, you should try out for the team.


Read the sentences. Rewrite each sentence, adding the comma needed after the introductory word,

phrase, or clause.

Example: In place of a book report you may write a newspaper review of a book.

Answer: In place of a book report, you may write a newspaper review of a book.

1. Besides I don’t like your idea for the project.

2. Throughout the class I kept sneezing.

3. Since the book is due tomorrow I have renewed it.

4. Before he gave up William tried everything he could.

5. Although Jake is a good player he is arrogant.

6. James did you complete your assignment?

7. Beneath the sea you can see many interesting fish.

8. Toward the east you will see a spectacular sunrise.

9. Although she is walking slowly Monica is headed home.

10. So that all goes well please register this week.


Write two sentences about a meeting. Use and underline one introductory word, one phrase, and one

clause. Then, take turns reading your sentences with a partner. Listen and tell the introductory words,

phrases, and clauses you hear.

1. After school today we’ll go to the mall.

2. Oh what a mess I’ve made!

3. Jordan can you help me with the clean-up?

4. Although it is late we are not tired.

5. To win the contest you must enter by Friday.

6. Well that’s a fine mess.

7. During the meeting of our group I was elected

leader.

8. Hello is Jeremy there?

9. Until later in the week we are very busy.

10. Unless the schedule changes we will meet at

four.

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117 USING COMMAS WITH PARENTHETICAL EXPRESSIONS

A parenthetical expression is a word or phrase that is not essential to the meaning of the

sentence. These words or phrases generally add extra information to the basic sentence.

Use commas to set off parenthetical expressions from the rest of the sentence.

Names of people being addressed Please, Victoria, will you sit down?You may begin now, Jake.

Certain adverbs Jason and I are going, too.

Common expressions They, on the other hand, will not be going.

Contrasting expressions That bike, not this one, belongs to Kaitlyn.

Practice A Recognizing Parenthetical Expressions

Read each sentence. Then, underline the parenthetical element and add one comma if it is at the end of

a sentence or two commas if it is in the middle.

Example: You should for example read your assignment each day.

Answer: You should, for example, read your assignment each day.

Practice B Rewriting Sentences With Parenthetical Expressions

Read each sentence. Then, on the line provided, rewrite the sentence. Set off the parenthetical

expression with a comma or two commas.

Example: Art classes for example will be held in the gym for now.

Answer: Art classes, for example, will be held in the gym for now.

1. My parents will volunteer of course.

2. The bus however will not run in the summer.

3. I would like a burger not a hot dog.

4. The lesson therefore is clear.

5. Caleb’s answer not Mason’s is correct.

6. The truth Shannon is always best.

7. Our experiments therefore didn’t work.

8. The cost of replacing the window should be added I think.

9. I wanted the chicken dinner not the beef.

10. Please pick up some milk Sophia.


Write two sentences about a school rule. Use at least one parenthetical expression and underline it.

Then, take turns reading and listening to a partner’s sentences. Discuss the parenthetical expressions

and how commas are used.

1. We’re going without you Matthew.

2. I will try to do my best of course.

3. It is in my opinion a good idea.

4. Mrs. Blackstone is I think much too strict.

5. Summer camp therefore is too expensive.

6. I ordered salad not soup.

7. Your first idea Edward is your best one.

8. The math problem is not easy however.

9. You should I think wear the purple sweater.

10. Your essays students are due on Friday.

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118 USING COMMAS WITH NONESSENTIAL EXPRESSIONS

Use commas to set off nonessential expressions from the main clause. Do not set off

essential material with commas.

Essential

Nonessential

Appositives and Appositive Phrases:

The book Holes was made into a movie.Holes, a book by Louis Sachar, was made into a movie.

Essential

Nonessential

Participial Phrases:

The boy playing catch with Carl is my friend.Luke, playing catch with Carl, tripped and fell.

Essential

Nonessential

Adjectival Clauses:

We looked for someone who could take notes.We chose Adrian, who takes good notes.

Practice A Labeling Essential and Nonessential Sentences

Read each sentence. Then, write Essential if the phrase or clause is needed for the meaning. Write

Nonessential if the phrase or clause can be left out.

Example: The girl wearing the yellow T-shirt is new in our class.

Answer: Essential

1. Ms. Martin, who is new this year, is my favorite teacher.

2. The book A Wrinkle in Time is about time travel.

3. Chelsea, standing in line over there, looks tired.

4. Tanner, taking one more piece of turkey, insisted he was full.

5. The turtle, hidden under its shell, looked like a rock.

6. The girl sitting in the second row looks like Kristin.

7. The series, which has run for seven years, is cancelled.

8. We need a leader who will present our side.

Practice B Using Commas With Nonessential Expressions

Read the sentences. Rewrite the sentences, adding commas where necessary. If a sentence is

punctuated correctly, write C on the line.

Example: My sister smiling happily looked pleased to see me.

Answer: My sister, smiling happily, looked pleased to see me.

1. Our teacher the woman with red hair is over there.

2. The girl wearing the red sweater is next.

3. The elephant a smart animal is easily trained.

4. The boy sitting in front of me is too tall.

5. My cousin who visits often will be here today.


Write a two-sentence description of a person. Use at least one nonessential expression and underline it.

Then, take turns reading and listening to your descriptions with a partner. Discuss where commas are

needed.

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119 USING COMMAS WITH DATES AND GEOGRAPHICAL NAMES

When a date has several parts, use a comma after each item. When a geographical name is

made up of a city and a state, use a comma after each item.

Commas prevent dates from being unclear. Commas are used when both the month and the date are

used as an appositive to rename a day of the week.

Date with year: On January 19, 2005, my baby sister was born.

Date with day: Saturday, March 1, is an important day for me.

Cities and states: I have lived in Dallas, Texas, and in Bangor, Maine.

Practice A Adding Commas

Read the sentences. Add commas where they are needed.

Example: Write July 16 1969 and look up the date.

Answer: Write July 16, 1969, and look up the date.

1. On Saturday September 7 we will move to Newark.

2. We are going to Fargo North Dakota to visit my aunt.

3. September 11 2001 was a tragic day.

4. My grandparents live in Detroit Michigan most of the year.

5. They go to Phoenix Arizona every winter.

6. Labor Day was on Monday September 4 last year.

7. The package should arrive on Tuesday April 16 I think.

8. Victor moved from Austin Texas to Albuquerque New Mexico.


Read the sentences. Rewrite each one using commas correctly.

Example: He was born in Madison Wisconsin during a snowstorm.

Answer: He was born in Madison, Wisconsin, during a snowstorm.

1. I broke my leg on January 1 2005 while skiing.

2. Is Ella moving to Seattle Washington soon?

3. Saturday April 25 is our first recital.

4. He is from Chicago Illinois and has family there.

5. My gift arrived on Tuesday October 6.

6. The house was sold on April 15 2009 we believe.

7. What is the temperature in Cleveland Ohio today?

8. The accident was on Thursday June 16 at 9 A.M.


Write two sentences about a birthday in your family. Use commas in dates. Take turns reading and

listening to your sentences with a partner. Discuss where you used commas.

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120 USING COMMAS IN NUMBERS

With large numbers of more than three digits, count from the right and add a comma to the

left of every third digit to separate it from every fourth digit. Use commas with three or more

numbers written in a series. Do not use a comma with ZIP Codes, telephone numbers, page

numbers, years, serial numbers, or house numbers.

Large numbers 3,849,000 people Telephone numbers (701) 555-3330

Numbers in a series pages 71, 86, and 101 Years 2011

ZIP codes 33928 House numbers 2502 Bay Lane

Practice A Using Commas

Read the items. Rewrite each item on the line provided, adding commas where needed. If no commas

are needed, write correct.

Example: 35000 homes

Answer: 35,000 homes

1. prime numbers 5 7 11

2. population of 8214426

3. 10601 South Street

4. ZIP Code 55508

5. 2785 snakes

6. 100000 lights

7. 370000 employees

8. 10798 rules

9. 478,000 miles in space

10. telephone number (323) 555-9123

Practice B Identifying Correct Comma Use

Read the sentences. Underline the correctly written numbers. For numbers that do not have correct

comma use, rewrite these numbers correctly on the lines.

Example: His ZIP Code is 34,532.

Answer: His ZIP Code is 34,532. 34532

1. There are about 23,200 kinds of beetles.

2. I live at 1020 Wood Street.

3. Our community has about 2700 people.

4. My sister was born in the year 2010.

5. There are about 8736 hours in a year.

6. Could you count 498000 specks of dust?

7. Our ZIP Code is 60636.

8. His telephone number is (303) 672-1111.

9. Look at pages 5, 9, and 23.

10. The library has 7840 CDs.


Write a description of an imaginary planet. Use at least two numbers that need commas. Circle the

numbers. With a partner, take turns reading your descriptions. Discuss the comma use in the numbers.

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121 USING COMMAS WITH ADDRESSES AND IN LETTERS

Use commas in addresses, salutations of friendly letters, and closings of all letters.

Address of two or more parts Anne Smith lives in Destin, Florida, in the United States.

Address in letter or on envelope Providence, Rhode Island 85140

Salutation Dear Anne,

Closing Sincerely,

Practice A Adding Commas

Read each item. Find where a comma is needed in each one. Add the comma and circle it. If an item is

correct, write correct on the line.

Example: El Paso Texas 53419

Answer: El Paso, Texas 53419

1. Dear Logan

2. 6743 Cedar Avenue

3. Waukegan Illinois 60741

4. Dover, Delaware 67902

5. Yours truly

6. Miami Florida 33107

7. Dear Maya

8. 9265 First Street

Practice B Identifying Missing Commas

Read the letter. There are four commas missing. On the lines that follow the letter, write the word that

comes before the missing comma and the comma.

Example: Grand Rapids Michigan 64502

Answer: Grand Rapids,

November 15, 2010

Dear Patrick

Thank you for coming to visit. I had a wonderful time, especially the day we went to visit Vincent. You

asked for his address. It is 8709 Homewood Lane Little Rock Arkansas 77569.

Your friend

Eric

1. 3.

2. 4.


Write the address for an envelope for a letter to a friend, using commas correctly. Circle each comma.

Then, take turns with a partner reading and listening to the addresses. Discuss where you used

commas.

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122 USING COMMAS WITH DIRECT QUOTATIONS

Commas are used to separate direct quotations from other parts of a sentence.

EXAMPLE: “Give me five minutes,” Jessie answered, “and I’ll be ready.”

Practice A Identifying Correct Comma Use With Direct Quotations

Read each pair of sentences. Write correct on the line next to the one with correct use of commas.

Example: “The weather is terrible,” she said, “but we are going anyway.”

“The weather is terrible, “she said but we are going anyway.” Answer: “The weather is terrible,” she said, “but we are going anyway.” correct

1. Mr. Alexander said “The test will be on Wednesday.”

Mr. Alexander said, “The test will be on Wednesday.”

2. “Let’s study at my house,” Brian said.

“Let’s study at my house” Brian said.

3. Raymond said “We just had a test last Wednesday.”

Raymond said, “We just had a test last Wednesday.”

4. “The first chapter is hard” replied Sara “but the second is easy.”

“The first chapter is hard,” replied Sara, “but the second is easy.”

5. “If we study together” responded Olivia, “we should do well.”

“If we study together,” responded Olivia, “we should do well.”


Read each sentence. Find the comma mistake. Then, rewrite the sentence correctly on the line.

Example: “Our trip was great” said Ethan, “and we swam in the ocean.”

Answer: “Our trip was great,” said Ethan, “and we swam in the ocean.”

1. “My grandparents are coming in two weeks” Luis said.

2. “They will stay here” Luis said, “while my parents are away.”

3. Cameron said “My grandpa likes to go fishing.”

4. “Mine does, too,” replied Luis “and we always go early.”


Write a two-sentence conversation with a friend, using commas with direct quotations in each

sentence. Circle the commas. Then, take turns reading and listening to your conversations with a

partner. Discuss the commas you both used.

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123 USING SEMICOLONS TO JOIN INDEPENDENT CLAUSES

Use a semicolon to join related independent clauses that are not joined by the conjunction

and, or, nor, for, but, so, or yet. Use a semicolon to join independent clauses separated by

either a conjunctive adverb or a transitional expression.

EXAMPLES: Streets quickly flooded; basements filled with water.

The sky darkened, and the rain came down; then, the electricity went out.

Some conjunctive adverbs also, besides, consequently, fi rst, furthermore, however, indeed, instead

Some transitional expressions as a result, at this time, for instance, in fact, on the other hand, then

Practice A Identifying Words Used With Semicolons

Read each sentence. Then, underline the conjunctive adverb or transitional expression.

Example: It rained steadily for five days; as a result, everyone was stuck indoors.

Answer: It rained steadily for five days; as a result, everyone was stuck indoors.

1. I was happy with my grade; indeed, I was

thrilled with the B.

2. There’s no need to panic; at this time, it is

best to wait for the test results.

3. Mom wanted to go on the trip; nevertheless,

she couldn’t take time off.

4. Dad wants us to learn to ski; in fact, he signed

us up for lessons.

5. I didn’t study; consequently, I didn’t do well.

6. We shopped for the ingredients; then, we

made the tacos.

7. It rained last night; therefore, we didn’t go.

8. I could play a computer game; on the other

hand, I might watch television.

9. Josie and I will enter the competition; that is,

we will if we finish our model.

10. I need to go home now; otherwise, I should

call my grandmother.

Practice B Writing Sentences With Semicolons

Read the two independent clauses in each item. Then, join them in one sentence, using a semicolon and

a conjunctive adverb or transitional expression. Write the sentence on the line.

Example: It’s easy to get into an exercise routine. You can listen to music.

Answer: It’s easy to get into an exercise routine; for instance, you can listen to music.

1. I wanted to go to the game. I had to help out at home.

2. I’m much too busy to join the club. I don’t play tennis well.

3. It would be fun to go with you. I still have homework to finish.

4. Mom didn’t get home in time to cook dinner. We went out to eat.


Write two closely related sentences about a game. Exchange sentences with a partner. Each partner

should combine the two sentences and write them with a semicolon. Then, read the combined

sentences aloud as your partner listens. Do you agree the semicolons are used correctly?

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124 USING SEMICOLONS TO AVOID CONFUSION

Consider using semicolons to avoid confusion when items in a series already contain commas.

EXAMPLES: The dog, Callie; the cat, Sweet Pea; and the turtle, Molasses, are staying with us.

Dad was born on May 11, 1971; Mom on May 16, 1974; and Jasper on May 24; 2005.

Practice A Rewriting Sentences Read each sentence. Find the semicolon mistake. Rewrite the sentence on the line.

Example: Read Section 1, pages 3–6, Section 2, pages 7–8; and Section 3, pages 10–15.Answer: Read Section 1, pages 3–6; Section 2, pages 7–8; and Section 3, pages 10–15.

1. The story has interesting characters, Tom and Luisa, action; and history, a Civil War setting.

2. We finished Chapter 1, Sentences, Chapter 2, Phrases; and Chapter 3, Clauses.

3. The characters are Mary, the nasty girl; Cindy, the kind one, and Tricia, the peacemaker.

4. You should come on Thursday, December 9, Friday, December 17; and Tuesday, December 21.

Practice B Writing Sentences With Semicolons Read each sentence. Rewrite it correctly, using semicolons in place of commas to avoid confusion.

Example: Skating lessons will be on December 28, 2010, December 29, 2010, and January 5, 2011.Answer: Skating lessons will be on December 28, 2010; December 29, 2010; and January 5, 2011.

1. The assignment is Chapter 20, pages 420–425, all of Chapter 21, and Chapter 22, pages 506–515.

2. Classes will be in the gym on Tuesday, October 5, Tuesday, October 12, and Tuesday

3. The baby, Lily, the twins, Kevin and Kayla, and Mom and Dad are at the pool.

4. The store sells clothing, children’s and teens , dolls, games, board and video, and books.

Writing and Speaking ApplicationWrite a sentence about family. Use semicolons to avoid confusion, and circle them. With a partner, take turns reading your sentences. Then, discuss the use of semicolons.

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125 USING COLONS

Use a colon after an independent clause to introduce a list of items. Do not use a colon after a

verb or a preposition. Use a colon to introduce a long or formal quotation.

EXAMPLES: Some insects chew, including these: ants, beetles, and termites.

Follow the rules: Do not run in the halls or use your cell phone in school.

Some Additional Uses of the Colon

To separate hours and minutes 8:20 A.M. 11:50 P.M.

After the salutation in a business letter Dear Dr. Ellis: Dear Chairman of the Board:

On warnings and labels Warning: No Swimming Note: Take 1 hour before eating.

Practice A Using Colons

Read the items. If an item is correct, write correct. Otherwise, rewrite it, using a colon.

Example: Mammals include the following animals, pandas, dolphins, and bats.

Answer: Mammals include the following animals: pandas, dolphins, and bats.

1. We bought apples, milk, and bread.

2. Warning: Slippery When Wet

3. The menu includes the following salmon, beef, and pork.

4. Gentlemen,

5. The first class begins at 8:05 A.M.

Practice B Using Colons

Read the items. Rewrite each item, adding the missing colon and circling it.

Example: Look at #15 on the lease, No pets are allowed.

Answer: Look at #15 on the lease: No pets are allowed.

1. On the first day of school, bring the following pencils, a notebook, and an eraser.

2. Our train leaves from downtown at 2 30 P.M.

3. To Whom It May Concern,

4. Our neighbors have quite a few pets, a collie, four cats, a lizard, and a rabbit.

5. Signs are posted all along the street, No Parking This Side.


Write a sentence that includes a list of the furniture in a room in your home. Use a colon before the list

and circle the colon. Then, with a partner, take turns reading your sentences. Your partner should listen

and tell where the colon belongs.

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126 USING QUOTATION MARKS WITH QUOTATIONS

A direct quotation represents a person’s exact speech or thoughts. An indirect quotation

reports the general meaning of what a person said or thought.

Enclose direct quotations in quotation marks. Mia said, “I like to play softball.”

Indirect quotations do not require quotation marks. Mia said that she likes to play softball.

Place a comma after an introductory expression. The coach told us, “Mia will pitch this season.”

Place a comma, question mark, or exclamation mark inside the quotation mark with a concluding expression.

“Who will catch?” asked Chloe.

In an interrupting expression with one sentence, use a new set of quotation marks to enclose the rest of the quotation.

“I will do my best,” Mia said, “to put our team on top.”

In an interrupting expression with two sentences, place a period after the interrupter, and then write the second quoted sentence as a full quotation.

“We play our fi rst game on Saturday,” said the coach. “Practice will be on Wednesday.”

Show that you can use proper punctuation for quotations by completing the exercises.

Practice A Labeling Direct and Indirect Quotations

Write D if the sentence contains a direct quotation. Write I if it contains an indirect quotation.

Example: James said that he wants to run in the marathon.

Answer: I

1. Joe said, “I will run after school with you.”

2. “What time should we meet?” asked James.

3. Joe said that he couldn’t come until 4:00.

4. “That is fine with me,” replied James.

5. John asked if he could join them.

Practice B Punctuating Expressions

Rewrite each sentence on the line, adding commas and quotation marks where needed.

Example: Ava asked Will you come to the play audition?

Answer: Ava asked, “Will you come to the play audition?”

1. Daniel replied I’m not sure I want to be in a play.

2. You will have fun Ava said.

3. What is the audition like? asked Daniel.

4. Ava said You have to read only a few lines.

5. That doesn’t sound too hard said Daniel.


Write a brief conversation between friends. Circle your quotation marks. With a partner, take turns

reading your conversations. Then, discuss how quotation marks are used.

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127 USING QUOTATION MARKS WITH OTHER PUNCTUATION MARKS

A comma or period used with a direct quotation goes inside the fi nal quotation mark. Place a question mark or an exclamation mark inside the fi nal quotation mark if the end mark is part of the quotation. Place a question mark or an exclamation mark outside the fi nal quotation mark if the end mark is part of the entire sentence, not part of the quotation.

EXAMPLES: “The football team,” said Colin, “is not playing well this year.”

Jon asked, “Didn’t you predict a winning season?”

Imagine that player saying, “I like being behind at halftime”!


Practice A Identifying Correct Sentences

Read each sentence. Decide if it shows quotation marks used correctly with other punctuation. Write C

for correct or I for incorrect.

Example: He asked, “Why aren’t you coming?”

Answer: He asked, “Why aren’t you coming?” C

1. “I have to do some homework”, she said.

2. “Can’t you do it tonight” he asked?

3. She exclaimed, “That’s impossible!”

4. Did she really say, “I can’t go tomorrow”?

5. I don’t believe she said, “I like doing homework”!


Read the sentences. Decide whether the missing punctuation goes inside or outside the quotation mark.

Then, rewrite the sentence correctly on the line.

Example: “Whew” exclaimed Allie. “That cleanup was hard work.”

Answer: “Whew!” exclaimed Allie. “That cleanup was hard work.”

1. “Can you help on Saturday” asked Mel.

2. “The spring cleanup will be fun” said Martha.

3. “Oh” cried Mia. “It’s already five o’clock.”

4. “I heard you say you were late” said Emma.

5. Didn’t Mom say, “You have a guitar lesson today”


Write two sentences of a conversation about an accident. With a partner, read aloud your sentences.

Then, talk about both conversations. Do you agree about the punctuation and spacing?

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128 USING SINGLE QUOTATION MARKS FOR QUOTATIONS WITHIN

QUOTATIONS

Use single quotation marks (‘ ’) to set off a quotation within a quotation. The rules for using

commas and end marks with single quotation marks are the same as they are with double

quotation marks.

EXAMPLES: “Did you say, ‘I see mice’ or ‘I see lice’?” asked Kimberly.

She said, “I heard the cry ‘Ouch’ before I saw what happened.”


Practice A Identifying Correct Sentences

Read the sentence pairs. Find the one that uses single quotation marks correctly. Write C for correct on

the line after that sentence.

Example: He said, “To answer your question, yes, and I will help set up.”

He said, “To answer your question, ‘yes,’ and I will help set up.”

Answer: He said, “To answer your question, ‘yes,’ and I will help set up.” C

1. “Did you say, ‘He’s at the pool,’ or ‘He’s at the school’?” asked Pam.

“Did you say, He’s at the pool, or He’s at the school?” asked Pam.

2. Jada said, “I thought I heard him yell, Stop, so I came to check.”

Jada said, “I thought I heard him yell, ‘Stop,’ so I came to check.”

3. Connie asked, “What did you do when he said, ‘I’m here’?”

Connie asked, “What did you do when he said, I’m here?”

4. “Did you say, Pass the cheese, or ‘Pass the peas’?” asked Ian.

“Did you say, ‘Pass the cheese,’ or ‘Pass the peas’?” asked Ian.

5. Ari said, “I heard her scream, Help, and came running.”

Ari said, “I heard her scream, ‘Help,’ and came running.”


Read the sentences. Rewrite each sentence, using single quotation marks where needed.

Example: Chase said, “Do you remember when Joe asked, Can I come?”

Answer: Chase said, “Do you remember when Joe asked, ‘Can I come’?”

1. Oscar said, “Ms. Andrews asked, Who took my pen?”

2. Faith asked, “Did you really say, That’s silly?”

3. Mr. Cole said, “Say, Ay if you are in favor of this rule.”

4. Angel said, “I thought I heard Millie calling, Here kitty. That’s why I came to help.”


Write a question about something that is missing. Use single quotation marks. With a partner, take

turns reading the questions. Then, discuss whether you each used single quotation marks correctly.

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129 PUNCTUATING EXPLANATORY MATERIAL WITHIN QUOTES

Sometimes it is necessary to add information to a quotation to explain it more fully. In that

case, brackets tell your reader that the information did not come from the original speaker.

EXAMPLE: The librarian said, “We are proud of our new library and the services it provides the

citizens of two counties [Logan and DeWitt].”


Practice A Identifying Explanatory Material Within Quotes

Read the sentences. On the line, write the word or words that explain and belong in brackets.

Example: The reporter said, “I have been with this newspaper the Daily Sun for twenty-five years.”

Answer: the Daily Sun

1. Ms. Stone said, “As president of the school board District 95, I am responsible.”

2. The teacher wrote to parents, “Jerry Spinelli has written many books Crash, Wringer, Knots in My

Yo-yo String, but this year the class is reading Maniac Magee.”

3. Mrs. Richards announced, “The winner of the award the Pen and Ink Award is Joe Chu.”

Practice B Using Brackets for Explanatory Material Within Quotes

Read the sentences. Rewrite each one on the lines, and enclose the explanatory material in brackets.

Example: The representative said, “It is my pleasure to announce that my district the 20th will receive

federal funds to build the new highway.”

Answer: The representative said, “It is my pleasure to announce that my district [the 20th] will

receive federal funds to build the new highway.”

1. The chairperson announced, “The Women’s Club is awarding this year’s Best Garden award to

Lucille Smith for her flowers roses and gardenias.”

2. “We the nominating committee wish to announce our selections for club officers in the next year.”

3. The television news anchor said, “This is my last evening at the news desk. I have decided to take

another position in broadcasting Station XYZ in Omaha.”


Write an announcement that students might make. Use brackets for explanatory material. With a

partner, take turns reading your announcements. Discuss your use of brackets.

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130 USING QUOTATION MARKS FOR DIALOGUE

A conversation between two or more people is called a dialogue.In a dialogue, indent to begin a new paragraph with each change of speaker. Add quotation marks around a speaker’s words. Always identify a new speaker.

Show that you can use proper punctuation for dialogue by completing the exercises.

Practice A Using Quotation Marks in Dialogue Read the fi ve sentences. Write them as three paragraphs on the lines. Use quotation marks and begin new paragraphs as necessary.

Example: What do you know about poetry the teacher asked. I know it has rhymes, said Matt.Answer: “What do you know about poetry?” the teacher asked. “I know it has rhymes,” said Matt.

1. The teacher asked Who can name some different kinds of poems?

2. Limericks are a kind of poem said José.

3. I like limericks because they are funny and short he explained.

4. Lauren said I know another type of poem called haiku.

5. A haiku has three lines and a certain number of syllables she added.

Practice B Revising Dialogue for Punctuation and Paragraphs Read the dialogue. Then, rewrite the dialogue on the lines. Add quotation marks and other punctuation, and begin new paragraphs where needed.

Example: The teacher said you are right: A haiku has three lines. Answer: The teacher said, “You are right: A haiku has three lines.”

Narrative poems are another kind of poetry, said Brittany. Narrative poems are my favorite kind of poetry. Dave asked What is narrative poetry? I forgot. Narrative poems tell a story said Steve. Sometimes poems have images said Rick like the poem we read about rain in April. Dave said, I remember that poem, but I thought a silly poem about Isabel was more fun.

Writing and Speaking ApplicationWrite a brief dialogue between a teacher and two students. With a partner, read and listen to your dialogues. Then, discuss your use of quotation marks and paragraphs.

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131 USING QUOTATION MARKS IN TITLES

Use quotation marks to enclose the titles of short written works and works that are part of a collection. Use quotation marks around the titles of episodes in a television or radio series, songs, and parts of a long musical composition.

Title of a short story “Stray”

Chapter from a book “Mrs. Whatsit” from A Wrinkle in Time

Title of a short poem “Dream Dust”

Title of an article “The Loch Ness Monster”

Title of an episode “Extraordinary Dogs” from Nature

Title of a song “The Windmills of Your Mind”

Title of a part of a long musical work “Waltz of the Flowers” from The Nutcracker

Show that you can use proper punctuation for titles by completing the exercises.

Practice A Adding Quotation Marks Read each sentence. Add quotation marks for each title. Circle the quotation marks.

Example: We read the story Lob’s Girl last week.Answer: We read the story “ Lob’s Girl ” last week.

1. You must read the magazine article Amazing Cats.

2. Over the Rainbow is Dad’s favorite song.

3. The best chapter in The House on Mango Street is Hairs.

4. The short story Jeremiah’s Song is my favorite.

5. Have you seen the episode Meeting His Hero on The Simpsons?

6. I am playing Anitra’s Dance from Peer Gynt at the recital.

7. I liked the song Fireflies and want to hear it again.

8. That magazine article you asked about is How to Build a Bird Feeder.

9. The assignment is to read the poem Door Number Four.

10. Have you read the story The Southpaw yet?

Practice B Using Quotation Marks for TitlesRead the sentences. Enclose each title in quotation marks.

Example: Our next story in the literature book is Zlateh the Goat. Answer: Our next story in the literature book is “Zlateh the Goat.”

1. I watched a rerun of Flop Goes the Joker from Batman.

2. Mom is reading Best Cell Phone Buys in that magazine.

3. Dad remembers reading The Tiger Who Would Be King.

4. Abuelito Who is on page 300.

5. Lawrence Yep wrote Breaker’s Bridge.

6. The All-American Slurp is a funny story.

7. Did you say your favorite poem is Ankylosaurus?

8. Chapter 4 is The Black Thing.

9. How many times have you read Greyling?

10. The chapter is titled Ancient Egypt.

Writing and Speaking ApplicationWrite two sentences recommending a poem to classmates. Use quotation marks for the title. Then, take turns with a partner reading and listening to your sentences. Your partner should identify the poem title. Then, discuss your use of quotation marks.

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132 USING UNDERLINING AND ITALICS IN TITLES

Underline or italicize the titles of long written works and publications that are published as a

single work.

Underlining is used only in handwritten or typewritten material. In printed material, italic (slanted)

print is used instead of underlining.

UNDERLINING: The Secret Garden ITALICS: The Secret Garden

Title of a book or play Everything on a Waffle, The Miracle Worker

Title of a long poem The Idylls of the King

Title of a magazine or newspaper Newsweek, The Miami Herald

Title of a movie or a television series Home Alone, Dateline

Title of a long work of music or a music album Don Juan, Yellow Submarine

Title of a painting or sculpture Water Lilies, The Pieta

Air, sea, and space craft Air Force One

Words and letters used as names for themselves; and

foreign words

How do you spell accept?He said “hello” in Spanish, hola.

Show that you can use proper mechanics including italics and underlining for book titles by completing

the exercises.

Practice A Identifying Titles

Read the sentences. Circle any title or foreign expression.

Example: I often read Goodnight Moon to my little sister at night.

Answer: I often read Goodnight Moon to my little sister at night.

1. Dad likes to listen to Car Talk on the radio.

2. The USS Saratoga was an aircraft carrier.

3. Dad listens to the album Free As a Bird.

4. We saw the modern sculpture Flying Dragon.

5. Have you read Hoot by Carl Hiaasen?

6. My pen pal sent me a Bonne Année card.

7. Uncle Ray reads The New York Times.

8. Mom went to hear Aida.

9. Mom’s favorite painting is Mother and Child.

10. We watch It’s a Wonderful Life every year.

Practice B Using Underlining for Titles

Read the sentences. Then, underline each term that calls for italics.

Example: We have a copy of Woman at the Piano on our wall.

Answer: We have a copy of Woman at the Piano on our wall.

1. The twins like to watch Thomas & Friends.

2. This book, The Higher Power of Lucky, won

an award, and it is a good read.

3. Do you mean course or coarse?

4. My older sister is reading a long poem,

Paradise Lost, in her college class.

5. I bought Dad an album, The Road to

Ensenada, for his birthday.


Write a two-sentence description of your favorite album. Underline the title. Then, take turns with a

partner reading and listening to your sentences. Partners should identify the titles. Talk about how

each of you used underlining for the title.

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133 USING HYPHENS IN NUMBERS

Hyphens are used to join compound numbers and fractions.Use a hyphen when you write two-word numbers from twenty-one through ninety-nine.

EXAMPLES: thirty-three ninety-four

Use a hyphen when you use a fraction as an adjective but not when you use a fraction as a noun.

EXAMPLES: I ate a one-half portion of pie. One half of the seats are empty.

Practice A Using Hyphens in NumbersRead the following items. Write each number, adding hyphens where needed. If an item is already correct, write correct.

Example: twenty five studentsAnswer: twenty-five

1. three quarters of a cup

2. sixty five posters

3. a two-thirds majority

4. forty eight tulip bulbs

5. ninety nine percent

6. thirty five desks

7. eighty seven DVDs

8. use one-half cup

9. one quarter pound butter

10. forty nine votes

Practice B Proofreading for HyphensRead the sentences. Rewrite words in each sentence that need a hyphen. If a sentence does not need a hyphen, write correct.

Example: I read fifty two books this past year.Answer: fifty-two

1. Seventy five people came to our bake sale.

2. The casserole needs one quarter teaspoon of pepper.

3. Will you please wait thirty five minutes?

4. One third of us signed up to go.

5. Three quarters of the construction is finished.

6. We need a two thirds majority to change the rule.

7. We collected twenty seven shells today.

8. Fifty nine dollars is too much to spend now.

9. Eighty three people will attend the reunion.

10. The sauce calls for one eighth teaspoon of curry powder.

Writing and Speaking ApplicationWrite directions for making an easy recipe. Use three hyphens in numbers. Then, take turns with a partner reading and listening to your directions. Can you and your partner name the numbers that need hyphens? Do you both agree the hyphens are used correctly?

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134 USING HYPHENS FOR PREFIXES AND SUFFIXES

The following prefi xes are often used before proper nouns: ante-, anti-, post-, pre-, pro-, and un-. Check a dictionary when you are unsure about using a hyphen.

Use a hyphen after a prefix that is followed by a proper noun or adjective.

EXAMPLES: pro-American group mid-March

Use a hyphen in words with the prefixes all-, ex-, and self- and the suffix -elect.

EXAMPLES: ex-member senator-elect

Practice A Using Hyphens

Read the following phrases. Then, write each phrase on the line, adding hyphens where needed.

Example: pre Victorian years

Answer: pre-Victorian years

1. post World War II world

2. mid October exam

3. president elect of the club

4. pro Chinese trade

5. self employed photographer

6. un English behavior

Practice B Proofreading for Hyphens

Read the sentences. Rewrite each sentence on the line, adding hyphens where needed.

Example: Emily is the ex treasurer of the Spanish club.

Answer: Emily is the ex-treasurer of the Spanish club.

1. The all team rally will be on the field.

2. It was never a pro German organization.

3. Kate has shown self motivation.

4. This is an anti Communist bill.

5. The fashion goes back to pre Civil War days.

6. She is an ex softball coach.


Write two sentences about a team or team members. Use at least two hyphens with prefixes or suffixes.

Then, read your sentences aloud to a partner. Have your partner tell which words need hyphens. Then,


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135 USING HYPHENS IN COMPOUND WORDS

Compound words are two or more words that must be read together to create a single idea.

Use a hyphen to connect two or more words that are used as one compound word, unless the dictionary

gives a different spelling.

EXAMPLES: great-aunt father-in-law

Practice A Using Hyphens in Compound Words

Read the phrases. Then, write each phrase on the line, adding hyphens in the compound nouns.

Example: a game for twelve year olds

Answer: a game for twelve-year-olds

1. a great grandson

2. a sister in law

3. a great great granddaughter

4. a sad good bye

5. his brothers in law

6. new T shirts


Read the sentences. Rewrite each sentence on the line, adding hyphens where needed.

Example: Mom and her sisters in law are on a trip.

Answer: Mom and her sisters-in-law are on a trip.

1. My great uncle lives in Boston.

2. Mrs. Lee’s sister and brother in law are here.

3. My great great grandfather came from Sweden.

4. I saw a high rise building yesterday.

5. The editor in chief runs the newspaper.

6. Dad is an author critic.


In a three-sentence description of a family celebration, use two compound nouns. Circle the nouns.

Read your sentences aloud to a partner. Have your partner identify the compound words that need

hyphens. Then, switch roles with your partner.

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136 USING HYPHENS WITH COMPOUND MODIFIERS

Hyphens help your readers group information properly. A hyphen is not necessary when a compound modifi er follows the noun it describes. However, if a dictionary spells a word with a hyphen, the word must always be hyphenated, even when it follows a noun.

Use a hyphen to connect a compound modifier that comes before a noun. Do not use a hyphen with a

compound modifier that includes a word ending in -ly or in a compound proper adjective.

EXAMPLES: a broken-down car. an ill-prepared mechanic

a seriously dented fender the New Jersey accident

Practice A Using Hyphens With Compound Modifi ers

Read the following phrases. Then, write each phrase on the line, adding hyphens where needed. If the

phrase does not need a hyphen, write correct.

Example: world class runner

Answer: world-class runner

1. a seven point lead

2. a neatly folded shirt

3. a two way street

4. a four year term

5. late breaking news

6. ready made clothes

7. a five pointed star

8. a well known speaker

9. a speaker who is well known

10. a New England vacation


Read the sentences. Rewrite each sentence on the line, adding hyphens where needed. If no hyphen is

needed, write correct.

Example: Mom brought home a store bought dessert.

Answer: Mom brought home a store-bought dessert.

1. Uncle James is a hard working roofer.

2. Aunt Tricia is wearing a blue green dress.

3. Mom took a well earned vacation.

4. It is a risk free trial offer.

5. The very excited child skipped off.

6. This is a nicely arranged room.

7. His singing is off key.

8. I saw a weather beaten farm.


Write three sentences about a vacation. Use two compound modifiers with hyphens. Read your

sentences aloud to a partner. Have your partner listen. Then, switch sentences with your partner.

Discuss your sentences. Do you agree about the use of hyphens?

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137 USING HYPHENS AT THE ENDS OF LINES

Hyphens serve a useful purpose when they divide words at the ends of lines of text.

However, avoid dividing words at the end of a line of text whenever possible. If a word must be

divided, always divide it between syllables. A hyphen used to divide a word should never be placed

at the beginning of the second line. It must be placed at the end of the first line of text.

EXAMPLE: We were exhausted and a bit breath-

less at the end of the game.

Practice A Identifying Correct Use of Hyphens

Read the following words. Rewrite each word with a vertical line between syllables that can be divided

at the end of a line.

Example: squabble

Answer: squab | ble

1. hammer

2. command

3. brilliant

4. dreadful

5. regular

6. slumber

7. incline

8. combine

9. uphill

10. cheerfully

Practice B Using Hyphens in Words

Read the sentences. If a word has been divided correctly, write correct. If not, rewrite the sentence,

dividing the word correctly.

Example: For the first ten minutes, the game was score

-less, but then we got a few breaks.

Answer: For the first five minutes, the game was score-

less, but then we got a few breaks.

1. Our goalkeeper kept the oppo 3. The most important skill of all is pass

-nents from scoring. -ing, and we held onto the ball.

2. We threw the ball in from the side- 4. Taylor passed, and the crowd’s excite

lines and were in charge. -ment was heard in the cheers.


Write two sentences about a game. Use hyphens to break words at the ends of lines. Exchange papers

with a partner. Discuss the sentences. Do you both agree each of you used hyphens correctly at the

ends of lines?

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138 USING HYPHENS CORRECTLY TO DIVIDE WORDS

Do not divide one-syllable words even if they seem long or sound like words with two syllables.

Do not divide a word so that a single letter stands alone. Avoid dividing proper nouns or proper

adjectives. Divide a hyphenated word only immediately following the existing hyphen.

Incorrect sc-owl stuf-fed a-muse Span-ish well-man-nered

Correct scowl stuffed amuse Spanish well-mannered

Practice A Identifying Hyphens Used Correctly

Read the following words divided into syllables. If the word is correctly divided for the end of a line,

write correct on the line. If the word cannot be divided as shown, write incorrect.

Example: a-bout

Answer: incorrect

1. soak-ed

2. Mex-i-can

3. ed-ge

4. abrupt-ly

5. e-clipse

6. che-wed

7. mail-ed

8. ebon-y

9. un-aware

10. twen-ty-one

Practice B Using Hyphens to Divide Words

Read the sentences. Rewrite each one to correct the error in the way the hyphen is used

to divide the word.

Example: I am teaching my dog to o-bey my command to fetch a ball.

Answer: I am teaching my dog to obey my command to fetch a ball.

1. This summer we are going to U-tah to visit my uncle and aunt.

2. Are you in Mrs. Nye’s Eng-lish class this year?

3. Last week, Dad, Joey, and I fish-ed in the freshwater lake.

4. She is acting too goody-good-y these days.

5. The lawyer will cross-ques-tion the witness.


Write a sentence in two or three lines about a language you want to learn. Show that you understand

how to divide words with hyphens. Take turns with a partner reading and listening

to each other’s sentences. Discuss how each of you used hyphens to divide words.

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139 USING APOSTROPHES WITH POSSESSIVE NOUNS

Apostrophes are used with nouns to show ownership or possession.

Add an apostrophe and -s to show the possessive case of most singular nouns and plural nouns that do

not end in -s or -es.

EXAMPLES: My cat’s name is Pal. Ross’s book is on the desk. The children’s party was noisy.

Add an apostrophe to show the possessive case of plural nouns ending in -s or -es. Do not add an -s.

EXAMPLES: My friends’ brothers are strong. My brothers’ rooms are neat.

Add an apostrophe and -s (or just an apostrophe if the word is a plural ending in -s) to the last word of a

compound noun to form the possessive.

EXAMPLE: His mother-in-law’s car is ready.

Practice A Using Apostrophes to Show Ownership

Read each phrase. Write the possessive form of each item on the line.

Example: the arguments of the politicians

Answer: the politicians’ arguments

1. the barking of the dog

2. the game of my family

3. the car of my mom

4. the office of my aunt

5. the computer of my brother

6. the color of the apples

7. the shine of the glass

8. the fields of the farmer

9. the hats of the firemen

10. the whiskers of the cat

Practice B Fixing Apostrophes

Read the sentences. Then, rewrite each possessive noun, correcting its use of the apostrophe.

Example: The buss’ engine stalled.

Answer: The bus’s engine stalled.

1. Moms’ purse is on the hall table.

2. The witnesses’s testimony convicted him.

3. The original solo designers’ plans are the best.

4. Two womens’ jackets were left on the bus.

5. The fifteen artist’s show was well attended.

6. The judges’s decision seemed harsh.

7. That stores’ hours are ten to nine.

8. The four kitten’s mother is a purebred.

9. The pianos’ condition is poor.

10. The hamsters’s cages need to be cleaned.


Write three sentences about a pet, using apostrophes to show ownership. Read your sentences aloud to

a partner. Have your partner tell the words that have apostrophes. Then, switch roles.

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140 USING APOSTROPHES WITH PRONOUNS

Both indefi nite and personal pronouns can show possession.Use an apostrophe and -s with indefinite pronouns to show possession. Do not use an apostrophe

with possessive personal pronouns. Some personal pronouns act as adjectives. Others act as subjects,

objects, and subject complements.

Possessive Pronouns Singular Plural

Indefi nite pronoun somebody’s gloves

Personal pronouns as adjective my notebook their papers

Personal pronoun as subject, object, and subject complement

Mine is the red jacket. These pencils are ours.

Practice A Using Apostrophes

Read each phrase. On the line, rewrite the phrase to correct the mistake. Use correctly a possessive

indefi nite pronoun or a possessive personal pronoun.

Example: somebodys dog

Answer: somebody’s dog

1. everyones’ share in the prize

2. my’s role in the winnings

3. each ones part in the success

4. ours’ mistake

5. his’s effort to do well

6. their’s best idea

7. it’s cage

8. dollar bill is hers’

Practice B Using Pronouns

Read the sentences. If the pronoun in a sentence is used correctly, write correct.

Example: Somebodys’ book was left here.

Answer: Somebody’s book was left here.

1. Are everybody records in order?

2. There is a mistake in my’s address.

3. Is yours’ correct?

4. It was his’ idea to check.

5. Theirs’ is the best plan so far.


Write three sentences about a mistake. Use one possessive indefinite pronoun and one possessive

personal pronoun. Read your sentences aloud to a partner. Have your partner identify the pronouns you

used. Then switch roles. Discuss how each of you used apostrophes.

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141 USING APOSTROPHES WITH CONTRACTIONS

Contractions are used in informal speech and writing, especially in dialogue, because they

create the sound of speech.

Use an apostrophe in a contraction to show where one or more letters have been omitted.

Verb + not do not = don’t should not = shouldn’t

Noun or Pronoun + will he will = he’ll you will = you’ll

Noun or Pronoun + be she is = she’s Cal is = Cal’s

Noun or Pronoun + would they would = they’d you would = you’d

Practice A Using Apostrophes in Contractions

Read the sentences. Each sentence contains a word group that can be written as a contraction. Write

the contractions.

Example: They will not be able to come.

Answer: won’t

1. We are going to the museum on Saturday.

2. Who is giving the report?

3. They will leave the decision to us.

4. He is never going to agree.

5. You would never have known.

6. She will be on time.

7. What is the score?

8. Diego is at the gym.

9. Let us go to the movie today.

10. The committee was not able to agree.

Practice B Proofreading for Apostrophes

Read the sentences. Rewrite each sentence, adding apostrophes where needed.

Example: Mimi isnt ready to leave.

Answer: Mimi isn’t ready to leave.

1. Theyll meet us later.

2. Hes already 20 minutes late.

3. Jia cant be here today.

4. I had hoped theyd agree.

5. Wheres the puppy now?

6. Wed have come earlier if we could.


Write two sentences about getting together with a friend. Use apostrophes correctly with contractions.

Circle the apostrophes. With a partner, take turns reading and listening to your sentences. Then, talk

about how each of you used apostrophes with contractions.

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142 USING APOSTROPHES TO CREATE PLURALS

Do not use an apostrophe to form plurals, except in specifi c instances.Use an apostrophe and -s to create the plural form of a letter, numeral, or word used as a name for itself.

EXAMPLES: Remember to say your thank you’s.

Be sure to cross your t’s.

People are ordering in groups of 2’s and 3’s.

Practice A Using Apostrophes

Read the sentences. On the line, write the plural. Add an apostrophe only if it is needed.

Example: My little sister is learning her a, b, c s.

Answer: a, b, c’s

1. There are three es in the word receive.

2. How many Lauras do you know?

3. He uses too many ands when he writes.

4. Johnny is learning to form his ds better.

5. There are two ss in my last name.

6. The cat’s nighttime meows are keeping me awake.

7. Do you spell your name with one l or two ls?

8. You should write your os more clearly.

9. Underline all the cs that sound like the letter k.

10. My address begins with three 2s.

Practice B Proofreading for Apostrophes

Read the sentences. Rewrite each sentence on the line, adding an apostrophe only where it is needed.

Example: How many 7s are in your address?

Answer: How many 7’s are in your address?

1. Has your little brother learned to write zs yet?

2. How many ss are in Mississippi?

3. Always dot your is when you write.

4. Will all the Ws line up behind Walter?

5. Does accept have one c or two cs?

6. There are four 3s in 33303.

7. My shirt has two Rs on the collar for Ray Roland.

8. Our class has four Johnsons in it.


Write two sentences about an interesting address. Use an apostrophe to create a plural. Circle the

apostrophe. Then, with a partner, take turns reading and listening to your sentences. Discuss your use

of apostrophes. Do you agree?

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143 PARENTHESES

Parentheses are used to separate information from the rest of a sentence or paragraph.

Set off explanations or other information loosely related to the rest of the sentence.

Hatshepsut (ruler of Egypt from 1473 B.C. to 1458 B.C.) was a woman and a pharaoh.

Do not begin a parenthetical sentence within another sentence with a capital letter.

A map (click here to see map) shows the location of the Ancient Egypt exhibit.

End a parenthetical sentence within a sentence with a question mark or exclamation mark but not a period.

A map (it’s interactive!) shows the location of the Ancient Egypt exhibit.

On its own, a parenthetical sentence begins with a capital letter and ends with an end mark.

A map shows the location of the Ancient Egypt exhibit. (Click here to see the map.)

Show that you can recognize and use parentheses in the following exercises.

Practice A Using ParenthesesRead the sentences. Add parentheses where they are needed in the sentence.

Example: There were two kinds of land fertile and barren in Ancient Egypt.Answer: There were two kinds of land (fertile and barren) in Ancient Egypt.

1. Ancient Egyptians had many gods and goddesses for example, Osiris, Isis, Thoth to guide them.

2. Osiris was protector of the dead lord of the underworld and often pictured as a green-skinned man.

3. Isis wife of Osiris watched over women and children.

4. Ancient Egyptians preserved bodies this was thousands of years ago! by wrapping them in linen.

5. Thoth was god of wisdom. He watched over writing and knowledge.

Practice B Proofreading for ParenthesesRead the sentences. Rewrite each sentence on the lines, using parentheses where appropriate.

Example: Two twentieth-century presidents Theodore and Franklin were Roosevelts.Answer: Two twentieth-century presidents (Theodore and Franklin) were Roosevelts.

1. Most insurance policies life and auto will be canceled if the premium is not paid on time.

2. The best months for pleasant weather here are in the fall October and November.

3. Students can register for elective courses courses art, theater, music on Wednesday.

4. Choose a free magazine. Choices include People in the News and Teens.

Writing and Speaking ApplicationWrite three sentences about history. Use parentheses to separate information. With a partner, take turns reading and listening. Partners should try to identify the words in parentheses.

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144 BRACKETS

Use brackets to enclose an explanation in a quote to show that the explanation was not part of the original quote. Use brackets to enclose an explanation already in parentheses.

EXAMPLES: The teacher said, “I have been at Edison for forty years [since 1971].” John F. Kennedy (President of the United States [1961–1963] during the crisis in Cuba)

was assassinated early in his first term.

Show that you can recognize and use brackets in the following exercises.

Practice A Using Brackets Read the sentences. Add brackets where they are needed in the sentence.

Example: The Art League president said, “It is my pleasure to give this award best new artist of the year to Jon Chang.”

Answer: The Art League president said, “It is my pleasure to give this award [best new artist of the year] to Jon Chang.”

1. My granddad said, “I always admired Ronald Reagan because he played football, acted in films, and was President 1981–1989.”

2. The woman said, “I don’t ever remember such a grand parade on this holiday Fourth of July.”

3. The mayor announced, “This project the new stadium will bring business to our town.”

4. Mom asked, “How many of these pointing to the muffins left on the plate did you eat today?”

Practice B Proofreading for BracketsRead the sentences. Rewrite each sentence on the line, using brackets where appropriate.

Example: Our history teacher said, “John Kennedy was on a navy PT patrol torpedo boat that was struck by a Japanese destroyer in World War II.”

Answer: Our history teacher said, “John Kennedy was on a navy PT [patrol torpedo] boat that was struck by a Japanese destroyer in World War II.”

1. The team captain said, “The victory today March 30, 2010 is the greatest in our team’s history.”

2. “How many times have you read this book The Hobbit by J. R. R. Tolkien?” Mr. Martinez asked me.

3. The company president said, “Due to less demand for our product designer clothing, we must lay off a hundred employees.”

4. The speaker said, “This series of books Harry Potter ensures the author J. K. Rowling a legacy.”

Writing and Speaking ApplicationWrite two sentences about an announcement by a person in sports. Use brackets. With a partner, take turns reading your sentences. Each listener should tell the word or words that the other person put in brackets.

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145 USING THE ELLIPSIS

An ellipsis ( . . . ) shows where words have been omitted from a quoted passage. It can also

mark a pause in dialogue.

An ellipsis consists of three evenly spaced periods, or ellipsis points, in a row. There is a space before

the first ellipsis point, between ellipsis points, and after the last ellipsis point. The plural form of the

word ellipsis is ellipses.

Shows words are omitted from the middle or end of a

quoted passage. Use an end mark after an ellipsis at the

end of a sentence.

“We the people . . . in order to . . . secure the blessings of liberty . . . establish this Constitution for the United States . . . .” —Preamble to the

Constitution

Marks a pause in a dialogue or speech. Your invitation is kind . . . but I can’t come if Janie will be there.

Shows an incomplete statement. Sharon said, “I’d like to go, but . . . .”

Show that you can recognize and use ellipses by completing the following exercises.

Practice A Using Ellipses

Read the sentences. On the line, write whether the ellipses are used to indicate an omission or a pause.

Example: RESOLVED by the Senate and House of Representatives of the United States of America, in

Congress . . . that the following Articles be proposed . . . as amendments. . . .

Answer: omission

1. Please . . . don’t go yet.

2. I heard you say, “Listen to Station XYZ . . . ,”

but I didn’t hear the rest.

3. “Congress shall make no law respecting an

establishment of religion, or prohibiting the

free exercise. . . .”

4. Hey . . . I am talking to you!

5. “No person shall be held to answer for a

capital, or otherwise infamous crime,

unless . . .”

6. “Excessive bail shall not be required, nor . . .

cruel and unusual punishments inflicted.”

1. I . . . I can’t believe you said that.

2. Enough . . .

3. Sure . . . but do you really think it is a good

idea?

4. In a minute . . .

5. No . . . it’s my final answer.

6. Where did you say . . .

7. Let’s agree . . . or not, and say we did.

8. How many did you say? Was it three . . . or

thirty-three?

9. I don’t know what to say. . . .

10. Hooray . . . We won!

Practice B Using Ellipses

Read the sentences. On the line, write whether ellipses are used to indicate a pause or an incomplete

statement.

Example: Well . . . if I think about it, I may come up with an answer.

Answer: pause


Write a two-sentence dialogue about a conflict. Use ellipses. Exchange dialogues with a partner

and take turns reading and listening to your sentences. Pause to show where the ellipses are in the

dialogue. Discuss your use of ellipses with your partner.

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146 DASHES

A dash (—) shows a strong, sudden break in thought or speech.Like commas and parentheses, dashes separate certain words, phrases, or clauses from the rest of the sentence or paragraph. A dash may also take the place of certain words before an explanation.

Use to show a sudden break in thought or speech. I chose the paint—it’s a yellow—for my room.

Use in place of in other words, namely, or that is before an explanation.

Sam came for one reason—he loves a good time.We need help—we need volunteers at 3:00.

Use to set off nonessential appositives or modi! ers. The team—led by Ryan—is headed for the ! eld.

Practice A Using Dashes Read the sentences. Rewrite each sentence on the lines, adding dashes where they are needed to show a break in thought or nonessential modifi ers.

Example: It was wrong one hundred percent wrong if he took the money.Answer: It was wrong—one hundred percent wrong—if he took the money.

1. There were five ducks did you see them? slowly crossing the road.

2. Rosie Spoonbills look for these birds near ponds have a bill shaped like a spoon.

3. Rosie in the bird’s name comes from its color a pinkish red.

4. Wading birds ibises, egrets, and herons are found all over the world.

Practice B Using Dashes to Set Up ExplanationsRead the sentences. Rewrite each sentence on the lines, adding dashes where they are needed.

Example: Dad said there is one thing he expects of us that we be honest with him.Answer: Dad said there is one thing he expects of us—that we be honest with him.

1. A vacation can be an adventure a chance to explore other cultures.

2. Then, I came back I had to because I had forgotten my jacket.

3. Sea turtles are interesting animals they lay their eggs in the sand.

4. The teacher gave one last instruction don’t forget to proofread your essay.

Writing and Speaking ApplicationWrite a two-sentence explanation of something that interests you. Use at least one dash. With a partner, take turns reading and listening to your explanations. Can you identify the places that need dashes in your partner’s sentences?

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– 147 Capitalization –

147 THE WORD I

I, whatever its position in a sentence.The pronoun I is always capitalized.

EXAMPLE: I lived in Louisiana for two years before I moved to Texas.

Practice A Supplying Capitalization Read the sentences. On the line, rewrite each sentence adding the missing capitals.

Example: i will ask Mom what she needs before i go to the store. Answer: I will ask Mom what she needs before I go to the store.

1. How many times do i need to ask you?

2. She and i will be a little late.

3. If i am not back in an hour, i may be lost.

4. i will never be a good baseball player.

5. Mary, LaToya, and i are in the same group.

6. Do Jeremy and i need to help clean up?

7. i will do well on the test if i study tonight.

8. My brother and i have 15 cousins.

9. When i miss the bus, i have to walk.

10. Grace and i are already ten minutes late.

Practice B Proofreading for CapitalizationRead each sentence. Circle the letters that should be capitalized.

Example: i am beginning to wonder when i will finish. Answer: i am beginning to wonder when i will finish.

1. James and i made the team.

2. If i go, will you go, too?

3. How much time will i need to study?

4. When i exercise, i feel better.

5. i like macaroni and cheese for lunch.

6. She and i are in the same ballet class.

7. If i give you this ten-dollar bill, can you give me change?

8. i would like to go, but i have to do chores.

9. Did you think i would believe you?

10. How many tomatoes should i get?

Writing and Speaking ApplicationWrite an explanation of what you did last Saturday. Use the word I three times. Then, read your explanation aloud to a partner. Have your partner raise a hand when you say the word I. Switch roles. Then, discuss if each of you always capitalized the word I.

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A capital letter is used for the word

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148 SENTENCES

The fi rst word in a sentence must begin with a capital letter.Capitalize the first word in declarative, interrogative, imperative, and exclamatory sentences.

Declarative The icy streets were treacherous.

Interrogative When is your birthday?

Imperative Walk the dog at 5:00.

Exclamatory That’s a beautiful sunset!

Part sentences with the rest understood Of course.

Practice A Supplying Capitalization

Read the sentences. Rewrite each sentence on the line, adding the missing capitalization.

Example: when is the gymnastics meet?

Answer: When is the gymnastics meet?

1. the McCabes asked me to stay for lunch.

2. what a great idea!

3. see me after school to talk about the grade.

4. where?

5. we need someone to take care of the cat while we are away.

6. what do you know about cats?

7. it’s an easy job to do.

8. how many?

9. the concert is this weekend.

10. do you want to serve refreshments?

Practice B Proofreading for Capitalization

Read the sentences. Circle the letter or letters that should be capitalized.

Example: do you think the story really happened?

Answer: d o you think the story really happened?

1. okay.

2. open your books to page 142.

3. the photograph shows the Washington

Monument.

4. how can we all fit in this small car?

5. the windshield wipers don’t work, do they?

6. read twenty pages for tomorrow.

7. whew!

8. it is time to get a haircut.

9. who will be the first to volunteer?

10. be careful.


Write a three-sentence description of a photograph, using capital letters to begin sentences. With a

partner, read your descriptions. Partners should listen and name the first words in the sentences. Then,

switch roles with your partner. Do you agree which words should begin with capitals?

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149 QUOTATIONS

A capital letter signals the first word in a direct quotation, a person’s exact words.

Capitalize the fi rst word in a complete sentence. Erin and Kate cheered, “Go, team, go!”

Capitalize only the fi rst part of a complete sentence quoted in two parts.

“Let’s get some hot dogs,” said Erin, “at halftime.”

Capitalize the fi rst word in each sentence in the quotation.

“There’s a party after the game,” said Kate. “Do you want to go?”

Practice A Correcting Capitalization

Read the sentences. Circle each letter that should be a capital. Then, write the word or words correctly.

Example: Our neighbor said, “your dog barks loudly.”

Answer: Our neighbor said, “ y our dog barks loudly.” Your

1. The principal announced, “school is closing early because of the storm.”

2. “do you want to go skating?” asked Michelle.

3. “it’s time to leave,” said Mom, “because the show starts in ten minutes.”

4. “you should choose your topic from this list,” the teacher said.

5. “how many,” asked Brian, “are in your group for the project?”

6. Adam said, “we are writing about King Tut.”

7. “your reports are due in a week,” said Ms. Kane. “how many have started?”

8. “can we use Internet sources?” asked Ben.

Practice B Proofreading for Capitalization

Read the sentences. Rewrite each sentence on the line, adding the missing capitals.

Example: “mom is making a special meal tonight,” said Alison. “it’s roast beef.”

Answer: “Mom is making a special meal tonight,” said Alison. “It’s roast beef.”

1. “how many do you think will be at dinner?” asked William.

2. Elizabeth said, “my music lesson is tonight, so I’ll be late.”

3. “the duet Valeria and I are practicing is hard,” said Elizabeth.

4. “when is the recital?” asked Dad. “we should all come.”

5. “that’s all right,” said Elizabeth, “because I get scared playing for people.”


Write a two- or three-line conversation between family members. Use capital letters correctly and then

circle them. Take turns reading and listening to your conversations with a partner. Then, discuss how

each of you used capital letters in quotations.

you

h

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150 USING CAPITALIZATION FOR PROPER NOUNS

An important use of capital letters is to show that a word is a proper noun. Proper nouns name specifi c people, places, or things.

Capitalize all proper nouns. Maria Martinez Brooklyn Bridge Lake StreetRocky Mountains Matt McMahon Lincoln Memorial

Capitalize each part of a person’s full name, including initials.

Suzanne Lynne Palmer Joseph T. Madden

Practice A Using Capitalization for Names of People

Read the sentences. Write each name, adding the missing capitals.

Example: The top students are kevin mcconnell and martina orr.

Answer: Kevin McConnell, Martina Orr

1. We are reading poems by emily dickinson.

2. My best friend is k. c. walton.

3. roger t. smith lives in the apartment upstairs.

4. The television show was produced by sydney j. bennett.

5. The three girls sitting with hannah are rachel, vicky, and sofia.

6. One of the founding fathers of our country was john adams.

7. Have you read any books by e. b. white?

8. One of the great composers is johann sebastian bach.

Practice B Using Capitalization for Names of Places and Things

Read the sentences. Write the proper nouns, adding the missing capital letters.

Example: We took a boat down the mississippi river last year.

Answer: Mississippi River

1. We are going to see the white house in washington, d.c.

2. The highway runs between los angeles and san francisco.

3. My aunt and uncle live in wilmington, delaware.

4. The dentist’s office is on third street.

5. Abraham Lincoln was a lawyer in springfield, illinois.

6. Have you seen buckingham fountain in chicago?

7. Dad went to a convention in denver, colorado.

8. The country libya borders egypt.


Write a three-sentence description of a city, using proper nouns. Circle the capital letters. With a

partner, take turns reading your sentences. Your partner should listen for and name the nouns that

need capitalization. Then, switch roles.

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151 USING CAPITALIZATION FOR PROPER ADJECTIVES

When a proper noun or a form of a proper noun is used to describe another noun, it is called

a proper adjective. Proper adjectives usually need a capital letter.

Proper adjectives Japanese American

Proper adjective modifying common noun French cooking Canadian bacon

Brand names used as adjectives Chewy Crisp bars

Practice A Using Capitalization for Proper Adjectives

Circle the proper adjectives. Then, write the proper adjectives, adding the correct capitalization.

Example: The sandwich was made with cuban bread.

Answer: The sandwich was made with cuban bread. Cuban

1. Mom has to have colombian coffee every morning.

2. The caribbean weather is nearly perfect this time of year.

3. The museum has an exhibit of african gold jewelry.

4. The italian tenor is recognized throughout the world.

5. Edward Danby is a canadian citizen.

6. Do you like this bunches of crunch cereal?

7. We love boston baked beans at our house.

8. RMS Queen Elizabeth 2 is a british ship.

Practice B Using Capitalization for Proper Adjectives

Read the sentences. Circle the proper adjectives. Then, on the lines, write the proper adjectives, adding

the correct capitalization.

Example: They are on a greek cruise right now.

Answer: They are on a greek cruise right now. Greek

1. A russian plane was hijacked yesterday.

2. Would you like to order a belgian waffle?

3. This restaurant serves good mexican food.

4. Our family loves georgia peaches when they are in season.

5. Have you tasted washington cherries in the summer?

6. Jupiter was a roman god.


Write a two-sentence description of your favorite ethnic food. Use a proper adjective and circle it. With

a partner, take turns reading your descriptions. Your partner should listen for and name the proper

adjective. Then, switch roles.

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152 USING CAPITALIZATION FOR TITLES OF PEOPLE

Whether a title is capitalized often depends on how it is used in a sentence.Capitalize the title of a person when it is followed by the person’s name or when it is used in direct address. Do not capitalize titles that are used alone or that follow a person’s name. With family relationships, capitalize titles used with the person’s name or as the person’s name, except when the title comes after a possessive noun or pronoun.

Social and professional titles At 2:00, Superintendent Brown will speak in the auditorium.Yes, Superintendent, the auditorium is available.Howard Brown, the superintendent, will speak.

Government official’s titles Mayor Daley works to beautify Chicago.The mayor is running for reelection.

Family relationship titles Is Aunt Em visiting? Is our aunt here yet?

Practice A Using Capitalization for Titles of PeopleRead the sentences. If the title is correctly capitalized, write correct. If it is not, rewrite the title.

Example: In fact, major O’Rourke is not scheduled to take leave.Answer: Major

1. Write your representative and tell her your opinion.

2. We wanted rabbi Morton to marry us.

3. We read about general MacArthur in our history textbook.

4. My appointment tomorrow is with Dr. Delgadio.

5. May I have a minute of your time, governor?

Practice B Writing Titles of People Correctly Read the sentences. Rewrite each sentence correctly, capitalizing the title.

Example: Since 2001, professor Smith has taught at our junior college.Answer: Since 2001, Professor Smith has taught at our junior college.

1. Do you think, sister Anne, that I might sing in the choir?

2. When will you give the test, ms. Morgan?

3. How well is general Sinclair containing the enemy?

4. Do you plan, senator, to run for another term?

Writing and Speaking ApplicationWrite sentences about members of your family. Use at least two titles. Circle the titles. Then, with a partner, take turns reading and listening to your sentences. Can your partner name the titles that need capitalization? Then, switch roles.

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153 USING CAPITALIZATION FOR TITLES OF WORKS

Capital letters are used for the titles of things such as written works, pieces of art, and courses.Capitalize the first word and all other key words in the titles of books, newspapers, magazines, short stories, poems, plays, movies, songs, and artworks. Capitalize the title of a school course when it is followed by a course number or when it refers to a language. Note that some titles take italics (or underlining); others take quotation marks.

Books, newspapers, magazines A Single Shard, Miami Herald, Boys’ Life

Short stories “The Circuit”

Plays, movies Napoleon Dynamite

Songs “Stars Fell on Alabama”

Artworks Mother and Child by Mary Cassatt

School courses French, a math class, Math 8

Practice A Using Capitalization for Titles of ThingsWrite the title with correct capitalization. If no capitalization is needed, write correct.

Example: I found the story in the magazine cricket.Answer: Cricket

1. They watched the movie the princess bride many times.

2. Have you seen the painting the old guitarist?

3. Mom always used to read the magazine better homes and gardens.

4. I liked the story “mowgli’s brothers” by Rudyard Kipling.

5. Have you signed up for spanish class yet?

6. I will take an art class next year.

Practice B Using Capitalization for Titles of ThingsOn the line, write the title correctly, adding the correct capitalization.

Example: The painting chrysanthemums in the gallery reminds me of Mom’s painting.Answer: Chrysanthemums

1. My favorite book in the series so far is harry potter and the goblet of fire.

2. Granddad whistles “turkey in the straw” all the time.

3. My family went downtown to see a performance of the nutcracker.

4. Did you ever see the movie march of the penguins?

5. Arnold Adoff writes poems about sports, like “alone in the nets.”

6. The teacher says the statue apollo and daphne is about a story from mythology.

Writing and Speaking ApplicationWrite a summary of a book you enjoyed when you were little. Use capital letters in the title. With a partner, take turns reading your sentences. Do you agree which words should be capitalized? Then,

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154 USING CAPITALIZATION IN LETTERS

Several parts of friendly and business letters are capitalized.

In the heading and inside address, capitalize the street, city, two-letter state abbreviation, and month.

EXAMPLES: First Avenue Albuquerque NM June

In the salutation, capitalize the first word, any title, and the name of the person or group mentioned.

In the closing, capitalize the first word.

SALUTATIONS: Dear Natasha, Dear Mr. Spencer:

CLOSINGS: Sincerely, With love,

Practice A Identifying Correct Capitalization in Letters

Read the items. If the capitalization is correct, write correct. If it needs to be revised, rewrite the item

correctly on the line.

Example: Sincerely Yours, Thomas A. Pierce

Answer: Sincerely yours, Thomas A. Pierce

1. 5202 Howard Street

2. Westmont, Mi 60518

3. August 12, 2008

4. dear aunt bea,

5. Love and kisses, Annie

Practice B Using Capitalization in Letters

Read each sentence. Circle the mistakes in capitalization. Then, rewrite the sentence correctly.

Example: My uncle signed the letter, “your uncle.”

Answer: My uncle signed the letter, “ y our uncle.” My uncle signed the letter, “Your uncle.”

1. The letter is addressed to me at 2220 marbella bay road, tampa, fl 33607.

2. The salutation dear customer: began the letter from XYZ Company.

3. I signed my letter to Andre, “your best friend.”

4. Letters to my aunt should be sent to 120 division street, chicago, il 60654.


Write a salutation and a closing for a letter to a friend. With a partner, take turns talking about your

examples. Do you and your partner agree about the way you used capitalization? Then, switch roles.

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155 USING CAPITALIZATION IN ABBREVIATIONS, ACRONYMS, AND INITIALS

An abbreviation is a shortened form of a word or phrase. An acronym is an abbreviation of a phrase that takes one or more letters from each word in the phrase being abbreviated.

In general, capitalize abbreviations, acronyms, and initials if the words or names they stand for are capitalized.

Initials J. N. Castle

Titles Dr. Julian Prince Jr.

Academic degrees Claire Lightfoot, D.V.M

Acronyms UNESCO

Most abbreviations for units of measure are not capitalized

1 qt. milk

Two-letter state abbreviations followed by a ZIP Code

Gurnee, IL 60031

Show that you can use capitalization by completing the exercises.

Practice A Using Capitalization for Abbreviations Read the sentences. Write each abbreviation, adding the missing capitals.

Example: Our new address will be Phoenix, az 85003 Answer: AZ

1. Harry Connick jr. sings the old songs.

2. The first shots of the Civil War were fired at ft. Sumter.

3. Angelina Lawrence, m.d., is my mom’s surgeon.

4. Grandfather Adams went to school in st. Paul.

5. Vanessa lives on Fourth st. in Oklahoma City.

Practice B Using Capitalization for Initials and AcronymsRead the sentences. Then, on the lines, write the initials and acronyms, adding the missing capitals.

Example: Alfred e. Smith was a governor of New York. Answer: Alfred E. Smith

1. You must want to speak to Harrison t. Dodge.

2. My best friend in North Carolina is j. b. Ray.

3. The cia is investigating the terrorist attack.

4. One of the best Web sites for space news is nasa.

5. My uncle reads jama (Journal of the American Medical Association).

Writing and Speaking ApplicationWrite a sentence about a person. Use initials and the person’s title. With a partner, talk about your sentences. Do you agree on the capitalization? Then, switch roles.

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Copyright © Pearson Education, Inc., or its affiliates. All rights reserved.

156

Part 2: Vocabulary and SpellingIntroduction

Part 2 of the All-in-One Workbook will help you develop vocabulary skills by giving you practice with elements of vocabulary and with applying spelling rules.

Contents

Vocabulary DevelopmentVocabulary Practices 1–6: Prefixes .............................................................. 157–162Vocabulary Practices 7–10: Suffixes ............................................................ 163–166Vocabulary Practices 11–14: Word Roots .................................................... 167–170Vocabulary Practices 15–16: Synonyms ...................................................... 171–172Vocabulary Practices 17–18: Antonyms ...................................................... 173–174Vocabulary Practices 19–20: Homophones ................................................ 175–176Vocabulary Practice 21: Analogies ...................................................................... 177Vocabulary Practice 22: Connotations ................................................................ 178Vocabulary Practice 23: Commonly Confused Words ..................................... 179Vocabulary Practices 24–29: Specialized Vocabulary ............................... 180–185

Spelling Applications – Using Spelling RulesSpelling Practice 1: Short Vowel Spellings ......................................................... 186

Spelling Practice 2: The Vowel-Consonant-e Pattern ....................................... 187

Spelling Practice 3: Other Long Vowel Spellings .............................................. 188

Spelling Practice 4: Vowel Digraphs ................................................................... 189

Spelling Practice 5: More Vowel Digraphs ........................................................ 190

Spelling Practice 6: Vowels Before r .................................................................... 191

Spelling Practice 7: Compound Words ............................................................... 192

Spelling Practice 8: Unstressed Endings ............................................................ 193

Spelling Practice 9: The VC/CV Syllable Pattern ............................................. 194

Spelling Practice 10: Breaking Words by Syllable ............................................. 195

Spelling Practice 11: Words Ending with -ed or -ing ......................................... 196

Spelling Practice 12: More Words Ending with -ed or -ing .............................. 197

Spelling Practice 13: Silent Consonants .............................................................. 198

Spelling Practice 14: Unusual Spellings ............................................................. 199

Spelling Practice 15: Single and Double Consonants ....................................... 200

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Name _____________________________________________________ Date ___________________

Vocabulary Practice 1: Prefixes

Prefixes: uni-, bi-, tri-A prefix is a word part that is added to the beginning of a base word. A prefix changes the

meaning of the word. Listed below are some number prefixes.

Example: The number prefix tri- means “three.” Adding the prefix tri- to the base word cycle,meaning ”circle,” makes the word tricycle. A tricycle is a children’s riding vehicle with threewheels.

uni- = one

bi- = two; twice

tri- = three

Read the sentences. Use context clues and the number prefix in the underlined word to helpyou determine the word’s meaning. Then, write a definition for each underlined word. Checkyour definition in a dictionary.

1. Everyone is singing at different times. Let’s try to sing in unison.

Definition of unison: _____________________________________________________________________

2. Keep the camera steady by placing it on a tripod.

Definition of tripod: ______________________________________________________________________

3. The biannual meetings take place in January and June.

Definition of biannual: ___________________________________________________________________

4. Each competitor will have to swim, bicycle, and run in the triathlon.

Definition of triathlon: ____________________________________________________________________

5. These homes have the same design because the architect likes uniformity.

Definition of uniformity: __________________________________________________________________

6. Mia is bilingual because she can speak Japanese and English.

Definition of bilingual:____________________________________________________________________

7. I have read two stories from this trilogy, but I still have to read the last one.

Definition of trilogy: ______________________________________________________________________

8. This painting is different from all of the others. It is unique.

Definition of unique: _____________________________________________________________________

9. Mike can write with his left or right hand because he’s ambidextrous.

Definition of ambidextrous: _______________________________________________________________

10. The two countries will unify their armies to fight against the enemy.

Definition of unify: _______________________________________________________________________

157© Pearson Education, Inc. All rights reserved.

Name _____________________________________________________ Date ___________________


Prefixes: sub , super-A prefix is a word part that is added to the beginning of a base word. A prefix changes the

meaning of the word. Sub- and super- are two prefixes with opposite meanings.

Example: A superhuman is a human with more abilities than an ordinary person. The prefixsuper- means above or more than.

sub- = under

super- = above; over; more

A. Read the definition in the left-hand column. Then, add the prefix sub- or super- to the baseword in the second column to form a word that matches the definition. Write the word in thelast column.

B. Read each question. Write the word from the box that answers the question. Circle the prefixin each word. You may wish to use a dictionary for help.

1. Which word means “to watch over or overlook”?

2. Which word describes the part of the mind that has hidden thoughts or feelings you’re notaware of?

3. Which word has to do with surrendering to someone else?

4. Which word means “more than is needed”?

5. Which word means “to conquer” or “to bring under control”?

Definition Base Word Base Word with Prefix

1. faster than the sonic 1. speed of sound

2. to cut into smaller divide 2.parts

3. to sink beneath merge 3.water

4. beyond or above natural 4.normal

5. less important or ordinate 5.lower in rank

subdue submission supervise superfluous subconscious

-


Name _____________________________________________________ Date ___________________


Prefixes: ex-, e-A prefix is a word part that is added to the beginning of a base word. A prefix changes the

meaning of the word. Ex- and e- are two prefixes that mean “out.”

Example: Exit means “to go out.” Eject means “to push something out.”

A. Complete each series with a word from the box. Write the word on the line and circle the ex-or e- prefix.

1. corrosion; wearing away; _________________________________________________________________

2. to change slowly; to develop; _____________________________________________________________

3. excused; not having to take part in something; __________________________________________

4. to empty out; to leave; ___________________________________________________________________

5. to cast out; to force out; _________________________________________________________________

6. to wipe out; to destroy;

7. died out; vanished; ______________________________________________________________________

8. outer point; an end; _____________________________________________________________________

9. to purposely leave out; to alienate; _______________________________________________________

10. intentionally vague; misleading; _________________________________________________________

B. Choose five words from the box above. Write a sentence for each word.

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

3. _________________________________________________________________________________________

4. _________________________________________________________________________________________

5. _________________________________________________________________________________________

evacuate exempt evict exterminate erosion

extinct extremity estrange evasive evolve


__

_

_

_

__________________________________________________________________

Name _____________________________________________________ Date ___________________


Prefixes: dis-A prefix is a word part that is added to the beginning of a base word. A prefix changes the

meaning of the word.

Example: The word dismount contains the prefix dis-. Dismount means “to get off some-thing.” When you get off something, you move away from it.

dis- = apart; away; reverse

A. Think about the meaning of each prefix and base word. Then, write a definition for the wordshown in bold type. Check your definition in a dictionary.

1. dis- + integrate (to combine several things into one) = disintegrate

Definition: _______________________________________________________________________________

2. dis- + obedience (doing what you are told to do) = disobedience

Definition: _______________________________________________________________________________

3. dis- + qualify (to reach a level that allows you to do something) = disqualify

Definition: _______________________________________________________________________________

4. dis- + regard (to take notice of; to respect or look closely at) = disregard

Definition: _______________________________________________________________________________

5. dis- + oriented (familiarized or adjusted with something) = disoriented

Definition: _______________________________________________________________________________

B. Read each pair of words. The boldfaced words are vocabulary words with the prefix dis-. De-cide if the words are synonyms or antonyms. Use a dictionary if you need help.

C. Find three more examples of words with the prefix dis-. Use a dictionary to help you.

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

3. _________________________________________________________________________________________

Synonyms or Antonyms?

1. disheartened / discouraged

2. dislodge / remove

3. disperse / gather

4. dismantle / disassemble

5. discord / agreement


Name _____________________________________________________ Date ___________________


Prefixes: trans-A prefix is a word part that is added to the beginning of a base word. A prefix changes the

meaning of the word.

Example: Transcontinental means “across a continent.” The prefix trans- means across. If youwere to take a transcontinental trip, you might travel from Massachusetts to California.

trans- = across

A. Read the following paragraph. Complete the paragraph by adding a word from the box ineach blank space.

Last week, we received a [1] __________________ telephone call. My aunt in England told

us that my cousin, Elizabeth, would be coming to visit us in New York for the summer. I’m

so excited, but my mom is worried that Elizabeth might have to make a difficult [2]

__________________. This will be the first time that Elizabeth is away from home. My dad,

though, said not to worry about what could [3] __________________. He suggested that we

concentrate on making plans for Elizabeth’s arrival.

First, we need to [4] ________________ the bed in my room into a bunk bed. Then, I’ll

need to [5] ______________ some of the clothes in my dresser to a storage box in the attic.

That way, Elizabeth will have room for her clothing. We’ve already decided that we’re going

to visit the Statue of Liberty, tour Manhattan, and spend time at the beach. I can’t wait for

my cousin to arrive.

B. Replace the underlined word or phrase in each sentence with a word from the box.

1. After I lied, I felt as if I had committed a terrible sin.

2. The bank teller will complete this exchange of money.

3. I can see light through this material because it is nearly clear.

4. Let’s relocate this bush to the side of the house.

5. It is difficult to rise above one’s physical limitations.

transform transition transfer transatlantic transpire

transplant transgression translucent transcend transaction


Name _____________________________________________________ Date ___________________


Prefixes: pre-, post-A prefix is a word part that is added to the beginning of a base word. A prefix changes the

meaning of the word. Pre- and post- are two prefixes with opposite meanings.

Example: Preseason and postseason have opposite meanings. Preseason means “before theseason” and postseason means “after the season.”

pre- = before post- = after

A. Read the definition in the first column. Then, add the prefix pre- or post- to the base word inthe second column to form a word that matches the definition. Write the word in the last column.

B. Read the sentences. Use context clues and the prefix in the underlined word to help you de-termine the word’s meaning. Then, write a definition for each underlined word. Check your def-inition in a dictionary.

1. Our Constitution begins with a preamble that explains the Constitution’s purpose.

Definition of preamble: _____________________________________

2. As he stepped onto the icy sidewalk, he had a premonition that he might fall.

Definition of premonition: __________________________________

3. Although the war hero died in battle, he was awarded a posthumous medal.

Definition of posthumous: __________________________________

4. Since you are usually on time, I presume that you have an excuse for being late.

Definition of presume: _____________________________________

5. If a missile is fired, the network will preempt the regularly scheduled program with a spe-cial news report.

Definition of preempt: ____________________________________

Definition Base Word Base Word with Prefix

1. a short message script 1. added to the end of a letter

2. something you do to caution 2.prevent something bad from happening

3. after a war war 3.

4. happening too mature 4.soon

5. built or constructed fabricated 5.in advance


Name _____________________________________________________ Date ___________________

Vocabulary Practice 7: Suffixes

Suffixes: -ologyA suffix is a word part that is added to the end of a base word. A suffix changes the meaning

of a word and how it is used in a sentence.

Example: The suffix -ology means “study or science.” Biology is the study of living things.

Use the definitions to fill in the blanks with the words from the box. Refer to a dictionary if youneed help matching the words and their definitions.

Definitions

1. a collection of poems or stories

2. the study of the earth’s soil and rocks

3. the study of the relationship betweenplants, animals, and their environment

4. the study of diseases

5. the study of the origin, behavior, anddevelopment of human beings

6. the study of the way people live andinteract with each other

7. a collection of myths; the field of study dealing with myths

8. the study of the past using artifactsand materials from past human life

9. the study of religion

10. the science that deals with the studyof animal life

Now, copy the boxed letters onto the lines below. The word is one more example of a word withthe suffix -ology. Write a sentence using this word.

Sentence: ___________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

anthology anthropology archaeology ecology geology

mythology pathology sociology theology zoology


_ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _

_ _ _ _ _ _

_ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _

_ _ _ _ _ _

Name _____________________________________________________ Date ___________________


Suffixes: -ity, -ismA suffix is a word part that is added to the end of a base word. A suffix changes the meaning


Examples: The suffix -ity means “quality or state of.” Something with “clarity” has the qualityof being clear. The suffix -ism means "characteristic, condition, manner, or system.” A personwho displays “heroism” shows the characteristic of courage or bravery.

-ity = quality or state of

-ism = characteristic, condition, manner, or system

Write the base word and suffix for each word below. (A few words will require a slight spellingchange.) Then, write the letter of the description that belongs with each word. The first one isan example.

Letter of the Matching

Word Base Word Suffix Definition Definition

Communism Commune -ism B A. the quality of being steady,balanced, or established

1. idealism B. a system in which everythingbelongs to the group and isshared by the members

2. diversity C. likeness or resemblance

3. mobility D. optimism; picturing something in a perfect or idealstate

4. punctuality E. the quality of being aware ofone’s own or other people’sfeelings

5. similarity F. the ability to move

6. stability G. the quality of kindness andsympathy toward others

7. sensitivity H. timeliness, promptness

8. symbolism I. the representation of thingsas they actually are

9. humanity J. variety; the quality of beingdifferent

10. realism K. the practice or system ofrepresenting things by symbols


Name _____________________________________________________ Date ___________________


Suffixes: -ous, -ileA suffix is a word part that is added to the end of a base word. A suffix changes the meaning


Examples: The suffix -ous means “full of, or having.” Something spacious is “full of room orspace.” The suffix -ile means “relating to, suited for, or capable of.” Juvenile means “relatingto or suited for young children.”

-ous = full of; having

-ile = relating to, suited for, capable of

A. Write the vocabulary word from the box that completes each series of words or phrases.

1. movable; unfixed ________________

2. imaginary; made-up ________________

3. very funny; hysterical ________________

4. far-fetched; ludicrous ________________

5. delicate; breakable ________________

6. extremely angry; violent ________________

7. successful; fortunate ________________

8. disloyal; not to be trusted ________________

9. bountiful; good for growing crops ________________

10. physically difficult; needing a lot of energy ________________

B. Find a vocabulary word from the box that is an antonym for each of the words in the firstcolumn.

preposterous hilarious fragile fertile treacherous

mobile strenuous furious fictitious prosperous

Antonym Vocabulary Word

1. easy

2. unsuccessful

3. barren

4. durable

5. real


Name _____________________________________________________ Date ___________________


Suffixes: -able, -ibleA suffix is a word part that is added to the end of a base word. A suffix changes the meaning


Examples: The suffixes -able and -ible both mean “able or can do.” Something that is visibleis “able to be seen.”

-able = able; can do

-ible = able; can do

A. Replace the underlined word or phrase in each sentence with a word from the box.

1. This task seems quite difficult. Do you think that it is able to be done?

2. She is speaking so softly that her voice is barely able to be heard.

3. The flowers on top of the cake are actually able to be eaten.

4. Your handwriting in your note was not clear. What did you want to know?

5. A qualified person should have no trouble handling this job.

6. I like this jacket because it is able to be turned inside out.

7. The tremendous damage caused by the tornado was unbelievable.

8. You can enter the building through this door. It is allowed.

9. These two restaurants are totally different. They’re not able to be compared.

10. Usually I am cheerful, but today I am feeling grumpy.

B. Choose three words from the box. Write a sentence for each word.

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

3. _________________________________________________________________________________________

audible capable comparable edible feasible

incredible irritable legible permissible reversible


Name _____________________________________________________ Date ___________________

Vocabulary Practice 11: Word Roots

Word Roots: -meter-, -graph-, -gram-Word roots form the basic part of a word and give the word its primary meaning. Prefixes

and suffixes add specific meanings to roots. If you know the meaning of a root, you can oftenfigure out the meaning of the whole word.

Examples: The root -meter- means “measure.” A thermometer is “an instrument that mea-sures temperature.” The roots -graph- and -gram- mean “write or written.” An “autograph” is“a person’s signature.”

-meter- = measure

-graph- and -gram- = write or written

Use the words from the above box, and the clues below, to complete the crossword puzzle.

perimeter monogram diameter graphic

odometer geometric epigram barometer

Across Down

3. an instrument that measures air 1. a straight line through the center of a pressure circle

5. an instrument that measures the 2. a design made from someone’s initialsdistance traveled by a vehicle 4. having to do with geometry, which is the

7. the distance around the edge of a shape branch of mathematics that deals with or area lines, angles, and shapes

8. having to do with design or handwriting 6. a joke or a short, witty saying


Name _____________________________________________________ Date ___________________


Word Roots: -bio-, -mort-Word roots form the basic part of a word and give the word its primary meaning. Prefixes

and suffixes add specific meanings to roots. If you know the meaning of a root, you can oftenfigure out the meaning of the whole word. The roots -bio- and -mort- are roots that have opposite meanings.

Examples: The root -bio- means “life.” “Biorhythm” is “the natural rhythm of the humanbody.” The root -mort- means “death.” The word “mortality” means “death rate.”

-bio- = life

-mort- = death

A. Answer these questions with a vocabulary word from the box.

1. What might a doctor prescribe to help cure an infection? _________________

2. What book tells about someone’s life? ____________________

3. What word means “the ability to live forever”? ______________________

4. What is another name for a funeral director? _______________________

5. What is the removal and examination of body tissue called? _____________

B. Answer these questions to explain the meaning of each underlined word. Use a dictionary tohelp you.

1. How is an autobiography different from a biography?

2. When would people need the services of a mortician?

3. What would happen to a person with a mortal wound?

4. What happens if you mortify someone?

5. What is the focus of the scientific field of biolo ?

C. Look in a dictionary to find three more words with the root -bio-. Circle the root in eachword. Then, write a short definition for the word.

1. _____________ Definition _____________________________________________________________

2. _____________ Definition _____________________________________________________________

3. _____________ Definition _____________________________________________________________

autobiography mortal mortician antibiotic biopsy

immortality biography mortify mortgage biology

type of

gy


Name _____________________________________________________ Date ___________________


Word Roots: -mit-, -mis-Word roots form the basic part of a word and give the word its primary meaning. Prefixes

and suffixes add specific meanings to roots. If you know the meaning of a root, you can oftenfigure out the meaning of the whole word. Some word roots have the same meaning.

Example:

A. Match each vocabulary word with a definition. Write the letter of the matching definition onthe line.

_____ 1. submit a. a statement that is accepted as being true

_____ 2. omit b. send out; give off

_____ 3. missionary c. ambassador or representative sent on a mission

_____ 4. emit d. to leave out

_____ 5. remittance e. send from one place to another

_____ 6. emissary f. a person who is sent out to teach the religion of a group

_____ 7. permission g. to agree or confess that something is true

_____ 8. transmit h. to send in or hand in

_____ 9. admit i. consent or authorization for something

_____ 10. premise j. the sending of money to someone

B. Circle the letter of the correct ending to each open-ended statement.

1. If there is a detail that you don’t want to include in a story, youa. admit the detail b. omit the detail c. emit the detail

2. When you hand in your homework, youa. transmit it b. admit it c. submit it

3. When a king sends a messenger to represent his views, he sends a. a missionary b. an emissary d. a remittance

4. The stove is hot because it is able to a. emit heat b. omit heat c. admit heat

5. My whole argument is based on this one idea, which is mya. remittance b. permission c. premise

The roots and -mis- A “missile” is a weapon that is sent or -mit-


both mean “send.”

thrown at a target.

Name _____________________________________________________ Date ___________________


Word Roots: -man-, -ped-Word roots form the basic part of a word and give the word its primary meaning. Prefixes

and suffixes add specific meanings to roots. If you know the meaning of a root, you can oftenfigure out the meaning of the whole word.

Examples: “Manufacture,” which has the root -man-, means to make or produce somethingby hand or machinery. The word “pedal,” which has the root -ped-, is a foot lever.

-man- = hand

-ped- = foot

Read the problem in the first column. Complete the solution in the second column by writing aword that solves the problem.

emancipate manacle pedestrian pedigree manicure

manipulate expedite pedestal maneuver manuscript

PROBLEM SOLUTION

1. Jenny wants her nails to be shaped and Suggest that she should get a _____________.polished.

2. That statue needs a base to stand on. Place the statue on top of a _____________.

3. This process is taking too long. Ask someone in charge if there is a way to

_____________ the process.

4. We want to buy a pure German Ask the breeder to see the dog’s ___________.shepherd, not a mutt.

5. This next play is critical if we want We need to figure out a _____________ that to win the championship. will score us a point.

6. I can’t figure out where to go. Stop the car and ask a local _______________for directions.

7. The editor wants to check the author’s Give the editor the author’s _____________.original handwritten pages.

8. The policewomen need to arrest the They need to place the criminal’s hands in a criminal. _______________.

9. It bothers me when my friend tries to Tell him that you don’t want him to control me.

_____________ you.

10. The slaves in the kingdom want to be They must beg the king to _____________ set free. them.


Name _____________________________________________________ Date ___________________

Vocabulary Practice 15: SynonymsA synonym is a word similar to or exact in meaning to another word. Knowing synonyms will

improve your vocabulary and writing.

Example: Courage is a synonym for bravery.

A. Each of the numbered words below is a synonym for one of the vocabulary words from thebox. Write the correct vocabulary word next to its synonym.

1. suggest ___________________________

2. unusual ___________________________

3. savage ___________________________

4. place ___________________________

5. important; noble ___________________________

6. threaten; force ___________________________

7. remainder ___________________________

8. ordinary ___________________________

9. guess ___________________________

10. unimportant ___________________________

B. Write the vocabulary word from the box that answers each riddle.

1. I’m not kind. I’m cruel and brutal. Which word am I? __________________________________

2. I describe people’s attitudes when they think they’re better than other people. Which word am I? __________________________________

3. I’m a rough guess. Which word am I? __________________________________

4. I’m a specific spot. Which word am I? __________________________________

5. I describe something that’s trivial and insignificant. Which word am I? __________________________________

C. Choose two words from the box. With the help of a thesaurus, write down as many syn-onyms for these words as you can find.

Word ________________ Synonyms__________________________________________________________

Word ________________ Synonyms__________________________________________________________

barbarous coerce commonplace distinctive estimate

frivolous locale lofty propose remnant


Name _____________________________________________________ Date ___________________

Vocabulary Practice 16: SynonymsA synonym is a word similar to or exact in meaning to another word. Knowing synonyms will


Example: Humorous is a synonym for comical.

A. Read the passage below. Each underlined word is a synonym for a vocabulary word from the box. Write the correct word on the line. Not all of the words in the box will be used. Use adictionary or thesaurus if necessary.

It was midterm time and I had a difficult (1)___________ day at school. I couldn’t wait to

get home and relax. Little did I know when I stepped onto the crowded (2) _____________

school bus, packed with kids who were all tired (3) _____________ like me, that we were in

for a surprise. We weren’t getting home too quickly. Just as we approached the local train

tracks, we saw that a train had derailed. We had no choice (4) ___________ but to wait, but

after an hour, the wait became excruciating (5) _____________. The police were already on

the scene trying to redirect traffic. Every few minutes, the bus driver would repeat

(6)_____________ that we were making progress, but we would all need to have patience.

Patience? I was out of patience. I needed a really clever (7) ___________ idea to get out of

this one.

B. Now, write an ending for this story using at least two vocabulary words from the box. Writeyour ending on the back of this sheet or a separate piece of paper.

C. Complete the chart by writing a vocabulary word for each synonym.

agonizing congested fatigued immerse sloth

laborious option pitfalls reiterate shrewd

Synonym Vocabulary Word

1. cover

2. painful

3. traps

4. laziness

5. repeat


Name _____________________________________________________ Date ___________________

Vocabulary Practice 17: AntonymsAn antonym is a word that is opposite in meaning to another word. Knowing antonyms will


Example: Cheerful is an antonym for gloomy.

Read each pair of sentences. In the second sentence, write the word from the vocabulary boxthat is an antonym for the underlined word or words in the first sentence.

1. One of my friends is a very pretty girl.

My other friend, however, is rather plain looking and ____________________.

2. The first pair of earrings that I like is plain and simple.

This other pair of earrings is ____________________ and richly decorated.

3. The grandchildren look beautiful in their colorful holiday outfits.

Why is grandma wearing such a dull, ____________________ dress?

4. The soldiers were careful not to expose themselves to the enemy.

Their special uniforms help them to ____________________ themselves.

5. We must complete this project within one month.

Everyone should be ready to ____________________ with the project on Monday.

6. During the speech, please do not act disruptive or childish.

Behave in a ____________________ and grown-up manner.

7. Study only the important facts for your social studies test.

Don’t spend time memorizing ____________________ details.

8. The first group of students we met were polite and well-behaved.

We were shocked by the second group’s rowdy and ____________________ behavior.

9. The food in this restaurant is exceptional and delicious.

The food we were served in the other restaurant was ____________________.

10. My parents disapprove of us eating candy and unhealthy food.

They only ____________________ eating healthy snacks.

camouflage commence drab endorse homely

mature mediocre ornate surly trivial


Name _____________________________________________________ Date ___________________

Vocabulary Practice 18: AntonymsAn antonym is a word that is opposite in meaning to another word. Knowing antonyms will


Example: Tiny is an antonym for enormous.

A. Find a vocabulary word from the box that is an antonym for each word listed below.

B. Write at least two antonyms for the vocabulary words listed below that are different from theantonyms used in the above chart. You may wish to use a thesaurus to help you.

1. agitated ___________________ ___________________

2. eliminate ___________________ ___________________

3. extravagant ___________________ ___________________

4. inferior ___________________ ___________________

5. brutish ___________________ ___________________

agitated anonymous brutish despair elegant

eliminate extravagant inferior petty

Antonym Vocabulary Word

1. add

2. stingy

3. hope

4. important

5. well-known

6. peaceful

7. superior

8. gentle

9. unrefined


Name _____________________________________________________ Date ___________________

Vocabulary Practice 19: HomophonesHomophones are words that have the same pronunciation, but have different spellings and

different meanings.

Example: The words right and write are homophones.

A. Complete each pair of sentences with the correct pair of homophones.

1. Mr. Bailey is the ____________________ of our school.

Freedom of the press is a key ____________________ of our democratic form of government.

2. My little brother cried since he wanted my ____________________ of pie.

I decided to give it to him to make ____________________.

3. The new box of breakfast ____________________ that I opened was stale.

When I called customer service, the operator asked me for the ten digit ___________________number on the back of the box.

4. Marco, an exchange student from Mexico, was a ____________________ at our family's home.

He came from a town near the ____________________ of Mexico and Texas.

5. ____________________ not going to be easy to win against the opposing team.

Our team, however, has ____________________ heart set on winning.

B. Write a definition for each homophone.

1. flair _____________________________________________________________________________________

2. flare_____________________________________________________________________________________

3. peace____________________________________________________________________________________

4. piece ____________________________________________________________________________________

5. yolk _____________________________________________________________________________________

6. yoke_____________________________________________________________________________________

7. pour_____________________________________________________________________________________

8. poor_____________________________________________________________________________________

C. Look in a book, magazine, or newspaper for examples of other homophones. Make a list ofas many homophones as you can find.

peace piece serial cereal its

border boarder principal principle it’s

-


Name _____________________________________________________ Date ___________________

Vocabulary Practice 20: HomophonesHomophones are words that have the same pronunciation, but have different spellings and

different meanings.

Example: The words red and read are homophones.

Use the clues to complete the crossword puzzle with the homophones listed above.

dyeing steal idle fir hangar peddle prey

dying steel idol fur hanger pedal pray

Across Down

3. an image or statue 1. a hard, strong metal4. about to die 2. you do this in a house of worship7. to travel around selling goods 3. not active; not busy8. an evergreen tree 4. coloring9. you hang clothes on this 5. an animal hunted by another

10. aircraft are kept here 6. rob7. you push this with your foot to make a bicycle move8. animals are covered with this


Name _____________________________________________________ Date ___________________

Vocabulary Practice 21: AnalogiesAn analogy is a comparison of two or more things.

Examples: A synonym analogy presents a pair of words that mean the same thing.An antonym analogy presents a pair of words that are opposites. Other examplesof analogies are those that show a relationship between “something and what itdoes,” or “an object and its parts.”

To complete the following analogies, first decide what the relationship is between the first pairof words. Then, choose the correct word that will establish the same relationship for the secondpair of words.

1. ENORMOUS : GIGANTIC : : SMALL : _______________________a. tremendous b. miniature c. humble

2. QUEEN : KINGDOM : : MANAGER : _______________________a. producer b. king c. corporation

3. LOVE : HATE : : CHERISH : _______________________a. scorn b. fascinate c. defeat

4. RULER : MEASUREMENT : : THERMOMETER : _______________________a. temperature b. air pressure c. illness

5. ENRAGE : ANGER : : DELIGHT : _______________________a. satisfy b. infuriate c. approve

6. BUILD : DEMOLISH : : STRENGTHEN : _______________________a. create b. improve c. weaken

7. WAGES : EARNINGS : : FEE : _______________________a. debt b. cost c. coins

8. MUSICIANS : BAND : : FLOWERS : _______________________a. aroma b. bouquet c. vase

9. TEACHER : INSTRUCTS : : INVENTOR : _______________________a. paints b. sculptor c. creates

10. INVADE : RETREAT : : INTRIGUE : _______________________a. trick b. interest c. bore

11. LOYAL : FAITHFUL : : CONSTANT : _______________________a. happy b. consistent c. changing

12. PUZZLE : PIECES : : RECIPE : _______________________a. ingredients b. dimensions c. food


Name _____________________________________________________ Date ___________________

Vocabulary Practice 22: ConnotationsA connotation is the implied or suggested meaning of a word or phrase. It is different from

the denotation, or dictionary definition. Connotations convey implied meanings—positive, neu-tral, or negative—depending on the text.

Example: The words imitation and counterfeit both mean “something copied” or “not au-thentic.” The word imitation, as in “imitation bacon,” has a neutral meaning. The word coun-terfeit, as in “counterfeit money,” has a negative meaning or connotation.

Find one word in each column that matches each numbered description below. Match thewords with the description and write them on the lines provided. Then, circle whether theword’s connotation, or suggested meaning, is positive, negative, or neutral. Some words mayhave more than one connotation. Use a dictionary if necessary.

1. words that describe “something sensed by your nose”

______________ positive, negative, neutral



2. words that describe “someone’s weight”




3. words that describe “a way of talking about things”




4. words that describe “a feeling of wanting to know more about something”




5. words that connotate “a person’s attitude toward money” or “cost”




Column 1 Column 2 Column 3

quarrel smell discuss

skinny inexpensive odor

aroma curious interested

economical slender cheap

nosy debate thin


Name _____________________________________________________ Date ___________________

Vocabulary Practice 23: Commonly Confused WordsHaving a good vocabulary demands skillful use of the right words in speaking and writing.

Many words sound alike and cause confusion if not used correctly.

Example: Loose and lose are two words that are often misused or confused. Loose means“free or untied.” Lose means “to misplace something, or to fail to win.”

A. Replace the underlined word or phrase with one of the often misused/confused words fromthe box.

1. Watch the fire completely surround the firewood. ______________

2. This story teaches a lesson about being kind to others. ______________

3. I was wishing that I’d receive the letter that I was expecting. ___________

4. Are you reading the earlier or later version of that book? ____________

5. My family went on a trip to the Grand Canyon. ____________

B. Now, write a sentence for each of the remaining words from the box.

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

3. _________________________________________________________________________________________

4. _________________________________________________________________________________________

5. _________________________________________________________________________________________

C. Write short definitions for each pair of misused/confused words. Use a dictionary if necessary.

edition vocation envelope hopping moral

addition vacation envelop hoping morale

First Second Word Definition Word Definition

1. accept except

2. hearty hardy

3. breath breathe

4. later latter

5. passed past


Name _____________________________________________________ Date ___________________

Vocabulary Practice 24: Specialized Vocabulary Having a basic understanding of musical terms is helpful if you are interested in music,

singing in a choir, playing a musical instrument, or attending a musical production.

A. Match the words in the box with their definitions. Use a dictionary if necessary.

1. the director of a band or orchestra ________________________

2. two people who sing or play a piece of music ________________________

3. a mixture of different songs ________________________

4. the music played at the beginning of a production ________________________

5. loud applause and cheering ________________________

6. a group of musicians who play or perform together ________________________

7. an instrument that is played by being hit or shaken ________________________

8. the highest singing voice ________________________

9. a practice before a performance ________________________

10. music that is played or sung by a single person ________________________

B. Circle yes or no to each of the following questions. Then, explain your answer on the linesprovided. Use a dictionary to look up the meaning of any special music vocabulary with which

1. Do four musicians play in a quartet? yes no

2. Would you give a standing ovation after a terrible performance? yes no

3. If an audience enjoyed a performance, might it demand an encore? yes no

4. Is a violin an example of a percussion instrument? yes no

5. Would you listen to an overture at the end of a concert? yes no

soprano conductor medley ovation percussion

orchestra duet overture rehearsal solo

you are not familiar.


Name _____________________________________________________ Date ___________________

Vocabulary Practice 25: Specialized Vocabulary Having a basic understanding of business terms is helpful if you want to open a bank ac-

count, buy and sell things, or find a job.

Use the clues below to decide which vocabulary word is being described. Write the matchingvocabulary on the line provided. Refer to a dictionary if you need help.

What am I?

1. I am a product that is sold to another country. ________________________

2. I am a plan for how much money will be earned and spent. ________________________

3. I am goods that can be bought or sold. ________________________

4. I am the money that you earn at a job. ________________________

5. I am a person who asks for something suchas a loan or a job. ________________________

6. I am the initial money paid toward a purchase. ________________________

7. I am someone who buys things. ________________________

8. I am money that the government gets from taxes. ________________________

9. I go to a professional person for his or her services. ________________________

10. I am someone who rents an apartment or office space. ________________________

11. I am the amount of money in a bank account. ________________________

12. I am the money in your account that’s in your favor. ________________________

13. I am profits earned by a business that is distributed tothe owners. ________________________

14. I am an examination of someone’s finances to checkthat the figures are accurate. ________________________

15. I am an event in which people lose their jobsbecause there is not enough work. ________________________

applicant audit balance budget client

consumer credit dividend down payment export

layoff merchandise revenue salary tenant


Name _____________________________________________________ Date ___________________

Vocabulary Practice 26: Specialized VocabularyHaving a basic understanding of terms relating to history and government is important when

you are learning about the past, current events, or how governments operate.

A. Complete each series of words with one of the vocabulary words. Use a dictionary if youneed help.

1. ruler, sovereign, ________________________

2. withdraw, remove, ________________________

3. ban, sanction, ________________________

4. attack, raid, ________________________

5. ambassador, agent, ________________________

6. nation, federation, ________________________

7. agreement, settlement, ________________________

8. disloyalty, treachery, ________________________

9. court, tribunal, ________________________

10. time period, age, ________________________

B. Look in a newspaper or history book. Find at least two examples of sentences that each useone of the vocabulary words. Copy the sentences that you find and underline the vocabularyword.

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

C. Write your own sentences using three of the vocabulary words.

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

3. _________________________________________________________________________________________

diplomat embargo era invasion judiciary

monarch republic secede treason truce


Name _____________________________________________________ Date ___________________

Vocabulary Practice 27: Specialized VocabularyHaving a basic understanding of terms relating to language is important when you are read-

ing, writing, and learning about literature such as stories, plays, or poetry.

Use the definitions to fill in the blanks with the words from the box. Refer to a dictionary if youneed help matching the words and their definitions.

Definitions

1. a play on words, or a joke based on one word that has two meanings

2. an overused expression

3. a story about something that has happened

4. conversational phrases that you wouldn’t use in formal writing

5. an alphabetical list at the end of a booktells where you can find specific information

6. the part of a book that gives definitions ofspecialized words

7. the use of a word or phrase that means the of its actual meaning

8. the repeated use of the same soundat the beginning of a group of words

9. writing that makes fun of people’smistakes or faults

10. a comparison of two things usingthe word like or as

What is it called when people copy an author’s words or ideas and use them as their own?

Copy the boxed letters onto the lines below to find the answer to this question.

alliteration cliché glossary index irony

simile narrative slang pun satire


_ _

_ _ _ _ _

_ _ _ _ _ _ _ _

_ _ _ _

_ _ _ _

_ _ _ _ _ _ _

_ _ _ _

_ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _

_ _ _ _ _

that

opposite

Name _____________________________________________________ Date ___________________

Vocabulary Practice 28: Specialized VocabularyHaving a basic understanding of mathematical terms will help you as you study numbers,

shapes, and measurements.

A. Replace the underlined words or phrases in each sentence with a vocabulary word from thebox.

1. A stop sign is a shape with eight sides. ________________________

2. Use a ruler to divide a line into two equal parts. ________________________

3. The train station is next to the post office. ________________________

4. The life span of any living thing is limited and measurable. ________________________

5. In order to study for my math test, I had to memorize each mathematical rule. ________________________

6. We spent the entire math period solving one difficult mathematical statement. ________________________

7. Can you draw two lines that are the same distance apart and that never cross? ________________________

8. The weight of this bag of apples is equal to the weight of that bag of peaches. ________________________

9. In this set of homework problems, we have to find the number that results when you divide one number by another. ________________________

10. How many inches is the line from the center of the circle to the outer edge? ________________________

B. Choose three vocabulary words from the box. Write the word and draw a picture of the wordusing mathematical symbols, shapes, or numbers.

formula equation bisect parallel

equivalent finite octagon radius quotient

Word Picture

adjacent


Name _____________________________________________________ Date ___________________

Vocabulary Practice 29: Specialized VocabularyHaving a basic understanding of words related to the environment will help you to under-

stand what is happening in the environment around you.

The school librarian has different requests from students who want help finding books re-lated to the environment. Each request is in the left column. The title of the book that the li-brarian suggests is in the right column. Complete the name of the book by writing the correctvocabulary word in the missing blank.

habitat endangered sewage migration conservation

wetland smog vegetation recycle solar

Request Book Title

1. I’d like to learn about the pollution that is caused by a mixture of smoke and fog. ______________ in Our Cities

2. Do you have a book about birds that fly south for the winter? The Fascinating ______________ of Birds

3. I’m interested in reading about how the sun can be used for energy. Our Sun and ______________ Energy

4. I would like to learn about the natural environment of the panda. The Panda and Its Natural ______________

5. Do you have a book about what happens to liquid and solid waste? How the ______________ Plant Works

6. I’m interested in finding out more about marshy land areas. Life in the ______________

7. Is there a book about how people can reuse glass, plastic, metal, and Save the Earth: How You Too Can newspapers? ______________

8. Do you have a book that tells about different kinds of plants that grow in the desert? ______________ in the Desert

9. I want to learn about the manatee, an animal that is in danger of becoming extinct. The Manatee, an ______________ Species

10. Is there a book in the library that tells about what is being done to save our country’s forests? ______________ of Our National Woodlands


Name _____________________________________________________ Date ___________________

Spelling Practice 1: Short Vowel SpellingsWhen spelling words with a short vowel sound, the short vowel sound is usually spelled with

a single letter.

Example: The word magic has a short a vowel sound and a short i vowel sound. Both shortvowels are spelled with a single letter.

A. Read each clue. Write the missing vowel that will complete each spelling word. Then, writethe whole word on the line.

Clue Missing Vowel? Write the Word

11. the crisp edge of bread cr __ st

12. distance l__ngth

13. hold tightly gr__sp

14. full or fat pl__mp

15. faith tr__st

16. a hole d__tch

17. a cluster or group b__nch

18. to destroy wr__ck

19. carried away sw__pt

10. because; from s__nce

B. Fill in the missing letters to write a spelling word. Write the word on the line and circle theletters that spell the short vowel sounds.

1. m __ t __ ic _______________________ 9. sc __ __ mbl __ _________________________

2. __ us __ ice _______________________ 10. p __ ast __ c _________________________

3. al __ __ m _______________________ 11. c __ apte __ _________________________

4. s __ n __ w __ ch _______________________ 12. __ omic _________________________

5. m __ __ net _______________________ 13. r __ s __ lt _________________________

6. __ l __ net _______________________ 14. t __ nsil __ _________________________

7. p __ ope __ _______________________ 15. m __ gi __ _________________________

8. r __ p __ d _______________________

album chapter comic justice magic

magnet metric planet plastic proper

rapid result sandwich scramble tonsils


Name _____________________________________________________ Date ___________________

Spelling Practice 2: The Vowel-Consonant-e PatternWhen spelling words with a long vowel sound, the long vowel sound is sometimes spelled

vowel-consonant-e.

Example: The word side has a long vowel i sound and is spelled with the vowel-consonant-epattern.

scene telescope female awhile surprise

snake trapeze improve phone arrive

beside cube became entire throne

quite invite theme complete suppose

decide behave survive parade safety

Sort the spelling words from the box in alphabetical order. Use the guide words at the top ofeach box to figure out which section each spelling word belongs in. Make sure that the wordswithin each section are also alphabetized.

always—condition

11. ________________________________________

12. ________________________________________

13. ________________________________________

14. ________________________________________

15. ________________________________________

16. ________________________________________

noisy—sneaky

13. ________________________________________

14. ________________________________________

15. ________________________________________

16. ________________________________________

17. ________________________________________

18. ________________________________________

cozy— kite

17. ________________________________________

18. ________________________________________

19. ________________________________________

10. ________________________________________

11. ________________________________________

12. ________________________________________

sunshine—yellow

19. ________________________________________

20. ________________________________________

21. ________________________________________

22. ________________________________________

23. ________________________________________

24. ________________________________________

25. ________________________________________


Name _____________________________________________________ Date ___________________

Spelling Practice 3: Other Long Vowel SpellingsWhen you spell words with a long vowel sound, you will see that most long vowel sounds are

spelled with two letters.

Example: The word brain has a long vowel sound and is spelled with the two vowels ai.

A. Write the spelling word from the box that matches with each clue. Circle the two letters ineach word that form the long vowel sound.

What am I?

1. You wear me in the rain. ________________________________________

2. I’m a soft wind. ________________________________________

3. A belt fits around me. ________________________________________

4. I’m a compliment. ________________________________________

5. I am a dirty mark on your clothes. ________________________________________

6. You make bread from me. ________________________________________

7. I’m something that you read in front of people. ________________________________________

8. You put bread in me. ________________________________________

9. I store your thoughts. ________________________________________

10. I’m a special day or festival. ________________________________________

11. I’m the opposite of young. ________________________________________

12. I’m a quality or characteristic. ________________________________________

B. Write the spelling word from the box that completes each sentence.

1. Don’t let the toy boat _____________________________ away.

2. The audience grew quiet as the _____________________________ began her speech.

3. I have a _____________________________ subscription to the newspaper.

4. My dog likes to sit _____________________________ the table and wait for food.

5. How do I _____________________________ tickets for the concert?

6. We waited on the platform and watched the oncoming train _____________________________.

7. Since I couldn’t hear the music, I decided to _____________________________ the volume.

8. If you do not like the service, you can _____________________________ to the manager.

brain breeze grown holiday

praise raincoat speech stain

toaster trait waist wheat

approach beneath complain daily

float increase obtain speaker


Name _____________________________________________________ Date ___________________

Spelling Practice 4: Vowel DigraphsWords with the /ô/ sound as in paw, the /oi/ sound as in boy, and the /ou/ sound as in out,

are usually spelled with two letters. The two letters that spell a single sound are called a digraph.

Example: The word cloudy has the /ou/ sound and is spelled with two letters: ou.

A. Sort the spelling words according to the digraph in their spelling.

amount appoint awful blouse caught

choice cloudy coward crawl daughter

destroy laundry loyal moisture noise

oyster proud saucer sausage scout

straw surround taught thousand voyage

Words spelled with ou

1.

2.

3.

4.

5.

6.

7.

Words spelled with au

15.

16.

17.

18.

19.

20.

Words spelled with oi

18.

19.

10.

11.

Words spelled with ow

21.

Words spelled with aw

12.

13.

14.

Words spelled with oy

22.

23.

24.

25.

B. Find one more word to add to each section of the chart. Make sure that the word you choosehas the /ô/, /oi/, or /ou/ sound. Write the word in the appropriate section.


Name _____________________________________________________ Date ___________________

Spelling Practice 5: More Vowel DigraphsWords with the /oo/ sound in took and the /oo/ sound in boot can be spelled several ways.

They may be spelled with an oo, ui, ue, ou, u-consonant-e, or u.

Examples: The word suit has the /oo/ sound and is spelled ui. The word crooked has the /oo/ sound and is spelled oo.

A. Complete each Not ____, but ______ phrase with one of the spelling words.

1. Not tape, but _____________________________

2. Not a vegetable, but a _____________________________

3. Not a chicken, but a _____________________________

4. Not rough, but _____________________________

5. Not a lie, but the _____________________________

6. Not a rose, but a _____________________________

7. Not a polite remark, but a _____________________________ one

8. Not a pleasure, but a _____________________________

9. Not straight, but _____________________________

10. Not a teacher, but a _____________________________

11. Not a small sailboat, but a large _____________________________ ship

12. Not wise, but _____________________________

13. Not to construct, but to _____________________________

14. Not a single soldier, but a whole _____________________________

15. Not old age, but _____________________________

B. Circle the vowel digraph in each word below. Write whether the /oo/ or /oo/ sound is heardin the word. Then, rewrite the words in alphabetical order.

smooth youth cruise glue foolish

rude fruit ruin tulip crooked

rooster troop student nuisance truth

Word Sound heard Words in Alphabetical Order

11. bookcase

12. bruise

13. whose

14. marooned

15. coupon

16. juice

17. cocoon

18. mood

19. booth

10. clue


Name _____________________________________________________ Date ___________________

Spelling Practice 6: Vowels Before rVowels that come before an r are difficult to hear clearly and give no clue to the spelling.

These vowels can be spelled several ways. Always note the spelling.

Examples: The vowel + r sounds in pier are spelled ier; the vowel + r sounds in beard arespelled ear, and the vowel + r sounds in orange are spelled or.

A. The following spelling words, which have vowels before the letter r, are misspelled. Spelleach word correctly and write it on the line. Use a dictionary if you need help.

Incorrect Spelling Correct Spelling

11. appere

12. areguement

13. disterb

14. harmany

15. oarchard

16. perchase

17. survice

18. towurd

19. ergent

10. wurst

B. Use the clues to identify the spelling word that is being described. Write the correct spellingword on the line next to each clue.

1. you find this in an oyster ___________________________________________

2. circle, triangle, rectangle, ___ ___________________________________________

3. colorful, round, glass balls ___________________________________________

4. tables, chairs, beds, sofas ___________________________________________

5. a place where ships unload ___________________________________________

6. to gather crops ___________________________________________

7. someone who sells goods ___________________________________________

8. not straight hair, but _____ hair ___________________________________________

9. actors do this in a play ___________________________________________

10. to suffer from lack of food ___________________________________________

11. someone that you team up with ___________________________________________

12. a curved structure ___________________________________________

13. a liquid you put on that has a pleasant smell ___________________________________________

14. to be anxious or fearful about something ___________________________________________

15. a set of rooms to live in ___________________________________________

apartment arch curly furniture harbor

harvest marbles merchant partner pearl

perform perfume square starve worry


Name _____________________________________________________ Date ___________________

Spelling Practice 7: Compound WordsA compound word is a word that is made up of two or more words. A compound word may

be written as one word, two words, or as a hyphenated word.

Examples: written as one word: baseballwritten as two words: postage stampwritten as a hyphenated word: sister-in-law

A. Connect a word from column 1 with a word from column 2 to make a compound word.Then, write the words in the third column. Use a dictionary if you are not sure of how to writethe compound word.

Column 1 Column 2 Compound Word

all ache 11.

bath way 12.

head right 13.

news fashioned 14.

thunder end 15.

high robe 16.

old- storm 17.

ship dream 18.

week paper 19.

day yard 10.

Column 1 Column 2 Compound Word

apple light 11.

where fast 12.

flash parent 13.

cheer abouts 14.

break ball 15.

grand out 16.

basket sauce 17.

up-to tube 18.

through leader 19.

test -date 20.

B. Find five more examples of compound words. Write them on the lines below.

1. _____________________________ 2. _____________________________

3. _____________________________ 4. _____________________________

5. _____________________________


Name _____________________________________________________ Date ___________________

Spelling Practice 8: Unstressed EndingsRemember the spelling of a word that has a final unstressed vowel.

Examples: The words nickel and sugar are words that have a final unstressed vowel. Thevowel e in nickel and a in sugar are the unstressed vowels.

A. There is one word in each sentence below that is incorrectly spelled. Find the misspelledword and write it correctly on the numbered line.

1. Four quarters equal one doller.

2. Put a name lable on your backpack.

3. My teacher requests that we complete our math homework with a pensil.

4. The poler bear lives in the frigid Arctic regions.

5. Large trucks are not able to pass through that tunnle.

6. When I broke my foot, an ambulance took me to the hospitel.

7. We store food and supplies in our celler.

8. Your necklace is extremely similer to mine.

9. The machine isn’t working because it needs a new moter.

10. My friend, Emily, likes to use naturel shampoo to wash her hair.

11. Tomorrow night, my friends and I are going to the carnivel.

12. The begger sat on the street corner asking passersby for money.

Words Spelled Correctly

1. ________________________________________ 7. ________________________________________

2. ________________________________________ 8. ________________________________________

3. ________________________________________ 9. ________________________________________

4. ________________________________________ 10. ________________________________________

5. ________________________________________ 11. ________________________________________

6. ________________________________________ 12. ________________________________________

B. Complete each clue or phrase with a spelling word from the box.

1. traffic _____________________________

2. copper and _____________________________

3. short story, play, _____________________________

4. solar and _____________________________ months

5. _____________________________ and spice and everything nice

6. _____________________________ effects

7. plant and _____________________________ kingdoms

animal lunar nickel novel

signal special sugar

s


Name _____________________________________________________ Date ___________________

Spelling Practice 9: The VC/CV Syllable PatternWhen a word has more than one syllable and is spelled with a vowel-consonant/consonant-

vowel, spell the word by breaking it into syllables and sounding out the word parts.

Example: In the word accent, break up the word into two syllables: ac/cent. This makes it easier to spell each part of the word.

A. Complete each word from the box by adding the missing letters. Then, draw a diagonal linebetween the word’s syllables. On the line, write the spelling word.

1. l __ __ tern _____________________________

2. sil __ __ r _____________________________

3. m __ __ ter _____________________________

4. wh __ __ per _____________________________

5. swal __ __ w _____________________________

6. c __ __ rus _____________________________

7. mes __ __ ge _____________________________

8. ten __ __ r _____________________________

9. p __ __ sage _____________________________

10. ran __ __ m _____________________________

11. h __ __ ger _____________________________

12. mem __ __ r _____________________________

13. sel __ __ m _____________________________

14. h __ __ band _____________________________

15. rep __ __ le _____________________________

B. Read each pair of spelling words listed below. Write a creative sentence that uses bothwords.

1. citrus—culture

_____________________________________________________________________________________________

2. engine—problem

_____________________________________________________________________________________________

3. chimney—perhaps

_____________________________________________________________________________________________

4. village—picnic

_____________________________________________________________________________________________

5. message—number

_____________________________________________________________________________________________

citrus hunger husband lantern master

member message swallow passage tender

ransom reptile seldom silver whisper


Name _____________________________________________________ Date ___________________

Spelling Practice 10: Breaking Words by SyllableWhen a word has more than one syllable, break the word into syllables to help you spell it.

Example: siren, break the word into its syllables: si/ren. Then spell each syllable.

A. Match each clue with one of the spelling words from the box. Write the spelling word on theline and separate it into its syllables with a diagonal line.

1. a sink for washing ___________________________________________

2. having to do with the sea ___________________________________________

3. a country ___________________________________________

4. the opposite of rude ___________________________________________

5. a place where horses stay ___________________________________________

6. not intelligent ___________________________________________

7. a place to stay overnight ___________________________________________

8. a story with a lesson ___________________________________________

9. a high body temperature ___________________________________________

10. the typical weather of a place ___________________________________________

11. quiet ___________________________________________

12. an object or thing ___________________________________________

13. extremely cold and hard ___________________________________________

14. an announcement or note ___________________________________________

15. not public ___________________________________________

B. Unscramble the following words to spell a word from the box. Then, write each spelling wordon the line.

1. broto _____________________________

2. ocnea _____________________________

3. lopiec _____________________________

4. stiaton _____________________________

5. vwoen _____________________________

6. viral _____________________________

7. apiret _____________________________

8. deyla _____________________________

9. istlen _____________________________

10. rensi _____________________________

climate item stable marine frozen

stupid basin fever notice polite

nation private hotel silence fable

delay ocean pirate police rival

robot silent siren station woven

For the word


Name _____________________________________________________ Date ___________________

Spelling Practice 11: Words Ending with -ed or -ingWhen adding -ed or -ing to a word that ends in e, drop the final e before adding - ed or -ing.

Examples: amuse + ed = amused (the final e in amuse is dropped)please + ing = pleasing (the final e in please is dropped)

A. Complete each equation. Add -ed or -ing to the words to write new words.

1. choose + ing = _____________________________

2. collapse + ed = _____________________________

3. dance + ing = _____________________________

4. freeze + ing = _____________________________

5. promise + ed = _____________________________

6. race + ed = _____________________________

7. remove + ed = _____________________________

8. squeeze + ing = _____________________________

9. stripe + ed = _____________________________

10. trace + ing = _____________________________

11. urge + ed = _____________________________

12. serve + ed = _____________________________

B. One of the words in each group is spelled incorrectly. Circle the word that is misspelled andwrite it correctly on the line.

1. amusing, combining, prepareing _____________________________

2. raced, practiceing, hiking _____________________________

3. exerciseing, supposed, scared _____________________________

4. reunited, hikeing, exploring _____________________________

5. scaired, raced, amusing _____________________________

6. pleasing, phoning, combineing _____________________________

7. tracing, reuniteed, collapsed _____________________________

8. squeezing, striped, phoneing _____________________________

9. pleaseing, raced, combining _____________________________

10. practicing, meddleing, raced _____________________________


Name _____________________________________________________ Date ___________________

Spelling Practice 12: More Words Ending with -ed or -ingDouble a final consonant following a single vowel in a stressed syllable or in a one-syllable

word before adding -ed or -ing.

Examples: permit + ed = permittedstop + ing = stopping

A. Add -ed or -ing to the word in parentheses to complete each sentence. Remember to doublethe final consonant.

1. I finally (admit) ____ that I ate the last cookie. _______________________________________

2. That girl is always (brag) ____ about herself. _______________________________________

3. We are (chop) ____ down this tree for firewood. _______________________________________

4. When I (drop) ____ the vase, it broke. _______________________________________

5. To which movie were you (refer) ____? _______________________________________

6. The exhausted baby is (rub) ____ her eyes. _______________________________________

7. I (spot) ____ a deer in the clearing. _______________________________________

8. The speaker (step) ____ to the podium. _______________________________________

9. At the shore, I go (swim) ____ all day. _______________________________________

10. The friendly puppy (wag) ____ its tail. _______________________________________

B. Read the word in the first column. Then, add the ending in the middle column to write anew word.

Word Ending New Word

1. excel -ing

2. flap -ed

3. flip -ed

4. jam -ed

5. scrub -ed

6. scar -ed

7. plan -ed

8. scrub -ing

9. strip -ed

10. wrap -ed

11. snap -ing

12. step -ing

13. trim -ing

14. trot -ing

15. win -ing


Name _____________________________________________________ Date ___________________

Spelling Practice 13: Silent ConsonantsSome words have more letters than sounds. Learn the spelling of these words so that you

don’t forget the silent letters.

Examples: The word know is spelled with a silent k and the word comb is spelled with a silent b.

A. The misspelled words below are missing a silent consonant. Identify the missing consonantand write it in the middle column. Then, write each word correctly in the last column.

MissingSilent

Misspelled Word Consonant Word Correctly Spelled

1. autum

2. crum

3. dout

4. sord

5. iland

6. knowlege

7. lisen

8. plege

9. samon

10. juge

B. Write a word from the box for each clue.

1. a place where a king and queen live ____________________________________

2. a group of people working together ____________________________________

3. one of your fingers ____________________________________

4. a reply to a question ____________________________________

5. a plan, drawing, or sketch ____________________________________

6. a musical instrument with strings ____________________________________

7. the opposite of innocent ____________________________________

8. a structure with walls and a roof ____________________________________

9. the amount of money owed ____________________________________

10. to watch over ____________________________________

11. an answer that may or may not be right ____________________________________

12. type of magician or sorcerer ____________________________________

13. someone who fixes broken pipes ____________________________________

14. a structure that lets cars pass over a body of water ____________________________________

15. type of spirit, often of a dead person ____________________________________

answer debt witch guitar corps

thumb guess bridge guilty ghost

design castle building guard plumber


Name _____________________________________________________ Date ___________________

Spelling Practice 14: Unusual SpellingsSome words have unusual spellings that must be remembered.

Example: The word rhythm is an example of a word with an unusual spelling. To spell thisword correctly, look at it carefully and remember how it is spelled.

A. Complete each sentence with the correct spelling word from the box. Write the word on the line.

1. At the restaurant, I ordered a sandwich and vegetable _____________________________.

2. I stepped on a scale to find out my _____________________________.

3. The hot chili burned my _____________________________.

4. Before you bake the bread, you must let the _____________________________ rise.

5. Yesterday, we sailed down the river in a _____________________________.

6. Jenny likes to meet new people because she is extremely _____________________________.

7. We played in the sand and pretended to dig for buried _____________________________.

8. The bride wore a white _____________________________ over her face.

9. At the concert, the _____________________________ sang well-known holiday songs.

10. Please don’t give me extra work because I already have _____________________________.

11. I put my clothes away in my _____________________________.

12. To get to the kitchen, you have to walk _____________________________ the dining room.

13. At obedience school, our puppy learned to _____________________________ our commands.

14. Before the trip, we filled the car with _____________________________.

15. If you want to stay _____________________________, try to eat right and exercise.

B. Fill in the missing letters to write a spelling word from the box. Then, write the word onthe line.

1. s __ rv __ y _____________________________

2. lu __ ch __ __ n _____________________________

3. h __ __ g __ t _____________________________

4. str __ __ __ ht _____________________________

5. t __ ug __ _____________________________

6. alt __ ou __ h _____________________________

7. la __ __ __ ter _____________________________

8. to __ c __ _____________________________

9. b __ __ __ ty _____________________________

10. surg __ __ n _____________________________

dough veil soup enough tongue

obey friendly healthy through gasoline

weight bureau choir canoe treasure

although beauty height laughter luncheon

straight surgeon survey touch tough


Name _____________________________________________________ Date ___________________

Spelling Practice 15: Single and Double ConsonantsConsonant sounds may be spelled with one or two consonant letters.

Examples: In the word banana, the /n/ sound is spelled with a single consonant. In the wordannounce, the /n/ sound is spelled with a double consonant.

A. Complete each series of words with a word from the box.

1. yesterday, today, ______________________________________________________________

2. reptile, bird, ______________________________________________________________

3. baseball, football, ______________________________________________________________

4. shoes, slippers, ______________________________________________________________

5. police officer, captain, ______________________________________________________________

6. suitcase, bag, ______________________________________________________________

7. succeed, achieve, ______________________________________________________________

8. hard, troublesome, ______________________________________________________________

9. orange, apple, ______________________________________________________________

10. awful, horrible, ______________________________________________________________

11. talk, debate, ______________________________________________________________

12. opossum, skunk, ______________________________________________________________

13. traveler, rider, ______________________________________________________________

14. now, instantly, ______________________________________________________________

15. location, residence, ______________________________________________________________

B. Some of the words below are misspelled. If you think the word is correct, circle the word correct and simply rewrite the word on the line. If you think the word is misspelled, circle theword incorrect, and then, rewrite the word correctly. Use a dictionary if you need help.

1. accomodate correct or incorrect ________________________________________________

2. balloon correct or incorrect ________________________________________________

3. bussiness correct or incorrect ________________________________________________

4. cabbagge correct or incorrect ________________________________________________

5. imposible correct or incorrect ________________________________________________

6. parrallel correct or incorrect ________________________________________________

7. squirrel correct or incorrect ________________________________________________

8. sucess correct or incorrect ________________________________________________

9. tennis correct or incorrect ________________________________________________

10. umbrela correct or incorrect ________________________________________________

discuss banana terrible mammal immediately

soccer address tomorrow luggage sheriff

passenger accomplish difficult raccoon moccasins


Copyright © Pearson Education, Inc., or its affiliates. All rights reserved.

202

Part 3: Academic and Workplace SkillsIntroduction

The one- and two-page activities in Part 3 of the All-in-One Workbook provide instruction and practice that will help you develop important academic and workplace skills.

Contents

Speaking, Listening, Viewing, and Representing Skills .......................... 203–216Vocabulary and Spelling Skills .................................................................... 217–233Reading Skills ................................................................................................. 234–251Study, Reference, and Test-Taking Skills .................................................... 252–260

0133264688_202.indd 202 8/1/12 10:26:17 AM

Name Date

Informal Speaking SkillsParticipate actively in your classes to help you become a successful student.

HOW TO PARTICIPATE IN CLASS

1. Do whatever studying and homework is required of you so thatyou come to class prepared to participate.

2. Listen attentively.3. To conquer shyness, keep your mind on the class.4. Ask questions when you are unclear about something—it is likely

that other students are unclear about it too.5. Ask questions to follow up something said in a discussion.6. When your teacher asks a question of the class that you can

answer, raise your hand and, if called on, give your answer.7. Do not interrupt other speakers or call out answers.

Exercise 1 Evaluating Your Class Participation. Answer the following questions as honestly asyou can. Use only the first set of blanks for Exercise 1.

EXAMPLE: Do I listen attentively to the teacher? Yes

1. Do I complete homework so that I can take part in classroom discussions?

2. Do I enjoy taking part in class discussions?

3. Am I reluctant to answer a question because it might be the wrong answer?

4. Do I pay attention to the answers of my classmates?

5. Do I ask questions when something is not clear?

6. Do I hesitate to ask questions for fear of sounding foolish?

7. Do I follow up the answers or comments of others with my own comments?

8. Do I ever daydream during class discussions?

9. Do I volunteer answers to my teacher’s questions?

10. Do I let others speak without interrupting them?

Exercise 2 Improving Your Listening Skills. Study your weak points in class participation asrevealed in Exercise 1. After one week, use these questions to reevaluate yourself. This time, use thesecond set of blanks in Exercise 1.


Name Date

Formal Speaking SkillsPrepare for a speech by collecting and organizing your thoughts on your topic and practicing your delivery.

PREPARING AND DELIVERING A SPEECH

1. Build your speech on a single-sentence statement of one main idea.2. Make sure any reasons or explanations you use are clear and easy to follow.3. Use simple, vivid examples and illustrations to clarify your reasons or explanations.4. Plan to open your speech with an attention-getting statement.5. Plan to conclude your speech with a vivid, memorable restatement of your main idea.6. Jot your main idea and supporting statements on index cards you can glance at while speaking.7. Above all, avoid reading at your listeners: Look at them and speak slowly and clearly. Rely on

your memory and, when necessary, a quick glance at your cards.

Exercise 1 Making Notes for a Speech. Select a topic from the list below or choose a topic ofyour own. Narrow it to make a specific subject for a short speech. Then follow the numbereddirections.

Care of a Pet Practical JokesTelevision Commercials An Unforgettable ExperienceA Needed School Improvement My Favorite Sport

EXAMPLE: A Needed School ImprovementWe need longer lunch periods.

1. Make notes on 3 · 5 cards.

2. State your main idea in one sentence.

3. If you are trying to persuade, write each reason you will use on a separate card.

4. If you are trying to explain, list each example or illustration on its own card.

5. If you are telling a story, write a brief phrase to remind yourself of incidents you will use.

6. Write a word or phrase on your last card to remind yourself of your concluding statement.

Exercise 2 Practicing Your Speech. First review your note cards, planning what you will sayabout each point. Then rehearse your speech, glancing at the cards only when you need to.


Name Date

Self-Assessment of a Speech

Evaluating Your Speaking Skills When you speak before a group, your goal is to presentinformation to your listeners in an interesting and effective way. When you give a speech, you usually wantyour words to persuade your listeners to believe or do something. Use this sheet to evaluate your attitudes,speaking skills, and performance.

Exercise 1 Circle the word that best applies to your speaking habits and techniques.

1. I plan what I’m going to say before I begin to speak. never occasionally always

2. I speak in a clear, confident voice. never occasionally always

3. I use language and gestures that are appropriate to the occasion, never occasionally alwaysaudience, and purpose.

4. I engage listeners by making eye contact. never occasionally always

5. I prepare to give a speech in the following ways (check the items that apply):

I do the necessary research to speak intelligently on my topic.

I consider my audience and purpose when choosing anecdotes, facts, details, and

quotes to include in my speech.

I organize my ideas in a way that will be clear and easy to follow.

I decide on an appropriate opening statement, quotation, joke, or anecdote that will

“hook” listeners.

I rehearse my speech to improve my performance.

6. My strongest skill as a speaker is

7. I recently gave a speech on

8. The best part of my speech was

9. The part that listeners seemed to like best was

10. If I were to give that speech again, I would make it better by


Name Date

Listening EffectivelyGet physically and mentally ready to listen.

MENTAL PREPARATION FOR LISTENING

1. Do tell yourself: “I will listen and pay attention.”2. Do focus your eyes and ears on the speaker.3. Do put away things that can distract you.4. Do take notes in class.5. Do block out other concerns and thoughts.6. Don’t daydream.7. Don’t look around at your friends in class.8. Don’t doodle.9. Don’t stop listening to speakers just because their opinions are different from your own.

10. Don’t ignore speakers just because they are saying things you already know.

Exercise 1 Evaluating Your Listening Skills. Rate yourself on how well you listened during arecent class, auditorium program, or other listening opportunity. Answer each question Yes or No. Useonly the first set of blanks for Exercise 1.

1. D you remind yourself to pay attention at the start?

2. Did you keep your eyes on the speaker?

3. Did your posture show your interest?

4. Did you try to block out other thoughts and concerns?

5. Did you doodle?

6. Did you take notes?

7. Did you whisper or look around at friends?

8. Did you daydream?

9. Did you stop listening if you thought you knew what thespeaker was going to say?

10. Did you stop listening if the speaker said something youdidn’t agree with?

Exercise 2 Improving Your Listening Skills. Watch an informational program on television,summarize the program’s main idea, and rate your listening performance, using the questions inExercise 1. Pay special attention to points you were weak on in Exercise 1. This time, use the secondset of blanks in Exercise 1.

id


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Listening CriticallyPrepare yourself to listen and give the speaker your complete attention. While you are listening to aspeaker, identify and remember the main points and major details. After the speaker has finished, evaluateyour own success as an active listener.

Exercise 1 Preparing Yourself to Listen. Answer the questions below.

1. What is the difference between hearing and listening?

2. Why is it important to concentrate on the speaker?

3. Why should you have a paper and pencil with you when someone speaks?

4. Why is it helpful to find out in advance what topic will be discussed?

5. How can your physical condition affect your ability to pay attention?

Exercise 2 Evaluating Your Listening Skills. Active listening is an important part of thelearning experience. Make a check next to each statement that applies to you to help you evaluateyour success as an active listener.

Listening skills Always Sometimes Seldom Never

1. I think about what the speaker is sayingand recognize the main points.

2. I am polite. I do not interrupt or cause anykind of disturbance.

3. I concentrate on the words, especiallytoward the middle of the presentation whenI might tend to become distracted.

4. I ask questions whenever I don’tunderstand something.

5. I take notes when appropriate.


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Interpreting Maps and Graphs

Reading Maps Maps are not only used to study history and geography. They can also help you plan atrip, understand current events, or find out about the weather. The following three steps will help youinterpret maps:

1. Identify the topic of the map. The title will tell you the subject of the map. The key explains themeanings of the map’s symbols and colors.

2. Look at a map’s scale to determine distances between places. The scale shows you how many incheson the map equal how many actual miles or kilometers.

3. Study the directional arrow to identify north, south, east, and west on a map.

Reading Graphs Graphs present statistics, or number facts, in a visual way. A line graph can show youat a glance how statistics change over time—from the population of the world to your batting average. Thefollowing four steps will help you interpret line graphs:

1. Use the title to identify the subject of the graph. The source line will tell you where the informationwas found.

2. Study the labels on the graph. The horizontal (side-to-side) axis usually tells you the time periodcovered by the graph. The vertical (up-and-down) axis tells you what is being measured.

3. To read the information on the graph, line up the points on the graph with the horizontal and verticalaxes to determine how much or how many of something there was at a given time.

4. Draw conclusions about the information presented on the graph.

Exercise 1 Reading a Floor Plan.

Mall Floor Plan

MerchandiseBetter BooksBlinky's CDsCandles 'n' StuffJoke ShopWorldwide BooksFoodIce Cream Heaven

Clothing & ApparelBoy's and Men's ClothesFashion RunwayServicesFast FotoJones's Jewelry Repair

STORAGE

YOU AREHERE

STAIRS

A3

A9A8A7A6

A1

A2A10

A5

A4

A5A1A7A8A2

A3

A9A4

A6A10

Answer the following questions about this floor plan.

1. What is the title of the floor plan?

2. Which stores are located nearest you?

3. What other landmarks are nearby?

4. Choose a store you would like to visit. List its name and number, and tell which stores are next to it.

5. You have to pick up your watch from the jewelry repair shop, buy a CD, and pick up your film. In

which order will you visit the stores Why??


Exercise 2 Reading a Bar Graph.

Number of Participants

Participation in School Clubs

Drama Speech Debate Camera Choir

1009080706050403020100

Answer the following questions about this bar graph.

1. What is the title of the bar graph?

2. How many school clubs are represented in the bar graph?

3. According to the bar graph, which club has the highest number of participants?

Approximately how many participants are there in that club?

4. Which club has the lowest number of participants?

Approximately how many participants are there in that club?

5. Imagine that you are a participant in one of the school clubs shown. Which one would it be? Explain

your answer.


Name Date

Viewing Information Media CriticallyWhen you view information media critically, you take the time to analyze the messages you see and hear.Messages from these media can entertain you and help you make decisions. Since they can also influenceyou in subtle ways, it is important to approach media messages with a critical eye. In order to evaluatewhat you see, apply the following strategies when viewing a message:

1. Identify the source. Try to find out who is responsible for the message. This information will helpyou figure out the point of view being expressed, and it may also reveal a message’s intent. Recognizethat media often present an issue through a bias—a personal opinion or strong feeling for or againsta subject.

2. Separate fact from opinion. A fact is a statement that can be proved true by consulting a reliablesource. An opinion is a belief that is based on a writer’s attitude or values.

3. Ask questions. Ask yourself, “What is the purpose for writing the message?”

Exercise 1 Viewing Media. Watch or listen to a form of nonprint information media, such as adocumentary, a television news program or magazine, an interview, an editorial, or a commercial.Then, answer the questions that follow:

1. What is the source of the media message? How might that source’s motivation affect the content of

the message?

2. What is the topic of the message?

3. How would you categorize the interest of this topic—social, political, or cultural?

4. What is the length of the message?

5. Is the coverage in-depth or brief and summarized? Explain.

6. List three facts and three opinions that appear in the message.

7. What seems to be the point of the message?

8. Is there any information you would add to the message? If so, what?

9. Does the presentation of the message convey its points effectively? How?

10. Overall, what would you do to


improve the content of the media coverage presented?

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Viewing Fine Art CriticallyThe elements of visual arts—content, medium, color, and structure—contribute to the emotional meaningand impact of a work of art. This is true for graphic art, such as posters, and for fine art, such as paintingsand drawings. When you look at art, consider how each element affects your response.

Exercise 1 Examining Fine Art. Choose a piece of fine art that interests you. Use the followingquestions to help you examine and analyze it.

Content1. What is the subject of the work? Is it realistic? Abstract?

2. What does it suggest about the artist’s purpose?

Medium3. What materials has the artist used?

4. How do these materials relate to the artist’s purpose?

Color5. What colors has the artist used?

6. Which moods and emotions do these colors evoke?

7. How do the colors reflect the artist’s feelings about the subject?

Structure8. What kind of structure does the artist use—lines or contours, geometric shapes, or brushstrokes? Are

the lines horizontal, vertical, diagonal, or curved? If the art is made up of shapes, which ones can be

seen? If there are brushstrokes, are they long, short, or layered?

9. Where do the lines lead your eyes?

10. Is there movement in the piece? Explain.


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Creating Graphic OrganizersGraphic organizers can be effective tools for thinking and learning, especially if you are a visual learner.Charts, diagrams, clusters, and outlines are all effective forms that you can use to organize informationgraphically. Organizers are useful in both reading and preparing for writing. Graphic representations oftext can help you increase your comprehension and organize your thoughts.

Exercise 1 Creating a Venn Diagram. A Venn diagram is a useful organizer for comparing andcontrasting information. Read the following paragraphs and answer the questions that follow. Then,create a larger version of the Venn diagram on this page, or use one that your teacher gives you. Placethe information in the diagram.

Have you ever compared a panther to a tiger? They are similar animals since both of them arebig cats. But they are also very different. The color of a panther’s coat is solid black. It has nostripes. The panther is found in Asia, India, and other parts of the world.

Like a panther, a tiger is a big cat found in Asia, India, and other parts of the world. However,a tiger has stripes. Some tigers have a yellow-orange coat with black stripes and others have awhite coat with black or dark brown stripes.

1. In what ways are panthers and tigers alike? (Place the information in the overlapping part of thecircles.)

2. Which words and phrases in these paragraphs signal comparisons?

3. In what ways are panthers and tigers different? (Place the information about panthers in one circleand the information about tigers in the other.)

4. Which words and phrases in these paragraphs signal contrasts?

Panthers Tigers


Exercise 2 Creating a Chart. Simple charts are also useful for organizing information. Read thefollowing paragraphs about apples and oranges. Organize the information about them in the chart thatfollows. Write the points to compare and contrast, such as shape and texture, at the top. Then fill inthe missing information for each item about each point.

Have you ever compared an apple to an orange? They are similar in shape since both fruits areround, but they are also very different. The skin on the outside of an apple is smooth. Its skin isred in color, yet an orange’s skin is orange in color and rough to the touch.

Like an orange, an apple is sweet in taste. But the inside texture or feel of an orange is very juicy,and an apple is juicy but crisp on the inside.

(point 1) (point 2) (point 3) (point 4) (point 5)

Shape

Apples

Oranges


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Formatting to Create an Effect

Using Italics, Capitalization, Bullets, Numbering, and Boldface When you prepare amanuscript for presentation, you may want to use formatting to emphasize words or phrases. Somemethods of formatting include the following:

1. Italics (slanted or underlined text)—used to emphasize words or to set terms that will be defined2. Capitals—used for the first letters in headings3. Bullets (round black dots)—used next to items in a list4. Numbering—used for items in a list6. Boldface (darker text)—used for headings or terms being defined

Exercise 1 Using Formatting. On the line next to each item below, rewrite the item withformatting, showing which method you would use to emphasize it. Then, explain your choice. If youneed to, change the wording of the item, but make sure to keep the same meaning.

1. An inspirational movie that I liked was chariots of fire.

2. Mother had a laissez-faire, permissive attitude about table manners.

3. The painting is called young woman with a water jug.

4. I’ll bring the following to the picnic:

egg salad sandwiches

fried chicken

three-bean salad

5. The magazine my father reads is called outdoor life.

6. The heading on the page is signs of the zodiac.

7. There are four countries on the Pacific coast of South America: Colombia, Ecuador, Peru, and Chile.

8. Inside the big basket, she carried the following flowers: daisies, lilacs, daffodils, crocuses, sunflowers,

petunias, tiger lillies, and orchids.

9. Maraya has visited five major American cities: Chicago, Dallas, Los Angeles, Atlanta, and New York.

10. Look for the heading the Incas surrendered to Pizarro.


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Developing a Multimedia PresentationIn a multimedia presentation, you present researched information through slide shows, videos, audiorecordings, and fine art, as well as through your written materials. Good planning, preparation, andpractice will make your multimedia presentation effective and memorable.

Exercise 1 Use the following guide to plan your multimedia presentation. Then, answer thequestions that follow the steps.

Planning1. What is your topic?

2. From what sources will you gather your information or content?

Preparing3. What types of media, such as recorded interviews, music, video clips, photographs, or articles, or

means of communication, do you plan to use?

4. What equipment will you need? Where will you get the equipment?

Presenting5. How will you show your presentation?

6. How does your presentation work when you rehearse it? What do you need to practice or revise?

Exercise 2 Use the outline below to plan your multimedia presentation on paper. Plan thenavigation to help users follow your presentation. Include notes to indicate where you will cue eachpiece of media.

Points to Be Made Media to Be Used Cues or Comments

Introduction

1. 1. 1.

Body

2. 2. 2.

3. 3. 3.

Conclusion

4. 4. 4.


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Creating a VideoIn order to make a video, a storyboard, or a plot in words and pictures, is required to add details to yourplan. A storyboard can spark new ideas for plot, character, and setting.

Exercise 1 Make Your Own Video. Use the following storyboard template to plan your video.In each box, sketch out a step in the action. Include a label or written description of what happens inthat scene.

1. 2. 3.

4. 5. 6.

7. 8. 9.


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Developing Vocabulary ThroughListeningIt is important to distinguish between hearing (what happens automatically when sounds reach your ear)and listening (actively paying attention to and attempting to understand and retain what you hear).

You listen to teachers, friends, announcements, movies, CDs, recordings, instructions, and so on. Todo that listening well and learn from listening, you can take notes and build your vocabulary by looking upunfamiliar words. You can also figure out the meaning of these words using context clues.

Exercise 1 For two days, write down five unfamiliar words you hear as you listen toconversations and five words you hear on television or radio programs. Try to remember the context inwhich you hear the words. After each of the ten words, write the context or sentence in which youheard the word. Then look up the word’s meaning, and write the meaning on the third line.

EXAMPLE: hamstringShe pulled her hamstring while hiking.hamstring: one of the tendons at the back of the human knee

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Using ContextUse context clues to figure out the meaning of a new word.

USING CONTEXT CLUES

1. Read the sentence carefully, and focus on its meaning.2. Look for clues in nearby words.3. Guess the meaning of the problem word.4. Reread the sentence, seeing if the guessed meaning fits.5. If possible, check a dictionary.

Exercise 1 Identifying Context Clues. Write the meaning of each underlined word as it issuggested by its context. Underline the words that are the most useful context clues.

EXAMPLE: In a famine, many people die of hunger. food shortage

1. As new areas become settled, pioneers pushed the frontier further into the

wilderness.

2. Exposure to extreme heat can dry up the body’s fluids, leaving a person

dehydrated.

3. Petty thieves often became outcasts who were shunned by ordinary people.

4. The note was so illegible that no one could make it out.

5. Jill stepped up

6. A gardener with surplus tomatoes may give the unneeded ones away.

7. Strenuous activity, like running or fast swimming, speeds up the heartbeat.

8. Misdemeanors like littering or jaywalking usually receive light punishment.

9. This particular stamp has quite a history.

10. The boisterous party guests next door kept us awake for hours.

Exercise 2 Using Context Clues. Use context clues to help you circle the letter of the correctmeaning for each underlined word.

EXAMPLE: People convicted of felonies like robbery or arson may lose the right to vote. (a) petty crimes;

(b)(b) serious crimes; (c) misdemeanors; (d) treasonous acts

1. Many insecticides are also toxic to fish and animals. (a) harmless; (b) poisonous; (c) attractive;

(d) beneficial

2. We found life in the country very different from urban life. (a) luxurious; (b) in the past; (c) of cities;

(d) rural

3. A good reporter should verify the facts he or she reports. (a) check the correctness of; (b) rely on;

(c) disprove; (d) doubt

4. Sandy soil is porous and allows water to drain off rapidly. (a) resisting the passage of water;

(b) unproductive; (d) fertile; (c) allowing the passage of water

5. The poor clerk dreamed of buying his wife diamonds, furs, and other extravagant gifts. (a) unwisely

expensive; (b) thoughtful; (c) practical; (d) sensible


from the sidewalk onto the stoop and rang the doorbell.

Name Date

Studying Meanings in the Content AreasAs you read in the content areas, such as science, social studies, and current events, keep a categorizedrecord of unfamiliar words. In science, use categories by their prefixes, suffixes, or roots, and notice thatmany science words have Latin roots. In social studies, use categories such as government, politicalactivity, and geography. In current events, use categories, such as politics, finance, and education.

Exercise 1 Creating Science Categories. List each of the numbered words in the followingparagraphs, and look up their definitions. Then, categorize at least two of the words by finding asimilarity, such as earth science or life science.

When a group of researchers went on an archaeological dig in New Mexico, a swarm of (1) soricinebees attacked one scientist. He escaped the bees by climbing into a deep (2) clough, which had been formedby (3) diluvial forces.

As the researchers continued their dig, (4) insectivores protected them from other bee attacks. Whilethey searched for archaeological remains, one scientist noticed the (5) parabiosis of ant colonies.

1.

2.

3.

4.

5.

Category: Earth Science

Category: Life Science

Exercise 2 Creating Social Studies and Current Events Categories. List each of thenumbered words in the following paragraph, and look up their definitions. Then categorize at least twoof the words by finding a similarity, such as crime or types of governments.

In an extremely (1) authoritarian government, (2) felonious actions are quickly punished. For example,someone arrested for (3) hijacking a plane would probably be put to death. Under an (4) anarchy, theopposite situation arises. Although the citizens have unlimited freedom, they may have to tolerate dishonestpeople (5) bilking them of their money and property.

1.

2.

3.

4.

5.

Category: Governments

Category: Crime


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Keeping a Vocabulary NotebookRecord in a vocabulary notebook each new word that you learn.

SETTING UP A VOCABULARY NOTEBOOK

Words Definitions Examplesserene peaceful The sleeping baby had a serene expression on his face.humerus a bone between the elbow There is nothing humorous about a broken humerus.

and the shoulder

Exercise 1 Working with Vocabulary Words. In a dictionary, look up each word below. Then,write its meaning and a sentence to help you remember it.

EXAMPLE: dilatory tending to delayTim’s dilatory habits always result in his cramming for every test.

1. acrophobia

2. infamous

3. emaciated

4. monologue

5. copious

6. tureen

7. tundra

8. ideogram

9. effigy

10. monetary

Exercise 2 More Work with Vocabulary Words. Read the following paragraph. Then, use adictionary to find the meaning of each numbered underlined word. Write the word, its meaning, andsample sentence using the word in your vocabulary notebook.

Although many exercises are healthful, (1) aerobic exercises are most frequently recommended bydoctors. These are exercises that increase (2) cardiovascular efficiency. If you participate in aerobicexercises, though, you should take care not to raise the (3) pulse excessively and you should obtaindoctor’s advice on the best pulse rate for you. Those doing aerobics should check their pulse either at the(4) carotid artery or at the (5) radial artery regularly while exercising.


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Studying New WordsTechniques for Studying New Words There are several ways to study new words. Select at least tworeview methods to help you learn new vocabulary words.

• You can use your notebook that contains words and definitions. Cover up the definitions. Try toremember the definitions, and then write sentences using them.

• You can use flashcards with the word on one side and its definition and subject on the other side.• With a tape recorder, you can record the word with a long pause between it and its definition. Then test

yourself by saying the definition during the pause.

Exercise 1 Using Words in Sentences. Use a dictionary to define each of the following words.Then, use each word in a sentence.

1. effervescent

2. indelicate

3. miscellaneous

4. abundance

5. tenacious

Exercise 2 Using Flashcards or Tape Recorders to Study. Use a dictionary to define thefollowing words. Then, reinforce each word’s meaning, using either of these methods:

1. Make a set of flashcards by jotting down the following words and their definitions.2. Make a tape recording by recording yourself as you speak each word and its definition.

1. stagnant

2. lintel

3. trilogy

4. granary

5. escalate


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Using a Dictionary and Other ReferenceAidsLook up in a dictionary any word whose meaning you do not know and cannot figure out. Use a thesaurusto find the exact word you need when you are writing.

USING A DICTIONARY AND A THESAURUS

1. Read with a dictionary nearby.2. Look up in a dictionary words whose meaning you do not know and cannot figure out.3. Use a thesaurus when you are writing and cannot think of the word that expresses

just what you want to say.4. Use the thesaurus by looking up a word that is similar in meaning to the word you

need but cannot think of.

Exercise 1 Using a Dictionary. Look up each word in a dictionary and write its meaning.

EXAMPLE: intruder one that enters as an improper or unwanted element

1. illusion

2. morass

3. dilatory

4. intrepid

5. flagrant

6. culmination

7. restrain

8. stringent

9. acerbic

10. dexterity

Exercise 2 Using a Thesaurus. Look up in a thesaurus each word in Exercise 1 and write threewords with a similar meaning for each.

EXAMPLE: intruder alien stranger interloper

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Using Word RootsThe root is the main part—or base—of a word. It contains the basic meaning of a word. Use the meaningsof roots to determine the meanings of unfamiliar words.

FIVE COMMON ROOTSRoot Meaning Example

-spire- to breathe inspire(to breate life into; to influence, move, or guide)

-phore- to carry metaphor(a figure of speech that carries an implied comparison)

-ject- to throw object(to oppose something)

-vene- to come convene(to come together)

-nym- to name synonym(a word having nearly the same meaning as another word.

Exercise 1 Using Roots to Define Words. Match the words in the first column with themeanings in the second column. Place the correct number next to each meaning.

1. conspire to come to an end

2. reject a feeling that is carried of well-being or elation

3. antonym to emit perspiration through the skin

4. euphoria having no definite form; shapeless

5. project to join in a secret agreement

6. homonym one of two or more words pronounced alike but different in spelling or meaning

7. perspire to refuse to accept, consider, or submit to; to throw out

8. intervene a word of opposite meaning

9. amorphous to plan, figure, or estimate for the future

10. expire to come in or between by way of hindrance

Exercise 2 Using Roots to Build Words. Use each root to build a word. Define each word andcheck it in your dictionary.

EXAMPLE: -spire- transpire to give off a watery vapor

1. -spire-

2. -phore-

3. -ject-

4. -vene-

5. -nym-


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Using PrefixesUse your knowledge of prefixes to figure out the meanings of unfamiliar words.

SEVEN COMMON PREFIXESPrefixes Meanings Examples

anti- against antitoxin acting against a poisonmis- wrong misunderstand understand wronglynon- not nonreturnable not returnablepre- before predetermine determine beforehandre- back, again review view againsemi- half, partly semicolon half a colontrans- over, across transpolar across the polar region

Exercise 1 Working With Prefixes. Use the prefixes above to help you write the meaning of theunderlined word in each sentence.

EXAMPLE: Accepting only an occasional consulting job, Grandpa is now semiretired. partly retired

1. Those who got a perfect score on the pretest did not have to complete the entire unit.

2. The transcontinental flight took only five hours.

3. Dad hopes to revisit the town where he grew up.

4. Angie prefers semiclassical music to rock.

5. We apologized for having misjudged Tom.

6. Workers in the antipoverty program are looking for affordable properties to convert to

apartments.

7. Biography is only one form of nonfiction.

8. Once it had been refinished, the table looked like new.

9. That anticancer medication has some harmful side effects.

10. The contractor used a nonstandard grade of lumber for parts of the deck.

Exercise 2 More Work With Prefixes. Follow the directions for Exercise 1.

1. Not long ago, transoceanic telephone calls were impossible.

2. Mom had antifreeze put in the car when the oil was changed.

3. The police will reopen the investigation because of new information.

4. Most one-year-olds utter mainly nonsense syllables.

5. Many congressional leaders felt that the President’s actions were a misuse of power.

6. Lincoln’s antislavery stand in the debates with Stephen Douglass gained him national

recognition.

7. Although common elsewhere, mimosa trees are almost nonexistent in this region.

8. Marci misdealt the cards and had to deal again.

9. Be sure to use only semisweet chocolate in this recipe.

10. Derek will not be readmitted to school without a written note from his doctor.


Definitions

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Using SuffixesUse your knowledge of suffixes to figure out the meanings of unfamiliar words.

SEVEN COMMON SUFFIXESSuffixes Meanings Examples

-able (or -ible) capable of being changeable-ism idea, belief, act realism-ist believer, doer perfectionist-less without childless-ly in a certain way naturally-ment a result, act, fact, condition requirement-tion (or -ion or -sion) the act of, the state of being attraction

Exercise 1 Working With Suffixes. Use the suffixes above to help you write the meaning of theunderlined word in each sentence.

EXAMPLE: His rough treatment of the kitten shocked us. act of treating

1. That soft drink comes only in returnable bottles.

2. The doctor called the patient’s condition hopeless.

3. The cyclist trained hard for the big race.

4. Most birds follow the same pattern of migration each year.

5. Many people find it hard to accept criticism.

6. Joe found his confinement to the house the hardest part of his recovery.

7. The rain stopped as suddenly as it had started.

8. Many cities lack enough affordable housing.

9. The jeweler said that the ring was worthless.

10. The vibration of the old engine made the whole car shake.

Exercise 2 More Work With Suffixes. Follow the directions for Exercise 1.

1. That is not a desirable location for a shopping mall.

2. Some people make fun of Darryl’s idealism.

3. The journalist won an award for her investigation into the mayor’s finances.

4. Kevin’s comment was not deliberately cruel, just thoughtless.

5. Louise left the room abruptly.

6. This writing assignment is taking more time than I had planned.

7. The panel discussion ended with a question-and-answer period.

8. Dana proudly waved her report card in the air.

9. Some resentment between children in a family is normal.

10. That woman became famous as a panelist on a TV game show.


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Examining Word OriginsLoanwords are foreign-language words that have become a part of the English language.

ORIGINS OF SOME COMMON LOANWORDS

Dutch: cruller, cole slaw, stoop, sleighSpanish: lasso, corral, ranch, barbecue, avocadoFrench: prairie, rapids, chowder, depotGerman: slim, ouch, wiener, kindergartenAmerican Indian: squash, papoose, totem, skunk

Exercise 1 Exploring the Origins of Words. Using a dictionary that gives word origins, writethe language from which each of the following words came into English.

EXAMPLE: croissant French

1. pecan

2. tom-tom

3. moccasin

4. pumpernickel

5. graffiti

6. amen

7. smorgasbord

8. shillelagh

9. adobe

10. gumbo

Exercise 2 More Work With Word Origins. Follow the directions for Exercise 1, above.

1. kimono

2. matzoh

3. yam

4. toboggan

5. patio

6. matinee

7. kumquat

8. libretto

9. ballet

10. shish kebab


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Using a Spelling List

Exercise 1 Use this sheet to record words that you frequently misspell. Study the words. Then,have a partner test you on them.

A J R

B K

S

C L

D M T

E

U

N

F

V

G O

W

H P

X–Y

I

Q Z


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Studying Your Spelling WordsLook up any word whose spelling you are unsure of.

FINDING HARD-TO-SPELL WORDS IN A DICTIONARY

1. Write out several different possible spellings of the word.2. Concentrate on figuring out the first letters of the word.

(If you know them, you will probably find the wordquickly.)

3. Check to see if your dictionary has a chart somewherenear the beginning to help with unusual spellings.

4. If all else fails, look up a synonym of the word.Sometimes the word will appear in a definition of one ofits synonyms.

Exercise 1 Using a Dictionary to Check Spelling. Use a dictionary to check the spelling ofeach word below. After each word, write the page number on which it appears in your dictionary.Then, rewrite correctly any words that are misspelled.

EXAMPLE:defendent 289 defendantgymnasium 495

1. piramyd

2. atheletic

3. occasionally

4. license

5. maskerade

6. folige

7. harmony

8. fourty

9. height

10. breadth

Exercise 2 More Work Checking Spelling. Follow the directions for Exercise 1 above.

1. vegtable

2. honorery

3. inquisition

4. discouraging

5. independence

6. presence

7. elementery

8. corrugated

9. imaginery

10. ridgid


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Applying Spelling RulesWhen a word has a long e sound, use ie. When a word has a long a sound, use ei. When a word has a longe sound preceded by the letter c, use ei.

SPELLING WORDS WITH EI AND IELong e Sound Long a Sound Long e After c Exceptions

relief weight receive either seizethief neighborly ceiling neither friend

Exercise 1 Spelling ie and ei Words. On the line after each sentence, write correctly theincomplete word within the sentence.

EXAMPLE: Many sea explorations occurred during the r gn of Queen Elizabeth I. reign

1. The new family next door doesn’t seem very fr ndly.

2. The wedding cake had several t rs.

3. The tiger looked especially f rce when it was hungry.

4. Someone left the telephone rec ver off the hook.

5. The f ld was dotted with wild flowers.

6. The geologists have discovered a new v n of ore.

7. The rider held the r ns too tightly.

8. The table is twenty inches in h ght.

9. I am Aunt Mary’s only n ce.

10. We had trouble bel ving Jim’s story.

Exercise 2 More Work With ie and ei. Follow the directions for Exercise 1, above.

1. My brother is in ghth grade.

2. The two child-warriors used trash can lids as sh lds.

3. The old Parson farm has sl gh rides during the winter.

4. Only fr ght trains use those tracks.

5. I am sure ther Jake or Karen will be home.

6. The spaniel is b ge with white ears.

7. Everyone in the n ghborhood attended the block party.

8. The game was delayed br fly by the shower.

9. My brother lifts w ghts every day.

10. W rd moaning sounds came from the old abandoned house.


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Understanding the Influence of OtherLanguages and Cultures

Spelling English Words From Other Languages Seven out of ten words in English come fromother languages. What that means is that rules for spelling in English always have many exceptions. Forsome words, you can’t apply the spelling rules you know, so you have to remember how to spell thesewords. It may help, though, to be able to recognize words as being from other languages. For example,words that end in -tion or -ent usually come from French. Words that end in -o or -i typically come fromItalian or Spanish. Words that contain -nym- or -phon- usually come from Greek.

Exercise 1 Words From Other Languages. Read the words below. Write the language fromwhich you believe each word comes. Then, check your work using a dictionary.

1. resident

2. phonetic

3. pseudonym

4. altercation

5. torso

Exercise 2 Choosing the Correct Spelling. Choose the correctly spelled word from each groupby circling the word. Check your answers in a dictionary.

1. rigatoni rigatony rigatoney

2. homonim homonym homonimm

3. redolent redoline redolant

4. philosoffy philosofy philosophy

5. diction dicsion dicshun

6. volkano volcano volcaneo

7. bracelet braselet bracelett

8. denewment denouement deknewment

9. aesthetic asthetic aesthetik

10. tenshen tention tension

6. nymph

7. piano

8. siphon

9. government

10. fresco


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Forming PluralsTo form the plurals of most nouns, add -s or -es. Learn those few nouns that form their plurals irregularly.

FORMING PLURALS

1. Simply add -s to form the plural of most nouns. (homes, artists, places)2. When a noun ends in -s, -ss, -x, -z, -sh, or -ch, add -es to form the plural. (buses,

glasses, boxes, fizzes, wishes, birches)3. When a word ends in a consonant plus -y, change y to i and add -es. (gravies, babies)4. When a word ends in -fe, change the f to v and add -es. (knives)5. When a word ends in a consonant plus -o, add -es. (torpedoes) Exceptions: musical

terms and words from other languages. (solos, ponchos)

Exercise 1 Writing Plurals. Write the plural form of each of the following nouns.

EXAMPLE: belief beliefs

1. zero

2. library

3. mess

4. shark

5. alto

6. butterfly

7. pencil

8. marsh

9. ox

10. whiz

Exercise 2 More Work With Plurals. Each noun below has a spelling change from singular toplural. Write each missing form to complete the chart.

EXAMPLE: Singular Plural

worry worries

1. mouse

2. wives

3. cry

4. women

5. directories

6. gooseberry

7. lice

8. man

9. story

10. life

11. tax

12. march

13. memory

14. foot

15. radio

16. football

17. class

18. child

19. attorney

20. clam


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Spelling HomophonesHomophones are words that sound alike but have different spellings and meanings. As a result, thesewords are often confused in writing.

Exercise 1 Choose the correct homophone from the words shown to complete each of thefollowing sentences.

1. piers, peers

a. Breaker over the side of his boat.

b. He is examining the he built to support the bridge.

2. knew, new

a. Breaker that each year he had a duty.

b. His duty was to build a pier.

3. wood, would

a. you have tried to build a pier?

b. Breaker tried to build a pier out of .

4. so, sew

a. Breaker tried hard to bridge the river.

b. The only way he could try was to a cloth bridge.

5. there, their

a. We must buy shoes before tomorrow.

b. We’ll go over to browse through the stores.

6. tail, tale

a. The dog’s knocked over the planter.

b. If you’re quiet, I’ll read you a about a dog named Benji.

7. die, dye

a. The age at which we has been extended by science.

b. When I’m older, I will not my hair.

8. male, mail

a. We brought the to the post office this morning.

b. The person at the counter was a in his early forties.

9. where, wear

a. You must a coat today, because it’s cold outside.

b. I don’t know we’re going, but I don’t want to freeze.

10. seller, cellar

a. We put the apples in the to keep them fresh.

b. The apple we bought them from said they’d be delicious in a pie.


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Proofreading and Using ReferencesAfter you finish writing, the last step in the writing process is to proofread your draft to correct errors and make it readable. One important part of proofreading is checking your spelling, for which you should always have handy a reference such as a dictionary.

Exercise 1 Checking Your Spelling. The following sentences are from a first draft of an essay about the short story “Dragon, Dragon.” Proofread the sentences to correct all spelling errors. Cross out each misspelled word and write the correct spelling above it.

1. The queen reco verd quickly from the shock of being turned into a rosebush. She called out for the

wizard to appeer before her.

2. “How dare you turn me into such a comon plant as a rosebush!” the queen screemed furiously.

3. The wizard stood before the queen, unable to anser her. He was not thinking of an excuse to save himself

from the queen’s anger. Instead, he was trying to rember the spell that would make him dissappear until

she had time to kool off. Fortunately, before to long the wizard rembered, and in a puff of blue smoke he

vanished, leeving the queen sputtering and yelling for her guards to go after him.

4. The following day, the cobbler’s youngest son and the prinsess were married. The intire vilage came to

the wedding to wish them a long and happy life together and cellebrate the death of the dragon.


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Using Sections in TextbooksUse the special features of your textbooks to improve your schoolwork.

SECTIONS OF TEXTBOOKS

1. The table of contents lists units, chapters, and the pages on which each begins.2. The index lists alphabetically all subjects covered in the book and the pages on

which they are discussed. The index is located in the back of the book.3. The glossary (also in the back of the book) defines special terms.4. Questions and exercises at chapter end can be looked at before reading the chapter

to preview its contents. Afterwards, questions and exercises help you to review whatyou have learned.

5. Summaries offer a quick review of what you have read and highlight main points.

Exercise 1 Examining the Sections in Your Textbook. Answer the following questions, usinga textbook from another course.

1. How many chapters or units are there?

2. How many of those chapters and units have you covered in your class?

3. Is there a chapter introduction? What seems to be its purpose?

4. Examine the chapter-end exercises and questions. Based on those questions, what is one thing you

can learn about the contents of a chapter before reading it?

5. What is the first sentence from the summary at the end of the chapter or unit?

6. Find one term in the glossary of your textbook. Write the term and its meaning.

7. Compare the glossary entries with the same entries in a dictionary. How do the entries differ?

8. Examine some pictures. Describe the pictures and how they add important content to the chapters in

which they are found.

9. State one major topic or concept covered in the textbook.

Which is the faster way of looking it up—using the table of contents or the index?

10. Is there an appendix? If so, what does it contain?

Exercise 2 Surveying Another Textbook. Use the questions of Exercise 1 in examining atextbook for a different course. Use a separate piece of paper for your answers.


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Using Features of TextbooksBefore you begin to read a chapter of a textbook, you should look at the following features: titles, headings,subheadings, captions, illustrations, and the first and last paragraphs.Headings are usually larger than the rest of the text, and they are printed in bold, dark, or colored type.They usually state the subject matter covered in the section; therefore, they show you how the material isorganized.

Exercise 1 Using Features in a Selection of Text. Answer questions 1–4 about the sample oftext that follows, without reading it. Then, read the text sample and answer item 5.

1. How many headings or sections does the text sample contain?

2. What are the sections?

3. How can you tell that the sections are of equal importance?

4. What is the main subject of the sample of text? Use the headings as clues.

5. Write a question based on one of the sections.

Chapter 1: Landforms of Latin America

Geographic Features Divide Latin AmericaInto Three Smaller Regions

Mexico and Central America Mexico and Central America stretch 2,500 miles from the U.S.

border to South America. Mountains dominate this region. Between the mountains in Mexico

lies Mexico’s central plateau. This central plateau makes up more than half of the country’s

area. Most of Mexico’s people live here. Central America, located south of Mexico, is an

isthmus. Narrow plains run along Central America’s coast. Between these plains are rugged,

steep mountains. More than a dozen of these mountains are active volcanoes.

The Caribbean The Caribbean is made up of two types of islands. The smaller islands are

made of coral. The larger islands are the tops of huge underwater mountains.

South America South America is so large it is classified as a continent. It contains many

types of landforms, including mountains, plains, and tropical rain forests. The rain forests

cover more than a third of the continent.


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Using Reading StrategiesVarying Your Reading Style. Three types of reading styles are skimming, scanning, and close reading.Depending on your purpose, such as reading a novel for pleasure or reading a textbook to prepare for atest, you would use one of the following styles.

Skimming is looking over a text to get a quick overview of the contents.

Scanning is looking over a text for particular information. When you scan, look for words related toyour topic or purpose for understanding.

Close reading is reading the material carefully for thorough understanding.

Exercise 1 Skimming the Headings of a Table of Contents. Look at a table of contents fromone of your textbooks and skim it to answer the following questions.

1. What is the textbook about?

2. How many units and chapters does the textbook contain?

3. Approximately how many pages is each chapter?

4. Approximately how long would it take to read each chapter?

Exercise 2 Scanning for Specific Information. Answer the questions below by scanning thearticle on the Road to Democracy that follows.

1. What is the t

2. What do you think the passage will be about?

3. Who inspired the revolution that began in 1810?

4. How did you find out quickly?

5. For what reason might you read this section closely?

6. Compare and contrast the strategies you might use to read an advertisement for rollerblades and a

textbook chapter.

Road to Democracy

Spanish colonial rule continued into the early 1800’s. Then, the resentment the criollos felttoward the privileged class erupted into conflict. In 1810, a priest named Miguel Hidalgo calledfor a rebellion against Spanish rule. His cry sparked a war of independence. By 1821, theindependent nation of Mexico was established. However, the gap between rich and poorremained unchanged.

itle


of the passage?

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Using Graphic OrganizersWhen you read, you often find information that is graphically represented. A graphic organizer, a drawingwith words, helps you see how ideas in a text are related. When you read, notice the relationships amongthe ideas presented.

Exercise 1 Using a Story Map. Read the paragraph on this page and answer the questionsbelow. Then, fill in the information on each event using the story map provided.

John Gardner’s “Dragon, Dragon”: Fairy Tales

“Dragon, Dragon” follows a basic formula for a certain kind of fairy tale. A dragon or other monsterthreatens a kingdom, usually by killing people and destroying the land. In this case a wizard tries to casta spell on the dragon, but he cannot remember it correctly and turns the queen into a rosebush. No one,including the cobbler’s two older sons, can kill the monster or make it go away. The king offers aprize—usually half the kingdom and his daughter’s hand in marriage—to a hero who can kill the dragon.Several would-be heroes try and fail until the true hero succeeds. The cobbler’s youngest son faces thedragon, says his father’s rhyme and slays the dragon. The youngest son frees his two older brothers andreceives rewards, including the hand of the king’s daughter in marriage. The hero claims his prize andlives happily ever after.

Title:

Author:

Characters:

Setting: Place:

Time:

Problem:

Goal:

Event 1:

Event 2:

Event 3:

Event 4:

Climax

(Turning point):

Resolution

(Conclusion):


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Comprehending NonfictionThere are many kinds of nonfiction. As you read a piece of nonfiction, determine the author’s purpose andmessage. Then, you can respond to the work and evaluate it. Use the following questions as a guide to helpyou comprehend nonfiction.

Exercise 1

Title and author of nonfiction

1. Circle the type of nonfiction.

essay biography autobiography sports how-to

humor letter memoir careers astronomy

history article geography personal narrative

other

2. Who or what is the

3. What is the author’s purpose for writing this selection?

4. List the main ideas or key points the author wishes to convey.

5. What information, facts, or examples does the author include to support the purpose?

6. For what group of people would this nonfiction work be most appealing?

What does the author include to appeal to this audience?

7. What technique(s) does the author use to appeal to the reader? Circle one and give an example from

the selection.

description argument comparison and contrast

emotional language quotations personal recollections

other

8. Summarize the theme or central idea of this selection.


subject of this nonfiction selection?

9. Is there a sentence or short passage that states or strongly implies the message or main idea?

If so, what is it?

10. Is this selection written in a style that is clear and interesting? Explain.

11. Are the details helpful, informative, and understandable? Explain.

12. Does this selection help you understand people and events? Explain.

13. Is there something especially important that you learned from reading this selection?

If so, write about it and explain its significance.

14. What do you think is the author’s greatest strength as a writer?

Write a short paragraph to explain your reason, and give an example from the selection to support

your reason.

15. Would you rate this nonfiction selection as weak, average, or strong?

Give reasons for your rating:


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Distinguishing Fact from OpinionA statement of fact can be proved true or false; a statement of opinion cannot be.

RECOGNIZING FACTS AND OPINIONS

1. A statement of fact can be verified by direct observation or measurement.2. A statement of fact can be tested by an experiment.3. A statement of fact can be verified in reference books or records.4. A statement of fact can be verified by consulting an authority.5. An opinion expresses a personal feeling, a judgment, or a prediction.

Exercise 1 Identifying Facts and Opinions. Write fact or opinion on the line after eachstatement.

EXAMPLE: A mile consists of 5,280 feet. fact

1. The red dress looks better on you than the green one.

2. It is pleasant to spend an afternoon at the beach.

3. That car costs over $20,000 dollars.

4. Next year, our team will finish no worse than second in the league.

5. William Blake was an English poet, painter, engraver, and printer.

6. William Blake wrote the poem, “The Lamb.”

7. “The Lamb” is twenty lines long.

8. My brother goes to an excellent college.

9. This tree cannot survive another storm.

10. A Civil War battle was once fought in this town.

Exercise 2 More Work With Facts and Opinions. Write fact or opinion on the line after eachstatement.

EXAMPLE: This road will be repaired soon because there are many potholes in it. opinion

1. Many doctors and medical experts have stated that smoking cigarettes is harmful to a person’s

health.

2. Jackie will grow up to be over six feet tall, because both his parents are very

tall.

3. The bridge over the river is nearly half a mile long.

4. If you want to become a championship swimmer, you should start training before you are four years

old.

5. Franklin Delano Roosevelt was America’s greatest President.


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Identifying the Author’s PurposeAuthors generally write for a purpose. They often use certain techniques or methods to achieve theirpurpose.

Purpose Technique

To inform Using facts or explanationsTo instruct Providing step-by-step explanationsTo offer an opinion Presenting viewpointsTo sell Using persuasive techniquesTo entertain Using amusing or exaggerated situations

In reading nonfiction, notice the author’s choice of words and the details he or she includes. These clueswill help you determine an author’s purpose.

Exercise 1 Read the following paragraphs and explain whether the purpose is most likely to

inform, to instruct, to offer an opinion, to sell, or to entertain.

1. This encyclopedia article tells what newts look like, what they eat, and where they live.

2. The latest issue of Cosmic Avengers Comics is filled with fantastic stories about the future.

3. Disney’s 1967 animated feature film The Jungle Book seems even more entertaining now than it did

upon first release, with a hall-of-fame vocal performance by Phil Harris as Baloo, the genial bear

friend of feral child Mowgli. Based on fiction by Rudyard Kipling, the film goes its own way, and the

strong characters and smart casting (George Sanders as the villainous tiger, Shere Khan) make it one

of the studio’s stronger feature-length cartoons. Songs include “The Bare Necessities” and “Trust in

Me.”

4. When you leave a telephone message, you usually expect the receiver of the message to call you back.

For that reason, you don’t need to include every detail that you want to discuss with the person.

Instead, leave a brief message with only the most important information: your name, your phone

number, the purpose of your call, what you want the receiver of the message to do.

5. If I were writing a research report on space travel, one of the least useful sources would be Strange

Stories of Outer Space because it probably wouldn’t contain information about traveling in space. It

also would probably only mention unusual and unexplained experiences.


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Applying Forms of Reasoning

Using Conclusions and Generalizations Think logically to draw valid conclusions.

FORMS OF REASONINGForm Valid Use Invalid Use

Conclusion A reasonable outcome based on the An interpretation or statement thatinformation being examined does not follow from the information

being examined

Generalization A conclusion that is based on a large A conclusion that is based on too fewnumber of examples and takes any examples or that ignores exceptions orexceptions or qualifying factors into qualifying factorsaccount

Exercise 1 Analyzing Forms of Reasoning. Identify the form of reasoning used in each of thefollowing statements as a conclusion or a generalization.

EXAMPLE: I can see that Mary’s car is in her driveway. Mary must be home. conclusion

1. Emily splashed through puddles on her way home. It must have rained.

2. The average man is taller than the average woman.

3. Becky works on her homework every day after school. Becky must be very

smart.

4. Jim and Bob are both high school students and both are good swimmers. Therefore, all high school

students must be good swimmers.

5. Bonita knew that she shouldn’t have let Buffy off her leash. Buffy is a

dog.

6. After Bonita lost the dog, Mrs. Perry said to her, “You’ve caused enough trouble for one day.” Mrs.

Perry is angry with Bonita.

7. Girls are better writers than boys.

8. The doctor ordered Lou to stop playing baseball so that he can conserve his muscular strength. Lou is

quite ill.

9. Anna is very imaginative, loves music, and is a good dancer. She must be a good

singer.

10. On the music director’s last night before retirement, the jazz band played their final number as a

tribute to their director. There were no dry eyes in the audience, and the evening ended up being very

emotional.


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Analyzing the TextWhen you analyze the text of your reading material, you study the language the writer uses and the waythe material is put together—its structure. Different words can have the same basic meaning but differenttones, or emotional suggestions. The meaning of a statement is affected by the tone of the words andphrases used.

Positive Tone Neutral Tone Negative Tone

public servant public official politicianrefuse waste garbageindisposed ill sickcuisine food chow

The structure of the text refers to how ideas are arranged and how they relate to one another. Authorsarrange ideas in a text so you can locate and understand information more easily.

Exercise 1 Identifying the Tone of Words. Tell whether the underlined words and phraseshave a positive or a negative tone.

EXAMPLE: Charles is a real egghead. negative

1. What slop are you eating for lunch today?

2. Mr. Bellamy is one of our most distinguished senior citizens.

3. Mrs. Bell is a well-respected educator.

4. Mrs. Bell is a schoolmarm.

5. Did the garbage man come today?

6. The sanitation workers were here at 6:00 A.M.

7. The doctor said that I require a surgical procedure.

8. The doctor said I have to go under the knife.

9. As a bench warmer, Phil does not get into the game every day.

10. As a reserve player, I must be ready to play when called upon.

Exercise 2 Identifying Text Structures. Read the passages below and write the name of theorganizational pattern that best describes the passage: cause and effect, chronological order, order of

importance, or spatial order.

1. When I first moved to Maine, I didn’t know how to ski. I would stay home every weekend during the

winter. Finally, I decided to learn how to ski. First, I rented equipment and signed up for a lesson.

Then I learned how to move slowly down the hill by pointing the tips of my skis in. Finally, I learned

how to turn. Now I practice every weekend.

2. Marcus dressed quickly, gulped breakfast, and bolted out the door. As he hurried to school, he

mentally reviewed his notes and realized that he felt confident. He had been unprepared for the last

math test. This would be his last chance to improve his final grade. This time, he had made a serious

effort to study for the test.

3. Summer school was a good experience in several ways. For one thing, the building is air conditioned.

In addition, the classes were less formal than regular school. I met students from other schools in

town. Most importantly, though, I really learned a lot in the courses I took.

4. The box on Grandpa’s desk is one of my earliest memories and one of my favorite things. The outside

is carved with whaling scenes. The inside is lined with green velvet. A hidden spring at the right rear

releases what seems to be the bottom of the inside. Beneath this false bottom, he keeps the set of

scrimshaw buttons his grandfather made while he was on a whaling ship.


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Strategies for Reading FictionFiction is any work of literature in which characters and events have been imagined by the author. Shortstories are brief works of fiction and novels are longer ones. As you read a piece of fiction, determine theauthor’s theme or central message. Then, you can respond to the work and evaluate it. Use the followingquestions as a guide to help you comprehend a short story or novel.

Exercise 1

Title and author of short story or novel

1. Where does this story or novel take place?

2. Who is the main character in the story or novel?

3. What challenge or conflict does the main character encounter?

4. How is the conflict resolved?

5. What other important characters are involved in the conflict?

6. What kind of person is the main character, and why do you think he or she behaves the way he or

she does?

7. What evidence in the story or novel leads you to this opinion of the main character?

8. How would you describe the mood? How does the author establish this mood?


9. Summarize the theme or central idea of this short story or novel.

10. Is there a sentence or short passage that states or strongly implies the theme? If so, what is it?

11. Are the characters and dialogue believable? Explain.

12. Could the details in this story or novel be easily visualized as you read? Explain.

13. What predictions and questions occurred to you as you read this story or novel?

Were your predictions accurate? Were your questions answered?

14. In a few sentences, describe an element of the short story or novel that reminds you of something in

your own life.

15. Would you rate this story or novel as weak, average, or strong? Give reasons for your

rating.


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Strategies for Reading DramaReading drama is different from reading other literary forms because it is designed to be performed for anaudience. The story is told mostly through what the actors say (dialogue) and what they do (action). Stagedirections in the script indicate how actors should move and how they should speak their lines. As youread a play, determine the playwright’s theme. Then, you can respond to the play and evaluate it. Use thefollowing questions as a guide to help you understand the dialogue and action that make up a play.

Exercise 1

Playwright and title of play

1. Who is the main character in the play?

2. What challenge or conflict does the main character encounter?

3. How is the conflict resolved?

4. What other important characters are involved in the conflict?

5. What kind of person is the main character, and why do you think he or she behaves the way he or

she does?

6. What evidence in the play leads you to this opinion of the main character?

7. Where and when does this play take place? How does the playwright

reveal this information?

8. How would you describe the mood? How does the playwright establish this mood?


9. Summarize the theme or central idea of this play.

10. Is there a short passage of

If so, what is it?

11. Are the characters and dialogue believable? Explain.

12. Could you envision the stage directions and action of the characters in this play as you read?

Explain.

13. What predictions and questions occurred to you as you read this play?

Were your predictions accurate? Were your questions answered?

Where and when does this play take place?

14. In a few sentences, describe a character or scene in this play that reminds you of something in your

own life.

15. Would you rate this play as weak, average, or strong? Give reasons for your rating.


dialogue that states or strongly implies the theme?

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Strategies for Reading PoetryReading poetry often requires effort beyond that used for reading prose. Poems differ in structure fromprose, and they also condense meaning into a tightly knit cluster of words called “verse.” To determine thepoet’s meaning, listen carefully to what is said and notice who says it. Then, you can respond to the poemand evaluate it. Use the following questions as a guide to help you build strategies for reading poetry.

Exercise 1

Title and author of poem

1. Circle the literary techniques the poet uses in this poem.

simile metaphor personification rhyme

repetition onomatopoeia alliteration other

2. Circle the word that best describes the tone of the poem.

serious peaceful frantic sad frightening

lively funny disturbing other

3. In this poem, the poet is attempting to (circle one or more)

tell a story create an image

express a feeling or emotion other

4. Who is the speaker in this poem?

5. Is the poem written in stanzas? If so, how many?

6. How would you describe the rhythm of the poem?

7. Does the rhythm seem to match the message or meaning of the poem? Explain.

8. How would you describe the mood of the poem?

How does the poet create this mood?

9. Summarize what you think the poet wants you to know, feel, value, or believe about life from this

poem.


10. What images or word pictures in the poem appeal to your sense of sight, hearing, touch, taste, or

smell? Explain.

11. Does a particular word or phrase carry important meaning for the poem?

If so, which word or phrase and what meaning does it convey?

12. Paraphrase, or restate in your own words, a line or passage from the poem that you like or that you

feel is important.

13. What did you like or dislike about this poem? Why?

14. When you reread the poem, did you discover something that was not obvious upon your first reading?

Explain your discovery and the reason it may have occurred.

15. Would you rate this poem as weak, average, or strong? Give reasons for

your rating.


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Strategies for Reading Folk Tales, Myths,and FablesAlthough writers retell folk tales, myths, and fables in print, they come to us from the oral tradition of thepassing along of stories by word of mouth.

• Folk tales are stories about ordinary people that reveal the traditions and values of a culture.• Myths are anonymous stories involving gods and goddesses that stress cultural ideals or explain natural

occurrences.• Fables are stories that are believed to be based on real-life events and feature larger-than-life people.

As you read a folk tale, myth, or fable, first identify the storyteller’s purpose. Then, you can clarify yourunderstanding of each story by using the following questions as a guide.

Exercise 1

Title and author

1. Circle the type of selection.

folk tale myth fable

2. Circle one or more phrases that describe this selection.

Tells about events in nature

Explains how something came into being

Teaches a moral lesson

Stresses admirable behaviors or ideals

Expresses a generalization

Uses a symbol to stand for an idea

Expresses an idea common to many people

3. When and where does this story take place?

4. Of what importance is the setting to the story, if any?

5. Who are the main characters?

6. What significant events occur?

7. Summarize the theme, central idea, or message of this selection.

8. Is there a sentence or short passage that states or strongly implies the theme, central idea, or

message? If so, what is it?

9. What is the storyteller’s purpose?

10. What cultural value, belief, idea, or custom is this selection about? What clues led

you to your understanding of the culture?


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Reading From Varied SourcesLiterary works are not the only kind of reading. You may read material from a wide variety of sources, depending on your purpose. You can select from newspapers, magazines, Web pages, or anthologies—collections of short works.

Exercise 1 Answer the questions below by writing the letter of the appropriate source from the following list.

a. The Movie Fan Beat g. Web World Weeklyb. Children’s British Masterpieces h. Surf and Sand Collection of Poems c. a preteen chat site i. www.metmuseum.org d. The Boston Globe Online j. www.kidscanmakeadifference.orge. The Indianapolis Star News k. Instruments for Jazz and Bluesf. Model Train Monthly l. Snowboarding Monthly

1. Which source would you use to read poetry written about the ocean?

2. Where would you go to find out the results of the Indianapolis 500?

3. Where would you go to find an apartment for rent in Boston?

4. Which source would give you the latest gossip on your favorite actor’s wedding?

5. If you were interested in learning to play the harmonica, which source would give you research information?

6. Where would you go to read conversations and opinions of kids your own age?

7. Which source would you go to if you wanted to read about building model trains?

8. If you wanted to find out what art exhibitions would be shown tomorrow at New York’s Metropolitan Museum of Art, which source would you use?

9. Where would you go to read Rudyard Kipling’s The Jungle Book?

10. Which source would you use to find out what kids are doing to improve the world?

© Pearson Education, Inc. All rights reserved. 251

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Taking NotesUse a modified outline to take notes on what you hear in class or read.

TIPS FOR MAKING MODIFIED OUTLINES

1. As you listen in class or read, ask yourself, “What is the subject I am hearing or reading about?”2. A brief statement of the subject will be the heading of your outline.3. Jot down details that contain useful information about the subject.

Exercise 1 Completing a Modified Outline. Complete the modified outline below, supplyingthe missing items in the blanks. Draw the needed information from the paragraph.

Everyone values diamonds, but few know the basic facts about them. Diamonds are the hardest

substance known, consisting of pure crystallized carbon. They come in many shapes. Some have eight

sides, and some have as many as forty-eight. Purity of color is rare in diamonds because small

imperfections, such as air bubbles, make them cloudy. In addition to the clear white most often seen in

engagement rings, diamonds may be yellow, green, blue, or even brown. The largest and most nearly

perfect of the blue-stone diamonds is the Hope Diamond. It is worth a very large fortune.

Main Idea:

1. Hardest substance known

2.

3. Come in many shapes

4.

5.

6. May be white, yellow, green, blue, brown

7.

Exercise 2 Making a Modified Outline. On a separate sheet of paper, make a modified outlineof the paragraph below.

Insects are small for a good reason. Unlike human beings and most animals, insects have no lungs to

breathe with. Instead, tiny tubes carry air from the outside of the insect’s body to all of the parts inside.

These tubes do not work well over long distances, however. Therefore, if the insect grows too large,

breathing becomes impossible.


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Using the LibraryThe library contains extensive information in both print and electronic forms. To keep yourself focused asyou look for books, list exactly the information you want to find.

Exercise 1 Finding Information in the Electronic Card Catalog. Answer the questions below,using the information in this electronic catalog screen.

AUTHOR: DeCamp, Lyon SpragueTITLE: The Day of the DinosaurPUBLISHER: New York: Doubleday, 2001CALL NUMBER: 567.9MATERIAL: BookLOCATION: StacksSTATUS: Available

319 p.Bibliog.

NOTES: A history of dinosaurs as one of several prehistoric reptiles.SUBJECTS: Dinosaurs, reptiles, paleontology

1. What is the title of the book?

2. Who is the author of the book?

3. What is the call number of the book?

4. Who is the publisher of the book?

5. How many pages does the book contain?

6. What keywords would you use to search for this book?

Exercise 2 Library Scavenger Hunt. Answer the following questions using reference books, thelibrary catalog, databases, the Internet, or the stacks. Decide where to look, and then, when you havefound the answer, write it in the space provided.

1. If you were driving from northern to southern France, in what order would you arrive at the following

cities: Marseille, Dijon, Paris, Lyon?

2. Using a dictionary of dates, what happened January 16, 1884 in Chile? (You must find the section on

Chile, first.)

3. Using Famous First Facts of America, where and when was the first parking meter installed?


4. What is meant by the Great Circle Route? Why is it important?

5. Using The Reader’s Encyclopedia of American Literature, find out who was Ichabod Crane.

6. Who said “as snug as a bug in a rug”?

7. Does Bogota, the capital of Colombia, South America, lie northwest or northeast of Quito, the capital

of Ecuador?

8. Name a biography and an autobiography available on Agatha Christie. How can you tell which is a

biography and which is an autobiography?

a. biography

b. autobiography

9. Using Concise Dictionary of American History, who were the Casket Girls?

10. Where and when did Dr. Charles Horace Mayo get his M.D. degree?


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Using Encyclopedias Encyclopedias contain extensive information in both print and electronic forms. Use encyclopedias—online, printed books, or CD-ROMs—for basic facts, background information, and bibliographies. To keep yourself focused as you look for information, list exactly the information you want to find.

Using an Encyclopedia

1. Look up the subject under its usual name. If the direction See . . . appears instead of an article, look up the suggested entry.

2. If the direction See also appears, follow up on it. An article on a related subject will often provide useful information on your topic.

3. Some articles are followed by a list of additional readings. These books or articles should be useful if you need a thorough knowledge of your topic.

4. Look up your subject in the index to the encyclopedia. Additional sources of information in the set may be found in this way.

Exercise 1 Finding Information in Encyclopedias. Look up the following subjects. After each, write the name of the encyclopedia and the source (print volume, DVD-ROM, or the Internet URL) where you found information about that subject.

EXAMPLE: How paper is made Encyclopaedia Britannica, www.britannica.com

1. Early systems of measurement

2. The Pony Express

3. The origins of baseball

4. How bees communicate

5. the origin of the Boy Scouts

6. The siege of Troy

7. The invention of the telescope

8. How airplanes stay up

9. The Magna Carta

10. The works of Mark Twain

Exercise 2 Taking Notes in an Encyclopedia. Take brief notes on one of the topics from Exercise 1 or another of your choice. Give the name of the encyclopedia you use, as well as the source (print volume, DVD-ROM, or the Internet URL) where you found information about that topic.

EXAMPLE: How paper is made Encyclopaedia Britannica, www.britannica.com

Paper is matted or felted sheet, usually made of cellulose fibers, formed on a wire screen from water suspension. The papermaking process is almost the same today as it was in the late eighteenth century.

First, the fibers are separated and wetted to produce the paper pulp, or stock. The pulp is then filtered on a woven screen to form a sheet of fiber. This sheet is pressed and compacted to squeeze out most of the water. The remaining water is removed by evaporation, and the dry sheet is compressed some more. Depending upon the intended use, the sheet is sometimes coated with other substances.

Topic: Source:


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Periodicals and Periodical IndexesPeriodicals Use periodicals to find accurate, up-to-date information. The most useful index toperiodicals is The Readers’ Guide to Periodical Literature. The Readers’ Guide indexes magazine articlesaccording to the author and subject. Main entries are listed in alphabetical order.

INFORMATION FOUND IN A READERS’ GUIDE ENTRY

1. Title of article2. Author of article3. Illustrated or not4. Magazine title5. Volume number6. Page numbers7. Date

Exercise 1 Interpreting The Readers’ Guide. Look at the following entry from The Readers’

Guide and answer the questions below.

SKIINGliterature

The pleasures and perils of skiing.L. Perlstein. Ski Monthly 98:26–29 Oct ’01.

1. What is the main subject?

2. What is the title of the article?

3. Who is the author?

4. In what magazine does the article appear?

5. How many pages is the article?

Exercise 2 Using The Readers’ Guide. In the library, look up one of the following subjects inThe Readers’ Guide. Then, answer the questions below.

Subjects: The World Series, Musical Artists, Ecuador, Fishing

1. What is the date on The Readers’ Guide that you used?

2. What subheadings are listed under the topic?

3. What, if any, cross-references are listed?

4. What is the title of one article listed under your topic?

5. What is the name of the magazine in which the article in item 4 can be found?


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Using DictionariesLearn to recognize and use the different kinds of information in a main entry.

SOME DIFFERENT KINDS OF MAIN-ENTRY INFORMATION

1. How a word is spelled2. Syllabification—how a word is divided into syllables3. Pronunciation4. The part, or parts, of speech of a word5. Etymology—the origin and history of a word6. Definition—the different meanings a word can have

Exercise 1 Using a Dictionary for Syllable Division. Look up the following words. Write eachone with a slash at each place where the word can be broken into syllables. Circle the syllable that ismost heavily stressed.

EXAMPLE: revolution rev/o/ lulu /tion

1. latitude

2. habitat

3. Fahrenheit

4. punctuation

5. suspicious

6. appreciation

7. Tallahassee

8. literature

9. athletic

10. chocolate

Exercise 2 Finding Other Information in Main Entries. Use your dictionary to find theinformation in each item below.

EXAMPLE: The part of speech of slowly adv.

1. The word used in the pronunciation key to show the sound of the vowel in the word shrewd.

2. The etymology (origin and history) of rival

3. The number of numbered definitions for plum

4. Another spelling for tennis racket

5. The plural of mongoose


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Using Other Reference Works

Using Reference Sources The following resources will help you in your studies.

information.

and bodies of water.3. Use biographical reference books to find information about people.

KINDS OF INFORMATION IN ALMANACS

statistics for previous year discoverers and inventors(population, production short biographies of U.S. Presidentsin key industries, astronomical eventselection returns) earthquakes and other disasters

winners of important prizes postal rates and regulationssports records miscellaneous information about most

foreign countries

KINDS OF INFORMATION IN ATLASES

climate population and location of cities and townsnatural resources boundariessurface features of lan trade routes

SOME BIOGRAPHICAL REFERENCE BOOKS

Current Biography—short biographies of living peopleWho’s Who in America—facts and dates of living AmericansWebster’s Biographical Dictionary—40,000 brief biographies of famous people

of the past and present

Exercise 1 Choosing the Right Reference Work. In the space provided, write almanac, atlas,or biographical reference to indicate which reference book you would go to for information on eachtopic.

EXAMPLE: the discoverer of radium almanac

1. Source of the Nile

2. First woman to win Nobel prize

3. Reason Belva Lockwood is famous

4. Capital of Oman

5. Maiden name of Hillary Clinton

6. Month with most rainfall in Thailand

7. Benjamin Franklin’s birthplace

8. One hurricane from previous year

9. Mineral resources of Alaska

10. The roles of the fifteen U.S. cabinet members

Exercise 2 Using Other Reference Works. On a separate sheet of paper, provide theinformation called for in any five of the items above. Answer in complete sentences.

d

1.

Usealmanacs,printedbooks,DVD-ROMs,ortheInternettofindspecificfactsaboutavarietyof

2. UseprintorDVD-ROMatlasestofindinformationaboutthegeographyofcountries,partsofcountries,


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Using the InternetThe Internet can be another useful reference source. While researching on the Internet, you may view text, graphics, and sometimes audio or video displays. However, not all information on the Internet is accurate or reliable. Critically evaluate the Web sites that you visit and the information you find.

If you know the address of a particular Web site, simply type it into your Web browser. If you don’t know specific addresses, you can use a search engine, such as Google or Yahoo.

Exercise 1 Internet Search. Find the answers to the following questions on the Internet by using the sources given or a search engine.

1. Find the postal ZIP code for Key West, Florida.

2. Find the preface to Louisa May Alcott’s Little Women by searching Web sites, and complete the following from the preface to the book.

For little tripping maids may follow God Along the ways which saintly have trod.

3. Imagine you are planning a trip to New York City. Go to an official New York City Web site, and name three well-known tourist sights you might see while you are there.

4. What author won the American Library Association’s Newbery Medal in 1999? For which book?

5. Use a Web site to find and name three of the deserts in Southwest America and the states where the deserts are located.


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Answering Objective QuestionsYou will encounter a variety of types of questions on tests that you take, whether they are classroom testsor standardized tests. Practice with the different types of questions will give you confidence about takingtests. A good strategy for taking these tests is to first answer all the questions that you know. Then, do theharder questions, but try not to change your first answer.

Exercise 1 True/False. On the line, identify the statement as either T or F.

1. A statement that uses the word much, many, or generally will often be False.

2. You should look carefully for negative words like not and no when reading a True/False

statement.

3. The word always is often in a True statement.

Exercise 2 Matching. Write the letter of the correct location native to each animal on the line.

1. kangaroo a. North American plains

2. buffalo b. Rocky Mountains

3. mountain goat c. Australia

Exercise 3 Analogies. Write the letter of the correct answer on the line.

1. WOOD : FIRE :: FOOD :a. refrigeratorb. animalsc. farmd. grocery store

2. TABLE : RESTAURANT :: DESK :a. shopb. stadiumc. schoold. museum

3. FLOCK : GEESE :: PACK :a. tigersb. wolvesc. buffalod. rabbits


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