Being a Writer - CCC Learning Hub...ancient rock paintings. B. Imagine you are in a desert, a...

Student Skill Practice Book

SECOND EDITION

Being a Writer™

Illustration by Michael Wertz© Center for the Collaborative Classroom

Copyright © 2016 by Center for the Collaborative Classroom

All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. For information regarding permissions, write to the Publishing Services department at Center for the Collaborative Classroom.

First edition published 2007. Second edition 2014.

Being a Writer is a trademark of Center for the Collaborative Classroom.

Cover illustration by Michael Wertz

Center for the Collaborative Classroom 1001 Marina Village Parkway, Suite 110 Alameda, CA 94501 (800) 666-7270; fax: (510) 464-3670 collaborativeclassroom.org

ISBN 978-1-68246-272-0

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 EBM 23 22 21 20 19 18 17 16

Contents iii

CONTENTSSentences

Lesson 1 Complete Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Lesson 2 Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lesson 3 Dependent and Independent Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Lesson 4 Combining Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson 5 Sentence Fragments and Run-on Sentences . . . . . . . . . . . . . . . . . . . . . 13Lesson 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Nouns and PronounsLesson 7 Nouns and Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Lesson 8 Subject and Object Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 9 Possessive and Intensive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Lesson 10 Pronoun Antecedents and Noun-Pronoun Agreement . . . . . . 28Lesson 11 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

VerbsLesson 12 Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 13 Perfect Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lesson 14 Progressive Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson 15 Shifts in Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Lesson 16 Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Lesson 17 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Modifiers and Other Parts of SpeechLesson 18 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Lesson 19 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Lesson 20 Prepositions and Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Lesson 21 Correlative Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Lesson 22 Formal and Informal English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Lesson 23 Consistency in Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Lesson 24 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

(continues)

iv Being a Writer™ Student Skill Practice Book

Capitalization and PunctuationLesson 25 Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Lesson 26 Commas, Parentheses, and Dashes to Set Off Extra

Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Lesson 27 Punctuating Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Lesson 28 Colons and Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Lesson 29 Capitalizing and Punctuating Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Lesson 30 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Student Grammar Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Proofreading and Editing Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

CONTENTS (continued)

© Center for the Collaborative Classroom Sentences Lesson 1 1

The Island Continent

A. Read each sentence. Underline the complete subject and circle the simple subject. If the sentence has a compound subject, circle the two simple subjects.

1. The smallest continent in the world is the island of Australia.

2. The Pacific Ocean and the Indian Ocean surround Australia.

3. Australia’s biggest cities can be found on the coast.

4. Melbourne or Sydney can be a fun place to visit.

5. Surfers and scuba divers flock to Australia’s beaches.

6. Beautiful white sand stretches for miles.

B. Read each sentence. Underline the complete predicate and circle the simple predicate. If the sentence has a compound predicate, circle the two simple predicates.

1. The Great Barrier Reef near Australia is the largest reef in the world.

2. Different types of coral form the reef and provide a habitat for many sea animals.

3. Colorful fish look for food or hide from predators.

4. Temperature change and pollution can harm the coral.

5. Scientists study the reef constantly and observe its condition over time.

C. Write three complete sentences about a beach that you have visited or one that you imagine. Use at least one compound subject or compound predicate.

2 Being a Writer™ Student Skill Practice Book © Center for the Collaborative Classroom

The Outback

A. Read the paragraph. Above each underlined word or phrase, write SS for simple subject, CS for compound subject, SP for simple predicate, or CP for compound predicate.

A vast, dry area covers a large part of Australia. This sparsely

populated region is called the Outback. Dunes and grasses make

up most of the Outback. Some animals have adapted to the

environment and survive well there. The bearded dragon is one

of these animals. This little reptile nibbles on plants or catches

insects for food.

Many people will visit Ayers Rock in the central part of

the Outback. This huge rock formation looks orange at noon

and glows red at sunset. Its walls and caves are decorated with

ancient rock paintings.

B. Imagine you are in a desert, a prairie, or another vast space you know of. Write four sentences describing what you see. Use at least one compound subject and one compound predicate.


Down Under

A. Read each subject and predicate in the chart. Match the subjects and predicates to write four complete sentences. Remember to begin each sentence with a capital letter and end it with the correct punctuation mark.

Subject Predicate

corals and sponges is the capital of Australia

the city of Canberra surf and dive in the ocean

a crocodile are marine animals

tourists can hunt in water or prowl on land

1.

2.

3.

4.

B. Circle the conjunction in each sentence. Write CS for compound subject or CP for compound predicate to tell which it forms.

1. My aunt and my uncle live in Sydney, Australia.

2. They work at a university and teach music.

3. My dad calls or e-mails them every week.

4. Aunt Sara or Uncle Leo just sent us this photo.

5. Sydney looks beautiful and has interesting buildings.

C. Write five sentences about somewhere far away that you would like to visit. Underline the complete subject and draw two lines under the complete predicate in each sentence.


Sisters and Brothers

A. Read each sentence. Write S if it is a simple sentence and C if it is a compound sentence. Underline each complete subject and draw two lines under each complete predicate.

1. Gina has one brother and two sisters.

2. Gina is older than her brother, but she is younger than her sisters.

3. Celia is the oldest girl, but she is not the tallest.

4. Gina is the same height as Celia, so the girls sometimes share clothes.

5. Gina’s brother Anthony is only five years old.

6. Gina or one of her sisters often babysits for Anthony.

B. Complete each compound sentence by adding a comma and the correct conjunction (and, but, or, or so). Use each conjunction once.

and but or so

1. Marie is the middle sister she is also very athletic.

2. Marie is teaching Anthony to catch a baseball he is not very good.

3. Anthony often drops the ball it flies past him.

4. Marie is a patient teacher maybe Anthony will improve soon.

C. Write four compound sentences about someone who has taught you something. Try to use and, but, or, or so in at least two of your sentences.


Not Identical At AllA. Rewrite each pair of simple sentences as a compound sentence, using the

correct conjunction from the box. Use each conjunction twice.

and but or so

1. My brothers are twins. They do not look alike.

2. They are different in many ways. They are easy to tell apart.

3. One brother has straight brown hair. The other has curly red hair.

4. Connor is a great singer. Liam cannot sing at all.

5. Connor may join the choir this year. He may wait until next year.

6. Liam is a strong runner. He will try out for the track team.

7. My brothers disagree sometimes. They yell loudly at each other.

8. They make up on their own. My mom settles the argument.

B. Write five compound sentences about activities you might choose to do after school. Try to use at least three of the conjunctions from the word box at the top.


The Right Turn

A. Read the story. Find six mistakes in the compound sentences. Cross out each incorrect letter or word and write the correction above it. Add any missing words or commas.

Sanji’s family had just moved to a new neighborhood. He

wanted to explore it So he grabbed his bike and invited his sister

Pria to come along. Pria could not decide. She could go riding

with Sanji, she could unpack boxes with Dad. She did not really

want to spend time with her little brother, or it was better than

unpacking. Pria hopped on her bike but they rode off.

B. Revise each pair of sentences to form a compound sentence, using and, or, but, or so.

1. Sanji and Pria were feeling tired. They decided to go home.

2. They found their street. They were not sure which way to turn.

3. They could turn right. They could go left.

4. They turned right. They could have gone the other way, too.

5. The street was a circle. Both ways ended up in the same place!

C. Write a paragraph about being in a place for the first time. Include at least four compound sentences. Use all four conjunctions—and, but, or, and so—once.


That’s Huge!

A. Read each group of words. Write DC if it is a dependent clause, IC if it is an independent clause, or CS if it is a complex sentence.

1. when I went to the nation’s capital

2. I saw the Washington Monument

3. you cannot go inside unless you have a ticket

4. the Washington Monument was closed from 2011 to 2014

5. because an earthquake had damaged the building

B. Read the paragraph and find the complex sentences. In each sentence, draw a line under the independent clause. Draw two lines under the dependent clause. Circle the subordinating conjunction.

If you go to San Francisco, you will see a spectacular

structure. It is called the Golden Gate Bridge. Though it is not

the longest bridge in the world, it is very famous. The Golden

Gate Bridge amazed everyone when it opened in 1937. It was

bright orange and 1.7 miles long. The Golden Gate was called a

suspension bridge because it hung from huge cables between two

towers. It was the longest suspension bridge in the world until

the Verrazano Bridge opened in 1964. Unless you see the Golden

Gate Bridge up close, you might not believe how amazing it is!

C. Write a paragraph about an amazing structure you have seen or read about, such as a bridge or tower. Use at least two complex sentences with different conjunctions.


Museum of Industry

A. Choose a subordinating conjunction (though, because, if, unless, when) to complete each sentence. Write the conjunction on the line. Remember to capitalize the conjunction if necessary.

1. David arrived at school on Tuesday, the teacher made an announcement.

2. She had a special treat for the class everyone had passed yesterday’s quiz.

3. They were going to the Museum of Industry they all got permission from their parents.

4. David would have to ask his mom, he thought she would say yes.

5. She might even go along she had to work that day.

B. There are two correct ways to write each complex sentence. Write each one a different way on the lines below. When necessary, add a comma.

1. if you like learning how to build things, the museum is a great place to go.

2. buildings were only a few stories tall until modern elevators came along

C. Write a paragraph about a museum you have visited or would like to visit. Describe what you learned or what you saw there. Use at least three complex sentences with different conjunctions.


Don’t Look Down

A. Circle the conjunction that correctly completes each sentence.

1. Some people do not like tall buildings (though, because) they have a fear of heights.

2. (If, Unless) you are afraid of high places, you may suffer from acrophobia.

3. (Until, When) my uncle travels for work, he stays on the lowest floor of the hotel.

4. My uncle is not afraid of elevators (unless, until) they have glass walls.

B. Read each pair of clauses. Use them to write a complex sentence. Then rewrite the sentence by switching the order of the clauses.

1. Jared was afraid to cross because the bridge was so high

2. though the view was incredible I would not look over the edge

3. the observation deck had to close until the wind died down

C. Think about something that scares you. Write five complex sentences about it. Use at least four different subordinating conjunctions.


Diego and Frida

A. Underline each sentence pair that could be combined to form a compound subject. Draw two lines under each pair that could be combined to form a compound predicate.

Diego Rivera was a famous twentieth-century artist. Frida Kahlo

was a famous twentieth-century artist. Rivera was from Mexico.

Kahlo was from Mexico. They met at a school in 1922. They got

married in 1929. Both artists were successful in the United States

and in Europe. Rivera painted about workers’ struggles. Rivera often

created huge murals. Kahlo painted strange, beautiful self-portraits.

B. Underline the appositive in each sentence. Circle the comma or commas that set off the appositive.

1. Rivera painted one of his most famous works, the Detroit Industry series of murals, at the Detroit Institute of Art.

2. Diego Rivera worked on Detroit Industry, a huge project, for almost a year.

3. The style Rivera used is called fresco, a mix of paint and plaster.

4. The paintings, scenes of Detroit in the 1930s, show the city’s buildings and workers.

5. The large murals cover the walls of Rivera Court, a special room of the museum.

C. Imagine you are asked to paint a mural. What would you paint? Write a paragraph using a compound subject, a compound predicate, and an appositive.


Louis and Mary

A. Combine each sentence pair to write a new sentence. Use a compound subject, a compound predicate, or an appositive in the new sentence. Remember to use commas correctly.

1. Louis Leakey was interested in early humans. His wife, Mary, was, too.

2. The Leakeys worked in Tanzania. The Leakeys made many big discoveries there.

3. In 1960 Mary found the skull of a hominid. A hominid is a member of the group that includes humans and apes.

4. The skull was about two million years old. The skull may be from one of the earliest hominids to use tools.

5. The Leakeys became famous. The Leakeys discovered many more fossils.

B. Write a short passage about a time you found something interesting. Use at least one compound subject, one compound predicate, and one appositive.


What a Pair!

A. Read the paragraph. Underline the compound subjects, compound predicates, and appositives and write CS, CP, or A above each one.

Chuck and Jeannie live in the apartment next to ours. They

are the funniest couple. They recently opened a very unusual store,

Rocks with Rolls. It sells decorative rocks of all sizes and shapes,

but it is also a bakery! You can buy a sparkly stone or get a fresh-

baked bagel there. Display cases full of geodes, rocks with crystals

inside, decorate the shelves. Cinnamon buns and coffee cakes fill

the air with delicious scents. Chuck or Jeannie always greets you

at the door.

B. Read each sentence pair. Combine the sentences to complete the new sentence with a compound subject, a compound predicate, or an appositive. Remember to use commas if necessary.

1. Chuck married Jeannie 25 years ago. Jeannie married Chuck 25 years ago.

married each other 25 years ago.

2. Last week they celebrated their anniversary. They threw a big party.

Last week they .

3. They had the party at the store. The party was a fun event.

They had the party at the store.

C. Write a paragraph about an interesting couple you know. Write five sentences, varying their lengths and styles. Include a compound subject, a compound predicate, and an appositive.


Hot and Spicy

A. Read each group of words. Circle C if the group of words is a complete sentence. Circle F if it is a fragment.

1. That is the hottest pepper I have ever tasted. C F

2. Red habanero chili peppers from Mexico. C F

3. A big bowl of spicy chili and beans. C F

4. I need some water. C F

5. Burned my tongue and throat. C F

B. Read each sentence fragment. Circle the words that can be added to form a complete sentence. Write the sentence on the line.

1. Loves chicken wings with hot sauce.

Are very messy. Billy from Buffalo.

2. Spicy cabbage kimchi.

Red pepper flakes and ginger. Is a popular Korean dish.

3. Make my nose run.

Some kinds of mustard. Spread on bread.

C. Write a paragraph about eating something spicy. Use a variety of sentence types. Be sure to fix any sentence fragments.

Sentences | Lesson 5


The Truth About Onions

A. Read each sentence. Circle R if it is a run-on sentence. Circle C if it is correct.

1. The onion is a plant, we eat the plant’s bulb. R C

2. Onions can be purplish-red, yellow, or white on the outside.

R C

3. Garlic and onions are related but have very different flavors.

R C

4. Some people like raw onions I only like fried onions.

R C

B. Read the paragraph. Correct each run-on sentence by forming a compound sentence, a complex sentence, or two sentences.

You may like eating onions you may not like cutting them.

When you slice into an onion, chemicals are released. Gas rises

into your eyes, they start to burn. Soon you are crying like a

baby! There are a few tricks that can help. Try wearing goggles

they keep the gas out of your eyes. You can also turn on a fan

you can open a window if you don’t have a fan. Do not give up

on onions these vegetables are good for you. They are high in

vitamin C and low in calories.

C. Write a paragraph about your favorite or least favorite vegetable. Use a variety of sentence types. Be sure to fix any sentence fragments or run-on sentences.


Our Flavor-ite Things

A. Read the paragraph. Underline each run-on sentence. Draw two lines under each sentence fragment.

What is your favorite flavor? Some people love chocolate

other people prefer vanilla. Or strawberry. Our class decided to

take a poll. We asked everyone in the school for their favorite

flavor. Then counted the results. Chocolate got the most votes

strawberry came in second place. The biggest surprise. A lot of

people liked mint! Cherry was the least popular, only two people

voted for it.

B. Think of a way to correct each fragment or run-on sentence. Write the new sentence or sentences on the line.

1. I like vanilla ice cream, strawberry is my favorite.

2. Made a strawberry smoothie for my brother.

3. Tessa cannot eat strawberries she is allergic to them.

4. Strawberry ice cream with chocolate sauce.

C. What are your five favorite ice cream flavors? Write a sentence about each one. Use a variety of sentence types, and be sure to fix any fragments or run-on sentences.


Am I Bugging You?

A. In each sentence, draw one line under the complete subject and two lines under the complete predicate. Write compound above any compound subject or compound predicate.

1. Ladybugs and aphids are two kinds of garden insects.

2. Tiny green aphids feast on leaves and spread plant diseases.

3. Most ladybugs eat aphids and other soft-bodied insects.

4. Many gardeners and farmers protect their plants with ladybugs.

5. These colorful beetles are a safe, natural form of pest control.

B. Combine each sentence pair to write a new sentence. Use a compound subject, a compound predicate, or an appositive in the sentence.

1. Most birds dislike the taste of ladybugs. Most birds leave them alone.

2. Spiders will happily eat ladybugs. Toads will happily eat ladybugs.

3. Ladybugs can be many different colors. Ladybugs are usually red.

4. You can recognize a ladybug by its most distinct feature. The feature is a pattern of black dots on its back.

C. Imagine you discover a new kind of insect. Write a description of it. Include one compound subject, compound predicate, and an appositive.


Pet or Pest?

A. Circle the conjunction in each sentence. Write compound or complex on the line to describe what kind of sentence it is.

1. Most gardeners do not like snails because these hungry creatures destroy plants.

2. Snails nibble on leaves, and they love fresh shoots.

3. When they move, snails leave a slimy trail behind them.

4. A snail’s body is soft, so the slime provides protection from the rough ground.

5. A snail hides inside its shell if it feels threatened.

B. Combine each pair of sentences to write a compound or complex sentence. Use the conjunctions though, or, because, or and and capitalize them if necessary. Remember to use commas correctly.

though or because and

1. Many people think snails are slimy. Some people keep them as pets.

2. Snails are good pets. They do not run away!

3. You can buy a tank for your snail. You can make one out of a plastic container.

4. A snail eats carrot slices. It also likes dandelion leaves.

C. Write a paragraph about whether you would want a snail for a pet. Use at least two compound sentences and two complex sentences.


Nature’s Recyclers

A. Read each sentence. Circle R if it is a run-on sentence, F if it is a fragment, or C if it is correct.

1. Earthworms are important they add nutrients to soil.

R F C

2. Worms break up the dirt and mix air into it. R F C

3. More than 2,500 kinds of earthworms. R F C

4. Worms do not have eyes but can sense sunlight.

R F C

5. They move away from the light it dries them out.

R F C

B. Proofread the paragraph and fix the fragments and run-on sentences. Use correct punctuation, conjunctions, and capitalization.

You can make soil out of food scraps and yard waste, you

just need a large container. And a little bit of water. Moisture

inside the container helps the material break down. Over several

months. Some people add earthworms this speeds up the

process. The worms. Eat the material and digest it. This produces

a rich mixture called compost. When you combine the compost

with dirt Plants grow better.

C. Would you want to make compost? Write a paragraph explaining why or why not. Use a variety of sentence types, and be sure to fix any sentence fragments and run-on sentences.

© Center for the Collaborative Classroom Nouns and Pronouns Lesson 7 19

DaydreamingA. Underline all the nouns in the paragraph. Above each noun, write P if it is

plural or S if it is singular. Also, write C if it is a collective noun.

Sometimes I daydream while I am doing chores. My mind

imagines fairies and elves helping me wash the dishes and sweep

the floor. Invisible little men and women help me clean under the

couches. A flock of magic sheep lives in the yard and helps me mow

the lawn. Sometimes I see a big pile of dirty clothes and pretend there

is a treasure hidden in it. Once I actually did find a bunch of quarters!

B. Complete each sentence by writing the plural form of each noun correctly.

1. Yesterday I found something on one of the in the

kitchen. (shelf)

2. Three of noodles had holes in them. (box)

3. There were also some half-eaten on the table.

(cherry)

4. I figured that a few hungry had visited us. (mouse)

5. Their little had left marks on the fruit. (tooth)

6. The only thing I did not understand was the trail of tiny golden

shoe across the floor. (print)

C. Write a short paragraph describing what you daydream about. Use at least four plural nouns.


CandyvilleA. Underline the possessive nouns in each sentence. Above each one, write SP

if it is a singular possessive noun or PP if it is a plural possessive noun.

Jana’s little brother Travon loved bedtime stories, so she made

up a series of stories for him. The stories’ two main characters were

Travon and a magic pony named Trafalgar. They lived together in

the land of Candyville. Trafalgar’s mane was made of cotton candy,

and only Travon was allowed to eat the candy. When other children’s

hands touched the mane, it turned into hundreds of spiders’ webs.

That was Travon’s favorite part of the story!

B. Complete each sentence by rewriting the phrase in parentheses. Use a possessive noun in the new phrase.

1. Travon heard the thundering sound of . (hooves belonging to horses)

2. The twitched nervously. (ears of the pony)

3. A trumpet announced the arrival of the . (army belonging to the prince)

4. Could Travon save the ? (village of the people)

5. Travon hid behind some . (the branches of bushes)

6. Jana always made her brother . (the hero of Candyville)

C. Invent a strange or magical land for the setting of a story. Describe what it looks like and who lives there. Use at least three possessive nouns.


Acting Like an AnimalA. Proofread the paragraph. Fix any plural or possessive nouns you find that

have been formed incorrectly.

Have you ever heard the expression “as sly as a fox”? Foxs

are thought to be sly because they will sneak up on a birds

nest and steal its eggs. We use many expressions that compare

peoples’ personalitys to animals’ actions. For example, maybe you

have heard someone described as a “wolf in sheep’s clothing.” We

all know that wolfs do not really wear clothing, and neither do

sheeps! The expression just means that the person is pretending

to be harmless (like a sheep) but is actually dangerous (like

a wolf).

B. Write the correct forms of each noun to complete the chart. Si

Singular Plural Singular Possessive Plural Possessive

1. class

2. activity

C. Write three sentences describing the personality traits of one or more characters from a book or a movie. Use a plural noun or a possessive noun in each statement.


A Rocky StartA. Read the passage. Circle each pronoun. Above it, write SP (for subject

pronoun) or OP (for object pronoun).

Gabbie stared nervously up at the rock wall. She and Favio were

at the climbing gym for the first time. Favio had promised her that

climbing would be fun, but the place smelled like a locker room and

the wall was really high. It was covered with small, funny-looking

knobs and pegs. “You hold on to them,” explained Favio. He acted like

an expert, but the wall scared him, too.

“I don’t know,” said Gabbie. “This does not look fun to me.”

“Oh, come on,” replied Favio. “We have to try it.”

B. Read the passage. Circle the correct form of each pronoun in parentheses.

The instructor taught Gabbie and Favio how to use the rope.

(They, Them) learned how to raise and lower each other safely.

Gabbie loved climbing. “Look at (I, me)!” (she, her) shouted down

to (we, us) from the top. The sport turned out to be easy for

(she, her). Favio had a harder time. (He, Him) kept slipping off

and dangling from the rope. (We, Us) tried not to laugh at

(he, him), but even Favio could not stop giggling.

C. Write a short paragraph about a time you tried something difficult for the first time. Use at least three different pronouns.


Mission AccomplishedA. Read the passage. Write a pronoun from the word box to complete each

sentence. Use each pronoun only once.

He us She it them I her They him me

On January 14, 2015, Tommy Caldwell and Kevin Jorgeson

did something no one else ever had. reached the

top of a 3,000-foot rock face in Yosemite National Park without

using ropes to pull themselves up. The rock is called the Dawn

Wall of El Capitan. The men climbed in 19 days.

Caldwell got to the top first. waited for Jorgeson,

who was only a few minutes behind . The climbers’

families, including Caldwell’s wife, Rebecca, greeted .

gave Tommy a huge hug. Jorgeson’s girlfriend was

also there, and Kevin hugged . The families had

driven up the back side of the mountain.

Some people think Tommy and Kevin were crazy to do

something so difficult and dangerous. agree! It does

not sound fun to . However, their feat teaches all of

that trying hard can lead to great accomplishments.

B. What is the bravest thing you have ever done? Write a short paragraph describing what you did and why. Try to use both subject and object pronouns.


Safety FirstA. Complete each sentence by writing a pronoun that could replace the

underlined word or words.

1. Rock climbers use special safety gear. always check the gear carefully before climbing.

2. A climber wears a harness with a rope clipped to .

3. The instructor gave Dad and me harnesses and showed how to step through the leg straps.

4. The instructor, whose name is Anne, has been a climber for years. has never had an accident.

5. Anne attached metal clips to the harnesses and demonstrated how to lock .

B. Proofread the passage. Cross out each incorrect pronoun and write the correct pronoun above it.

In 1975, Junko Tabei became the first woman to reach the

top of Mount Everest. He was 35 years old and was from Japan.

At the time, most Japanese women did not work. There were

not a lot of opportunities for they. We definitely did not climb

mountains! When Tabei reached the summit, women everywhere

cheered for them. Tabei did have some help from a man named

Ang Tshering. They was a guide from Nepal, a country in the

Himalayan mountains. Together, the climbers made history.

C. Write the beginning or ending of a story about two people climbing a mountain together. Use at least 5 different subject or object pronouns.


Snakes in the Living RoomA. Read the passage. Circle each possessive pronoun.

My dad is a herpetologist, which means that he studies

reptiles. His main interest is snakes, and he has brought several

home with him to keep as pets. Guests cannot believe their

eyes when they walk into our living room. One of its walls has

a big shelf lined with tanks, and each tank contains a snake.

The snakes are not dangerous, but Mom says that some of her

friends refuse to go into the living room with her!

B. Complete the passage by writing the correct possessive pronoun from the box in each blank.

my your his its their her Our

Does looking at a snake make skin crawl?

I used to dislike snakes because I thought they were slimy. Then

opinion changed when I learned that

skins are actually dry. A snake has scales on skin

that sometimes make it look shiny. Believe it or not, we have

something in common with snakes. fingernails are

made of the same material as their scales!

C. Would you want to be a pet snake? Why or why not? Use at least three different possessive pronouns in your answer.


Reptile ReportA. Circle the intensive pronoun in each sentence.

1. While reptiles have existed since the age of dinosaurs, the dinosaurs themselves died out millions of years ago.

2. Lizards, snakes, and turtles are reptiles, while we ourselves are mammals.

3. As a snake grows, it sheds its outer layer of skin because the skin itself does not grow.

4. Mom said, “You may get a turtle, but you yourself must care for it.”

B. Complete the passage by writing the correct intensive pronoun from the box in each blank.

myself himself herself itself ourselves yourselves

Renee wrote an interesting report about reptiles. While

she is not an expert on reptiles, she learned a lot

from her cousin Al. He is in charge of the reptiles at a pet store.

Renee and I have been there to see the interesting

lizards, snakes, and turtles.

Al has a pet lizard. According to him,

some people will buy a reptile just to show it off. The animal

is not important to them. I would

never do that.

C. Write a paragraph about the pros and cons of having an unusual pet. Use at least three different intensive pronouns.


Attack of the TurtlesA. Read the passage. Circle the correct form of each pronoun in parentheses.

Cristina took (her, herself) brother Pablo to see a ridiculous

movie called Attack of the Tiny Turtles. Even the actors (theirselves,

themselves) seemed embarrassed to be in the movie. (It’s, Its)

main character was a scientist named Dr. Tortuga, who lost

(their, his) mind and created a bunch of killer baby turtles. They

crawled up out of a lake and started snapping (your, their) teeth at

everyone.

B. Proofread the passage. Cross out each incorrect pronoun and write the correct pronoun above it.

There were many problems with the movie. First, while most

reptiles have teeth, a turtle it’self does not. Its mouth has a beak

instead. Second, even Dr. Tortuga hisself was afraid of the turtles

in spite of they tiny size.

“I feel bad that you wasted you’re money on that movie,” Pablo

told his sister. “We could have made a better movie ourself!”

“I agree,” replied Cristina. Secretly, however, she decided it

was my favorite movie of the year.

C. Make up an ending for Attack of the Tiny Turtles. Write a description of what happens, using at least two possessive pronouns and two intensive pronouns.


Jazzing It UpA. Read each sentence. Circle the antecedent of the underlined pronoun.

Draw an arrow from the pronoun to its antecedent.

1. My uncle loves country music and listens to it all the time.

2. Aunt Lil prefers jazz. Her favorite musician is Wynton Marsalis.

3. Wynton Marsalis plays the trumpet. Aunt Lil saw him perform once.

4. Wynton’s brother Branford is also famous. He plays the saxophone.

5. Wynton and Branford grew up in New Orleans. Their father, Ellis Marsalis, was a piano player and teacher.

6. Ellis was a big influence on his sons. He taught them to love jazz.

B. Read the sentences. Circle the correct form of each pronoun in parentheses.

1. Trumpets are brass instruments. You blow into (it, them) to make a sound.

2. You can hear a lot of great music in New Orleans. Many people call (him, it) the birthplace of jazz.

3. When my aunt went to New Orleans, (she, they) saw musicians on every corner.

4. An old man played a trumpet while tapping (his, their) foot to the beat.

5. A trombone player led a parade down the street. Several people marched behind (them, her).

6. A girl and a boy twirled around as (he, they) danced to the music.

C. Write a paragraph about your favorite instrument. Use at least three different pronouns, making sure they agree with their antecedents and that the antecedents are clear.


The Crescent RollersA. Proofread the passage. Cross out each incorrect or unclear pronoun.

Above it, write a word or phrase from the box to replace the pronoun. Use each choice only once.

them Grandma Belle His Dixieland music Liza

The band She their The song

My teacher, Mr. Beauford, is a musician. Their nickname is

Mr. Tuba-Man because he plays a style of music called Dixieland

on a tuba. It comes from New Orleans and has a very jazzy,

upbeat tempo. Mr. Tuba-Man plays in a band called the Crescent

Rollers. His wife, Liza, is also in the band. They grew up in New

Orleans and learned to sing from her grandmother. She sang to

her whenever the girl was feeling sad.

Officials often invite the Crescent Rollers to play in the big

parade. It marches down the street, playing classic tunes such as

“When the Saints Go Marching In.” It is an old gospel hymn. The

musicians dance and swing its instruments joyfully as they play.

The people in the crowd always clap and sing along with him.

B. Imagine watching a parade. Write a paragraph describing what you see and hear. Use four different pronouns. Be sure they agree with their antecedents and that the antecedents are clear.


The King of ZydecoA. Proofread the passage. Cross out each pronoun that does not agree with

its antecedent. Write the correct pronoun above it.

Have you ever heard of zydeco music? He is a style that

came from the music of the Creoles in Louisiana. It also has

elements of blues, rock and roll, and hip-hop in them. A man

named Clifton Chenier helped make zydeco popular in the

late 1950s. They grew up in Louisiana and learned to play the

accordion from their father. Clifton’s brother Cleveland was also

a musician, and Clifton often performed with her.

B. Read the sentences. Cross out each pronoun with an unclear antecedent. Above the pronoun, write a word or words to fix the problem.

1. Most zydeco bands include instruments such as the accordion and

the washboard. It is a ribbed metal board that you rub with a spoon.

2. Clifton and Charles Chenier performed throughout Louisiana and

Texas. His brother played the washboard to accompany him.

3. Modern zydeco bands attract fans of all ages. They usually jump up

out of their seats and dance as the music plays.

4. Today, Clifton Chenier’s son C.J. is a popular zydeco musician.

Clifton died in 1987, but he carries on the tradition.

C. Write a paragraph about your favorite band or musician. Use at least six different pronouns. Make sure each pronoun agrees with its antecedent.


Stuff for SaleA. Circle the noun that correctly completes each sentence.

There was a big yard sale in (Yuki’s, Yukis’) neighborhood last

weekend. Mr. and Mrs. Zamora invited several (families, family’s)

to set up tables in front of the garage. (Peoples, People) brought all

kinds of interesting (item, items) to sell. There were (boxs, boxes) of

old plates and (dishes, dish’s). There were also sets of forks, spoons,

and (knives, knifes). Mr. Zamora was selling a (bunch, crowd) of

(mens’, men’s) clothing, including several (sweaters, sweateres) and

two (wristwatch’s, wristwatches). Mrs. Zamora had a huge (flock, pile)

of DVDs for sale. A few (children, childs) sold their old toys, but then

they ended up buying other (kids’, kid’s) old toys!

B. Write the correct forms of each noun to complete the chart.Sin

Singular Plural Singular Possessive Plural Possessive

1. glass

2. neighbor

3. scarf

4. woman

5. party

C. Write a short passage about what you would sell at a yard sale. Use singular, plural, collective, and possessive nouns.


Hard to Let GoA. Read the paragraph. Above each underlined word or phrase, write a

pronoun that could replace it. On the two blank lines, write the correct intensive pronouns.

Calvin had a lot of old junk in Calvin’s closet. Calvin

did not think there was anything wrong with the

junk, but Mom told Calvin to get rid of the junk. Mom said,

“Calvin, you and I are going to clean out this closet today.”

Calvin tried to argue with Mom, but Mom’s mind was made

up. Calvin and Mom spent the next few hours pulling things out

of the closet and sorting the things into piles. There were some

cars missing the cars’ wheels, a deflated football, a teddy bear

with gum stuck in the bear’s fur, and a sweatshirt stained with

paint. “Wait!” shouted Calvin. “I can’t throw out that sweatshirt!

That sweatshirt reminds me of the time that Grandpa helped

you and me paint this closet.”

“You’re right,” agreed Mom. “I would never

want to forget that day.”

B. Write a short passage about a possession that means a lot to you. Explain where you got it and why it is important. Use subject, object, possessive, and intensive pronouns.


It Pays to Be ThriftyA. Proofread the passage. Cross out each incorrect or unclear pronoun.

Above it, write a word or phrase from the box to replace the pronoun. Use each choice only once.

me the jewelry her Rachel It these items

A thrift shop is a great place to buy used clothing and

accessories. He has all kinds of items for men, women, and

children, and they are interesting. My older sister Rachel and

his friend Amanda go to thrift shops all the time to buy clothes.

Sometimes she gets things for I, too. For instance, yesterday Rachel

bought me a necklace and matching earrings. I really liked it.

B. Complete each sentence by writing the correct pronoun on the line. Then draw an arrow from the pronoun to its antecedent.

1. The necklace cost only three dollars, even though

looked like real gold.

2. My dad bought a suit at the thrift shop. The suit looked great on

.

3. Donating clothes to a thrift shop is a great way to recycle

.

4. Some people donate old furniture to be sold in

thrift shops.

C. Write a paragraph about the importance of reusing things. Use subject pronouns, object pronouns, possessive pronouns, and intensive pronouns.


That Makes SenseA. Read the passage and underline each verb. Above the verb, write AV if it

is an action verb, LV if it is a linking verb, or HV if it is a helping verb.

Good eyesight is important, but we can survive without it.

When people lose their vision, their other senses often improve.

Without sight, a person may become more aware of sounds and

smells. He or she might feel movement through vibrations more

keenly. Not surprisingly, some famous musicians cannot see.

Stevie Wonder, for example, is an incredible piano player even

though he never sees the keys.

B. Read the passage and underline each verb. Above the verb, write past, present, or future to show what tense it is.

One day in school last year, I noticed something strange. The

words on the board looked blurry. Then I almost missed soccer

practice because I read the clock incorrectly. That night I told my

parents, “Something seems wrong with my eyes.”

“You probably need glasses,” said Dad. “I will take you to the

eye doctor tomorrow. He will examine your vision.”

Now I wear glasses every day. I will need them for the rest of

my life.

C. Write about seeing or hearing something unusual. Use at least four different verbs, including one past-tense, one present-tense, and one future-tense verb.

© Center for the Collaborative Classroom Verbs Lesson 12 35

Tiny Eyes and EarsA. Write a verb from the word box to complete each sentence. Change the

form of the verb, if necessary, to show the correct tense. Use each verb only once.

become fold had unfold are use

drop carry see open rely look

1. Last week, Lisa’s cat Velvet kittens. Velvet

an old laundry basket for a bed.

2. Newborn kittens always blind and deaf at first. Their

ears down over the openings.

3. Velvet’s kittens probably their eyes next week. Then

their ears , too.

4. Full-grown cats better in the dark than humans do.

5. Yesterday, Velvet each kitten into Lisa’s room and

it on Lisa’s bed. The kittens so cute

there.

6. Right now, the helpless kittens completely on Velvet,

but eventually they independent.

B. Imagine being a kitten and exploring a new environment. Write about what things look and sound like. Use at least one present-tense, one future-tense, and two past-tense verbs.


Are You Listening?A. Complete the chart. Fill in the missing tenses of the verbs to show their

correct forms.

Present Past Future

hear heard

realized will realize

clap will clap

become will become

knew

B. Proofread the passage. Cross out any verb that is not in the correct tense. Write the correct form of the verb above it.

In science class yesterday, we study sound waves. We learn

some interesting facts. For example, sound waves are a form

of energy. When they move, they vibrated particles in the air.

Tomorrow we conducted an experiment. We listen to sound

waves through different solids and liquids.

C. Write about your favorite sounds. Where and when do you hear them? Use at least four verbs, including one present-tense, one future-tense, and two past-tense verbs.


WhoopsA. Read the passage. Circle each present-perfect verb phrase, underline each

past-perfect verb phrase, and draw two lines under each future-perfect tense verb phrase.

When I play sports, I usually stretch first. This has prevented

injuries in the past. Last week, however, the game had begun

already when I got there, so I ran onto the field. Suddenly I felt a

sharp pain. I had torn a muscle in my leg!

The doctor has told me to rest my leg for a month. By that

time, the soccer finals will have happened, and I will have missed

all the fun.

B. Read the passage. Circle the correct helping verb or past participle to complete each verb phrase.

My little brother Andy plays on the Sprouts soccer team. The

Sprouts are not very good. In fact, they (had, have) lost all of

their games! But Andy still has fun. Last week he thought he had

(kicked, kick) a goal. Sadly, he (will have, had) run the wrong way

down the field. Everyone still cheered. Since then, the coach (had,

has) reviewed the rules of the game with him. He hopes that by

next week, Andy (will have, has) learned which way to run.

C. Write a paragraph about a lesson you have learned the hard way. Use at least one verb in the present-perfect, one in the past-perfect, and one in the future-perfect tense.


Nice Catch!A. Write the correct perfect-tense form of each verb shown in parentheses

to complete the passage.

Brooke sat in the bleachers, watching the ball game. Her

friend Bonnie (head) to the snack bar a few

minutes ago. The game (start) a half hour ago,

and the girls were bored.

When Bonnie returned with a basket of nachos, Brooke

said, “You (miss) absolutely nothing. Nobody

(score) any runs or even hit the ball. Pretty soon,

my entire body (go) to sleep.”

Suddenly Bonnie shouted, “Watch out! The batter

(smack) a fly ball, and it’s coming our way!” The girls ducked. Then

there was a big splat. They looked up in shock. The ball

(drop) right into Bonnie’s basket of nachos.

“Well, if nothing else happens today,” chuckled Brooke, “this

(be) the best moment of the game.”

B. What happens next at the game? Write a short scene. Include dialogue between the characters. Use at least four perfect-tense verbs.


Right on TrackA. Complete the chart. Fill in the missing forms of the verbs.

Present Perfect Past Perfect Future Perfect

1. competehas or have competed

2. race had raced

3. break will have broken

4. throwhas or have

thrown

5. lose had lost

B. Proofread the passage. Cross out each incorrect verb form and write the correct form above it to make it the perfect tense.

My cousin Lana is on the track team in college. She has

be the star of the team for three years. Before college, she has

already competed in high school. In fact, she will have broken

many records in the 1600-meter race before she was 16. Now

Lana competes in the 3200-meter race. By next year, she had run

many miles, and she will have achieve all her goals.

C. Write a passage about something you have been working on for awhile. Tell what you have done to get better at this activity. Use at least five perfect-tense verbs.


Corned Beef and CabbageA. Underline each progressive-tense verb phrase. Above it, write present,

past, or future to tell which it is.

Patrick and Meg were visiting their aunt yesterday when they

noticed a strong aroma. It was coming from the kitchen. “You are

cooking a special recipe, aren’t you?” they asked Aunt Mollie.

“Yes, I am making my famous corned beef and cabbage,” she

replied. “We will be eating dinner at six o’clock. Right now the

meat is simmering, and the potatoes will be boiling soon.”

B. Read the passage. Circle the correct form of each verb to complete the sentences.

The kids loved Aunt Mollie’s cooking, but they (will be, were)

worrying about dinner. “I (am, will be) wondering if I will like

boiled meat and mushy vegetables,” said Patrick.

His sister (is, was) thinking the same thing. “I guess we

(were, will be) learning soon enough,” she said.

At the table, the kids took a few bites. They loved the tender

meat and buttery cabbage. “Yum!” said Patrick.

Meg smiled. “I (was, will be) asking for seconds soon.”

C. Write about making or eating a meal with a family member. Use at least one verb in the present-progressive, one in the past-progressive, and one in the future-progressive tense.


Do-It-Yourself SushiA. Write the correct progressive-tense form of each verb shown in

parentheses to complete the passage.

Last night Emile (watch) a cooking

show. The famous chef Iggy Suzuki

(explain) how to make sushi rolls.

“Sushi rolls are rice and fish or other ingredients wrapped

in seaweed,” said Chef Iggy. “You can use raw or cooked fish

when you (make) sushi rolls. Right now I

(sear) some tuna. Earlier I prepared the rice,

and now it (cool) off. In a few minutes, I

(show) you how to roll up the tuna, rice,

and seaweed. In no time, you (roll) your

own sushi.”

Emile had eaten sushi at his neighbors’ house once,

when they (have) a fancy party. They

(serve) all different kinds of sushi. Now he

watched the chef and thought, “That looks fun. Maybe someday

I (create) my own sushi rolls.”

B. Write about a cooking demonstration that you have seen or can imagine. Use at least two verbs in the present-progressive, one in the past-progressive and one in the future-progressive tense.


Sundae SundayA. Complete the chart. Fill in the missing forms of the verbs.

Present Progressive (is/are/am)

Past Progressive (was/were)

Future Progressive (will be)

1. wait We . We . We .

2. dripIt . It . It .

3. eat I . I . I .

B. Proofread the passage. Cross out each incorrect verb form and write the correct form above it to make it the progressive tense.

Yesterday was Saturday, and all day I am thinking about

frozen yogurt. While my mom and I shop at the market, I said,

“We should make yogurt sundaes tomorrow!” Luckily, she agreed.

We bought the ingredients, and right now my parents and I were

building sundaes with different toppings. Dad am putting nuts on

his yogurt, and I was putting raisins on mine. Mom is use coconut

flakes. The best part is that we decided to do this every week. So

a week from today, we were celebrating Sundae Sunday again!

C. Write a passage about building your favorite sundae or other treat. Use at least five progressive-tense verbs.


Bringing Pictures to LifeA. Read the passage. Circle the correct form of the verb to complete each

sentence.

Animation is the art of making pictures or objects look like they

(are, were) moving. In 1906 James Stuart Blackton (makes, made)

the first animated film. He (draws, drew) figures with funny faces

on a chalkboard. Then he filmed them one frame at a time. When he

(combines, combined) the frames, the figures (seem, seemed) to move.

Today, there (are, will be) easier ways to make cartoons. People usually

(use, used) computers. Maybe in the future we (have, will have) even

better ways of creating animation.

B. Read each sentence. If the verb tense in the second sentence is correct, write correct above the verb. If not, cross out the verb and write the correct tense above it.

1. James Stuart Blackton lived from 1875 to 1941. He is an artist and

a filmmaker.

2. Walt Disney produced the first Mickey Mouse movie in 1928.

It was also one of the first cartoons with sound.

3. Today, movies with 3-D animation are popular. In fact, I see a 3-D

movie last night.

C. Write a summary of your favorite animated movie or TV cartoon. Include at least three verbs, and make sure they are the correct tense.


A Very Special EffectA. Read the passage. Write the correct form of the verb to complete each

sentence.

Star Trek is a popular science-fiction movie series that

(start) as a TV show. Set mostly in space,

today’s Star Trek movies (contain) amazing

special effects. However, the original show, which ran from 1966

to 1969, (achieve) something even greater.

It (feature) the first African American

female TV character in a professional role.

Lieutenant Uhura, played by Nichelle Nichols,

(be) in charge of communications on

the starship Enterprise. Nichols did not have many lines.

She almost left the show, but Martin Luther King Jr.

(ask) her to stay. After Star Trek, Nichols

(work) with NASA for years, helping to

create jobs for people of color in the space program.

B. Write about a movie or TV actor who has done something you admire. Use five verbs. Include at least one verb in the present tense, one in the past tense and one in the future tense.


What Time Is It?A. Proofread the passage. Look for incorrect verb tenses. Cross out each one

and write the correct tense above it.

My friend Sammi loves movies about time travel. Last night

we watch a science-fiction movie about two children with a time

machine. After the movie, I am totally confused. Sammi tries to

explain the movie to me, but I still did not understand. Then

we discussed whether someday time travel is possible. Sammi

said, “In the future, everyone had time machines.” She did not

convince me. I will disagree with her last night, and I still do

now. But I do not yet know what I think in the future. I would

need a time machine for that!

B. Write a verb from the word box to complete each sentence. Be sure to change the form of the verb to show the correct tense.

watch list be

1. Sammi has seen many movies about time travel, but her favorite

Time Bandits.

2. Last night Sammi the names of other good

science-fiction movies.

3. Maybe next weekend I one of the movies.

C. Imagine that you discover how to travel through time. Write a short story about what happens. Use at least five verbs. Be sure to use tenses correctly.


Nature Up CloseA. Read the passage. Circle the correct form of the verb to complete each

sentence.

Miguel and Pilar (is, are) in a club called the Outdoor Scientists.

The club (meets, meet) twice a week after school. Sometimes the

members of the club (goes, go) on hikes. Other times, a teacher or

parent (helps, help) them do an experiment. For example, they might

study water samples from different places. Each kid in the club (uses,

use) a microscope to look at a different sample. Then the kids (writes,

write) their observations in their logs.

B. Complete each sentence by writing the correct subject to go with the verb.

1. (An experiment, Experiments)

with water interest Miguel.

2. (A drop, Drops)

of pond water contains many tiny

living things.

3. (Pilar, Pilar and Miguel)

loves looking through the microscope.

4. A (stream or a pond, stream and a pond)

are good places to study water.

5. The (Outdoor Scientists, Outdoor Scientist)

explore a new place every week.

C. Think of an experiment you have done. Write about what you discovered. Use singular, plural, and compound subjects with present-tense verbs.


Mystery SolvedA. Write a verb from the word box to complete each sentence. Change the

verb to agree with the subject, if necessary.

live be notice walk try think look lead agree

Miguel and Pilar often through the park on

their way home from school. They for signs of

animal life along the way. For example, Miguel sometimes

tiny tracks in the dirt and to identify

the animals that made them. Yesterday he found two sets of

prints.

“This set of prints straight toward that tree,” he

pointed out. “The other tracks a dog’s paw prints. I

I know what happened. The dog probably chased a

squirrel or other small animal up the tree.”

“I ,” Pilar replied. “Look at all the pine cones

on the ground. A squirrel or a chipmunk definitely

around here.”

B. Imagine taking a walk through a park or down a street. Write a description of what you see. Use singular and plural subjects, and include at least two compound subjects.


Autumn ColorsA. Proofread the passage. Cross out each incorrect verb form and write the

correct form above it to show subject-verb agreement.

In the autumn, some trees loses their leaves. The leaves

often change color before falling to the ground. For example, a

birch leaf or a cottonwood leaf usually become yellow. The leaves

of some maple trees turns bright red.

Oak trees can vary. The red oak and pin oak drops their

leaves in the fall. However, another kind of oak tree are an

evergreen. This tree, called the coast live oak, have thick leaves

that stay green all year.

B. Read each sentence. Circle the correct word or words in parentheses to make the subject and verb agree.

1. (October, September and October) is my favorite time of the year.

2. (Wind, Winds) rustles through the trees.

3. Colorful leaves (flutters, flutter) to the ground.

4. Dark clouds in the blue sky (reminds, remind) me of the

coming snow.

C. Describe your favorite month of the year. Write at least five sentences, using a mix of singular and plural subjects with present-tense verbs. Include at least two compound subjects.


Best in ShowA. Circle the verb or verbs in each sentence. Above the verb, write AV if it is

an action verb, LV if it is a linking verb, or HV if it is a helping verb.

Every year thousands of people and their dogs fill Madison

Square Garden in New York City. They come for the Westminster

Kennel Club Dog Show. You can watch this amazing and fun

event on TV. Owners or handlers lead dogs of all breeds around

the arena and demonstrate the dogs’ skills. The dogs look proud

as they pose for the judges, who evaluate each dog’s appearance,

behavior, and personality. The judges can be very picky. Only a

dog who is perfect in every way may win the competition.

B. Proofread the passage. Cross out each incorrect verb and write the correct form above it to show subject-verb agreement.

At the dog show, different breeds compete in different

groups. For example, a greyhound and a beagle is in the Hounds

group. A collie and a German shepherd belongs to the Herding

group. The judge for each group choose a winner. The winners

then moves on to the final round, called “Best in Show.” One

judge then select the winning dog. For the dog and his or her

owner, this award are a huge honor.

C. Do you think dog shows are a good idea? Write a paragraph explaining why or why not. Use action, linking, and helping verbs correctly. Include at least one compound subject.


Beagle ManiaA. Read the passage. Circle the correct form of each verb in parentheses.

In 2015, the winner of the Westminster Dog Show (is, was) a

beagle named Miss P. The judge (surprised, will surprise) everyone

when he (chooses, chose) Miss P. Many people (expect, expected) a

dog named Matisse to win. Matisse is a Portuguese water dog and

(is, was) the cousin of President Obama’s dog, Sunny.

Beagles rarely (win, won) this show. Miss P’s great-uncle, Uno,

(will become, became) the first beagle to win in 2008. Perhaps one

of Miss P’s offspring (takes, will take) home the prize one day.

B. Write a verb on the blank to complete each sentence. Change the form of the verb, if necessary, to show the correct tense. Use each of the following verbs only once: use, is, enable, walk, smell, work.

The beagle a hunting dog with a keen sense of

smell. Long ago, hunters “pocket” beagles for tracking

rabbits. The beagles’ small size them to move easily

through brush. Today’s beagles do other jobs. Some beagles even

for the government, sniffing bags at airports. If a

beagle illegal fruit or other food, the dog will sit next

to the bag. Then an agent over and search the bag.

C. Write about a kind of dog, cat, or other animal you know or have read about. Use past-, present-, and future-tense verbs.


Backyard Dog ShowA. Read each sentence. Write the missing helping verb to correctly form the

perfect or progressive tense.

Last week Avani and Logan having a dog show

in their yard. They seen the Westminster Dog Show

on TV, and it given them the idea. As they waited

for participants to arrive, Avani said, “I expecting a

lot of people and dogs. I invited everyone I know.

Yael will be here. She just adopted two poodles.

Also, she planning to bring her cousin’s bulldog.”

Logan pacing back and forth. “The Hecker twins

walking up right now with three Chihuahuas! And

soon Mr. Bing arriving with his Great Danes. If the

dogs don’t get along, this whole thing been a huge

mistake.”

“Don’t worry!” said Avani. “In a little while, we

having a great time.”

B. What happens next in the story above? Write an ending for the dog show. Use perfect- and progressive-tense verbs correctly.


The Eye of the StormA. Read the passage. Circle each adjective. Draw an arrow to the noun or

pronoun it describes.

A hurricane is a large, powerful storm that forms over

tropical waters. Its fierce winds can be dangerous, but in many storms,

the worst damage is caused by flooding. A huge bulge of water forms

in the center of the hurricane as it spins over the warm ocean. If

the hurricane hits land, the bulge becomes an unstoppable wall of

water called a “surge.”

B. Circle the correct form of the word in parentheses to complete each sentence.

There are five categories of hurricanes. Category 1 is the

(less, least) powerful, with winds of 74 to 95 miles per hour.

That is still (faster, more fast) than a cheetah can run. The

(dangerousest, most dangerous) kind of hurricane is called

Category 5. It has winds (greater, greatest) than 157 miles per

hour. The center of a hurricane, or its “eye,” is the (calmest, most

calm) part of the storm. The winds here are much (lighter, more

lighter) than those right next to the eye.

C. Imagine you are in the eye of a hurricane. Write a description of what you see, hear, and experience. Use at least four adjectives, including one comparative or superlative adjective.

© Center for the Collaborative Classroom Modifiers and Other Parts of Speech Lesson 18 53

Snow Day!A. Write the adjectives from the word box on the blanks to complete the

passage. Use each adjective only once.

bright better thick sixteen worse favorite

wet several excited icier yellow

Lizzy was watching her TV show

when a special announcement came on. “This is Al Spencer

outside the Weather Room,” said a man in a

parka. “A snowstorm is heading our way,

with up to inches of ,

snow falling by morning. Expect poor road

conditions as the temperature drops below freezing and the

streets become . There have already been

road closings.”

Lizzy was so ! She hoped school would be

canceled if the blizzard got . School was OK, but

snow days were even .

B. Which do you think would be scarier, a hurricane or a blizzard? Write a paragraph explaining your opinion. Use at least four adjectives. Include one comparative and one superlative adjective.


Extreme WeatherA. Read each sentence. Write the adjective from the word box that means

about the same thing as the underlined adjective.

terrible gigantic powerful several tallest

1. A strong tornado swept through the town.

2. The tornado caused awful damage to homes.

3. It ripped the roofs off many houses.

4. Even the biggest trees were torn from the ground.

5. The twister also brought huge pieces of hail.

B. Proofread the passage. Cross out each incorrect adjective form. Write the correct form above it.

Hail is caused by ice crystals that can grow during a

thunderstorm. On July 23, 2010, the larger hailstone ever

recorded in the United States fell in Vivian, South Dakota. It

measured eight inches across, which is a bit more small than a

volleyball. The stone was also the most heaviest in U.S. history,

weighing nearly two pounds. It was widest than and heavy

than the previous record holders, stones that fell in Coffeyville,

Kansas, in 1970 and Aurora, Nebraska, in 2003.

C. What is the worst weather you have ever experienced? Write a paragraph, using at least five adjectives. Include one comparative and one superlative adjective.


First-aid FactsA. Read the passage. Draw an arrow from each underlined verb or adjective

to the adverb or adverbs that describe it. Circle each adverb.

Yoshi is taking a first-aid class at the Community Center.

Today she learned about treating wounds. For example, if

someone cuts his or her finger badly, first wash your own hands,

or put on protective gloves if you have them. Then clean the

wound well and wrap it tightly with a sterile bandage. It is

totally normal to feel somewhat nervous in this situation, but try

to speak calmly and keep the person comfortable until help arrives.

B. Circle the correct form of the adverb in parentheses to complete each sentence.

Plain soap and water work (good, well) to flush dirt or other

objects out of a wound. Alcohol may kill germs (better, more

better) than soap does. But alcohol is harsher than soap, so it

may damage skin tissue more (easily, easier). Still, first-aid kits

(usual, usually) contain alcohol wipes, so people use these

(most often, oftenest) in emergency situations.

C. Write a paragraph about a time that you cut or injured yourself. What did you do? Use at least four adverbs in your paragraph.


Give Peas a ChanceA. Use the adverbs from the word box to complete the passage. Write each

adverb only once.

inside recently carefully immediately accidentally

already worse loudly more securely soon

Yoshi used her first-aid training to

help her neighbor, Mr. Melwani. Yoshi was in the yard when

she saw Mr. Melwani trip and fall. She

dashed and got her

mother. They ran back to Mr. Melwani, who sat on the ground,

groaning and rubbing his ankle. The ankle

was swollen and red. “I injured myself

this time than the last time I tripped,” he said.

“Don’t worry,” Yoshi assured him. “I’ll be right back.” She

returned with a pillow and a bag of frozen

peas. Her mom placed the pillow under

Mr. Melwani’s ankle. Then Yoshi draped the bag of peas on top.

“This will reduce the swelling and lie on your

ankle than ice does,” Yoshi explained.

B. Write a true, or a made-up, story about helping someone who is injured. Use at least four adverbs, including one comparative or one superlative adverb.


Best Babysitter on the BlockA. Read each sentence. Write the adverb from the word box that means

about the same thing as the underlined adverb.

swiftly carefully extremely occasionally frequently

1. To be a babysitter, you must be very responsible.

2. Parents often ask Yoshi to babysit for their children.

3. Yoshi sometimes takes the children to the park.

4. She watches the children closely at all times.

5. She knows how to act quickly when necessary.

B. Proofread the passage. Cross out each incorrect adverb form. Write the correct form above it.

Parents hire Yoshi most often than they hire other

babysitters in the neighborhood. This is because they trust Yoshi

more completer. Of all the babysitters, Yoshi works the most

hardest to keep children safe. Kids hurt themselves less frequent

around her. They also seem to behave the wellest when they are

with her.

C. Think of a situation in which you acted bravely or responsibly. Write a paragraph about what happened. Use at least five adverbs, including one that tells where and one that tells when.

© Center for the Collaborative Classroom 58 Being a Writer™ Student Skill Practice Book

Half a Happy Birthday!A. Read the passage. Underline each prepositional phrase and circle the

preposition in it. Draw a box around the object of the preposition.

We have a fun tradition in my family. Six months after a

person’s birthday, we throw him or her a halfway party. We

celebrate for exactly one half-hour. We cut cupcakes into halves

and put them on paper plates. Then we sit around the table and

sing “Happy Birthday” to the person—but only the first half

of the song.

B. Write the correct preposition from the word box to complete each phrase. Use each preposition only once.

at until on after between

My birthday is February 6, so August 6,

we will celebrate my half-birthday. I decided to have my

halfway party the park that is exactly halfway

my two best friends’ houses. Then,

the party, there will be only six more months my

real birthday!

C. When is your half-birthday? Write a paragraph describing how you might like to celebrate it. Use at least three prepositional phrases.


Student Citizen of the MonthA. Complete each sentence by writing a prepositional phrase from the word

box. Use each phrase only once.

with him for the community on all the trash cans

of every month by the school office at local hospitals

from the mayor around the city

On the first day , Ana’s school

celebrates a student who does something special or interesting

. For example, one month, the school

honored a girl who sings to patients . The

next month, the award was given to a boy who rides his bicycle

, handing out oatmeal cookies. Ana’s

favorite Student of the Month, however, was a girl who paints

rainbows .

Each Student of the Month receives a special plaque

and gets his or her picture taken

. The picture hangs

for the whole month.

B. Whom would you nominate for Student of the Month? Write a description of the person and what he or she does that deserves recognition. Use at least four prepositional phrases.


Only in AmericaA. Circle each preposition in the paragraph. Draw an arrow from the

preposition to its object.

Americans celebrate several holidays throughout the year,

honoring U.S. heroes. Martin Luther King Jr. Day is celebrated

in January. Shortly after that holiday, we have Presidents’ Day

to remember George Washington and Abraham Lincoln.

On two other holidays—Memorial Day and Veterans Day—we

salute the men and women who have fought for our country.

B. Draw a line from each idea on the left to the prepositional phrase that completes it. Then write each new sentence below.

Memorial Day is always the last Monday to Dr. King’s speeches

Some cities have Independence Day parades in May

We usually eat Thanksgiving dinner on July 4th

On Martin Luther King Jr. Day, we listen with my cousins

1.

2.

3.

4.

C. Make up a new American holiday to honor a person you admire. Write a paragraph about how the holiday would be celebrated. Use at least six prepositional phrases.


A Caring CareerA. Circle the correct conjunction to complete each sentence.

1. My mom is a veterinarian at an animal clinic for both cats (or, and) dogs.

2. The clinic takes care of neither wild animals (or, nor) farm animals.

3. Veterinarians (not only, both) help sick animals but also treat their injuries.

4. Sometimes (either, both) my mom or another veterinarian goes to a person’s home to treat a pet.

5. This helps not only the animal (and, but also) the person.

6. My mom (neither, both) works at the clinic and volunteers at an animal shelter.

B. Read each sentence. Circle the conjunction that is in the wrong place and draw an arrow to where it should go.

1. Someday I either will attend veterinary school or medical school.

2. Like doctors, veterinarians take not only classes but also train for many years.

3. Veterinarians enjoy not only their work but also find it rewarding.

4. Animals need both our love and give us their love.

5. Since I am neither allergic to cats nor dogs, I will volunteer at the animal clinic this year.

C. Would you want to be a veterinarian? Write a paragraph explaining why or why not. Use the conjunction pairs both/and and not only/but also in your paragraph.


A Not-so-stinky JobA. Read the passage. Complete each sentence by writing a conjunction from

the word box. Use each conjunction only once.

both neither but also nor and not only or either

My uncle has a job that may sound neither pleasant

fun. He is a trash collector. Some people say

“Yuck!” or “Pewww!” when they hear this. However,

my uncle loves his job but also feels proud of it.

His work helps both people the environment. He

makes sure that garbage piles up in the streets

nor flows into our rivers and lakes. Without trash collectors,

people would have to carry their own garbage to either a dump

a recycling center.

I think my uncle is smart and lucky. He not

only gets satisfaction from his job gets to drive a

really big truck!

B. Write a paragraph about someone you know who has an interesting or unusual job. Use at least two of the following conjunction pairs: either/or, neither/nor, both/and, or not only/but also.


Entertaining WorkA. Circle the conjunctions in each sentence. Write choice, combination, or

addition to tell what each pair forms.

1. Working at a circus might be either fun or hard.

2. Both clowns and trapeze artists train for years.

3. Trapeze artists not only swing but also do stunts.

4. I could be neither a tightrope walker nor a lion tamer.

B. Write the correct conjunction to complete each sentence.

My best friend wants to be either a magician

a comedian someday. I told her that she can use

magic and humor in the same act. Many magicians not only do

magic tricks tell jokes.

I myself am funny nor entertaining, so I

could not have a career in show business—unless my job was

behind the stage or in the audience.

C. If you could be a performer, what kind would you be? Write a paragraph about your top two choices for a career in entertainment. Use at least three conjunction pairs.


Taking the LeadA. Read the passage. Write F (for Formal) or I (for Informal) above the first

word of each sentence to describe the language.

Last year’s election for mayor was extremely close. There’s

this lady, Alfreda Landau, who ran against a guy named

Herbert Shrub. No one was quite sure which candidate would

win. Mr. Shrub was highly experienced, but Ms. Landau had

fresh ideas. So then election day finally happens, and guess

what? Yep, Ms. Landau totally beat old Shrub!

B. Underline the words, phrases, or sentences that are too informal for this informational paragraph.

Alfreda Landau is the new mayor of our city, and she’s so cool.

She has served as our mayor for only one year and has already

accomplished a whole ton of stuff in that time. For instance, she

improved the lighting in city parks so they’re like waaay safer

at night. Oh, and get this. She helped create jobs for older

citizens by hiring them to work as tour guides at City Hall.

What an awesome idea, right? I truly admire Mayor Landau,

because, frankly, she rocks!

C. Write an answer to the following question, using formal language that you might use on a social studies test: What qualities should the mayor of a city have?


City Hall TourA. Circle a. or b. to show which sentence you would use for each type of writing.

1. Type of writing: An article for the school newspaper

a. Our class got to go to City Hall last week. It was pretty cool. There’s a huge dome in the middle with a bunch of pillars.

b. Our class took a field trip to City Hall last week. It was very interesting. We saw a huge dome surrounded by pillars.

2. Type of writing: A thank-you note to a tour guide

a. Thank you very much for your informative tour of City Hall.

b. Thanks for that totally awesome tour of City Hall. I learned a ton!

3. Type of writing: An e-mail to a close friend

a. I am considering a return visit to City Hall. Would you care to accompany me?

b. I can’t wait to go back to City Hall. Wanna go with me today?

B. Read the paragraph. Rewrite it to sound more formal.

If you’re looking for City Hall, just hang a left on First Street and

drive for, like, a mile. You’ll see it right there. You know, next to the

police station. It’s got this really cool sculpture in front of it.

C. Think of an interesting building in your city or town. Write an informal journal entry describing it. Then rewrite the description as if you are writing a more formal report about it.


Is the Bus Fare Fair?A. Read the letter. Cross out the informal language and rewrite it in a more

formal way above the crossed-out text.

Hey Mayor Washington:

I’m really bummed about the cost of bus fare. I just heard

that the city might have to raise it again. Um, seriously? Please do

not let that happen. Many of us would no longer be able to take

the bus, which could totally mess things up for the whole city.

B. Read the informal sentences on the left. Draw a line from each one to the sentence that shows a more formal way of writing it.

1. You gotta be kidding. a. I made a mistake.

2. Oops, I goofed. b. What is the problem?

3. That’s awesome! c. I find that hard to believe.

4. What’s the deal? d. I am quite certain.

5. Yeah, I’m sure. e. That is wonderful news.

C. Write a polite note to your principal. Then rewrite it, changing at least three words or phrases to make it an informal message to a classmate.


Fame on the FieldA. Based on the style and tone of the sentence, write the type of writing on

the line.

realistic fiction legend newspaper report

1. Last night’s game was tied 14–14 in the second half, when the

Cougars’ star running back, Pedro Esteban, scored a touchdown

from 43 yards out.

2. Pedro Esteban was known throughout the land, for no one could

run faster than he.

3. Pedro Esteban sighed. He had just scored an amazing touchdown,

but he didn’t care.

B. Underline the word or phrase in parentheses that best matches the style and tone of the sentence.

1. Esteban’s (mind-blowing, record-breaking) touchdown run gives

him the highest number of yards gained in one season by a Cougar.

2. All who dared to challenge Pedro Esteban (suffered swift defeat,

lost right away).

3. Pedro (logically considered, couldn’t help thinking about) how

proud Papi would have been of him today.

C. Choose a story type from above and write a paragraph for it. Be sure to keep the style and tone the same throughout the writing.


Piano PerformanceA. Underline the words in each paragraph that create the tone shown in

parentheses. Then write another sentence or two to continue the story.

1. (Humorous) There I was, playing the piano in an auditorium full of tired parents and cranky kids, when it happened. There was just no stopping the most embarrassing sneeze of my life—Ahh-CHOOEY!

2. (Mysterious) Lisette sat down at the piano and raised her hands to play. Suddenly, something strange caught her attention. Out of the corner of her eye, she noticed a shadow flitting behind the curtain.

3. (Factual) A piano is both a string instrument and a percussion instrument. Vibrating strings inside the cabinet of the piano produce music. The vibrations, however, are the result of a small hammer striking the strings, so the piano is also like a drum.

4. (Fanciful) Once upon a time there was an itty-bitty fairy who had a teeny tiny piano. The fairy loved to play her piano in the silvery moonlight. The trouble was that she knew only one song. “Oh, how I wish I could play something else,” she sighed.

B. Choose a story from above and write the next paragraph of it. Be sure to keep the style and tone the same throughout the writing.


Riding the RiverA. Write the phrase from the word box that best matches the style and tone of

each sentence.

constant and steady stream of water gentle current

dark, murky waters churning rapids

1. “Paddle harder!” Jasmine screamed as our kayak bounced over the

.

2. Staring up at the cloudless sky, Wiley dangled his feet over the edge

of the raft and drifted lazily in the .

3. Over time, the will carve a

deep channel in the rock and create a canyon.

4. Beneath the cold surface of the ,

a creature lay waiting.

B. Complete each sentence so that it sounds like the type of writing named in parentheses.

1. Dexter stuck one toe into the icy creek and shrieked,

(realistic fiction)

2. In a land far away, a babbling brook flowed through

(fairy tale)

3. To get to Fern Falls, cross the bridge and go

(trail guide)

C. Write the beginning of a story about being in a boat on a river. It can be a comedy, an adventure story, a fantasy tale, or any other type of writing. Be sure to keep the style and tone the same throughout the writing.


Hats on CatsA. Read the passage. Circle each adjective and draw a box around each

adverb. Then draw an arrow to the word that each one describes.

Some people love to dress their pets in ridiculous outfits.

Maybe you have seen funny videos of dogs as they run around

excitedly or pose proudly in their costumes. Cats, however,

are different. Try putting a hat on a sweet little cat, and

soon you will see a very grumpy animal! I tried it with my cat,

and she immediately ran away and hid for two hours!

B. Read the sentences. Cross out each adjective or adverb in parentheses and write the correct form above it to show a comparison.

1. The dog wearing the cowboy hat looked (cute) than the dog

wearing the baseball cap. But the dog in the ballerina tutu looked

the (adorable) of the three.

2. The cat in the clown hat was (uncomfortable) than the cat with

the bow on her head. But the cat in the wizard costume was the

(uncomfortable) of all.

3. The cat wearing the sweater whined (pitifully) than the dog

wearing the dress. But the cat with the ribbon on her tail whined

the (pitifully) of all.

C. Do you think it is OK for people to put their pets in costumes? Write a paragraph explaining why or why not. Use adjectives and adverbs to give details and make comparisons.


Hats on DisplayA. Read the passage. Underline each prepositional phrase. Circle the

preposition. Draw a box around the object of the preposition.

Where can you find more than one thousand hats inside one

building? The Hat Museum in Oregon is America’s largest hat

collection. This private museum contains old, rare, and unusual

hats worn throughout history. Headwear and costume hats

from different countries around the world are also displayed

in the rooms. If you want to see them, call the owner of the

museum, Alyce Cornyn-Selby, to go on a private tour.

B. Write the correct conjunction to complete each sentence.

or both nor but also

1. The Hat Museum has men’s hats and women’s hats on display.

2. Alyce Cornyn-Selby not only collects hats writes books.

3. You can buy either a hat a piece of jewelry at the gift shop.

4. Neither my grandmother my mother goes anywhere without wearing a stylish hat.

C. Imagine you have been asked to design a hat for your favorite celebrity. Write a description of what the hat would look like. Use prepositional phrases and correlative conjunctions in your description.


Use Your HeadA. Read each paragraph. Underline the word or phrase in parentheses that

best fits the style and purpose of the writing.

1. Hi, Uncle Moses! Thanks so much for the new bicycle helmet. It’s

really (awesome, of high quality) and fits (precisely, just right). I

(cannot, can’t) wait to try it out!

2. Wearing the proper headgear is (super important, of utmost

importance) when you ride a bicycle. A helmet protects your head

from injury in case you (have an unfortunate accident, take a bad

spill). Also, in some states, (it’s just plain, it is simply) illegal to

ride without a helmet.

B. Write the word from the box that best matches the style and tone of each sentence.

claims scolded suggested dictates

1. “I better not catch you without your helmet again!” Mom.

2. The law that all riders absolutely must wear a helmet.

3. “You might want to tighten the chin strap,” the instructor.

4. The advertisement that the helmet is the very best you could buy.

C. Write a paragraph about a helmet or hat that you sometimes wear for protection. Write it as a school assignment and then as a message to a friend.

© Center for the Collaborative Classroom Capitalization and Punctuation Lesson 25 73

Amazing AntarcticaA. Read the passage. Underline the series of items or the introductory word

or phrase in each sentence. Circle the commas.

In the last 150 years, we have learned a lot about the continent

of Antarctica. People have explored the region by boat, on foot, and

from airplanes. Yes, Antarctica is a very harsh environment. But there

is nothing ugly, boring, or plain about this land. You will find huge

ice sheets, tall mountains, and even active volcanoes. Seals, whales,

penguins, flying birds, and other sea animals live along the coasts.

From January to March, there is daylight for almost 24 hours a day!

B. Read each sentence. Decide whether it is missing any commas. If so, add the comma or commas. If not, write OK.

1. At school on Friday a guest speaker told us about going to Antarctica.

2. Ms. Li is a scientist, writer, photographer and world traveler.

3. For over a year, she lived at a base station near the South Pole.

4. She took pictures did research, and wrote articles for a magazine.

5. “Ms. Li I have a question,” I said.

6. “Did you ever get bored, scared, or homesick?”

7. “No I was too busy seeing amazing sights.”

C. Do you want to visit Antarctica? Write a paragraph explaining why or why not. Include at least one sentence with a series of items and one sentence with an introductory word or phrase.


A Long Way to GoA. Read the passage. Add commas where they belong.

Antarctica is surrounded by the southern parts of the

Atlantic Ocean Pacific Ocean and Indian Ocean. Together, these

areas of water make up the Southern Ocean. In the early 1800s

ships began to find their way to Antarctica. The first explorers

were seal hunters navy officers and other brave sailors. According

to most records the first person to set foot on the continent was

an American seal hunter named John Davis. He and his crew

probably arrived there in 1821.

Less than one hundred years later explorers were racing

each other to the South Pole. They battled terrible weather faced

hunger suffered frostbite, and risked their lives to get there.

Roald Amundsen of Norway and his crew became the first to

reach Earth’s southernmost point in 1911. Yes the men actually

survived and returned to tell their story! I wonder what

Mr. Amundsen would think about the scientists workers and

tourists flocking to Antarctica now. “Mr. Amundsen you would

not believe how far we have come!” I would tell him.

B. Imagine you are an explorer trying to reach the South Pole. Write a journal entry. Include at least one sentence with a series of items and one sentence with an introductory word or phrase.


Animals of AntarcticaA. Read the paragraph. Underline each series of items. Draw two lines under

each introductory word or phrase.

Despite its harsh climate, the Antarctic region is home

to many animals. Most of them live on the ice shelves, in the

coastal waters, or deep under the ocean. Some of these are

deep-sea fish with unusual names. For example, you might

find the antarctic dragonfish, the antarctic lanternfish, and

the antarctic toothfish as far down as 3,000 feet below the

surface! At such extreme depths, the water is so cold that it is

almost frozen.

B. Proofread the paragraph. Cross out any incorrect commas. Add them where they are missing.

Along, Antarctica’s ice shelves you will find several penguin

species. These include, the Adélies, emperors, rockhoppers and

gentoos. Penguins are funny birds. No they cannot fly. But they

can swim, dive, and, dart through the water at amazing speeds.

C. How is Antarctica different from where you live? Write a paragraph comparing the climate or wildlife. Include two series of items and two sentences with an introductory word or phrase. Be sure to use commas correctly.


Fighting Space TigersA. Circle the commas, parentheses, or dashes in each sentence. Underline

the information set off by the punctuation.

1. Monte, Jo’s best friend, always watches a show called Fighting Space Tigers.

2. Jo (who is older than Monte) thinks the show is silly.

3. The show is about five tigers—all dressed in space suits—traveling around the galaxy.

4. The tigers meet other space animals (usually evil ones) and fight them.

5. Monte loves it when Felinicus, the captain, leads the tigers to victory.

6. Captain Felinicus is actually the smallest of the tigers—but also the smartest.

B. Read each sentence. Add the missing punctuation mark to correctly set off extra information.

1. Last night’s show, the final episode of the season was very good.

2. Even Jo—not usually a fan of Fighting Space Tigers enjoyed the show.

3. The Space Tigers defeated Packydermus (an evil elephant in an exciting battle.

4. Monte and Jo cheered when Tigressa, the tigers’ mother saved Felinicus.

C. Write a paragraph about an exciting competition or battle you have seen in real life, on TV, or in a movie. Use commas, parentheses, and dashes to set off extra information.


Secret RecipeA. Look at the type of punctuation named in the parentheses at the end of

each sentence. Add the punctuation where it belongs.

1. Kieran who loved to cook had an idea for a blog. (commas)

2. He asked Leah the girl next door for help. (parentheses)

3. They would invent funny recipes like peanut butter and onion sandwiches. (dash)

4. Then they would post the recipes along with photos on their web page. (parentheses)

5. Leah a vegetarian came up with a recipe for spinach patties. (commas)

6. The patties’ secret ingredient cinnamon created an unusual flavor! (dashes)

B. Rewrite each sentence. Add commas, parentheses, or dashes to set off the extra information. Choose a different kind of punctuation for each sentence.

1. A lot of kids more than 100 have read the blog.

2. Tia Day who is in my class posted three recipes for pizza.

3. The potato-chip pizza Tia’s third idea made Kieran laugh.

C. Write instructions for a funny recipe. Use commas, parentheses, and dashes to set off extra information.


The Band Plays OnA. Proofread the passage. Add the missing commas, parentheses, and

dashes to correctly set off extra information.

Kevin plays in a band, the Howling Owls with two other kids.

They rehearse twice a week on Tuesdays and Fridays) at Kevin’s

house. Kevin plays the guitar—an electric guitar and sings.

Malika Kevin’s best friend, is also in the band. She plays the

ukelele (pronounced yoo-kuh LAY-lee but would rather play the

drums. Her parents who are afraid of the noise—do not want her

to play the drums.

B. Look at the type of punctuation named at the end of each sentence. Add the punctuation where it belongs.

1. Malika’s cousin who is sixteen is teaching Malika how to play

the drums. (commas)

2. Cale played the drums although not very well for three years.

(parentheses)

3. Cale’s parents not happy with the noise suggested he try

another instrument. (dashes)

4. Malika now has Cale’s drum set much to her own parents’

disappointment. (dash)

C. Write a paragraph about an instrument that you do not like. Use commas, parentheses, and dashes to set off extra information about it.


What Did You Say?A. Read the dialogue. Add the missing quotation marks to set off direct

quotations. Be sure to use single quotation marks where needed.

I have an idea, Sharma said to her friends. Let’s play that

game where one person whispers something to the next person.

Then he or she whispers it to the next person, and so on, until

we hear how it comes out at the end.

Timor said, Can you explain it a little more?

Of course! Sharma replied. For example, you might whisper

to Jeff, I play soccer in the park. But Jeff thinks you said, My

plain socks were in the dark. So that’s what Jeff whispers to the

next person. By the end, the message is completely wrong!

B. Read the rest of the dialogue. Add the missing commas and end punctuation.

“That sounds hilarious! I’ll start” said Cindy. Then she whispered

to Sharma “I made a peanut butter and jelly sandwich for lunch”

Sharma giggled and whispered to Jeff “I think Cindy said ‘I

ate a piece of blubber and smelly sandwich for lunch’ ”

Jeff passed along what he heard. Finally Timor announced

“I aim a big bubble at the yellow and tan fish”

C. Write a funny dialogue in which one person misunderstands what another person says. Use quotation marks to set off direct quotations.


As I Always Say . . . A. Read the dialogue. Add the missing quotation marks, commas, and end

punctuation.

What did you do in school today asked Gillian’s dad

Gillian replied We had a fun discussion about people’s

favorite expressions. For example, my friend Blake always says

You could knock me down with a feather! when he is surprised.

I like that expression, too said Gillian’s dad What is your

favorite expression, Gillian

She thought for a moment. Well, whenever I make a mistake,

my teacher always tells me Just think of your mistake as the

right answer to the wrong question! said Gillian. Do you agree

with that, Dad?

I think your teacher replied Gillian’s dad is very wise. Then

he added She is also very funny!

B. Write a dialogue in which a teacher shares advice with you. Include a direct quotation that contains another direct quotation within it. Use quotation marks and other punctuation correctly.


Say That AgainA. Proofread the dialogue. Cross out any incorrect quotation marks or other

punctuation, and insert the correct punctuation.

Michael and Helena were building a dollhouse for their sister.

I can’t figure out how to attach the door”, Michael said.

“Well, what does the instruction booklet say,” asked Helena?

Michael replied, “Page 6 of the booklet says, “Insert tabs A

and B into slots C and D.” I tried doing that, but the tabs don’t

fit in the slots.

B. Rewrite each sentence, punctuating it to set off direct quotations.

1. Helena said to Michael Maybe you’re reading the wrong page

2. I’m on the right page replied Michael but now I see the problem

3. Michael continued The directions say, Use piece Y. I’ve got piece Z.

C. Write a dialogue about two friends who are trying to follow directions. Include a direct quotation that contains another direct quotation within it. Use quotation marks and other punctuation correctly.


Healthy HabitsA. Read each pair of sentences. Put a check next to the sentence that is

correctly punctuated.

1. Make sure you eat plenty of: fruits, vegetables, and protein.

These foods are high in protein: meat, eggs, and nuts.

2. Every day I have a salad; an apple, an orange, or a banana; and

whole-grain cereal, bread, or crackers.

Sometimes I have spinach, broccoli, or green beans;

grapes, and rice or potatoes.

3. Eating right can be a challenge, feeling unhealthy can be a

greater challenge.

Some foods taste good; some foods make you feel good.

B. Add a colon or semicolon to fix each sentence.

1. Most doctors agree that we all need one thing a good night’s sleep.

2. Sleep is important it recharges your brain.

3. Avoid these activities right before bedtime eating, exercising, and

using a computer.

4. Some people have a trick for falling asleep they imagine counting

sheep.

5. I prefer listening to quiet music it calms my mind.

C. What helps you fall asleep? What wakes you up? Write a paragraph about either of these, using at least one colon and one semicolon correctly.


Laugh Until You CryA. Read the passage. Add the missing colons and semicolons.

My neighbor, Mrs. Gulardi, says there are three keys to

happiness thinking positively, laughing often, and smiling at

everyone. It must work she always seems happy. Therefore, I was

surprised to learn she also believes that you should not be afraid

to cry. Mrs. Gulardi explained that crying relieves stress, anger,

and sadness cleans out your tear ducts and sinuses and releases

tension.

I was still not convinced in fact, I have always thought

of crying as babyish, silly, and a waste of time. But then

Mrs. Gulardi reminded me of something crying is normal. It is

a natural response to pain and fear some people even cry when

they are happy! She suggested these safe ways of making yourself

cry cutting an onion, watching a sad movie, and laughing until

your stomach hurts.

B. What makes you happy? What makes you cry? Write a paragraph about either of these, using at least two colons and two semicolons correctly.


Every Body Needs ExerciseA. Proofread the paragraph. Insert missing colons and semicolons. Cross out any

incorrect punctuation marks and write the correct ones above them.

Exercise improves your strength, balance, and heart rate, burns

fat and calories and helps you sleep better. The following activities are

good forms of exercise swimming, biking, and dancing. I particularly

like swimming it uses almost every part of my body. But my favorite

way to get exercise is simple I walk my dog every day. Actually, it is

not really walking it is more like chasing after my dog, screaming at

him; and being dragged by his leash.

B. Rewrite the sentences, adding colons and semicolons correctly.

1. Swimming strengthens your arms, legs, stomach, and back improves your lungs and stretches your muscles.

2. Some people are physically strong others are mentally strong.

3. Remember this rule drink plenty of water while exercising.

4. Do a few of these every day sit-ups, push-ups, and squats.

C. Write a paragraph about your favorite ways to get exercise and why you enjoy them. Use at least two colons and two semicolons correctly.


Kiddie CornerA. Read the passage. Underline each title or add quotation marks around it,

depending on the type of work that it is.

Once a month my class visits the first-graders to read and sing

to them. This month we read them a short story titled In Which

Piglet Meets a Heffalump, which is from one of my favorite books,

The Complete Tales of Winnie-the-Pooh. We also read poems by the

book’s author, A. A. Milne, including the poem Rice Pudding. Then we

sang On Top of Spaghetti and other funny songs that I found online,

on a web page titled Traditional Children’s Songs. It was posted on the

website FreeKidsMusic.com.

B. Read each citation. Rewrite the title of the source, using correct capitalization. Be sure to underline or use quotation marks around the title, as needed.

1. the dictionary of silly sayings. Chicago: Pickle Press, 2015. Print.

2. Smilenot, Winston. “effects of nonsense and foolishness on the human brain.” Journal of Important Research. May 2012: 67–92. Print.

3. “how to know whether someone is kidding.” LaughingLouder.com. 6 August 2011. Web. 2 April 2014.

C. What would you read or sing to a young child? Write a list of titles including at least one book, one poem, and one song. Capitalize and punctuate the titles correctly.


Making TracksA. Complete each sentence by writing the title shown in parentheses. Make

sure to capitalize and punctuate it correctly.

1. The song

is an old folk tune sung by train-track layers. (I’ve been working on

the railroad)

2. I read a nonfiction book called ,

which was about the race to build the first railroad across the

country. (full steam ahead)

3. The tall tale

is a story about a mighty hero who helped build train tracks.

(John Henry and his hammer)

4. The Disney movie

takes place during the Civil War. (the great locomotive chase)

5. I found an interesting magazine article titled

.

(75 years of steel rails and memories)

6. The article was in a magazine called

. (trains)

B. Imagine you are writing a play that is set on a train. Make up a title for the play, the opening song, and a book or article that you used for research. Capitalize and punctuate the titles correctly.


Playing AroundA. Proofread the titles in this bibliography. Cross out each incorrectly written

title and rewrite it correctly above the crossed-out words.

Campbell, Mark. “The rules of every game ever played.”

San Francisco: Umpire Books, 2014. Print.

Ruiz, Sophia. Toys made from Weird Materials. Inventricks.com.

7 July 2013. Web. 22 October 2015.

“Encyclopedia Of Toys And Games.” Dallas: Big Publisher,

2009. Print.

Wang, Tom. the Importance of Taking Turns. Fairness

Magazine. January 2011: 17–22. Print.

B. Underline each title or add quotation marks around it, based on the type of work named in the parentheses.

1. in the blue lake (song)

2. the mystery of the missing toys (book)

3. how to make a yarn doll (online article)

4. the race of the robots (movie)

5. the day I lost the game but gained a friend (short story)

6. on the playground (poem)

C. Make a list of sources on a topic that interests you. Include two books, two articles, and one movie title on the subject. Capitalize and punctuate each title correctly.


How Do You Spell Success?A. Read the passage. Underline each series of items. Add commas,

semicolons, and colons where they belong.

Every year, hundreds of children compete in the Scripps National

Spelling Bee. These students have memorized the spellings meanings

and pronunciations of thousands of words. They have analyzed

word roots, suffixes, and prefixes learned words from other languages

and studied scientific medical and legal terms. Here are a few of the

incredibly difficult words that the 2015 finalists had to spell filicite,

nunatak, zimocca and hippocrepiform.

B. Read each sentence. Add the missing colon or semicolon.

1. Reaching the National Spelling Bee is not easy many students try for years.

2. There is an age limit for the National Spelling Bee you must be fifteen years old or younger.

3. Two students tied for first place in 2015 a girl named Vanya Shivashankar and a boy named Gokul Venkatachalam.

4. The finalists were from all over the country Kansas, Missouri, California, Kentucky, Colorado, and five other states.

5. Contestants must be smart they must also have strong nerves.

C. Imagine competing in a national competition of your choice. Write a paragraph about your experience. Use commas, colons, and semicolons correctly.


Classy CompetitionA. Proofread the passage. Add the missing commas, parentheses, and

dashes to correctly set off introductory words and phrases or extra information.

About two months ago my teacher (Ms. Najarian announced that

the school would be holding a huge spelling bee. Ms. Najarian—a

champion speller herself was extremely excited. She had been asked by

Mr. Petrie our principal, to be in charge of the bee.

“Ms. Najarian do we all have to participate?” asked Seth who

is not a very good speller).

“Yes I want everyone to try,” she answered, “because

whoever wins gets a prize for his or her whole class a trip to the

Technology Museum!”

After a few moments Seth spoke up again. “Oh, I get it,” he

said. “You want our class to work as a team to help each other

learn the words.”

“Seth you figured it out!” said Ms. Najarian.

B. Write another paragraph or two to continue the story above. Use commas, parentheses, and dashes correctly.


A Winning WordA. Proofread the dialogue. Add the missing quotation marks, commas, and

end punctuation.

“Are you ready for tomorrow’s spelling bee asked Ms. Najarian.

I think so I told my teacher, trying to hide my nervousness. Then

I added Maybe we should practice a little more.”

Yes, that’s a good idea she replied.

The first word Ms. Najarian gave me was expedite. Hey, I

know that word” I said excitedly. You used it yesterday when you

told us, Please pick up your trash to expedite the room cleanup.

I just wish I knew how to spell it!

B. Proofread the sentences. Set off each title correctly by underlining it or adding quotation marks. Fix any errors in capitalization.

1. Ms. Najarian wrote an article called Train your brain To spell and

posted it online.

2. The movie Akeelah and The bee is about a girl who overcomes odds

to compete in a national spelling bee.

3. My little sister is singing The Alphabet Song to learn the alphabet.

4. If you want to win a spelling bee, you should read the book

A champion’s guide to success In Spelling Bees.

C. Write a dialogue in which students are discussing books, articles, or other things they have read. Include at least four titles. Be sure to use punctuation and capitalization correctly.

Diagnostic Language Skills Tasks 91© Center for the Collaborative Classroom

Student Grammar Guide

Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Prepositions and Prepositional Phrases . . . . . . . . . 101

Correlative Conjunctions . . . . . . . . . . . . . . . . . . . . . . 102

Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Capitalization and Punctuation . . . . . . . . . . . . . . . . 104

Illustration by Michael Wertz © Center for the Collaborative Classroom


SentencesA sentence is a group of words that expresses a complete thought. It includes both a subject and a predicate.

• The subject tells whom or what the sentence is about. The predicate tells what the subject does or is.

Tall yellow sunflowers swayed in the breeze.

• A compound subject is made up of two or more subjects that have the same predicate and are joined by the conjunction and or or.

Golden petals and bright green leaves reached toward the sun.

• A compound predicate is made up of two or more predicates that have the same subject and are joined by the conjunction and, but, or or.

Bees buzzed loudly and hovered around the blossoms.

A compound sentence is made up of two related sentences joined by a comma and a coordinating conjunction, such as and, or, but, or so.

We planted the seeds in April, and the flowers bloomed in July.

We can pick the flowers, or we can leave them for the bees.

A complex sentence is made up of an independent clause and a dependent clause. An independent clause has a subject and a verb and can stand on its own. A dependent clause has a subject and a verb but cannot stand on its own. It begins with a subordinating conjunction, such as because, when, though, or until.

Sunflowers bloom all summer until seeds form in their centers.

When the seeds get heavy, they drop to the ground.

(continues)

© Center for the Collaborative Classroom Student Grammar Guide 93

Sentences (continued)

(continues)

To make your writing more interesting, you can vary the length and style of sentences by combining them in different ways.

• You can combine two sentences with the same predicate but different subjects by forming a compound subject.

Birds love sunflower seeds. Squirrels love sunflower seeds.

Birds and squirrels love sunflower seeds.

• You can combine two sentences with the same subject but different predicates by forming a compound predicate.

The birds peck at the flowers. The birds eat the seeds on the ground.

The birds peck at the flowers or eat the seeds on the ground.

• You can combine two sentences by creating an appositive, a word or phrase that tells more about someone or something.

Blue jays eat the seeds. Blue jays are noisy birds with strong beaks.

Blue jays, noisy birds with strong beaks, eat the seeds.

Sentence fragments are incomplete sentences. They do not express complete thoughts. You can correct sentence fragments by adding a subject, a predicate, or both.

Fragment: Roasts the sunflower seeds. (missing subject)

Sentence: Mom roasts the sunflower seeds.

Fragment: The crunchy, salty seeds. (missing predicate)

Sentence: The crunchy, salty seeds taste good.

Fragment: In salad. (missing subject and predicate)

Sentence: I like sunflower seeds in salad.


Sentences (continued)

Run-on sentences are two or more complete sentences joined without the correct punctuation or a conjunction. You can correct a run-on sentence by breaking it into separate sentences or by turning it into a compound or complex sentence.

Run-on: I will save some seeds we will plant them next spring.

Correction: I will save some seeds. We will plant them next spring. (OR) I will save some seeds, and we will plant them next spring.


NounsA noun is a word that names a person, a place, a thing, an animal, or an idea. A noun can be singular or plural.

• Add -s to form the plural of most nouns: dollars, values.

• Add -es to nouns that end with ss, x, sh, ch, or s: classes, taxes, brushes, inches, atlases.

• Change the y to an i and add -es to a noun that ends with a consonant + y: company – y + ies = companies; quality – y + ies = qualities.

• Replace the f or fe with -ves for nouns that end with f or fe: shelf – f + ves = shelves; knife – fe + ves = knives.

• Some nouns are irregular. Their plural forms change in an unusual way or do not change at all: foot, feet; person, people; deer, deer; moose, moose.

A collective noun names a group of people, animals, or things, usually acting as a unit.

a team of workers a stack of quarters

a pack of wolves a line of customers

A possessive noun shows ownership.

• Add ’s to make a singular noun possessive: a student’s idea.

• Add an apostrophe after the s for plurals that end with s: the students’ project.

• Add ’s for plurals that do not end with s: the people’s jobs.


PronounsA subject pronoun replaces a noun that is the subject of a sentence. It tells whom or what the sentence is about. I, he, she, you, it, they, and we are subject pronouns.

Farouk and Tia go to the mall. They go to the mall.

Tia needs new sneakers. She needs new sneakers.

An object pronoun replaces a noun that receives the action of the verb. It can also follow a preposition such as with, to, at, for, or from. The pronouns me, him, her, you, it, them, and us are object pronouns.

Tia looks everywhere for sneakers. Tia looks everywhere for them.

Farouk helps Tia. Farouk helps her.

A possessive pronoun shows ownership. My, his, her, its, your, their, and our are possessive pronouns.

Tia decides to give away her old sneakers.

Tia and Farouk take their old shoes to a homeless shelter.

An intensive pronoun shows emphasis. Myself, himself, herself, itself, yourself, themselves, ourselves, and yourselves are intensive pronouns.

Farouk’s mom works at the shelter. Farouk himself volunteers there on the weekend.

The noun that a pronoun replaces or refers back to is called the antecedent. A pronoun and its antecedent must agree in number and gender. The antecedent must always be clear.

Farouk decides to have a garage sale. He wants to raise money for the homeless shelter.

Tia will help with the garage sale because Farouk is her friend.


VerbsAn action verb tells what someone or something does. A linking verb connects the subject to words that tell what the subject is or is like.

• Action and linking verbs must agree in number with their subjects.

Singular subject: Mrs. Fortuna walks her two sheepdogs every day.

Plural subject: Bruno and Kirby are large, shaggy sheepdogs.

• Action and linking verbs can have main verbs and helping verbs.

A sheepdog’s thick coat can become dirty easily.

Mrs. Fortuna is taking the dogs to the groomer today.

The simple present tense tells about something happening now or regularly.

My sister and I often help Mrs. Fortuna with the dogs.

Sometimes Bruno or Kirby tugs on the leash.

A sheepdog is a huge, lovable animal.

The simple past tense tells about something that has already happened. Some past-tense verbs are formed with -ed, but others are irregular.

Mrs. Fortuna adopted the dogs from an animal shelter.

She brought the dogs home and gave them a happy life.

The simple future tense tells about something that is going to happen.

My sister and I will visit the dogs tomorrow.

They probably will bark at us.

action verb

linking verb

past tense of bring past tense of give

(continues)


Verbs (continued)

The perfect tense shows that one action has started or has been completed before another action in the past, present, or future.

Present perfect: Mrs. Fortuna has lived next door to us since last winter.

Past perfect: Before that, she had lived in a small apartment for years.

Future perfect: Next month, she will have lived on our street for one year.

The progressive tense shows an action continuing in the past, present, or future.

Present progressive: Mrs. Fortuna is planning a trip for next week.

Past progressive: Last night she was packing for her trip.

Future Progressive: Next week my sister and I will be dog-sitting for Bruno and Kirby.


AdjectivesAn adjective describes a noun or a pronoun. It gives details about what kind, how many, or how much.

The silk blouse had three colorful, shiny buttons, but they were loose.

You can also use adjectives to make comparisons. Comparative adjectives compare one person, place, thing, or animal to another. Superlative adjectives compare one thing to two or more others. Longer adjectives use more or most instead of -er or -est.

The sweater was warmer than the blouse, but the jacket was the warmest of all.

The blouse was more expensive than the T-shirt, but the sweater was the most expensive of all.


AdverbsAn adverb describes a verb or an adjective by giving details about how, when, where, how often, or to what extent.

Mrs. Arnold walked outside today wearing a coat that was somewhat

thin. She hugged herself tightly in the cold.

You can also use adverbs to make comparisons. Use more or less with an adverb to compare one action to another. Use the most or the least when comparing one action to more than one other.

This jacket fits more comfortably than that jacket, but my old jacket fits the most comfortably of all.

where when to what extent

how


Prepositions and Prepositional PhrasesA preposition shows position, direction, point in time, or another relationship. A prepositional phrase contains the preposition, the object of the preposition, and any words in between.

I walked through the door at exactly noon , hung my jacket on a hook

inside the closet , and said hello to my dad .


Correlative ConjunctionsCorrelative conjunctions show a choice, a combination, or an addition. They can form a compound subject, a compound object, or a compound predicate.

Choice: Be sure to bring either a sweater or a jacket.

Choice: Neither Daria nor Li brought a coat.

Combination: Both Daria and Li were cold.

Addition: I not only forgot my coat but also lost my hat.

compound object

compound subject

compound predicate

compound subject


Style and ToneUse formal English when writing or speaking to an adult, or when writing or speaking for a school assignment. Use informal English when writing or speaking to your friends.

Formal: Wool is a material in which the natural fibers from the fleece of a sheep or other animal have been tightly woven or knit together.

Informal: This wool is sooo warm. But it’s also sort of scratchy. Right?

Choose the right style and tone for the type of writing you are doing. Keep the style and tone consistent.

Example of folk-tale style: There once was an old lady who knitted shawls made of the finest wool. People came from far and wide to buy these shawls.

Example of realistic style: “Yeah, right,” laughed Rhianna when she saw how much the sweater cost. “I am SO not buying this.”


Capitalization and PunctuationUse commas to separate three or more items in a series, or list.

The Study Club meets on Mondays, Wednesdays, and Fridays.

We do homework, study for tests, and work on projects.

Use a comma after an introductory word or phrase to separate it from the rest of the sentence.

• after phrases of four or more words

During yesterday’s study session, we reviewed vocabulary words.

• after Yes or No

Yes, the words will be on the test.

• after a noun of direct address

Jenny, I can help you study for the test.

Use commas, parentheses, and dashes to set off extra information, to show an interruption, or to provide emphasis.

Chris, the newest member of our group, is very smart.

Mr. Morrison (our teacher) gave us a list of bonus vocabulary words.

Chris memorized all the words—and their spellings—in no time.

Use a colon after an independent clause to introduce a list, phrase, or clause that provides additional information or clarification.

We have tests on these days: April 12, May 3, and May 15. (list)

Mr. Morrison made an announcement: the school is having an essay contest. (independent clause)

He told us the theme of the contest: acts of courage. (phrase)

Use a semicolon to connect two independent clauses that express closely related ideas.

I plan to write about my aunt; she is the bravest person I know.

(continues)


Capitalization and Punctuation (continued)

Use semicolons to separate items in a list when one or more of the items already includes commas.

Today we worked on our math, science, and social studies homework; a short, simple writing assignment; our oral presentations; and an art project.

Use quotation marks to set off a direct quotation, or a speaker’s exact words, from the rest of the sentence.

• Use a comma to separate the speaker’s words from the words identifying the speaker.

Angel said to Chris, “Thank you for helping me study.”

“I enjoyed helping you,” Chris replied.

• Use a question mark or an exclamation point instead of a comma if the quotation is a question or an exclamation and comes before the words identifying the speaker.

“How did you do on the test?” Chris asked.

“I think I did really well!” replied Angel.

• Use single quotation marks within double quotation marks to show that the speaker is repeating someone else’s words.

“I got a B+ on my test!” said Adolfo. “Mr. Morrison told me, ‘You have really improved.’ ”

The titles of books, magazines, newspapers, plays, movies, and other long works should be underlined or in italics.

The Lion King (play)

Faces (magazine)

The Red Badge of Courage (book)

Brave (movie)

(continues)


Capitalization and Punctuation (continued)

The titles of shorter works, such as short stories, poems, songs, and magazine articles, are set off with quotation marks.

“Life Doesn’t Frighten Me” (poem)

“Fear of the Dark” (article)

“Wind Beneath My Wings” (song)

“No Turning Back” (short story)

The first word, the last word, and each important word in a title should be capitalized.

Senker, Cath. A Teen Guide to Being Eco in Your Community. Chicago: Heinemann Library, 2012. Print.

Proofreading and Editing Task • Being a Writer™ 107© Center for the Collaborative Classroom

Proofreading and Editing Tasks

Illustration by Michael Wertz © Center for the Collaborative Classroom

108 Being a Writer™ • Proofreading and Editing Task 1 © Center for the Collaborative Classroom

Proofreading and Editing Task 1A. For each set of sentences, underline the sentence that uses pronouns correctly.

1. a. Tamika gave I some really good advice.

b. The sun cast it shadow over the left side of the ballpark.

c. Chang and Penelope are coming later, so save some for them.

2. a. Your dad has already sent her two text messages.

b. Us girls are planning a sleepover at Natalie’s house.

c. Lucas made a special pancake breakfast for Arianna and I.

3. a. Aunt Rosa took we to a concert in the city.

b. We plan to leave early in the morning before the sun is up.

c. Kevin says the gloves that were left behind belong to his.

Name: Date:

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Proofreading and Editing Task 1 • Being a Writer™ 109© Center for the Collaborative Classroom

B. A student is writing a narrative about summer vacation. The student needs to use words that are clear, specific, and appropriate for a school assignment. Read the first paragraph from a draft of the narrative and circle the correct answers below.

(1) This past summer I visited my Uncle Zach’s farm in Oregon.

(2) Uncle Zach belongs to a cool group that gives fresh food to local

grocers and restaurants. (3) We had mega-work to do each day, such

as feeding the pigs and picking vegetables. (4) I was outside every

day from eight in the morning until six in the evening.

4. Which word best replaces “a cool group” in sentence 2?

a. a whole gang

b. an organization

c. a mess of people

5. Which word best replaces “gives” in sentence 2?

a. fetches

b. carries

c. provides

6. Which word best replaces “mega-work” in sentence 3?

a. many actions

b. a lot of chores

c. these processes


2

C. Now read the second paragraph of the student’s draft. Notice how many of the sentences begin exactly the same way. Also, look for two sentences that do not match the rest of the paragraph in style and tone. Rewrite the paragraph. Use a variety of sentence structures and make all the sentences match in style and tone.

Each morning, I gave the chickens water. Then I gave them scraps

of food. The scraps of food came from leftovers from the day before.

Then I checked for eggs. Then I gathered the eggs in old egg cartons.

Then I said hello to the pigs. Then I fed the pigs. The pigs ate our

leftovers. I observed, with much surprise, that the swine devoured

eggshells! Working with pigs is messy. I highly recommend wearing

sturdy work garments, such as overalls, when laboring on a farm.


D. A student wrote this draft of a report about Davy Crockett, a famous American pioneer. Correct all the errors you find.

According to my grandfather, our family is distantly related

to Davy Crockett. Grandpa hisself is not named Crockett, but his

mother was named Crockett before they got married. I decided to

do some research about my famous ancestor.

As we soon discovered, separating fact from legend is difficult

where it is concerned. Crockett himself wrote about his adventures.

Then other people began writing about it, and these new stories

exaggerated his deeds. According to legend, Crockett could walk

across the Mississippi River or whip his weight in wildcats. One

popular song from the 20th century said that Crockett killed a “bar”

(frontier language for “bear” when it was only three!

So what are the facts not the legends—about Crockett? I know

that he was born in Tennessee in 1786 to a pioneer family. Crockett’s

father a skilled woodsman themselves, taught Davy to shoot a

rifle when they was only eight years old. By the time Crockett was

a young man, himself was an expert frontiersman and a natural

leader. He served in the Tennessee militia and then three terms in

Congress. Crockett died in 1836 at the Battle of the Alamo in Texas.



1. a. My put a little too much sugar in the first batch.

b. Jordan locked her out of the house by mistake.

c. Speaking in front of a large group is difficult for he.

2. a. The judges gave her the highest score of the day.

b. Me and him were born on the same day in the same year.

c. Mom took I to the amusement park during summer vacation.

3. a. They were an hour late because of really heavy traffic.

b. Riley and Carlos got they shoes wet when the sprinklers came on.

c. According to he, Oliver has the best singing voice of the whole

group.

Name: Date:


B. A student is writing a narrative about adopting a pet. The student needs to use words that are clear, specific, and formal enough for a school assignment. Read the first paragraph from a draft of the narrative and circle the correct answers below.

(1) Last week my mom and I visited this neat place for animals.

(2) Mom said we could grab one. (3) She said the animal could be a

dog or a cat, but she told me that dogs are harder to care for. (4) If I

chose to adopt a dog, its care would be my problem.

4. Which words best replace “this neat place for animals” in sentence 1?

a. a place with a whole bunch of animals

b. several cats and dogs

c. an animal shelter for homeless cats and dogs

5. Which words best replace “grab one” in sentence 2?

a. get one

b. select one to adopt

c. pick one, like, to take home

6. Which words best replace “my problem” in sentence 4?

a. my mess

b. totally mine to deal with

c. my responsibility


C. Now read the second paragraph of the student’s draft about adopting a pet. Notice how many of the sentences begin exactly the same way. Also, look for two sentences that do not match the rest of the paragraph in style and tone. Rewrite the paragraph. Use a variety of sentence structures and make all the sentences match in style and tone.

My mom had a good point. A dog might be too much work. A dog

might interfere with soccer practice. A dog might interfere with my

piano lessons. I decided on a cat. First I saw a boy cat named Jupiter.

Jupiter was orange. Jupiter had stripes. Jupiter had big yellow eyes.

Jupiter was really sweet. I pondered why such an outstanding feline

was abandoned in a shelter. I could not fathom such a circumstance.

It did not really matter. Jupiter would have a good home now!


D. A student wrote this draft of a report about the famous scientist Marie Curie. Correct all the errors you find.

Marie Curie, who was born in Warsaw, Poland, in 1867,

became famous for his pioneering work in physics. Her father

and mother were both teachers. Marie and her sister Bronislawa,

nicknamed Bronya were both very interested in science. At that

time in Poland, women were not allowed to attend college. In

order to get an education, they went to Paris to study.

Within three years of beginning her studies in Paris, Marie

had earned degrees in physics and mathematics. Their plans

to return to Poland changed after meeting Pierre Curie. Pierre

hisself was a well-respected French physicist. Pierre and Marie

were married in 1895. Eventually, Marie her own self became a

French citizen.

Marie and Pierre did research together. They studied the

invisible rays given off by certain elements. They called these rays

radiation, or radioactivity. In 1903 the Curies were awarded the

Nobel Prize in physics for their discoveries about radiation. She

was the first woman to win the prize. In 1911 she won a second


Nobel Prize, this time in chemistry, for the discovery of two new

elements. She named one of the elements (polonium to honor her

homeland of Poland. Marie was the first person male or female—

to win two Nobel Prizes.

Sadly, Pierre was killed in a street accident in 1906. Despite its

terrible loss, Marie kept on working with radioactive materials.

Nobody at the time, including Marie himself, knew that radiation

could cause harm to the body. When she died in 1934 from too

much radiation, Marie was one of the most famous scientists in

the world.



1. a. Grandma asked I to set the table for dinner.

b. Lisa is going swimming with them after practice.

c. Mason left she a long and detailed phone message.

2. a. Huang and me have been best friends for years.

b. My neighbors gave me a ride home from the party.

c. It seems that learning languages is easy for your.

3. a. The boys picked they brothers to lead the two teams.

b. Her made costumes for us to wear in the parade.

c. She used oatmeal bread for the sandwiches.

Name: Date:


B. A student is writing a narrative about running in a race. The student needs to use words that are clear, specific, and appropriate for a school assignment. Read the first paragraph from a draft of the narrative and circle the correct answers below.

(1) Every year some of my buds run in a race to raise money for

our school. (2) I am not much of an athlete, so I just cheer them

on. (3) This year they bugged me so much about joining them that

I finally was like, OK. (4) I just hope I am not the last one to cross

the finish line.

4. Which word best replaces “buds” in sentence 1?

a. besties

b. BFFs

c. friends

5. Which words best replace “bugged me so much about joining”

in sentence 3?

a. pleaded so hard for me to join

b. pestered me so much about joining

c. got on my case so much about joining

6. Which words best replace “was like, OK” in sentence 3?

a. agreed

b. said fine, whatever

c. caved


C. Now read the second paragraph of the student’s draft about running in a race. Notice how many of the sentences begin exactly the same way. Also, look for two sentences that do not match the rest of the paragraph in style and tone. Rewrite the paragraph. Use a variety of sentence structures and make all of the sentences match in style and tone.

The morning of the race came. My friends were excited. I was

excited. All of a sudden, I got nervous. I was worried. I was afraid

that I might not make it from start to finish. My best friend put

his hand on my shoulder. My best friend advised me not to become

terribly anxious or concerned. He said he would stay with me.

He said it did not matter how fast or slow I was. His comforting

message aided me in relaxing as the race commenced. As I took off

from the starting line, I knew I would make it.


D. A student wrote this draft of a narrative about gardening. Correct all the errors you find.

My brother Ethan loves to work in the garden, but I meself

do not like digging in the dirt. I hate finding worms under slimy,

rotting leaves. I think they are disgusting. Ethan, of course thinks

worms are wonderful because they help the plants grow by keeping

the soil loose. If the soil is too tightly packed, they cannot spread

its roots easily.

When Ethan puts fertilizer on their plants whew—the smell is

terrible! Ethan myself does not like this chore, but it is a necessary

part of gardening.

I watch Ethan, down on his knees pulling weeds. The ground is

hard, and they get sore after a while. Sometimes I give Ethan some

help. Still, I am more of a “couch potato” than a grower of potatoes

(though I do like to eat them.

Speaking of eating, Ethan grows some fine vegetables, and I use

it in recipes. I may not be a gardener, but I am a very good cook.

Ethan hisself agrees.

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