Grammar and Writing 1

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Because of Winn-Dixie

Declarative and Interrogative Sentences

A sentence is a group of words that expresses a complete thought. A sentence begins with a capital letter. A sentence that tells something is a declarative sentence. A declarative sentence ends with a period. A sentence that asks a question is an interrogative sentence. An interrogative sentence ends with a question mark.

Declarative Sentence Florida was once a wild place.

Interrogative Sentence Have you ever seen a bear?

Directions Read each sentence and add the correct end punctuation. Then write whether each sentence is declarative or interrogative.

1. In the old days, many people lived on farms

2. Wild animals roamed through the forests

3. Were the woods full of bears in those days

Directions Change each sentence to the kind named in ( ). Write the new sentence.

4. Grandpa likes telling stories. (interrogative)

5. Are his stories always true? (declarative)

DEVELOP THE CONCEPT

Home Activity Your child learned about declarative and interrogative sentences. Have your child write two declarative and two interrogative sentences about something he or she did today.

Grammar and Writing Practice Book Unit 1 Week 1 Day 2 1

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Declarative and Interrogative SentencesDirections Read the interrogative sentences. Then use your own ideas to write a declarative sentence that answers each question.

1. Question Why is it hard to move to a new place?

Answer

2. Question Where would be a good place to make new friends?

Answer

3. Question What kind of pet might make a good friend?

Answer

4. Question: What is a good way to make friends?

Answer

Directions Read the answers in the interview with Opal from Because of Winn-Dixie. Then write the questions you think she might be answering.

5. Question

Answer At first I felt really lonely.

6. Question

Answer No, I didnt know anyone.

7. Question

Answer I spent a lot of time in the library.


APPLY TO WRITING

Home Activity Your child learned how to use declarative and interrogative sentences in writing. Have your child ask a member of the family three questions and write down the questions and answers in interview form.

2 Unit 1 Week 1 Day 3 Grammar and Writing Practice Book

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Declarative and Interrogative SentencesDirections For each item, mark the letter of the word or the word and punctuation mark that complete each sentence.

1. You have to be quiet in a 3. get a library card? A library A Can I B library? B I can C library. C I can? D Library D can I

2. many books did you get? 4. Do you like adventure A Who A stories. B how B stories C How? C stories? D How D Stories

Directions For each item, mark the letter of the declarative or interrogative sentence that is correctly written.

5. A Are pets allowed in the library. 8. A Why is his name Winn-Dixie. B Ill leave my dog outside? B Isnt that the name of a store. C he is very well behaved. C Its a funny name for a dog. D Do I hear him barking? D Does he know his name.

6. A Our dog can shake hands 9. A Was your dog a stray? B Does he come when you call. B a stray has no home. C can he catch a ball? C Can I adopt one. D Im teaching him to sit. D Where did he come from.

7. A The pound has many animals 10. A Dogs are fun B Are they all puppies. B They make good friends. C Would you like one as a pet? C Dogs are part of the family? D some ran away from home? D do you have a dog?

TEST PREPARATION


Home Activity Your child prepared for taking tests on declarative and interrogative sentences. Say declarative or interrogative and have your child say a sentence of the correct kind.

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NameBecause of Winn-Dixie

Declarative and Interrogative SentencesDirections Write D if the sentence is declarative. Write I if the sentence is interrogative.

1. Opal loved to visit the library.

2. What did her dog do?

3. Did Opal have any friends?

4. She made friends with the librarian.

Directions Make each word group into a sentence by writing it with correct capitalization and punctuation. Write D if the sentence is declarative. Write I if the sentence is interrogative.

5. a bear once visited the library

6. it walked through the open door

7. what did the librarian do

8. would you have run away

Directions Change each sentence to the kind named in ( ). Write the new sentence.

9. The dog looks like a bear. (interrogative)

10. Are bears dangerous? (declarative)

11. An amazing story is called a tall tale. (interrogative)

12. Did the librarian tell a tall tale? (declarative)

CUMULATIVE REVIEW


Home Activity Your child reviewed declarative and interrogative sentences. Read a newspaper article together. Have your child identify declarative and interrogative sentences in the article.

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Lewis and Clark and Me

Imperative and Exclamatory SentencesAn imperative sentence gives a command or makes a request. It usually begins with a verb and ends with a period. The subject (you) is not shown. An exclamatory sentence shows strong feeling or surprise. It ends with an exclamation mark. An interjection also shows strong feeling and ends with an exclamation mark. An interjection is a word or group of words, not a complete sentence.

Imperative Sentence Lie down and stay.

Exclamatory Sentences That is a gorgeous dog! What big paws he has!

Interjections Wow! Ouch! Hurray! Oh, no!

Directions Read each sentence. Write C if the end punctuation is correct. Write NC if the end punctuation is not correct.

1. Show me your book about Lewis and Clark.

2. What an incredible journey they took.

3. Please read me the paper you wrote about their expedition!

4. That dog was amazing!

5. I cant believe the number of squirrels it caught.

Directions Write a word or phrase that will make these sentences the kind named in ( ).

6. me the Missouri River on the map. (imperative)

7. a long river it is! (exclamatory)

8. why Lewis and Clark went on their expedition. (imperative)

9. proud they must have been when they finished! (exclamatory)

10. forget to finish reading your book on Lewis and Clark. (imperative)

DEVELOP THE CONCEPT

Home Activity Your child learned about imperative and exclamatory sentences. With your child, listen to a favorite television show and have your child identify examples of imperative and exclamatory sentences.


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Imperative and Exclamatory SentencesDirections Write an imperative sentence and an exclamatory sentence for each event.

1. going on a river trip

imperative:

exclamatory:

2. meeting a dog

imperative:

exclamatory:

3. looking at a map of the United States

imperative:

exclamatory:

Directions Imagine that you are on a trip and you are writing a letter to a friend. Write one imperative sentence and one exclamatory sentence that you might include in the letter.

4. imperative:

5. exclamatory:


APPLY TO WRITING

Home Activity Your child learned how to use imperative and exclamatory sentences in writing. Have your child write something he or she was told to do that day as an imperative sentence. Ask your child what was exciting or interesting about the day. Have him or her write that as an exclamatory sentence.


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Imperative and Exclamatory SentencesDirections For each item, mark the letter of the answer that best completes the type of sentence in ( ).

1. I love the way this story is told by 3. What an incredible adventure ___ (exclamatory) ___ (exclamatory)

A a dog. A that was! B a dog? B will we have. C a dog. C would you like to go on! D a dog! D is that?

2. ___ the picture of Seaman swimming. 4. ___ that page again. (imperative)(imperative) A Are we reading

A Is that B Please read B I like C Will you read C Show me D How exciting to read D What is

Directions For each item, mark the letter of the imperative or exclamatory sentence that is correctly written.

5. A Fetch, Seaman? 7. A Tell me about Sacagawea! B Please sell me your dog! B She was incredibly young! C Tell me his name. C Show me her picture! D Thats a great trick D Thats an amazing story?

6. A Go get those squirrels 8. A Explain who York was. B Bring them back to the boat. B Its terrible that he was a slave? C Wow! They taste wonderful. C What a brave man he was. D Give the dog some? D Find out more about him!

TEST PREPARATION


Home Activity Your child prepared for taking tests on imperative and exclamatory sentences. Ask your child to write an example of each kind of sentence and to explain what makes it imperative or exclamatory.

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NameLewis and Clark and Me

Imperative and Exclamatory SentencesDirections Write E if the sentence is exclamatory. Write I if the sentence is imperative.

1. Dont let the dog jump into the river.

2. Lend me a hand with this boat.

3. Weve got to save the missing people!

4. Make sure you keep away from the shore.

5. Seaman is a hero!

Directions Make each word group into an imperative or exclamatory sentence by writing it with correct capitalization and punctuation. Identify imperative sentences with I and exclamatory sentences with E.

6. make room in the boat

7. what a crowd there was on the wharf

8. ask sacagawea which of these plants we should eat

9. those plants will poison you

10. give me that dog for these beaver skins

Directions Write the type of sentence named in ( ) for each event.

11. leading a camping trip (imperative)

12. sailing on the Missouri River (exclamation)

CUMULATIVE REVIEW


Home Activity Your child reviewed imperative and exclamatory sentences. Have your child find examples of imperative and exclamatory sentences in magazines, instructions, or other printed materials in your home.

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Grandfathers Journey

Subjects and Predicates

Every sentence has a subject and a predicate. The subject is the part of the sentence that tells whom or what the sentence is about. All the words in the subject are called the complete subject. The simple subject is the most important word in the complete subject. A simple subject can be more than one word, as in United States.

Complete Subject The mountains in America reminded him of home.

Simple Subject The mountains in America reminded him of home.

The predicate is the part of the sentence that tells what the subject is or does. All the words in the predicate are called the complete predicate. The simple predicate, or verb, is the most important word in the complete predicate. A simple predicate can be more than one word, as in was going.

Complete Predicate The mountains in America reminded him of home.

Simple Predicate The mountains in America reminded him of home.

A compound subject is made up of two or more simple subjects. A compound predicate is made up of two or more simple predicates.

Compound Subject The forests and deserts amazed him.

Compound Predicate He traveled and worked in the United States.

Directions Look at the letters after each sentence. Circle the complete subject when you see CS, the simple subject when you see SS, the complete predicate when you see CP, and the simple predicate when you see SP.

1. The United States is home to millions of people from overseas. CP

2. This nation was founded by immigrants. SP

3. Many of the newcomers are from Asia. CS

4. Some become U.S. citizens. SS

5. More people are arriving every day. SP

DEVELOP THE CONCEPT

Home Activity Your child learned about subjects and predicates. Ask your child to find sentences in a newspaper or magazine. Have him or her identify the simple subject and simple predicate in each sentence.


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Subjects and PredicatesDirections Each pair below has a simple subject and a verb. Add details to write an interesting sentence. Then underline the complete subject once and the complete predicate twice.

1. grandfather/traveled

2. he/met

3. people/live

4. mother/was born

5. we/are learning

6. I/will visit

7. United States of America/is

8. visitors/come

9. schools/teach

10. Everyone/loves


APPLY TO WRITING

Home Activity Your child learned how to use subjects and predicates in writing. Have your child write a sentence describing something he or she did today. Ask your child to identify the complete subject and the complete predicate of the sentence.


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Subjects and PredicatesDirections Mark the letter of the phrase that identifies the underlined word or words in each sentence.

1. Our family is going to California 6. Some other friends live in next summer. San Francisco too.

A simple subject A simple subject B complete subject B complete subject C simple predicate C simple predicate D complete predicate D complete predicate

2. San Francisco will be our first stop. 7. A travel agent booked our tickets. A simple subject A simple subject B complete subject B complete subject C simple predicate C simple predicate D complete predicate D complete predicate

3. My mom promised us a visit to the 8. Dad will take us to a ball Golden Gate Bridge. game one night.


4. We can ride in a cable car. 9. Fishermans Wharf is a A simple subject great place for dinner. B complete subject A simple subject C simple predicate B complete subject D complete predicate C simple predicate D complete predicate

5. Our friends, the Kims, will 10. We are staying there for entertain us. a week.


TEST PREPARATION


Home Activity Your child prepared for taking tests on subjects and predicates. Ask your child a question (What did you eat for lunch? When did you get home?). Have him or her write the answer in a complete sentence and identify the subject and predicate.

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NameGrandfathers Journey

Subjects and PredicatesDirections Underline the complete subject of each sentence once. Underline the complete predicate twice.

1. The United States is a beautiful country.

2. Snow-capped mountains tower over the western plains.

3. Rich farmland provides food for millions of people.

4. Forests cover the ancient hills of the Northeast.

5. An amazing diversity of people live and work in the great cities.

Directions Look at the letters after each sentence. Write the simple subject when you see SS. Write the simple predicate when you see SP.

6. Many immigrants have made America their home. SP

7. They long for their old homes. SS

8. Travel is fast these days. SS

9. People can fly anywhere by airplane. SP

10. The airplane has become a cure for homesickness! SP

Directions Write sentences using the pairs of words below. Use the noun as a simple subject and the verb as a simple predicate. Then underline the complete subject once and the complete predicate twice.

11. home/is

12. country/has

CUMULATIVE REVIEW


Home Activity Your child reviewed subjects and predicates. Ask your child to describe an object in the house in a sentence. Ask him or her to repeat the sentence and to identify the complete subject and complete predicate.

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The Horned Toad Prince

Compound Sentences

A compound sentence is made up of two simple sentences joined by a comma and a connecting word such as and, but, or or.

Simple Sentences Fairy tales are very old. Kids still enjoy them.

Compound Sentence Fairy tales are very old, but kids still enjoy them.

The two sentences in a compound sentence must have ideas that make sense together.

Directions Write S after each simple sentence and C after each compound sentence. Do not confuse a compound subject or predicate with a compound sentence.

1. Fairy tales and other old stories are sometimes very scary.

2. Witches, giants, or trolls can give little children nightmares.

3. Fairy tale heroes are often in danger, but they usually win in the end.

4. Often a poor girl marries a prince, or a poor boy marries a princess.

5. The dragon is killed, and everybody lives happily ever after.

Directions Join each pair of simple sentences to make a compound sentence. Use the word and, but, or or. Do not forget to add a comma.

6. The hero was small and young. He was very brave.

7. She fell in love with the prince. He fell in love with her.

8. You can fight the dragon. You can run away.

9. He saw the woman in the tower. He wanted to save her.

10. The wolf knocked on the pigs door. They wouldnt let him in.

DEVELOP THE CONCEPT

Home Activity Your child learned about compound sentences. Encourage him or her to show you how the words and, but, and or can link simple sentences to form compound sentences.


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Compound SentencesDirections Complete each sentence by adding and, but, or or and one of the groups of words from the box.

she sent them all away. she would not marry anyone.

her father gave her half his kingdom. her father would lock her up in a tower.

she fell in love with him.

1. The princess had many suitors,

2. She must marry,

3. Many men came to see the princess,

4. Finally, a young farmer made her laugh,

5. The princess got married,

Directions Make a compound sentence by adding your own words to each item.

6. I enjoy fairy tales, but

7. We can finish this story today, or

8. The hero killed the monster, and

9. The old witch flew away, and

10. The princess was locked up in a tower, but


APPLY TO WRITING

Home Activity Your child learned how to use compound sentences in writing. Have your child write a compound sentence about something he or she did today.


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Compound SentencesDirections Mark the letter of the item that correctly completes each sentence.

1. Reba Jo lived on the prairie ___ 6. She got the hat ___ she rode she loved roping. home.

A , or A , and B , and B but C and C , or D and, D and,

2. Her hat blew off ___ it fell into a well. 7. Reba Jo was rude ___ her father A but was polite. B or A but C , and B , or D and C , but D and,

3. Reba Jo was scared ___ she wanted 8. The horned toad came in ___ her hat. it ate some chili.

A and A , or B or, B , and C or C , but D , but D but

4. The toad made an offer ___ Reba Jo 9. She kissed the horned toad accepted. ___ she didnt want to. A or A , or B and B but C , but C and, D , and D , but

5. She could accept ___ she could go 10. Was Reba Jo smart ___ was home. she foolish?

A , or A , or B , but B , but C but, C , and D and, D and

TEST PREPARATION


Home Activity Your child prepared for taking tests on compound sentences. Ask your child to write pairs of simple, related sentences about himself or herself and then connect them with and, but, or or.

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NameThe Horned Toad Prince

Compound SentencesDirections Circle S if the sentence is a simple sentence. Circle C if the sentence is a compound sentence. Do not confuse a compound subject or predicate with a compound sentence.

1. The Southwest is hot, dry, and mountainous. S C

2. The air is clear, and the colors are beautiful. S C

3. Sometimes it rains hard, but often it is very dry. S C

4. Visitors come from far away and camp. S C

5. Some visitors fall in love with the Southwest and settle there. S C

Directions Write the word you would use (and, but, or or) to join each pair of simple sentences into a compound sentence.

6. It is called a horned toad. It is really a lizard.

7. The country is beautiful. The people are friendly.

8. Was that an arroyo? Was it a canyon?

9. Id love to stay. I have to go home.

10. We have had a great vacation. We plan to return.

Directions Read each sentence. Think of a simple related sentence. Make a compound sentence by adding and, but, or or and your sentence.

11. The desert is hot and dry,

12. She could ride a horse,

CUMULATIVE REVIEW


Home Activity Your child reviewed compound sentences. Ask your child to pretend that he or she has to explain compound sentences to someone who doesnt know what they are. Have your child teach the concept he or she has learned.

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Letters Home from Yosemite

Clauses and Complex Sentences

A clause is a group of words with a subject and a verb. A dependent clause begins with a word such as because or when. It cannot stand alone as a sentence. An independent clause can stand alone.

Dependent Clause when I was eight Independent Clause My family visited Yosemite.

A sentence made up of a dependent clause and an independent clause is a complex sentence.

Complex Sentences When I was eight, my family visited Yosemite. My family visited Yosemite when I was eight.

Other words that often introduce a dependent clause are since, although, if, until, unless, as, after, and before. When a dependent clause comes first in a complex sentence, it is followed by a comma.

Directions Write I if the underlined group of words is an independent clause. Write D if it is a dependent clause.

1. People visit Yosemite because it is so beautiful.

2. When you see El Capitan, youll be amazed.

3. If you go there, visit Yosemite Falls.

4. You will probably see a bear before you leave.

5. After I returned, I read a book about the park.

Directions Combine each pair of simple sentences. Use the word in ( ). Write the complex sentence.

6. Ill visit all the national parks. Im grown up. (when)

7. Im only ten years old. I have to travel with my family. (since)

DEVELOP THE CONCEPT

Home Activity Your child learned about clauses and complex sentences. Encourage him or her to show you how words such as because, when, although, and if can link simple sentences to form complex sentences.


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Clauses and Complex SentencesDirections Make complex sentences by choosing clauses from the box to combine with the clauses below. Write your sentences on the lines. Use correct capitalization and punctuation.

Indians were living there if you get too close you will want to return because it is so beautiful it is still mostly wilderness

1. When explorers reached Yosemite,

2. Many people visit Yosemite

3. Although millions of tourists visit the park,

4. A mule deer can be dangerous

5. After you have visited once,

Directions Think of a place you would like to visit. Write three complex sentences about the place. Use the words in ( ).

6. (because)

7. (if)

8. (when)


APPLY TO WRITING

Home Activity Your child learned how to use clauses and complex sentences in writing. Ask your child a why question. Have him or her write a complex sentence to answer it. Ask your child to explain why the answer is a complex sentence.


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Clauses and Complex SentencesDirections Mark the letter of the independent clause in each group.

1. A when the tourists arrived 3. A before we went to sleepB if you are camping B since we had our backpacks

C it is bigger than Rhode Island C after we ate lunch D although there are many cars D we pitched our tent

2. A unless you want an angry bear 4. A we went too near the falls B dont tease the animals B because we were soaking wet C until they can smell you C when the wind blows hard D as we were driving by D if you want to stay dry

Directions Mark the letter of the word that completes each sentence.

5. ___ there are bobcats, we didnt see 8. ___ you go out at night, you might any. see an owl.

A Although A If B And B Until C Until C But D As D Although

6. Ive been starving ___ we arrived 9. ___ we go to bed, we safely store here. our food.

A or A Unless B but B Before C since C Or D because D After

7. We stopped hiking ___ we got too 10. ___ I was hiking, I saw a large cold. brown animal.

A or A And B unless B As C although C Until D when D If

TEST PREPARATION


Home Activity Your child prepared for taking tests on clauses and complex sentences. Have your child find complex sentences in a newspaper article. Ask him or her to identify the independent and dependent clauses in each sentence.

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NameLetters Home from Yosemite

Clauses and Complex SentencesDirections Write the dependent clause in each sentence.

1. Although they are small, peregrine falcons are very fast.

2. A jay will steal your food if you dont watch out.

3. Sheep had almost vanished from the park before they were brought back.

4. Because bears are so greedy, store food in a metal box.

5. If you enjoy wildlife, Yosemite is a good place to visit.

Directions Combine each pair of simple sentences. Use the word in ( ). Write the complex sentence.

6. The first tourists traveled by foot. There were no cars. (because)

7. Most visitors stay in one area. The park is huge. (although)

8. The rocks seem to change color. The sun shines on them. (when)

9. You will see a bat. You watch closely. (if)

10. Dont go near that waterfall. You want to get wet. (unless)

CUMULATIVE REVIEW


Home Activity Your child reviewed clauses and complex sentences. Ask your child to tell you something about his or her day using complex sentences with the words when, because, and if.

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What Jo Did

DEVELOP THE CONCEPT

Home Activity Your child learned about common and proper nouns. Have your child name people, places, or things around the house and say whether the names are common or proper nouns.


Common Nouns Proper Nouns

Common and Proper Nouns

A noun is a word that names a person, place, or thing. A common noun names any person, place, or thing. A proper noun names a particular person, place, or thing. Proper nouns begin

with capital letters.

Common Nouns That girl plays basketball at our school. Proper Nouns Sandy will play for Centerville on Friday.

Some proper nouns have more than one word, such as Boston Celtics. Some include titles that tell what a person is or does, such as Aunt Rosa or Captain Edwards.

Directions One of the underlined words in each sentence is a noun. Circle the noun. Write C if it is a common noun and P if it is a proper noun.

1. Dr. James Naismith invented the game of basketball. 2. He worked at the YMCA Training School in Springfield, Massachusetts. 3. Naismith wanted to find a game to play inside during the winter.

Directions Underline the three nouns in each sentence. Then write each noun under the correct heading in the chart.

4. The first game of basketball was played in Massachusetts. 5. Soon people all over the world were playing the sport. 6. In 1936, basketball was played at the Olympic Games in Berlin. 7. Today, many cities compete every winter in the National Basketball Association.

8. I watch our team at the stadium every weekend.


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Common and Proper NounsDirections Replace the underlined word in each sentence with a noun from the box that gives a more exact description. Write the new sentence. Write C if the word you chose is a common noun. Write P if it is a proper noun.

pizza roar fans December Mr. Ames

1. He is our basketball coach.

2. I joined the team last month.

3. After each game, the coach takes us out for food.

4. Many people come to our games.

5. I love hearing the sound of the crowd when we score.

Directions Write several sentences about your school. Mention some of the people you meet there. Identify the common nouns you used and underline them once. Underline the proper nouns twice.

What Jo Did

APPLY TO WRITING

Home Activity Your child learned how to use common and proper nouns in writing. Have your child write a sentence or two describing a place in your community. Ask your child to identify the common and proper nouns in the sentences.



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What Jo Did

Common and Proper NounsDirections Mark the letter of the word that is a common noun. 1. Dr. Naismith wrote thirteen 4. Boston and Chicago have had

rules for basketball. great teams. A Dr. Naismith A Boston B wrote B Chicago C thirteen C great D rules D teams

2. The ball could be thrown in 5. Not all basketball players any direction. are Americans.

A ball A Not B could B players C thrown C are D any D Americans

3. A player must not run with the ball. 6. Basketball is a popular sport in Asia. A player A is B must B popular C not C sport D with D Asia

Directions Mark the letter of the word or words that are a proper noun.

7. The inventor of basketball was born 9. He went to college in Montreal, in Canada. Canada.

A The A He B basketball B college C born C in D Canada D Canada

8. James Naismith attended a 10. While living in Massachusetts, he one-room school. invented the game.

A James Naismith A While B attended B living C one-room C Massachusetts D school D game

TEST PREPARATION


Home Activity Your child prepared for taking tests on common and proper nouns. Read a paragraph to your child from a book, magazine, or newspaper. Ask your child to identify nouns and to explain whether they are common or proper.


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Common and Proper NounsDirections Circle C if the underlined word is a common noun. Circle P if the underlined word is a proper noun.

1. Theres a girl at Central High who is a basketball star. C P

2. She plays center on the all-state team for Maryland. C P

3. She averages 24 points a game. C P

4. Her name is Toyana Jumper. C P

5. Thats a great name for a basketball player! C P

Directions Underline the three nouns in each sentence. They may be common or proper.

6. The book we are reading is about a girl called Jo.

7. She plays basketball with a group of boys.

8. Jo wore a hat over her long hair.

9. She flew through the air and dunked the ball into the hoop.

10. T. J. told Jo that he had never played with a girl before.

Directions Write one sentence about a place you like to visit and another sentence about a person you know. Include common and proper nouns in each sentence. Underline the common nouns once and the proper nouns twice.

11. Place

12. Person

CUMULATIVE REVIEW


Home Activity Your child reviewed common and proper nouns. Ask your child to name things, places, animals, or people he or she passes on the way to school each day. Have your child tell you whether these names are common or proper nouns


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Coyote School News

DEVELOP THE CONCEPT

Home Activity Your child learned about regular plural nouns. Point to objects around the house. Ask your child to say the nouns and their plural forms and to explain how the plurals were formed.


Regular Plural Nouns Singular nouns name one person, place, or thing. Plural nouns name more

than one person, place, or thing. Add -s to form the plural of most nouns. bird/birds snake/snakes monkey/monkeys Add -es to form the plural of nouns that end in ch, sh, s, ss, or x. finch/finches dish/dishes gas/gases dress/dresses box/boxes To form the plural of nouns that end in a consonant followed by a y, change

the y to i and add -es. butterfly/butterflies puppy/puppies

Directions Underline the plural noun in each sentence.

1. Texas has many cattle ranches.

2. A cowboy rides after cows.

3. A cowboy can throw a rope within inches of his target.

4. Wild ponies also live in the Southwest.

5. Many movies have been made about the Old West.

Directions Write the singular form of each noun.

6. outlaws ____________________

7. stories ____________________

8. patches ____________________

9. foxes ____________________

10. saddles ____________________

11. coyotes ____________________

12. losses ____________________

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Regular Plural NounsDirections Use the plural form of the underlined noun. Add a word from the box to describe the noun. Write the new sentence.

yellow noisy wooden interesting bumpy

1. Those ___ chicken woke us up.

2. He drove his truck along the ___ road.

3. They wrote ___ story for the newspaper.

4. The students sat on rows of hard ___ bench.

5. They went home in bright ___ bus.

Directions Write a short description of horses that you have seen in books, in movies, or on television. Use at least three different plural nouns. Underline the plural nouns you use.

Coyote School News

APPLY TO WRITING

Home Activity Your child learned how to use regular plural nouns in writing. Ask your child to write a sentence about his or her day using at least one plural noun.



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Coyote School News

Regular Plural NounsDirections Mark the letter of the correct plural form that completes each sentence.

1. Vaqueros means ___ in 3. They worked on the ___ of the Spanish. Southwest.

A cowboys A ranchies B cowboys B ranches C cowboyes C ranches D cowboys D ranchus

2. They were skilled ___. 4. Often they were far from their ___. A rideres A familys B riders B families C riderz C familyes D riders D familease

Directions Mark the letter of the ending that will form the plural of the singular noun in the phrases below.

5. wild bunch 8. fine lady A -s A -s B -ess B -ies C -ies C -s D -es D -es

6. near miss 9. whirling rope A -es A -s B -es B -es C -ess C -s D -s D -ies

7. leather saddle 10. red-hot brand A -s A -s B -s B -z C -ies C -es D -es D -ez

TEST PREPARATION


Home Activity Your child prepared for taking tests on regular plural nouns. Read a brief passage to your child from a book, magazine, or newspaper. Ask him or her to identify any plural nouns in the passage and to say how they were formed.

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CUMULATIVE REVIEW


Home Activity Your child reviewed regular plural nouns. Ask your child to pretend that he or she is teaching a second-grade class about plural nouns. Have your child show you how he or she would explain the concept.

Regular Plural NounsDirections Circle the plural noun in each sentence.

1. Our newspaper has an editor and five writers.

2. Our teacher prints copies for us each month.

3. She puts a star next to articles she really likes.

4. I write stories about football.

5. All the classes read our newspaper.

Directions Write the plural form of the underlined noun or nouns in each sentence.

6. School newspaper is one of my favorite activity. ___________________

7. We write the news and the headline. ___________________

8. Newspapers are printed by printing press. ___________________

9. Paper that come out every day are called daily. ___________________

10. We store our old papers in big box. ___________________

Directions Write a sentence about each of the following places. Include two plural nouns in each sentence.

11. a ranch

12. a school

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Grace and the Time Machine

DEVELOP THE CONCEPT

Home Activity Your child learned about irregular plural nouns. Say the words tooth, wife, and sheep and have your child say and spell the plural form of each word.


Irregular Plural NounsA plural noun names more than one person, place, or thing. Most nouns add -s to form the plural. An irregular plural noun has a special form for the plural.

Singular Nouns The man photographed a wolf chasing a moose.Irregular Plural Nouns Two men photographed some wolves chasing some moose.

Some nouns and their irregular plural forms are child/children, deer/deer, foot/feet, leaf/leaves, life/lives, loaf/loaves, man/men, moose/moose, mouse/mice, sheep/sheep, tooth/teeth, wolf/wolves, and wife/wives.

Directions Write the irregular plural noun in each sentence.

1. A time machine could show us what our lives were like long ago. _____________

2. Before there were cars or trains, we were on our feet a lot more. _____________

3. Many men worked in the fields or hunted in the forests. _____________

4. Their wives spent hard days cooking and cleaning. _____________

5. I wonder if children were happy then. _____________

Directions If the noun is plural, write P. If it is singular, write its plural form. If the noun could be either singular or plural, write S/P.

6. loaves ____________________

7. sheep ____________________

8. wolf ____________________

9. leaves ____________________

10. deer ____________________

11. tooth ____________________

12. mouse ____________________

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Irregular Plural NounsDirections Write sentences using the plural forms of the given nouns.

1. wolf, tooth

2. man, wife

3. mouse, loaf

4. child, foot

5. moose, leaf

Directions Write about what you would like to see if you traveled back in time or into the future in a time machine. Use at least two irregular plural nouns and underline them.


APPLY TO WRITING

Home Activity Your child learned how to use irregular plural nouns in writing. Have your child write a note or an e-mail to a family member about life long ago. Have your child use at least two irregular plural nouns.


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Irregular Plural NounsDirections Mark the letter of the correct plural form for each underlined word.

1. Life were different long ago. 3. The man went out and worked. A Lifes A mans B Lives B mens C Lives C man D Live D men

2. Woman worked at home. 4. Their wife did the housework. A Women A wifes B Womans B wives C Womens C wive D Woman D wivies

Directions Mark the letter of the word that correctly completes each sentence.

5. Not all ___ went to school. 7. They made ___ of bread in theirA woman kitchens.

B children A loaves C childrens B loafs D womens C loafes D loaf

6. Women spun yarn from the wool 8. Sometimes they saw ___ in the of ___. forest.

A mooses A mooses B sheeps B wolves C sheepes C moosies D sheep D wolfs

TEST PREPARATION


Home Activity Your child prepared for taking tests on irregular plural nouns. Have a discussion with your child about the families in your neighborhood. Ask him or her to use the singular and plural forms of man, woman, and child.


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CUMULATIVE REVIEW


Home Activity Your child reviewed irregular plural nouns. Look at an article from a newspaper or magazine. Have your child point out three or four irregular plural nouns.

Irregular Plural NounsDirections Underline the singular nouns and circle the plural nouns in the sentences.

1. Long ago wolves ran through forests where our city is now.

2. Then men and women from Europe arrived on these shores.

3. They brought cows, horses, chickens, and geese to this country.

4. They built a town with houses and schools for their children.

5. They worked hard to improve their lives.

Directions Write C if the underlined plural noun is correct. If it is not correct, write the correct form.

6. How did they brush their teeths in the old days? ___________________

7. I love those old-fashioned crusty loaves. ___________________

8. Mices were everywhere years ago. ___________________

9. Many deers roamed the land. ___________________

10. Clothes were made mostly from the wool of sheep. ___________________

Directions Write one or two sentences about animals. Use at least two irregular plural nouns.

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Marven of the Great North Woods

DEVELOP THE CONCEPT

Home Activity Your child learned about singular possessive nouns. Ask your child to write the names of family members as possessive nouns and to use them in sentences.


Singular Possessive NounsA possessive noun shows ownership. A singular possessive noun shows that one person, place, or thing has or owns something. Add an apostrophe () and the letter s to a singular noun to make it possessive.

Singular Nouns This country had forests that were a valuable resource. Irregular Plural Nouns This countrys forests were a valuable resource.

Directions Write the possessive form of each underlined noun.

1. Minnesota forests were once full of white pines.

__________________________

2. The white pine wood was soft and easy to cut.

__________________________

3. This lumber helped build the Midwest cities.

__________________________

4. The nation need for lumber was enormous.

__________________________

5. A lumberjack work was long and hard.

__________________________

6. At first, a nearby river provided a logging camp source of power.

__________________________

7. Later, steam power speeded up a sawmill rate of work.

__________________________

8. Sadly, the state supply of big trees could not last forever.

__________________________

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Singular Possessive NounsDirections Make each sentence less wordy by replacing the underlined words with a possessive noun phrase. Write the new sentences.

1. The need of America for lumber was great 100 years ago.

2. The forests of Minnesota supplied much of this material.

3. The rivers of the state played an important part in the logging industry.

4. Lumberjacks braved the cruel weather of winter.

5. The appetite of a lumberjack was enormous.

Directions Write about a time (real or imaginary) that you spent in the country. Use at least two singular possessive nouns and underline them.


APPLY TO WRITING

Home Activity Your child learned how to use singular possessive nouns in writing. Ask your child to write a journal entry about the days activities. Have him or her use at least two singular possessive nouns.


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Singular Possessive NounsDirections Mark the letter of the word that completes each sentence.

1. A ___ job was to cut down trees. 5. The ___ end was at a sawmill. A lumberjacks A journeys B lumberjacks B journies C lumberjack C journey D lumberjacks D journeys

2. A ___ long journey started in the forest. 6. The logs became wood for ___ cities. A logs A American B loges B Americas C log C America D logies D Americas

3. Cut logs floated on the ___ current. 7. In time, ___ supply of trees ran out.A rivers A natures

B river B natures C rivers C nature D riveres D natural

4. ___ trees floated south to Iowa. 8. The ___ great north woods were gone. A Minnesotan A Midwests B Minnesotas B Midwest C Minnesota C Midwests D Minnesotas D Midwestern

TEST PREPARATION


Home Activity Your child prepared for taking tests on singular possessive nouns. Name two or three familiar objects in the house. Have your child write the possessive forms of these nouns and use them in sentences.


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CUMULATIVE REVIEW


Home Activity Your child reviewed singular possessive nouns. Look at a newspaper or magazine article with your child. Have him or her identify singular possessive nouns.

Singular Possessive NounsDirections Write the possessive form of each underlined noun.

1. wood grain ______________________

2. river bank ______________________

3. winter cold ______________________

4. bed pillow ______________________

5. desk drawer ______________________

6. snow wetness ______________________

7. horse saddle ______________________

8. fiddle music ______________________

9. kitchen warmth ______________________

10. saw handle ______________________

Directions Write a singular possessive noun to complete each sentence.

11. A ___ job is very hard. __________________

12. Some people earn $200 for one ___ work. __________________

13. A ___ day is spent at school. __________________

14. A ___ place of work is often a hospital. __________________

15. A ___ job is very important. __________________


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So You Want to Be President?

DEVELOP THE CONCEPT

Home Activity Your child learned about plural possessive nouns. Ask your child to explain the difference between singular and plural possessive nouns. Encourage your child to give examples using the words boys, girls, and children.


Plural Possessive NounsA plural possessive noun shows that something is owned or shared by more than one person, place, or thing.

Add an apostrophe () to a plural noun that ends in -s, -es, or -ies. our parks popularity animals rights Add an apostrophe () and -s to a plural noun that does not end in -s, -es, or -ies. the deers feeding ground the childrens vacation

Directions Write the possessive form of each underlined plural noun.

1. highways roads ____________________

2. teeth cavities ____________________

3. states laws ____________________

4. forests trees ____________________

5. raccoons paws ____________________

6. geese feathers ____________________

7. men jackets ____________________

8. rivers banks ____________________

Directions Choose a plural possessive noun to complete each sentence. Write the word on the line.

9. Our national (parks, parks) landscapes are known around the world.

_____________________________

10. (Automobiles, Automobiles) exhausts can harm the wilderness.

_____________________________

11. The (wolfs, wolves) fangs are very sharp.

_____________________________

12. Park (rangers, rangers) jobs are rewarding.

_____________________________

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Plural Possessive NounsDirections Make each sentence less wordy by replacing the underlined words with a plural possessive noun phrase. Write the new sentences.

1. The wise decisions of our Presidents helped create Americas national parks.

2. The trees of our forests are for animals as well as for people.

3. We must protect the creatures of our oceans.

4. People should respect the plants of the deserts.

5. All Americans should learn the histories of the states.

Directions Write about a visit to the zoo or a wildlife park. Use at least two plural possessive nouns and underline them.


APPLY TO WRITING

Home Activity Your child learned how to use plural possessive nouns in writing. Have your child write a sentence about school using a plural possessive noun. Suggest that he or she use the word teachers, students, boys, or girls.


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Plural Possessive NounsDirections Mark the letter of the plural possessive noun that completes each sentence.

1. ___ families live in the White House. 5. The ___ pets have a great life. A Presidents A childrens B President B childrens C Presidents C childs D Presidentes D children

2. Their ___ lives are different 6. The White House gardens must be from ours. ___ playgrounds!

A families A cats B familys B cats C families C cat D familys D cat

3. Servants take care of all the ___ 7. Do cats hunt for ___ nests in the needs. Rose Garden?

A residents A birds B resident B birdss C residents C birds D residents D birds

4. Families bring their ___ toys to the 8. The Secret Service ___ responsibilities White House. are great.

A pet A officers B pets B officers C petes C officerss D pets D officers

TEST PREPARATION


Home Activity Your child prepared for taking tests on plural possessive nouns. Have your child prepare flash cards with a plural noun on one side and its possessive form on the other. Quiz him or her using the flash cards.

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Plural Possessive NounsDirections Write the possessive form of each underlined plural noun.

1. cities residents ____________________

2. senators speeches ____________________

3. streets names ____________________

4. shelves ledges ____________________

5. women dresses ____________________

6. children toys ____________________

7. feet toes ____________________

8. congressmen letters ____________________

Directions Write the possessive form of each underlined plural noun.

9. Two wolves approached the deer feeding ground.

__________________________

10. The wolves coats were thick and gray.

__________________________

11. They wanted a deer for their cubs dinners.

__________________________

12. The deer saw the wolves and vanished into the trees shadows.

__________________________

CUMULATIVE REVIEW


Home Activity Your child reviewed plural possessive nouns. Have your child find and circle examples of plural possessive nouns in a magazine or newspaper article.

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The Stranger

DEVELOP THE CONCEPT

Home Activity Your child learned about action and linking verbs. Ask your child to tell you something that happened today. Have your child identify action and linking verbs in his or her account.


Action and Linking VerbsThe main word in the predicate of a sentence is a verb. Verbs that show actions are called action verbs. Most verbs show actions you can see. Some verbs, such as think and wonder, show actions you cannot see.

Action Verbs Mrs. Bailey gave the man some food. Katy wondered about the stranger.

Linking verbs do not show actions. They tell what the subject is or what the subject is like. Common linking verbs are forms of the verb to be, such as am, is, are, was, and were. Verbs such as seem, appear, become, and feel can also be linking verbs.

Linking Verbs The man was weak. Soon he felt better.

Directions Circle the verb in each sentence.

1. The Bailey family lives on a farm.

2. Katy is Mr. and Mrs. Baileys daughter.

3. She peeked into the room.

4. The stranger wore rough leather clothing.

5. He seemed confused and unhappy.

6. A doctor examined the stranger.

7. Later the stranger felt better.

8. He helped Mr. Bailey on the farm.

Directions Underline action verbs. Circle linking verbs.

9. The trees were bright red.

10. The stranger became sad.

11. The family waved goodbye.

12. Every year, the stranger leaves a message.

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Action and Linking VerbsDirections Choose the best action verb from the box to complete each sentence. Write the new sentence on the line.

1. Summer ___ us with its warmth.

2. Sunlight ___ on the lake.

3. On a breezy day clouds ___ across the sky.

4. Birds ___ to one another.

5. A lazy cat ___ on the front steps.

6. We ___ at the thought of winter.

Directions Write a paragraph about your favorite time of year. Use strong action verbs and at least one of these linking verbs: appear, feel, seem, become. Underline all the linking verbs you use.

The Stranger

APPLY TO WRITING

Home Activity Your child learned how to use action and linking verbs in writing. Encourage your child to write a journal entry about the days activities. Have him or her underline action verbs and circle linking verbs.


dawdles scurry shudder shimmers delights twitter

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The Stranger

Action and Linking VerbsDirections Mark the letter of the verb that completes each sentence.

1. The seasons ___ in a regular pattern. 6. Logs ___ in the fireplace. A is A burn B be B become C change C was D runs D appears

2. Summer ___ autumn. 7. The air ___ clean and fresh. A to A are B becomes B feels C from C blow D and D am

3. People ___ the fallen leaves. 8. Geese ___ south for warmer lands. A up A flows B in B cry C are C to D rake D fly

4. The days ___ shorter. 9. Soon the first flakes of snow ___. A than A fallen B much B fall C are C is D longer D do

5. We ___ our winter clothes. 10. Winter ___ with us. A unpack A become B worn B are C into C be D be D is

TEST PREPARATION


Home Activity Your child prepared for taking tests on action and linking verbs. Have your child write action and linking verbs on index cards. Ask your child to use these verbs in sentences as you hold up the cards one at a time.

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Action and Linking VerbsDirections Write the verb in each sentence.

1. The Stranger describes a farm. ____________________

2. Mr. Baileys life was hard. ____________________

3. He worked at many jobs. ____________________

4. Farmers raised pigs, sheep, and cows. ____________________

5. They also grew crops. ____________________

Directions Underline action verbs. Circle linking verbs.

6. Farms in the old days were smaller than todays farms.

7. Modern farms seem more like factories.

8. Farmers today often specialize in only one crop.

9. Long ago, farmers milked cows by hand.

10. Today they use machines.

11. Hens sometimes wandered into the farmhouse.

12. Now hens live in special cages.

13. Farming is still hard work.

14. Computers and modern equipment help farmers today.

15. Todays farms are big businesses.

CUMULATIVE REVIEW


Home Activity Your child reviewed action and linking verbs. With your child, look at a newspaper or magazine article. Ask your child to circle action verbs in red and linking verbs in blue.

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Adelinas Whales

DEVELOP THE CONCEPT

Home Activity Your child learned about main and helping verbs. Ask your child these questions: What are you doing now? What will you do tomorrow? Have your child answer the questions in complete sentences and identify the main and helping verbs.


Main and Helping Verbs

A verb that has more than one word is called a verb phrase. A verb phrase is made up of a main verb and one or more helping verbs. The main verb shows action. The helping verb or verbs tell more about the action. Common helping verbs are am, is, are, was, were, will, would, should, has, have, had, do, does, did, can, and could. In the following sentences, the main verb is underlined once and the helping verb is underlined twice.

Scientists are studying animal migration. They have tracked salmons journeys.

The helping verbs am, is, and are show present time. Was and were show past time. Will shows future time. The helping verbs has, have, and had show that an action started in the past. In the following sentences, the helping verb has shows action that started in the past, and the helping verb will shows future time.

One turtle has traveled 7,000 miles. Scientists will follow it by satellite.

Directions Circle the verb phrase in each sentence.

1. I am studying the migration of sharks.

2. My team has put tags on sharks fins.

3. The tags are sending radio signals to satellites.

4. Our computers have received information from the satellites.

5. We are collecting important information.

Directions Write the verb named in ( ).

6. These salmon could deposit thousands of eggs. (helping)

_____________________

7. The flashlight fish are looking for food. (main) _____________________

8. The turtle has returned to its home. (helping) _____________________

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Main and Helping VerbsDirections Replace the underlined word or words in each sentence with a verb phrase from the box. Write the verb phrase on the line.

1. The turtles will go up the beach.

2. Hundreds of salmon went against the strong current.

3. The tourists go to see the whales.

4. They go to the side of the ship.

5. One man went into the water.

6. The scientists went after the sharks for a year.

Directions Answer the following questions in a sentence or two. Use main and helping verbs in your answers.

7. What has Adelina done? _______________________________________________

8. What are the whales doing? ____________________________________________

Adelinas Whales

APPLY TO WRITING

Home Activity Your child learned how to use main and helping verbs in writing. Encourage your child to write a note or an e-mail to a friend. Ask your child to identify the main and helping verbs in the message.


have chased will crawl has tumbledhave hurried are crowding were struggling

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Adelinas Whales

Main and Helping VerbsDirections Mark the letter of the helping verb that completes each sentence.

1. The whales ___ swimming north. 4. The baby ___ grown fat on milk. A are A has B be B do C do C he D will D they

2. They ___ spent the winter in Baja. 5. All the whales ___ moving slowly. A does A some B in B swim C for C are D have D by

3. A baby whale ___ following its mother. 6. They ___ travel many miles. A have A being B is B used C be C will D try D are

Directions Mark the letter of the verb phrase that completes each sentence.

7. The whales ___ on the ocean floor. 9. One whale ___ out of the water. A feeding A is leap B does feed B leaping C are feeding C is leaping D feeded D have leap

8. Some ___ more than 2,000 pounds 10. It ___ a huge wave.of food. A has made

A can eat B make B has ate C creating C eating D do makes D eaten

TEST PREPARATION


Home Activity Your child prepared for taking tests on main and helping verbs. Have your child write helping verbs on index cards. Hold up the cards one at a time and ask your child to use the helping verb with a main verb in a sentence.

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Main and Helping VerbsDirections Write the verb phrase in each sentence.

1. Our class is reading about the gray whales of La Laguna.

_________________________________

2. We have researched whales.

_________________________________

3. Those whales are breaching.

_________________________________

4. That baby whale has traveled next to its mother all day.

_________________________________

5. I will visit the library for more books about whales.

_________________________________

Directions Underline the main verb and circle the helping verb in each sentence.

6. Who has viewed this photograph?

7. The whale in the picture is spyhopping.

8. It is looking around.

9. I am searching the Internet for more whale pictures.

10. Both my brothers have tried a whale watch.

11. They were talking about the whales for days afterward.

12. Our class has created a model gray whale out of clay.

CUMULATIVE REVIEW


Home Activity Your child reviewed main and helping verbs. Look at an article from a newspaper or magazine with your child. Ask him or her to identify main and helping verbs in several sentences.


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How Night Came from the Sea

DEVELOP THE CONCEPT

Home Activity Your child learned about subject-verb agreement. Ask your child questions with does and do: What does a cow say? What do chickens say? Have your child show you how the verb in the answer changes when the subject is singular and plural.


Subject-Verb Agreement

The subject and the verb in a sentence must work together, or agree. To make most present tense verbs agree with singular nouns or he, she, or it, add -s or -es. If the subject is a plural noun or I, you, we, or they, the present tense verb does not end in -s.

Singular Subject Ant tugs at his belt. He watches Bear.Plural Subject Animals talk in some stories. Ants and bears act like people.

Use is or was to agree with singular nouns. Use are or were to agree with plural nouns.

Singular Subject Bear is angry.Plural Subject Ants are small and stubborn.

Directions Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree.

1. Whone, the Changer, plant trees for forests. ______

2. He becomes tired of his work. ______

3. Bears name is Chetwin. ______

4. Bears catches ants in rotten logs. ______

5. Some ants grows wings. ______

6. That anthill is very tall. ______

7. Thousands of ants lives there. ______

Directions Circle the verb that correctly completes each sentence.

8. I (like, likes) the story about Ants waist.

9. An insect (flys, flies) from its nest.

10. Bears (sleep, sleeps) through the cold winter months.

11. A good story (keep, keeps) us interested.

12. Ants and bears (are, is) very different creatures.

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Subject-Verb AgreementDirections Complete each comparison. Write a verb from the box on the first line and a noun phrase from the box on the second line. Make sure subjects and verbs agree.

1. The sun ____________________ into the sea like ____________________.

2. Night ____________________ across the land like ____________________.

3. A full moon ____________________ like ____________________.

4. Night birds ____________________ like ____________________.

5. Stars __________________ above the sleeping world like ___________________.

Directions Add a subject and a noun or noun phrase to complete each comparison. Make sure subjects and verbs agree. Write the new sentence.

6. ___ shake like ___.

7. ___ sings like ___.

8. ___ runs like ___.


APPLY TO WRITING

Home Activity Your child learned how to use subject-verb agreement in writing. Have your child write about things he or she does every day, beginning each sentence with I (I walk, I learn, I play). Ask your child to rewrite each sentence beginning with He or She and show how the verb changes.


Verbs scream glows flicker sinks spreads Noun Phrases a silver dollar a glowing coal a cool blanket tiny candles frightened ghosts

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Subject-Verb AgreementDirections Mark the letter of the verb that completes each sentence.

1. The Native Americans ___ this story. 6. Bears tail ___ stuck in the ice. A tells A are B tell B get C are C gets D telling D be

2. Bear ___ very hungry. 7. He ___ it off. A is A pull B are B take C feel C yank D feeling D yanks

3. He ___ to catch fish with his tail. 8. The other animals ___ at Bears A try stumpy tail.

B trys A are C tries B laugh D trying C looks D looking

4. Bear ___ his tail in the icy water. 9. They ___ away when he chases them. A dangle A is B dangles B runs C drop C scampers D hanging D run

5. He ___ nothing. 10. I ____ that story. A catched A love B catch B be C catchs C likes D catches D loves

TEST PREPARATION


Home Activity Your child prepared for taking tests on subject-verb agreement. Have your child explain the rules he or she has learned about how verbs change when the subject is singular or plural. Ask your child to give you examples of these rules.

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Subject-Verb AgreementDirections Write Yes if the subject and the verb in the sentence agree. Write No if the subject and the verb do not agree.

1. This story is interesting. ______

2. The Cherokees tells the story. ______

3. A Cherokee boy go to the mountains day after day. ______

4. His parents scold him. ______

5. I gets more food in the mountains. ______

6. He grows long brown hair all over his body. ______

7. His parents needs food too. ______

8. Maybe his stories is true. ______

9. Finally, all his relatives follow him to the mountains. ______

10. They turns into bears. ______

Directions Write the verb that correctly completes each sentence.

11. I (enjoys, enjoy) old stories from other cultures. ______________________

12. You (read, reads) such interesting things. ______________________

13. Animals (talk, talks), and trees are alive. ______________________

14. A bear (act, acts) just like a person. ______________________

15. I (wish, wishes) real life were like that. ______________________

CUMULATIVE REVIEW


Home Activity Your child reviewed subject-verb agreement. Read a story together. Ask your child to show you examples of subject-verb agreement in the story. Have him or her look for examples of plural and singular subjects and verbs.

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Eye of the Storm

DEVELOP THE CONCEPT

Home Activity Your child learned about past, present, and future tenses. Ask your child to use verbs in these three tenses. If necessary, prompt him or her with questions: What did you do yesterday? What does he do every day? What will they do tomorrow?


Past, Present, and Future Tenses

The tense of a verb tells when an action happens. A verb in the present tense tells about action that is happening now. A verb in the past tense tells about action that has already happened. Many past tense verbs end in -ed. A verb in the future tense tells about action that will happen in the future. The helping verb will is added to a verb to form the future tense.

Present Tense She enjoys winter. They skate on the pond.Past Tense It snowed many times last year. We played in the snow.Future Tense Tomorrow it will rain.

When a verb ends with e, drop the e before adding -ed: hope hoped

When a one-syllable verb ends with one vowel followed by one consonant, double the final consonant before adding -ed: stop stopped

When a verb ends with a consonant followed by y, change the y to i before adding -ed: worry worried

Directions Write present, past, or future to identify the tense of each underlined verb.

1. My family lives in Massachusetts.

2. We moved here from Florida last year.

3. We will miss Floridas warm winters.

4. I even liked the hurricanes in Florida.

Directions Write the verb in each sentence. Circle the past tense verbs. Underline the future tense verbs.

5. It never snows in Florida.

6. She really wants a snowy winter.

7. In school we learned about blizzards.

8. This year I will play in the snow.

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Past, Present, and Future TensesDirections Choose the verbs from the box that best complete the paragraph. Change the verbs to the tenses given in ( ). Write the new verbs on the numbered lines.

destroy smash nail rush fear

1. Where we live, hurricanes sometimes ___ (present) up the coast. 2. Last year a hurricane nearly ___ (past) our summer cottage. 3. It ___ (past) all the windows. 4. My dad ___ (present) that the same thing may happen again. 5. Next year he ___ (future) plywood over the windows.

1.

2.

3.

4.

5.

Directions Write two or three sentences about what you did on your birthday last year. Then describe what you will do on your next birthday. Choose your verb tenses carefully.

Last year: _____________________________________________________________

Next year: _____________________________________________________________

Eye of the Storm

APPLY TO WRITING

Home Activity Your child learned how to use past, present, and future tenses in writing. Have your child write three sentences about himself or herself, using verbs in the past, present, and future tenses.


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Eye of the Storm

Past, Present, and Future TensesDirections Mark the letter of the verb that completes each sentence.

1. Tornadoes often ___ in the spring. 6. He ___ his camera everywhere last August. A forming A carried B former B carryed C forms C carries D form D will carry

2. Warm oceans ___ hurricanes. 7. He ___ at a weather station as a young man. A create A worker B creating B work C creates C will working D creates D worked

3. Every summer the desert ___ the 8. I ___ to see a big storm last summer.cool air. A will hope

A heats B hopes B heat C hoped C heater D hope D heating

4. The thunderstorms ___ next 9. That thunder last week ___ my dog.September. A will scare

A will ends B scared B ends C scares C ended D scare D will end

5. Last year the photographer ___ 10. When I grow up, I ___ the weather.tornadoes. A will studied

A will chase B studies B chased C will study C chases D studied D chase

TEST PREPARATION


Home Activity Your child prepared for taking tests on past, present, and future tenses. Look at pictures in books with your child. Have him or her describe the pictures using verbs in the past, present, and future tenses.

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Past, Present, and Future TensesDirections Write present, past, or future to identify the tense of each underlined verb.

1. Last year we moved to Vermont from New Mexico.

2. I liked the weather in New Mexico.

3. In Vermont it rains a lot.

4. A cool wind often blows from the sea.

5. Someday I will return to the Southwest.

6. I will enjoy the heat of the desert sun again.

7. Some people just love warm weather.

Directions Change each underlined verb to the past tense.

8. A hurricane damages many houses.

9. High winds smash many windows.

10. Trash cans roll down the street.

11. People hurry home from work or school.

12. They stay indoors during the storm.

13. The storm knocks down power lines.

14. People use candles for light.

CUMULATIVE REVIEW


Home Activity Your child reviewed past, present, and future tenses. Read a newspaper or magazine article with your child. Ask him or her to identify verbs in the past, present, and future tenses.

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The Great Kapok Tree

DEVELOP THE CONCEPT

Home Activity Your child learned about irregular verbs. Have your child tell you what happened this morning using a past tense form of the words feel, make, say, get, and give.


Irregular Verbs

Usually you add -ed to a verb to show past tense. Irregular verbs do not follow this rule. Irregular verbs change to other words to show past tense.

Present Tense This book teaches me a lesson.Past Tense This book taught me a lesson.Past with has, have, or had This book has taught me a lesson.

Irregular verbs have a special form when they are used with has, have, or had.Below are some irregular verbs and their past forms.

Directions Write the past tense form of the irregular verb in ( ).

1. The animals (speak) to the sleeping man. ____________________

2. They (teach) him about the value of nature. ____________________

3. They (give) him a lesson in how to behave. ____________________

4. The man (get) up surrounded by the animals. ____________________

5. He (feel) different after his sleep in the forest. ____________________

Present Tense Past Tense Past with has, have, or hadbring brought (has, have, had) broughtchoose chose (has, have, had) chosencome came (has, have, had) comedo did (has, have, had) donefeel felt (has, have, had) feltget got (has, have, had) gottengive gave (has, have, had) givengo went (has, have, had) gonemake made (has, have, had) madesay said (has, have, had) said

speak spoke (has, have, had) spoken

teach taught (has, have, had) taught

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Irregular VerbsDirections Write a sentence using the noun and the past tense form of the verb.

Example: verb: bring; noun: book She brought a book about rain forests to class.

1. verb: teach; noun: nature ______________________________________________

2. verb: say; noun: world ________________________________________________

3. verb: give; noun: money _______________________________________________

4. verb: speak; noun: rain forests __________________________________________

5. verb: see; noun: animals _______________________________________________

Directions Write about something that interests you in nature. Use at least two of the following verbs in the past tense: bring, come, do, go, teach, feel, get, give, make, say.


APPLY TO WRITING

Home Activity Your child learned how to use irregular verbs in writing. Have your child write sentences about school using the past tense forms of the verbs teach, get, say, and give.


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Irregular VerbsDirections Mark the letter of the verb that correctly completes each sentence.

1. Men ___ to cut trees. 5. They ___ away the animals homes. A came A taked B comed B tooked C camed C taken D have comed D took

2. They ___ trucks and tractors. 6. They ___ they would be careful. A bringed A sayed B broughted B saying C brought C said D brings D saided

3. They ___ much damage. 7. Many animals have ___ from the A doed forest.

B did A gone C dided B went D done C goed

Grammar and Writing 1

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Transcript of Grammar and Writing 1