Mr. Edgeworth’s Mr. Edgeworth’s Enormous CRCT Enormous CRCT Language Arts Language Arts

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Mr. Edgeworth’s Mr. Edgeworth’s Enormous CRCT Enormous CRCT Language Arts Language Arts

ReviewReview(Just do it!!!)(Just do it!!!)

PREPOSITIONS• A PREPOSITION is a word that describes the

relationship between two or more nouns.

Ex: The car in the driveway has stripes on the door.

List: in, on, off, with, up, down, under, for, beside, over, from, around, at, by, toward, about, between, to, without, after, until, before, among, along, across, beneath, during, against, as, beyond, except, into, despite, inside, through, of, within, past, like

PREPOSITIONAL PHRASES

• A prepositional phrase starts with a preposition and stops with the next noun after the preposition (called the object of the preposition)

Ex: You ran down the street and into your house.

Reminder: They are only prepositions if they are in a phrase.

PREPOSITIONS PRACTICE

Practice: Underline the prepositional phrases in the following sentences.

1.We set our books on the shelf above the table.

2. During the game, he shot the ball into the net.

3. Your bag of chips is under the table in the cafeteria.

4. I was eating chips in my room down the hall.

NOUNS• A singular noun refers to one person,

place, thing, or idea. • A plural noun refers to more than one.Ex: dog = singular dogs = plural

• A common noun refers to a general person, place or thing. It is not capitalized.

• A proper noun refers to a specific person, place, or thing, and it is capitalized.

Ex: teacher = common Mr. Edgeworth = proper

NOUNS (cont.)• A collective noun refers to a group of people,

places, or things.Ex: The band had four members.

There is a herd of cows in the hallway!

• An abstract noun refers to something you can’t see or touch. Feelings are a good example.

Ex: The trash has a really yucky odor. I’ve got a great idea!

• A concrete noun refers to something you can see and/or touch.

Ex: The boy ate the pie.

NOUNS (cont.)• A possessive noun shows who owns

something. For singular nouns, add ‘s.For a plural noun that ends in -s, add ‘.For a plural noun that doesn’t end in -s, add

‘s.

Ex: one boy has a truck = boy’s truck four cats have string = cats’ stringthree men have shoes = men’s shoes

cat that belongs to Nafis = Nafis’s cat

NOUNS (cont.)• A predicate nouns is a word that

helps identify the subject.

Reminder: They will appear in thepredicate.

Ex: Mr. Edgeworth will be mayor. Ian was prom king.

NOUNS PRACTICE• Practice:1. Circle the 5 nouns in this sentence:The crowd of people was full of excitement because the

Falcons scored a touchdown.

2. What kind of noun is underlined in the sentence below?You should bring cupcakes for your class!

a. proper b. plural c. collective

3. Circle the predicate noun.Zarria was the queen.

4. Circle the correct possessive noun:That is my (mom’s, moms’) minivan.

The (ladies’, ladies’s) room is over there.The library has (children’s, childrens’) books.

ADJECTIVES • Common adjectives are general adjectives

that describe nouns or pronouns. Ex: The blue sky is big.

• Proper adjectives are specific adjectives that describe people, places, or things.

Ex: The American boy ate Chinese food.

• Demonstrative adjectives are this, that, these, and those.

Ex: These books belong to me. That cat belongs to my neighbor.

Write this on back of packet

ADJECTIVES (cont.)• WRITE ALL OF THIS ON BACK OF PACKET• Predicate adjectives modify the subject

of the sentence.

Reminder: They appear in the predicate

but describe the subject.

Ex: The flag is red.

ADJECTIVE PRACTICE• Practice:

Circle the demonstrative adjective/s.

1. That cat lost the big ball of yarn.

Circle the common adjective/s.

2. The blue baby ate the big bottle.

Circle the proper adjective/s.

3. The big Japanese wrestler beat the small American man.

Circle the predicate adjective/s.

4. The girl is perky and nice.

DO THIS ON BACK OF PACKET!!

VERBS• A verb is used to express action, a condition, or a state of

being. Ex: I walk. You run. The rain falls. He played hockey.

• An action verb shows what the subject does or is doing. The action is physical or mental.

Ex: The girls jumped on the bed. We thought of a great plan.

• A linking verb links the subject of the sentence to words that describe it.

Ex: Your dad is tall! That test seemed really hard.

• A helping verb comes before an action or linking verb and lets you know when it will happen.

Ex: We had read the book. (past) We are reading the book. (present)

We will read the book (future)

VERBS (cont.)• A state of being verb shows no action.Ex: The boy was here. Bart is at school.Reminder: They are forms of the word be (is, was, are, am,

were, be, being, been).

• A verb phrase contains a helping verb and a main verb.Ex: The man was eating the apple. School is opening at noon. The mall will be closing tonight.

• Transitive verbs and intransitive verbs show action. Transitive verbs have direct objects and intransitive verbs do not.

Ex: Ta’Kerra sent a letter. (transitive) letter=DO She ran down the hill. (intransitive) NO DO

VERBS PRACTICE• Practice: Identify each underlined verb as action (A), linking

(L), or helping (H).1. Those shoes smell nasty! ____2. Rachel jumped really high! ____3. We hadn’t seen him before. ____4. Can you smell the flowers? ____5. That sweater looks ugly! ____ 6. My mom kicked me in the shin. ____7. The man is at the bus stop. ____

Underline the verb phrases.8. Mr. Edgeworth will give us candy.9. Khaaliqu will be eating his food.

ADVERBS• An adverb describes verbs, adjectives, and other adverbs..

• Many (but not all!) adverbs end in -ly.

• Adverbs tell:When?

Ex: I will go to the store tomorrow.Where?

Ex: I ran upstairs.How?

Ex: You whispered softly.To What Extent?

Ex: That baby cries very loudly!

ADVERBS (cont.)• List:

When: tomorrow, soon, now, today, later, yesterday, after, etc.

Where: here, there, up, down, upstairs, under, ahead, etc.

How: suddenly, carefully, eventually, indefinitely, sadly, slowly, quickly, etc.

To What Extent: completely, successfully, proudly, gratefully, fully, totally, too, so, very, etc.

REMINDER: There are many more.

ADVERBS PRACTICE• Practice: Underline the adverb in each sentence. Then tell what kind of adverb

it is—When? Where? How? To What Extent? (circle your answer)

1. We tiptoed quietly into the library.When? Where? How? To What Extent?

2. A ghost suddenly popped into view!When? Where? How? To What Extent?

3. We were all extremely scared.When? Where? How? To What Extent?

4. We all started to run out.When? Where? How? To What Extent?

5. I’m never going back there!When? Where? How? To What Extent?

Adjective or Adverb?• Look at the underlined word in the sentence. Draw an arrow

pointing to the word that it describes. Circle if it is an adjective or adverb.

• 1. I ran quickly down the stairs. Adj Adv

• 2. Your mom can yell really loudly. Adj Adv.

• 3. You hid behind the big tree. Adj Adv.

• 4. Sarah’s writing is really messy. Adj Adv

• 5. Tim finished more quickly than Adj Adv Blake.

Adjective or Adverb? (cont.)

• 6. You did well on your test.Adj Adv

• 7. Your grade was really high. Adj Adv

• 8. Soon, we will go to France. Adj Adv

• 9. How low can you go? Adj Adv

• 10. That is a low grade! Adj Adv

PRONOUNS• Pronouns are used instead of repeating the name of a person,

place, or thing.Ex: Maria did not have her homework. The kids left their toys at my house.

• Every pronoun has an antecedent that tells you who the pronoun is talking about.Ex: Maria did not have her homework.Her is a pronoun. Her refers to Maria.Maria is the antecedent.

• Personal pronouns are – Subject: I, he, she, it, you, we, they– Object: me, him, her, it, you, us, them– Possessive: my, mine, your, yours, his, hers, its, her, our, ours,

their, theirs

PRONOUNS (cont.)• Interrogative pronouns are used to ask questions. (who whom,

what, whose, which)Ex: Whose sister is that? What did you say?

• Demonstrative pronouns are used to point to which one you’re talking about. There are four:Ex: This is my sister. That is your brother. These are my socks. Those are your shoes.

 • Possessive pronouns are used to show when things belong to

someone (ownership). (my, mine, his, hers, her, their, theirs, our, ours, its, your, yours)Ex: Those socks are mine. I had my towel, but Chris forgot his.

PRONOUNS (cont.)• Reflexive pronouns directs the action back to the subject.

(myself, herself, itself, himself, yourself, yourselves, themselves, ourselves)

Ex: The dog likes to bite itself. How do you prepare yourself?

• An indefinite pronoun does not refer to a specific person, place, thing, or idea. (another, anybody, anyone, anything, each, either, neither, everybody, everyone, everything, nobody, no one, nothing, somebody, one, someone, something, both, few, many several, all, any, most, none, some)

Ex: Everyone should be careful when eating oysters. I do not like anyone.

PRONOUNS PRACTICE• Practice:Underline the pronouns in each sentence. There might be more than one!

1. You should buy some shoes for your dad.2. Steve can bring them to the party at my house.3. He might bring Sarah if her mom says okay.

4. That is how I hurt myself. 5. They did not play with us.

Circle the antecedent for the underlined pronoun. (Hint: who/what do I mean?)6. Did you see if Amy made it to her house?7. Anthony, please turn in your homework to me.8. Those are some really ugly shoes.

Identify the kind of pronoun used below.9. Which is your house?10. That dog lost its collar!11. Whose sweater is this?

INTERJECTIONS• An interjection is a word that is used

to show feeling.

• It is not a complete sentence! It is separated from the sentence by a comma or an exclamation point.

Ex: Stop! That ride looks scary! Darn, I dropped my ice cream.

CONJUNCTIONS• A coordinating conjunction is a word that joins two other

words or ideas together. (for, and, nor, but, or, yet, so)Ex:

Thomas, Joey, and Mike arrived late to class.  The weather is rainy today, but it will be sunny tomorrow.  Would you rather have a hamburger or fries?

• A subordinating conjunction joins a subordinate clause to a main clause. (after, before, once, since, until, when, whenever, while, as, because, in order that, so, so that, that, if, even if, provided that, unless, although, even though, though, where, wherever, rather than, than, rather)

Ex: I was late for class because I missed the bus.

CONJUNCTIONS (cont.)• A correlative conjunction is essentially a

coordinate conjunction used in pairs. (either-or, neither-nor, not only-but also,

whether-or, both-and)

Ex: Either you or Susan must remain with me Both the teacher and the principal

were furious.

SUBJECTS AND PREDICATES

• The subject of a sentence tells who or what the sentence is about.

• The complete subject of a sentence tells who or what the sentence is about (ALL THE WORDS)

Ex: My little white dog ran across the street.

• The simple subject is the main word or words (MOST IMPORTANT) in the complete subject.

Ex: My little white dog ran across the street.

SUBJECTS AND PREDICATES (cont.)

• The predicate tells what the subject does or is doing.

• The complete predicate of a sentence tells what the subject is doing (ALL THE WORDS)

Ex: My little white dog ran across the street.

• The simple predicate is the main word or words (also known as the verb or verbs) in the complete predicate.

Ex: My little white dog ran across the street.

SUBJECTS AND PREDICATES PRACTICE

Underline the complete subject once. Underline the completepredicate twice. Circle the simple subject. Draw a box

around the complete predicate.

1. Tina’s new car has black seats inside. 2. The large brick house on the corner burned in a fire last

year. 3. My language arts teacher showed us how to study for the

test.

DIRECT OBJECTS• Direct Objects receive the action of the

verb. It answers whom or what.

Ex: The girl baked cookies. (Cookies are what she baked)

Mr. Edgeworth sent a letter. (A letter is what Mr. Edgeworth sent.)

INDIRECT OBJECTS• An indirect object tells for whom or what an action is being

performed.

Ex: The teacher made the class cupcakes.

Sandy told her sister the story.

Reminders: There cannot be an indirect object without a direct object.

Not all direct objects will have an indirect object.

All direct and indirect objects have to have an action verb.

DIRECT AND INDIRECT OBJECTS PRACTICE

• Practice:Underline the direct objects and circle the indirect objects.

1. The boy brought the team some drinks.

2. Everyone ate the cake.

3. The cheerleaders cooked the players hotdogs.

4. Ramiah sent a package to her sister.

SENTENCE STRUCTURE• The Basics:

A main clause (independent) can stand alone by itself as a sentence.

Ex: I am at the mall.

A subordinate clause (dependent) can not stand alone in a sentence.

Ex: In the morning

SENTENCE STRUCTURE (cont.)• A simple sentence is the main (independent) clause.Ex: Michael jumped high. Michael likes steak, potatoes, and fish.

• A compound sentence has two or more main (independent) clauses joined by a coordinating conjunction.

Ex: I like to ride bikes, and my dad enjoys watching football.

• A complex sentence is a main (independent) clause with a subordinate clause (dependent).

Ex: Because of the thunderstorm, the game had to be cancelled.

• A compound-complex sentence is a subordinate clause dependent) and at least two main clauses (independent clauses).

Ex: Before the sun came up, I ate my breakfast, and I cleaned my neighbor’s

house.

SENTENCE STRUCTURE PRACTICE• Practice:

Write whether the following sentences are simple, compound,

complex, or compound-complex.

1. Before school, I go to the gym.

2. I ran to school because I missed the bus.

3. That is my dog and cat.

4. I really enjoy playing basketball, but I also really enjoy cooking.

5. During the game, I bought a hotdog, and I talked to some friends.

6. He went to the mall and to my house.

7. Do you want to go outside, or do you want to play video games?

8. Never touch that dog!

9. He left the party since he had to be home by twelve.

SENTENCE STRUCTURE ERRORS

• Errors:• A run-on is two or more sentences written as if they were

one sentence (no commas, punctuation, and/or conjunctions.

Ex: The school is open tomorrow It will be open for eight hours. (These are two complete sentences written as one.)

• A fragment is a part of a sentence written as if it were a complete sentence

Ex: The boy across the street. (It is missing a verb.)

SENTENCE STRUCTURE ERRORS PRACTICE

• Practice:• What is wrong with the following

sentences?1.Ran across the street.2.He was at my house we played

baseball.3.He baseball with me.4.Go to your room turn off your

television.

COMMAS AND SEMICOLONS• Use a comma....

– after introductory words or phrases or subordinate (dependent) clauses.

Ex: After the game, I ate dinner. (complex) Soon, I will eat some dinner. (complex)

– after a noun of direct address.Ex: Bart, come get your shoes.

– before or after a speaker’s exact words.Ex: “The snow will not last all day,” said Mr. Edgeworth.

COMMAS AND SEMICOLONS (cont.)– before coordinating conjunctions when used to connect two

sentences (compound).Ex: The man was on the roof, and the woman was in the car.

– before and after an appositive.Ex: Michael, a nice person, is in my class.

– between items in a list.Ex: The man wanted cows, chickens, and sheep for his farm.

• Reminder: There are more basic comma rules.

• Use a semicolon....– to separate two main (independent) clauses without using a

coordinating conjunction.Ex: Some people enjoy skating; other people enjoy sky diving.

COMMA AND SEMICOLON PRACTICE• Practice:Add the commas and semicolons where needed.1. The owner ran across the street he had to go to

the restroom.2. The school is old dirty and run-down.3. I would like to go to the mall and I would like to eat

dinner there.4. After work I am going to the game.5. George do not eat the pie.6. “The sun is in my eyes” said Mike.

OTHER INFORMATION THAT WILL BE ON THE ENGLISH PART OF THE CRCT

• MISC:1. Use common spelling rules, apply common

spelling patterns, and develop and master words that are commonly misspelled.

2. Produce final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.

Reminder: The COACH book has great examples and explanations.

Now…let’s review Now…let’s review literary terms and literary terms and

writingwriting

Now…let’s review Now…let’s review literary terms and literary terms and

writingwritingLike I said, “JUST DO IT!”Like I said, “JUST DO IT!”

Elements of Fiction

•Setting-where and when the story takes place•Character Traits-attributes of a creature in a story that explains their personality

Protagonist-main character that is usually positiveAntagonists-who or what is against the protagonist

•Plot-sequence of events in a story – PLOT DIAGRAM•Conflict-the problem in a story (external: man versus man, man versus society, man versus nature, man versus machine OR internal: man versus himself)•Climax-highest point of conflict•Resolution- how the problem is solved•Theme-the moral or lesson learned in the story

Figurative Language/Literary Devices:

Metaphor- comparing two unlike things not using like or asSimile-comparing two unlike things using like or asHyperbole-exaggeration Personification- giving something that is not human, human characteristicsIdiom – say one thing but mean another

SENSORY LANGUAGE/SOUND DEVICES:

Alliteration: repetition of beginning soundsOnomatopoeia-a sound (boom!, snap!)Rhyme-having the same ending sound (cat, hat)Rhyme Scheme- the pattern of rhymes in a poem

Identifying the Speaker•Point of view is the way a narrator tells a story.

•A narrator or speaker is the person who tells a story.

•First-Person Point of View (I or we)

•Third-Person Point of View (they, he, she)

•Second-Person Point of View (you)

Other Important Information

Prefixes – add to the beginning of a word

Suffixes – add to the end of a word

Base Words – provides the basic meaning of the word

Root Words - provides the basic meaning of the word.

WRITINGMain Idea – It is the main focus of the writing piece.Supporting Details – These details the main idea and topic sentence.Topic sentence – This sentence tells what the paragraph will be about.Author’s Purpose – to persuade, entertain, explain, etc.Writing Process – prewrite, draft, revise, edit, publishMood – how it makes you feelTone – author’s feelingsGraphical Features – graphs, charts, pictures, etc.Textual Features – bold Face, italics, underlined, etc.Nonfiction – realFiction – not realFAT-P² - Format, Audience, Topic, Purpose, Prewriting – Use When WritingDRAPES – Dialogue, Rhetorical Question, Analogy, Personal Experience, Examples, Statistics – Use When Writing.GO GREEN - Details

66thth Grade Language Arts Grade Language Arts

Traditional Traditional Literature & Literature & MythologyMythology

Traditional Traditional Literature & Literature & MythologyMythology

Traditional literature reveals information Traditional literature reveals information about a culture.about a culture.

It often teaches a lesson.It often teaches a lesson.It is passed down for a long time through It is passed down for a long time through

oral tradition (storytelling; word of mouth).oral tradition (storytelling; word of mouth).Examples: fable, folktale, tall tale, fairytaleExamples: fable, folktale, tall tale, fairytale

Turn & Talk: Turn & Talk: Are there any stories that are passed down Are there any stories that are passed down in your family?in your family?

What is Traditional What is Traditional Literature?Literature?

Folk means “people.”Folk means “people.”They often have no known author.They often have no known author.Their purpose is to entertain.Their purpose is to entertain.Main characters often endure Main characters often endure

tests and trials.tests and trials.Good often prevails over evil.Good often prevails over evil.

Folk TalesFolk Tales

A fable is a short story used to teach a A fable is a short story used to teach a lesson or moral.lesson or moral.

The lesson is usually revealed at the end.The lesson is usually revealed at the end.Characters are often animals with Characters are often animals with

humanlike traits.humanlike traits.Some famous Aesop’s fables:Some famous Aesop’s fables:

The Lion and the MouseThe Lion and the MouseThe Hare and the TortoiseThe Hare and the TortoiseThe Wolf and the LambThe Wolf and the Lamb

FablesFables

Fairy tales are set in the past (“Once Fairy tales are set in the past (“Once upon a time…”).upon a time…”).

They include good and evil They include good and evil characters.characters.

They often include magic or the They often include magic or the supernatural.supernatural.

Often have happy endings (“And they Often have happy endings (“And they lived happily, ever after.”lived happily, ever after.”

Fairy TalesFairy Tales

Identify these fairy tales:Identify these fairy tales:

Tall tales contain exaggerations Tall tales contain exaggerations about characters and events.about characters and events.

They were made popular in the United They were made popular in the United States.States.

Stories passed down throughout the years Stories passed down throughout the years eventually made characters larger than life.eventually made characters larger than life.

Examples:Examples:Paul BunyanPaul BunyanPecos BillPecos BillJohn HenryJohn Henry

Tall TalesTall Tales

Myths are stories that explain the Myths are stories that explain the origin (beginning) and history of origin (beginning) and history of people.people.

Characters include gods and Characters include gods and goddesses.goddesses.

They may explain the creation of the They may explain the creation of the world, natural phenomena, historical world, natural phenomena, historical events, etc.events, etc.

They may also teach a lesson.They may also teach a lesson.

What is Mythology?What is Mythology?

Traditional literature is passed Traditional literature is passed down through oral tradition down through oral tradition (storytelling).(storytelling).

Fables teach lessons & often have Fables teach lessons & often have animals.animals.

Myths include gods and Myths include gods and goddesses.goddesses.

You Need to You Need to RememberRemember