Targeting Grammar Grades 5-6 Standard E-Book

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Editor
Lorin Klistoff, M.A.
Editor in Chief
Karen J. Goldfluss, M.S. Ed.
Cover Artist
Brenda DiAntonis
Imaging
Leonard P. Swierski
Publisher
Mary D. Smith, M.S. Ed.
Author
Del Merrick
The classroom teacher may Teacher Created Resources, Inc.

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reproduction of any part of
this book and/or CD for other ISBN: 978-1-4206-2437-3
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strictly prohibited. No part
Reprinted, 2017
of this publication may be Made in U.S.A.
transmitted or recorded in any
form without written permission
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exception of electronic material,
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purchasers computer only.
Introduction . . . . . . . . . . . . . .
5
6
Section 1
Contents
How to Use This Book . . . . . .
7
Assessment Records . . . . . . . . Student Page 22 (Adjectives with Suffixes 2) . . . 47
. 15
Games & Activities Matrix
16 Student Page 23 (Antonyms 1) . . . . . . . . . . . . . . 48
Standards . . . . . . . . . . . . . . .
Student Page 24 (Antonyms 2) . . . . . . . . . . . . . . 49
Student Page 25 (Adjectives of Degree 1) . . . . . 50
Student Page 26 (Adjectives of Degree 2) . . . . . 51
NOUNS . . . . . . . . . . . . . . . . . . . . . . 17 Student Page 27 (Homographs & Homophones) . . 52
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Page 28 (Adjectives in Similes) . . . . . . . 53
Student Page 1 (Nouns) . . . . . . . . . . . . . . . . . . . . 20 Student Page 29 (Adjectives in Context) . . . . . . 54
Student Page 2 (Common Nouns) . . . . . . . . . . . . 21 Assessment (Adjectives) . . . . . . . . . . . . . . . . . . . 55
Student Page 3 (Singular and Plural Nouns 1) . . 22
Student Page 4 (Singular and Plural Nouns 2) . . 23
Student Page 5 (Proper Nouns) . . . . . . . . . . . . . . 24 PRONOUNS . . . . . . . . . . . . . . . . . . 57
Student Page 6 (Compound Nouns) . . . . . . . . . . 25 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Student Page 7 (Collective Nouns) . . . . . . . . . . . 26 Student Page 30 (Personal Pronouns) . . . . . . . . . 60
Student Page 8 (Possessive NounsSingular) . . 27 Student Page 31 (PronounsPerson) . . . . . . . . . 61
Student Page 9 (Possessive NounsPlural) . . . . 28 Student Page 32 (Possessive Pronouns) . . . . . . . 62
Student Page 10 (Verbal Nouns) . . . . . . . . . . . . . 29 Student Page 33 (Interrogative Pronouns) . . . . . 63
Student Page 11 (Abstract Nouns 1) . . . . . . . . . . 30 Student Page 34 (Indefinite Pronouns) . . . . . . . . 64
Student Page 12 (Abstract Nouns 2) . . . . . . . . . . 31 Student Page 35 (PronounsCohesive Ties 1) . 65
Student Page 13 (Noun Phrases) . . . . . . . . . . . . . 32 Student Page 36 (PronounsCohesive Ties 2) . 66
Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Assessment (Pronouns) . . . . . . . . . . . . . . . . . . . 67
Student Page 14 (Articles) . . . . . . . . . . . . . . . . . . 34
Student Page 15 (Nouns with Suffixes 1) . . . . . . 35
Student Page 16 (Nouns with Suffixes 2) . . . . . . 36 VERBS . . . . . . . . . . . . . . . . . . . . . . 69
Assessment (Nouns) . . . . . . . . . . . . . . . . . . . . . . 37 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Student Page 37 (Verbs) . . . . . . . . . . . . . . . . . . . 72
Student Page 38 (Saying Verbs) . . . . . . . . . . . 73
ADJECTIVES . . . . . . . . . . . . . . . . . . 39 Student Page 39 (Being and Having Verbs) . 74
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Student Page 40 (Helping Verbs 1) . . . . . . . . . 75
Student Page 17 (Describing Adjectives 1) . . . . .42 Student Page 41 (Helping Verbs 2) . . . . . . . . . 76
Student Page 18 (Describing Adjectives 2) . . . . .43 Student Page 42 (VerbsContractions) . . . . . . . 77
Student Page 19 (Number Adjectives) . . . . . . . . 44 Student Page 43 (VerbsSubject Agreement) . . 78
Student Page 20 (Verbal Adjectives) . . . . . . . . . . 45 Student Page 44 (VerbsContractions) . . . . . . . 79
Student Page 21 (Adjectives with Suffixes 1) . . . 46 Student Page 45 (VerbsInfinitives) . . . . . . . . . 80
#2437 Targeting Grammar 2 Teacher Created Resources, Inc.

Section 1
Contents
Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 SENTENCES . . . . . . . . . . . . . . . . . 115
Student Page 46 (VerbsTense 1) . . . . . . . . . . . 83 Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Student Page 47 (VerbsTense 2) . . . . . . . . . . . 84 Student Page 66 (Sentences) . . . . . . . . . . . . . . . 118
Student Page 48 (Verbs in Narrative) . . . . . . . . . 85 Student Page 67 (SentencesStatements) . . . . 119
Student Page 49 (Verbs in Reports) . . . . . . . . . . 86 Student Page 68 (SentencesQuestions) . . . . . 120
Student Page 50 (Verbs in Procedures) . . . . . . . . 87 Student Page 69 (SentencesExclamations) . . 121
Student Page 51 (Verbs with Suffixes 1) . . . . . . . 88 Student Page 70 (SentencesCommands) . . . 122
Student Page 52 (Verbs with Suffixes 2) . . . . . . . 89 Student Page 71
Student Page 53 (SentencesSubject and Predicate) . . . . . . . . . . . . 123
(Homographs and Homophones) . . . . . . . . . . . . . 90 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Assessment (Verbs) . . . . . . . . . . . . . . . . . . . . . . . 91 Student Page 72 (Compound Sentences) . . . . . 125
Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Student Page 73 (Complex Sentences 1) . . . . . 127
ADVERBS . . . . . . . . . . . . . . . . . . . . 93 Student Page 74 (Complex Sentences 2) . . . . . 128
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Student Page 75 (Adverbial Clauses) . . . . . . . . 129
Student Page 54 Student Page 76 (Adjectival Clauses) . . . . . . . . 130
(AdverbsManner, Time, Place 1) . . . . . . . . . . . 96
Student Page 77 (Noun Clauses) . . . . . . . . . . . . 131
Student Page 55
(AdverbsManner, Time, Place 2) . . . . . . . . . . . 97 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Student Page 56 Student Page 78 (Sentences in Dialogue) . . . . . 133
(AdverbsIntensify and Modify) . . . . . . . . . . . . 98 Student Page 79 (SentencesParagraphs) . . . . 134
Student Page 57 (Adverbs Showing Degree) . . . 99 Assessment (Sentences) . . . . . . . . . . . . . . . . . . 135
Student Page 58 (Adverbs Ending in ly) . . . . . 100
Student Page 59 (AdverbsAntonyms) . . . . . . 101
Student Page 60 (Interrogative Adverbs) . . . . . 102
Assessment (Adverbs) . . . . . . . . . . . . . . . . . . . 103
PREPOSITIONS & PHRASES . . . . . 105

Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Student Page 61 (Prepositions & Phrases) . . . . 108
Student Page 62 (Prepositions) . . . . . . . . . . . . . 109
Student Page 63 (Adjectival Phrases) . . . . . . . . 110
Student Page 64 (Adverbial Phrases) . . . . . . . . 111
Student Page 65 (Noun Phrases) . . . . . . . . . . . . 112
Assessment (Prepositions & Phrases) . . . . . . 113
Teacher Created Resources, Inc. 3 #2437 Targeting Grammar
Section 2
Contents
GAMES & ACTIVITIES . . . . . . . . . . . . . . . 137
WORDWORKS
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Progress Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
GRAMMAR FLAPS
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
FACT FINDERS
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Progress Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Activity Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
WORD CHALLENGE
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Game Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Call Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
GRAMMAR TASK CARDS

Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Prepositions & Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
WORD BANKS
Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Prefixes (Word Meaning) . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Suffixes (Adjective-Forming) . . . . . . . . . . . . . . . . . . . . . . . 208
Suffixes (Noun-Forming) . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Suffixes (Adverb-Forming) . . . . . . . . . . . . . . . . . . . . . . . . 210
Language Roots (Latin, Greek, etc.) . . . . . . . . . . . . . . . . . 211
ANSWER KEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

INTRODUCTION
Like art and music, language can rise to the highest form of expression. Like art, it has
composition, balance, and color. Like music, it has rhythm, harmony, and fluidness.
And like all art, it can touch the heart and inspire the soul. We speak and our words
fade away on a breath. Yet, what impressions we can leave behind!
In a busy modern world, language, in all its technical and creative brilliance, is often
outshone by the very stimulating audio-visual world of multimedia. Many of our
children are stepping into a world of virtual reality, which only requires their passive
acquiescence. As teachers in this modern world, we have to equip our young people
with the skills that they need to communicate easily and successfully. It is not enough
to get by with an oral vernacular and text message shorthand. Employers require
workers who can speak eloquently and confidently. They need workers who can write
in succinct and precise ways, using correct grammar and spelling. Without the facility
of using language to express themselves orally and in written form, people can become
excluded and powerless in many areas of business and society.
For too long, the teaching of grammar has been discounted as being outdated and
irrelevant. Yet grammar is at the heart and soul of language. As teachers, we need to
help our young people develop the skills that they need to express themselves creatively
and meaningfully; to be able to critically evaluate the myriad texts that surround
them every day. This book is intended for use by teachers to help their students
build a strong and solid foundation for language use. It draws on a traditional model
relevant to a modern world. We cannot be critical of what we see, hear, and read if
we dont know how the creators of text manipulate words and language through their
grammatical choices. As teachers we need to instruct our students in these underlying
structures and patterns and ways of making meaning. Part of using text in context is
to understand how the text itself is created. Grammar does and will continue to play a
central role in the composition of our language, both oral and written.
Language has not been created for our use. We use it to create
our reality, our lives, and our relationships. Without it, we are powerless.
This book presents detailed knowledge of correct English grammar and its application
in spoken and written language, relevant to this level of schooling. Both teacher and
students can examine and explore language, leading to deeper understandings and
improved technique.

How To Use This Book
Section 1 of this book is divided into the following subsections:

1. Nouns 5. Adverbs
2. Adjectives 6. Prepositions and Phrases
3. Pronouns 7. Sentences
4. Verbs
Each subsection contains the following:

A Note to the Teacher Knowledge of the topic is stripped to its bare bones. This information serves as the
basis for the explicit teaching to follow. For some, this will be a refresher course.
For others, it may be a first introduction to grammar in all its depth and beauty.
Introducing Ideas Included in the notes are suggestions for ways of introducing specific grammar
concept to students. The ideas begun here are developed in the student pages that
follow.
Exploring Ideas This page offers ideas for getting students actively involved in an exploration of the
area of study to build understanding.
Student Pages The student pages have been designed for students to examine and explore the
technical aspects of grammar and its practical application. Scaffolds are in place
to support learning with each grammar concept written at the top of each student
page. Teachers need to explicitly teach these concepts before presenting the student
page to students.
Assessment Assessment items have marks allocated. The marking system allows the teacher to
evaluate, analyze, and pinpoint areas of individual and class need. Reproducible
marking grids for each section have been provided on the following pages to assist
with monitoring individual students and/or whole class progress.
Section 2 of this book includes the following:

Games Games are ready to use and materials are clearly listed. Directions and suggestions
follow for use with small groups of students. Games are an enjoyable way of
reinforcing the language students need to successfully use and understand grammar.
Group games can help to reinforce students understanding of grammar and, in
many cases, the spelling closely associated with its use.
Grammar Task Cards The task cards have been designed especially for practicing grammatical concepts
and knowledge. Like any other endeavor, we need exposure, focused attention,
trial and error, application, and technical know-how. Above all, we need to practice
what we think we know. Task cards are for individual use. They may be used
by all students within a literacy center or by any individual student who requires
further practice.
Word Banks This includes a range of practical reference materials designed to save teachers time.
Answer Key There is an answer key for the student pages, the games, and task cards at the end
of the book.

Nouns
pages 37 38
Student Names
Teacher Created Resources, Inc.

Maximum points
identify common
7
nouns
Check 1
apply spelling rules to

5
form plurals
Check 2
8
use articles correctly
7
Check 3
6
build compound nouns

Check 4
use suffixes
6
appropriately
Check 5
use apostrophes to
5
show possession
Check 6
apply knowledge of the

8
function of nouns
Check 7
5
identify abstract nouns

Check 8
50
TOTAL
#2437 Targeting Grammar

ASSESSMENT RECORDS
pages 55 56
Adjectives
Student Names

ASSESSMENT RECORDS
Maximum points
5
identify adjectives
Check 1
apply knowledge
12
of adjective/noun
Check 2
relationship
8
10
identify adjectives
Check 3
apply knowledge of
8
antonyms
Check 4
identify and use

5
similes
Check 5
use suffixes
5
appropriately
Check 6
apply knowledge of
5
adjectives of degree
Check 7
50
TOTAL

pages 67 68
Pronouns
Student Names

Maximum points
10
recognize pronouns
Check 1
apply knowledge of the

8
function of pronouns
Check 2
9
use possessive
5
pronouns
Check 3
understand pronouns/
8
noun relationship
Check 4
use pronouns correctly

5
in writing text
Check 5
choose appropriate
4
interrogative pronouns
Check 6
apply pronoun/noun
10
relationship
Check 7
50
TOTAL

ASSESSMENT RECORDS
Verbs
pages 91 92
Student Names

ASSESSMENT RECORDS
Maximum points
identify verbs/verb
10
phrases
Check 1
5
form contractions
Check 2
apply knowledge of
10
10
participles
Check 3
5
proofread and edit text

Check 4
10
identify verb tense

Check 5
understand the
3
function of verbs in
Check 6
sentences
use suffixes
2
appropriately
Check 7
form contractions
5
correctly
Check 8
50
TOTAL

Adverbs
pages 103 104
Student Names

Maximum points
apply knowledge of
4
adverbs
understand use of
3
intensifiers
Check 1 Check 2
understand use of
3
modifiers
Check 3
11
discriminate between
6
adjective and adverb

Check 4
form adverbs from

5
adjectives
Check 5
apply knowledge of
4
interrogative adverbs
Check 6
understand the role of

5
antonyms
Check 7
understand adverb/
5
verb relationship
Check 8
15
identify adverbs
Check 9
50
TOTAL

ASSESSMENT RECORDS
& Phrases
pages 113 114
Student Names
Prepositions

ASSESSMENT RECORDS
Maximum points
10
identify phrases
Check 1
recognize phrase as
5
part of a sentence
Check 2
understand the
5
function of adverbial
12
Check 3
phrases
recognize adjectival
5
phrase/noun
Check 4
relationship
recognize the function

5
of adjectival/adverbial/
Check 5
noun phrases
apply knowledge of
5
noun phrases
Check 6
apply knowledge of
10
prepositions
Check 7
5
formulate phrases
Check 8
50
TOTAL

pages 135 136
Sentences
Student Names

Maximum points
identify sentences
12
within a paragraph
form statements and

8
questions
Check 1 Check 2
identify the subject of a

5
sentence
Check 3
13
use conjunctions
5
to form compound
Check 4
sentences
identify the principal

5
clause in a sentence
Check 5
formulate adverbial
4
clauses
Check 6
use relative pronouns

3
appropriately
Check 7
formulate noun
3
clauses
Check 8
5
punctuate dialogue
Check 9
50
TOTAL

ASSESSMENT RECORDS
ASSESSMENT RECORDS
Maximum points 50 50 50 50 50 50 50 350
Summary
PREPOSITIONS
AND PHRASES
ADJECTIVES
SENTENCES
PRONOUNS
ADVERBS
NOUNS
VERBS
TOTAL
Student Names

Games & Activities Matrix
Wordworks Grammar Flaps Fact Finders Word Challenge Task Cards

pages 138145 pages 146151 pages 152183 pages 184187 pages 188201
Focus
Adjectival phrases
Adjectives
Adverbial phrases
Adjectivesdegree
Adverbs
Adverbsdegree
Antonyms
Articles
Clauses
Collective nouns
Compound sentences
Compound nouns
Conjunctions
Contractions
Definitions
Dictionary use
Fact or opinion
Gender
Homographs
Homophones
Noun groups
Nouns
Noun phrases
Phrases
Plurals
Predicates
Prefixes
Prepositions
Pronouns
Proper nouns
Punctuation
Questions
Research skills
Sentences
Similes
Statements
Subjects
Suffixes
Tense
Verbal adjectives
Verbs
Verbsdoing
Verbshelping
Verbssaying
Vocabulary skills
Words in context
STANDARDS
The lessons and activities in this book meet the following standards and benchmarks, which are used with permission from
McREL. (Copyright 2009 McREL. Mid-continent Research for Education and Learning, 4601 DTC Boulevard, Suite 500
Denver, CO 80237 Telephone: 303-337-0990 Website: www.mcrel.org/standards-benchmarks)
Standard 1: Uses the general skills and Standard 2: Uses the stylistic and rhetorical
strategies of the writing process aspects of writing
Editing and Publishing: Uses strategies to edit and Uses descriptive language that clarifies and enhances ideas
publish written work (e.g., edits for grammar, punctuation, (e.g., common figures of speech, sensory details)
capitalization, and spelling at a developmentally Grades 35
appropriate level; uses reference materials; considers page Uses paragraph form in writing (e.g., indents the first
format [paragraphs, margins, indentations, titles]; selects word of a paragraph, uses topic sentences, recognizes a
presentation format according to purpose; incorporates paragraph as a group of sentences about one main idea,
photos, illustrations, charts, and graphs; uses available uses an introductory and concluding paragraph, writes
technology to compose and publish work)Grades 35 several related paragraphs) )Grades 35
Editing and Publishing: Uses a variety of strategies to Uses a variety of sentence structures in writing (e.g.,
edit and publish written work (e.g., eliminates slang; edits expands basic sentence patterns, uses exclamatory and
for grammar, punctuation, capitalization, and spelling, imperative sentences)Grades 35
at a developmentally appropriate level; proofreads using
Uses a variety of sentence structure to expand and embed
reference materials, word processor, and other resources;
ideas (e.g., simple, compound, and complex sentences;
edits for clarity, word choice, and language usage; uses
parallel structure, such as similar grammatical forms or
a word processor or other technology to publish written
juxtaposed items)Grades 68
work)Grades 68
Standard 3: Uses grammatical and mechanical conventions in written compositions

Uses pronouns in written compositions (e.g., substitutes appropriate grade-level list; uses a dictionary and other
pronouns for nouns, uses pronoun agreement)Grades 35 resources to spell words; uses initial consonant substitution
Use pronouns in written compositions (e.g., uses relative, to spell related words; uses vowel combinations for correct
demonstrative, personal [i.e., possessive, subject, object] spelling; uses contractions, compounds, roots, suffixes,
pronouns; uses pronouns that agree with their antecedent) prefixes, and syllable constructions to spell words)
Grades 68 Grades 35
Uses nouns in written compositions (e.g., uses plural and Uses conventions of spelling in written compositions (e.g.,
singular naming words, forms regular and irregular plurals spells high frequency, commonly misspelled words from
of nouns, uses common and proper nouns, uses nouns as appropriate grade-level list; uses a dictionary and other
subjects)Grades 35 resources to spell words; uses common prefixes and suffixes
as aids to spelling; applies rules for irregular structural
Uses nouns in written compositions (e.g., forms of changes)Grades 68
possessive nouns; forms irregular plural nouns)Grades 68
Uses conventions of capitalization in written compositions
Uses verbs in written compositions (e.g., uses a wide variety (e.g., titles of people; proper nouns [names of towns, cities,
of action verbs, past and present verb tenses, simple tenses, counties, and states; days of the week; months of the year;
forms of regular verbs, verbs that agree with the subject) names of streets, names of countries; holidays]; first word
Grades 35 of direct quotations; heading salutation, and closing of a
Uses verbs in written compositions (e.g., uses linking and letter)Grades 35
auxiliary verbs, verb phrases, and correct forms of regular Uses conventions of capitalization in written compositions
and irregular verbs)Grades 68 (e.g., titles [books, stories, poems, magazines, newspapers,
Uses adjectives in written compositions (e.g., indefinite, song, works of art], proper nouns [team names, companies,
numerical, predicate adjectives)Grades 35 schools and institutions, departments of government,
Uses adjectives in written compositions (e.g., pronominal, religions, school subjects], proper adjectives, nationalities,
positive, comparative, superlative)Grades 68 brand names of products)Grades 68
Uses adverbs in written compositions (e.g., to make Uses conventions of punctuation in written compositions
comparisons)Grades 35 (e.g., uses periods after imperative sentences and in initials,
Uses adverbs in written compositions (e.g., chooses between abbreviations, and titles before names; uses commas in dates
forms of adverbs such as positive, comparative, superlative and addresses and after greeting and closings in a letter;
degrees)Grades 68 uses apostrophes in contractions and possessive nouns; uses
quotation marks around titles and with direct quotations; uses
Uses coordinating conjunctions in written compositions (e.g., a colon between hour and minutes)Grades 35
links ideas to connecting words)Grades 35
Uses conventions of punctuation in written compositions
Uses prepositions and coordinating conjunctions in written (e.g., uses colons, quotation marks, and dashes; uses
compositions (e.g., uses prepositional phrases, combines and apostrophes in contractions and possessives, commas with
embeds ideas using conjunctions)Grades 68 introductory phrases and dependent clauses, semicolons or a
Uses conventions of spelling in written compositions (e.g., comma and conjunction in compound sentences, commas in
spells high frequency, commonly misspelled words from a series)Grades 68
Nouns
to
A Note her
a
the Te c
Nouns are the words that name the people, places,
A sentence is a animals, and things in sentences.
meaningful chunk of
language, complete in
itself. It is bound by a
capital letter and a period. Verbal nouns are present participles
Carl went to the shop to buy
Red dust covered the person place used as nouns.
town. bones for his dog. e.g., Skiing is a winter sport. Lets go
things animal bowling. Skating on thin ice is
It leaked through doors dangerous. Seeing is believing.
and windows. Different nouns have different jobs to
do. Abstract nouns give names to the
Soon it lay thick on tables
and chairs. thoughts and feelings within our hearts
Common nouns name the everyday and minds.
We speak and, especially, things around us. e.g., love, hope, despair, gratitude,
write in sentences. A e.g., cup, horse, tree, arm, cheese, book, anger, joy, beauty, greed
sentence is made up of a parrot, basket, clock, pie, pencil,
string of words, with each car, rabbit, bridge, computer, soup Nouns may be singular or plural.
word having a particular
job to do. Some words Proper nouns give people, places, Singular nouns name one thing.
only have one job to do objects, and events their given or e.g., box, train, football, flower, match,
(e.g., and, the, a, but). special names. They are easily rose
recognized because they always begin
Others have different jobs with a capital letter. Plural nouns name more than one
in different sentences
e.g., Jane, Mars, Olympic Games, thing.
(e.g., Red dust covered Sydney, T-mart, Ayres Rock, e.g., boxes, trains, footballs, flowers,
the town. She will dust Sunday, Christmas, April, Swan matches, roses
the tables and chairs.). River, India
Some words, such as Most plural nouns are formed by
Compound nouns are made by joining adding s or es to the singular noun.
pronouns, also link
ideas across sentences. two words together. Some plural nouns are formed by
Because they refer e.g., snowflake, heartbeat, tablecloth, changing the vowels or adding en.
backwards and forwards sandcastle, butterscotch, basketball e.g., footfeet, manmen,
to people and things, they childchildren
tie ideas together and give Possessive nouns show ownership.
An apostrophe is always used. Some words, French in origin, form
text fluency and cohesion. their plural by adding x.
e.g., Jacks horse, childrens shoes, the
A deep understanding teachers book, Dads beard, the e.g., gateaugateaux
of how words work cats whiskers, six hens eggs
enables speakers and Some nouns are both singular and
plural.
writers to use language to Collective nouns are names given to
communicate easily and e.g., sheep, fish, deer
groups of person or things.
successfully. e.g., flock (of birds), herd (of cows), Some nouns are only plural.
crowd (of people), school (of fish), e.g., trousers, scissors, cutlery, crockery
swarm (of bees)

TEACHING NOTES NOUNS
A noun phrase is a group of words built around a noun. e.g., a boy, a dog, a racing car, an egg, an ant, an old
man, an opera, an hour
e.g., a tiny, black spider; a squat, brown teapot; one
chocolate and almond cake; long-awaited news; my The is a definite article because it points to a known
straw hat or particular thing.
These noun phrases name the participants in text. e.g., the sun, the moon, the boy by the door, the house
on the hill, the last page
e.g., T
he three inexperienced schoolboys became lost
in the rain forest. Many local people joined in the
search for them. They found the cold, hungry, and Noun-forming suffixes
frightened boys sixteen hours later. A suffix (word ending) changes the way a word is used
in a sentence. Some suffixes added to words form
Articles nouns.
The articles a, an, and the are often used to e.g., kindness, judgment, justice, intention, dancer,
introduce nouns phrases. A and an are indefinite violinist, deliverance, babyhood
articles because they dont point to a particular thing.
An is used before a word beginning with a vowel, or
an unsounded h.
Reviewing nouns
Explain to the students that we use our language Tell them that you are going to talk about a
all the time either in our speaking or in our group of words with a very simple job to do.
writing. We ask for what we want. We explain They are the nouns. Write this word on the
things and tell others what we think and how we board.
feel. Tell the students we need to understand
Continue by saying that the nouns job is simply
how words work for us; how we play with them
to name or label all the everyday things in our
and manipulate them, so what we say and write
world. They name people, places, animals,
is clear and eloquent and powerful. Tell them
things (objects), thoughts, and feelings. Explain
that there is some basic knowledge about how
that most of our spoken and written language is
language works that they need to understand
woven around the nouns.
and apply in order to become effective language
users. This basic underpinning of our language Continue with a brainstorming session where
is called grammar. Explain also that many of the students identify everyday nouns under five
them will have already mastered much of the categories. Begin a brainstorming chart.
grammar of our language. Write lots of words to ensure the students
Tell the students that the words we use when we understand the concept that nouns name people,
speak and when we write have different jobs to do. animals, places, things, and feelings.
People Animals Places Things Feelings

children cat school chalkboard love
teacher dog home chalk hope
boys horse house duster despair
girls giraffe shop book fear
sister elephant park bike anger
brother cow farm car grief
shopkeeper lion river truck sadness
doctor parrot street tree joy

NOUNS TEACHING NOTES
Exploring
NOUNS
Hot Potato
Prepare five sheets of paper headed with
the different n P oem un
noun categoriesPeople, Animals, Pla N ou ean
o
e a ents to wrnisists of athe
ces, t
Things, and Feelings. Divide the clas
s into five r i t
W e stud em co tter of ur
groups. Ask each group to nominate their th po le fo
speller as the recorder for the group. Give
best Ask . The or each ontains ts to
f c n
each poem l noun ch line e stude ir of
group a black marking pen and noun shee ra E a th pa
t. Ask them plu bet. urage n each
to list as many nouns in their category as ha o i
quickly as alp s. Enc nouns
d ts
they can. Give them five minutes. At the
end of that wor the last . ro ts, dar hearts
g
time, each sheet is passed to the next grou
p, so they have rhymin ars, car ghosts, s, legs
e ,
can add anything extra. Allow only three lines ngels, b , fairies ns, king egs
minutes. A ts ea ,p
After one more rotation, return the sheets
to their e.g., Elephan , jelly b , operas
pots bors
original groups. Ask each group to check
the entries Inks , neigh
e
for errors (i.e., words that are not nouns
or that are Mic
in the wrong category). Cross out any wor
ds that do
not fit the category. Ask each group to pres
ent their
list and place it on display.
World Class Nouns

e
Tell students that many nouns hav
r the
come to us from countries all ove
ay
world, and are used in our everyd
ebo ,
Magazine Mobiles lifewords such as pizza, gaz
croissant, and spaghetti.
class
Place the class in groups of five. Each group 1. Ask the students to begin a
,
is to prepare a magazine noun mobile. Ask collection of World Class Nouns
each member to select a noun category (people, either on a wall chart or in a
animals, places, things, and feelings) and scrapbook. They could write the
find small magazine pictures of nouns in that name of the country of origin in
category. parentheses after the noun.
ups.
2. Place your class in small gro
Instruct each member to paste his or her of
Give each group an outline map
pictures onto both sides of a disk, and also to the world and about ten foreign
ch,
label each picture with a noun. nouns. After doing some resear
When the five disks are completed, the group the group writes the nouns in or
is to assemble them into a mobile. When all beside their countries of origin.
mobiles are prepared, the groups are to present
and hang their mobiles.

STUDENT PAGE 1
Nouns name people, places, animals, feelings, and

Nouns the everyday things around us.
1. Underline the nouns in this nursery rhyme.

NOUNS
CHECK
There was a crooked man who had a crooked smile. Does this
He found a crooked sixpence upon a crooked stile. word name
something?
He bought a crooked cat that had a crooked mouse.
And they all lived together in a little crooked house.
2. Now try underlining the nine nouns in this extract from the poem, Killarney.
Killarneys hills are purple still
In shadowed mists they lie
Till dawn creeps in with fingers chill
And the magpies wakening cry
Stirs the echoes in the sleeping valley.
3. Write a two-line poem of your own, using only nouns. The last two nouns
should rhyme. Choose any topic such as sports, shops, toys, or clothes. Here
is one called Breakfast.
Breakfast
Bread, butter, eggs, ham

Sausages, tea, toast, jam.

4. Alliteration is a language device where a number of words in a row begin with
the same letter, such as pork pies or sizzling sausages. Alliteration makes
language rich and colorful, and appeals to the ear of the listener.
Complete these word pairs by adding a noun beginning with the same letter.
broken slippery rough
terrible fantastic dirty
sleepy plump mighty
creamy baggy bizarre
happy bony heavy

STUDENT PAGE 2
Nouns that name everyday things are called

Common Nouns common nouns. (Examples: farmer, goat, hunger,
mountain, movie, statue, dentist, friend, fear, cow)
1. Add a common noun. The word in parentheses will help you.
NOUNS
a. Dairy farmers send creamy __________________ to the butter factory. (thing)
b. Driftwood, seaweed, and shells lie scattered on the __________________. (place)
c. The cage door was left open and the __________________ escaped. (animal)
d. The __________________ discovered clay pots buried in the sand. (person)
e. __________________ showed on their little faces. (feeling)
2. How many common nouns can you spot in each sentence?

a. With beating hearts and trembling knees, they crept towards the dark cave. _____
b. I need butter, sugar, eggs, milk, vanilla, and flour to make this cake. _____
c. I visited my aunt and uncle who live on a farm in the country. _____
d. The camel-traders rode across the desert under a blazing sun. _____
e. We watched the launching of a rocket into space on television. _____
f. The woman couldnt believe that he was ninety-years-old. _____
3. Write three sentences. Include these pairs of common nouns:

chef, minestrone geologist, rock teenagers, laughter
4. Lets pretend. You are walking along a sandy beach.

Name some interesting things you can see.

STUDENT PAGE 3
Most nouns can be both singular and plural.

Singular and Singular nouns name one thing. (Examples: cow,
peach, mother-in-law) Plural nouns name more
Plural Nouns 1 than one thing. (Examples: cows, peaches, mothers-
in-law)
NOUNS
Most plural nouns are formed by

adding s or es to the singular noun.
Examples: bag, bags fox, foxes
train, trains
1. Add a plural ending to the nouns.

a. The room was decorated with bowl___ of flower___ (rose___ and tulip___).
b. Pack all your old book___, toy___, and game___ into these cardboard box___.
c. Dad lost the car key___, but Mom found them behind some cushion___.
d. I bought two plum___, three orange___, four banana___, and two peach___.
e. Tourist___ arrive daily on plane___, train___, car___, and bus___.
Note the rules for

*Spelling Change the y to i
forming the plural of
alert! and add es when Just add s if the
nouns ending in y.
the letter before the letter before the y is
y is a consonant. a vowel.
Examples: Example: keykeys
babybabies
ladyladies
2. Write the plural of the noun in parentheses.

a. Many ______________________ (family) from other (country)
come to America.
b. The __________________ (gully) are dry, but the (valley) are green.
c. Some of the ______________ (lady) were rocking their sleeping (baby).
d. Sara picked a bunch of red ______________ (poppy) and white (daisy).
e. Are there really (fairy) at the bottom of the garden?
STUDENT PAGE 4
Note the rules for formatting the plural of nouns

Singular and ending in f or fe: Change the f to v and add
es. (Examples: leaf, leaves; life, lives) Some words
Plural Nouns 2 do not follow the rule. (Examples: chief, chiefs; roof,
roofs)
NOUNS
1. Change the nouns in parentheses to their plural form in the sentence.
a. (wolf) The shepherds could hear the howling of in the distance.
b. (knife) Set the , forks, and spoons on the table.
c. (leaf) Put tea in the pot and add boiling water.
d. (calf) The farmer put tags on the newly-born .
e. (loaf) The baker sold many of fresh brown bread.
Some nouns have irregular plural forms. They are not formed by adding s or es.
(Examples: tooth, teeth; man, men; oasis, oases)
2. Use different colors to show the singular nouns with their irregular plurals.
woman goose foot child man mouse
children feet men mice geese women
3. Some nouns are both Some nouns are only

singular and plural. plural. (Examples:
(Examples: fish, sheep, Can you list trousers, scissors, cutlery)
deer) some more?


STUDENT PAGE 5
Nouns give people, places, objects, and special
events their proper names. (Example: Mr. Smitt
Proper Nouns flew to the Olympic Games in Greece.) Proper nouns
always begin with a capital letter.
1. Circle all the proper nouns.

NOUNS
a. The students of Pottsville School will visit the Los Angeles Zoo in September.
b. Jack bought a copy of Harry Potter and the Chamber of Secrets at the bookstore.
c. Last Christmas, George Jenkins flew to New Zealand on a Quantas plane.
d. Many tourists travel on the American Airlines from Los Angeles to
San Francisco.
e. Frances is studying biology at Macquarie University.
2. Locate the proper nouns. Write the correct way to capitalize them
above the words.
a. Many basketball players come to play in america during september and
october.
b. jennas favorite book character is willy wonka.
c. shymal left his home in india to live in america. He lives in san diego.
d. As you sail into new york, you will see the statue of liberty.
e. The soccer team, the red dragons, flew to germany to play in the world cup.
3. Skim through a magazine and list at least ten proper nouns.

____________________ _____________________
____________________ _____________________
____________________ _____________________
____________________ _____________________
4. Search out the proper nouns.
November L T E A S T E R
Myer M Y E R E N K E
Jackson
A L E M O O R B
Broome
B A S Z U S W M
Friday
Italy U T N A E K U E
Easter A I R O T C I V
Victoria O F R I D A Y O
J Y R L M J P N

STUDENT PAGE 6
A compound noun is made up of two words joined

Compound Nouns together. (Examples: cornflakes, football, footprints,
streetlight)
1. Choose a word in the top row and one in the bottom to make a compound noun.
NOUNS
Color the compound nouns, using a different color for each one.
post hair pigeon drain sun drum tooth
flowers hole pick card stick pipe brush
2. Write sentences using the following compound nouns:

masterpiece cornstalks spotlight riverbank
3. Join the two words that make a compound noun.
a. hay shelf
b. fence storm
c. hair post
d. thunder stack haystack
e. book book
f. story piece
4. Word Challenge: How many compound words can you make by putting two
of these words together? Any word can be used more than once. Write a
minimum of 20 words. Decide who has the record for the most words.
fire river line farm way bush water
place head bed house light clothes land
room side hill life under time top

STUDENT PAGE 7
Collective nouns name groups of people or things.

Collective Nouns (Examples: a herd of goats, a fleet of ships, a school of
fish)
1. Living things usually live and move together in groups. Match these animals
NOUNS
with their groups.

lions monkeys cubs whales elephants wolves fish geese
a. a herd of e. a pack of
b. a school of f. a flock of
c. a troop of g. a litter of
d. a pod of h. a pride of
2. Circle the collective nouns in their text.
Up in the rafters of our barn lives a family of pigeons; while below, amongst the straw,
Bessie watches over her litter of tiny white kittens. In one pasture we have a flock of sheep.
Dad keeps a watchful eye on them because of the pack of wild dogs that sometimes
roam the hills. We have a large herd of cows, which are brought in for milking twice a day.
Occasionally, we see a flock of wild ducks fly overhead on their way to the water hole.
3. Complete and search out the collective nouns.
a litter of p T B R A L P G Y H E
a herd of e E L E P H A N T S C
a brood of ch F J I K M O T J I H
a school of f S N L P L Z P M F I
a mob of k H Y I E B X S O T C
a flock of sh E S O O R A G N A K
a swarm of b E R N P L W I K U E
a pride of l P G S L Q V P E H N
a troop of m K I B E E S T Y D S
a crowd of p R P U P P I E S T D

STUDENT PAGE 8
Possessive nouns name the single owners of

Possessive things. (Examples: Brennas bucket, Jims bucket, the
Nouns Singular boys dirty hands) You will need an apostrophe. Use
(s) for single owners.
NOUNS
TIP: Ask who is the owner?That is where you put the apostrophe.
1. Underline the possessive nouns.

a. Where is Harrys football? NOTE:
b. I put on Tanias hat by mistake. If the owner ends
c. That is Davids model plane. in s, just add an
apostrophe.
d. What is Rhys last name?
e. My brothers new car is a Ferrari.
2. Use apostrophes to show ownership.

a. Mom found my brother socks If there are
in Dad sock drawer. two different owners,
b. This is my aunt and uncle add (s) after the
old stone farmhouse. second owner.
c. Which is Tessa house?
d. Lachlan made a pirate sword, and I made a knight shield.
e. Is this schoolbag Ben or Eric ?
f. Jacqui and Omar lunchboxes are exactly the same.
3. Write three sentences. Choose from the following subjects:

parrots feathers rivers edge players injuries
magicians wand farmers cows Ruperts violin


STUDENT PAGE 9
Possessive nouns name the plural owners of

Possessive things. (Examples: zebras stripes, four dogs bones,
the boys muddy clothes) You will need an apostrophe.
Nouns Plural Place the apostrophe after the plural owners.
NOUNS
TIP: Ask who is the owner?That is where you put the apostrophe.
1. Are the owners singular or plural?

a. The jar has the dogs bones inside of it.
b. Jockeys shirts are made of colorful silk.
c. Davids remote-controlled car is very fast.
d. Birds feathers lay scattered below the tree.
e. I climbed onto the horses back and off she trotted.
2. Add apostrophes correctly to show ownership.

a. We heard the beat of an eagles wings.
b. Most of the citys buildings were damaged in the storm.
c. The cars tire is flat.
d. All the swimmers times have improved with training.
e. Elephants tusks are made of ivory.
If the plural noun is irregular, just add (s).

Examples: childrens toys, mens golf clubs, womens shoes
3. Who owns the object(s) that is (are) underlined?

a. It is the builders toolbox. builder
b. Owls eyes peered in the dark.
c. Hes in the teachers staffroom.
d. She designs womens clothes.
e. I soaked up the suns warmth.
f. These are Toms shorts.
g. Theres a ribbon on the ladys hat.
h. Look at the babies photos.
i. Youll find mens shoes on that shelf.
j. The cars windows are dirty.

STUDENT PAGE 10 *These are
present participles
Some forms of the verb* can be doing the work of
Verbal Nouns used as nouns. They are called
verbal nouns. They end in ing.
a noun.
(Examples: Walking is good exercise.

I enjoy swimming in the summer.)
NOUNS
1. Underline the verbal nouns.
a. A constant buzzing could be heard coming from the laboratory.
b. Horseracing is a favorite Australian sport.
c. Jake enjoys bike riding, but Paul prefers skateboarding.
d. I dont approve of the hunting and shooting of wild animals.
e. Stargazing is a fascinating hobby.
2. Match these sentences. Underline the verbal nouns.

a. The sheep were frightened is dangerous.
b. Sailing requires woke me from my sleep.
c. We heard the croaking of frogs by the howling of wolves.
d. Playing on the street a lot of skill and training.
e. The babys crying in the water hole.
3. Underline the verbal nouns in these sentences.
a. Hiking is my favorite pastime. During the last vacation, I walked through the lovely
valleys of the eastern ranges. All was hushed and quiet. The only sounds I heard were
the soft rustling of leaves, the humming of insects, the chiming of bellbirds, and the
occasional croaking of green tree frogs.
b. Waiting for the storm to hit was scary. The wind started with a soft murmuring, which
soon grew to a terrible roar. The constant screaming of the wind soon filled our ears and
rattled the windows. Then there was the unmistakable cracking of branches being broken
by the storms fury. In horror we watched as the fierce wind tore the roofing off the shed.
The whistling and whining of the wind seemed to go on for a very long time. Gradually, it
died down to a low moan, followed by deathly silence. The storm had finally passed.

STUDENT PAGE 11
Nouns that name our thoughts and feelings are

Abstract Nouns 1 called abstract nouns. (Examples: hope, anger,
love, disappointment, greed, beauty, tolerance)
1. You cannot see or touch abstract ideasthey exist in your thoughts and in your
NOUNS
feelings. Circle the nouns that name abstract ideas.
sorrow porcupine glamour clarinet chieftain
hope anger lantern container tolerance
happiness laundry despair chalk grief
2. Find and circle the abstract nouns in these sentences.

a. We watched in despair as the dam levels dropped lower and lower.
b. It was such a disappointment when our team lost the match.
c. The story tells of great moments of sadness and of happiness.
d. The searchers gave up all hope of finding the missing boy before nightfall.
e. With longing in his heart, the puppy watched the people passing the pet shop.
3. Write three sentences beginning with these abstract feelings.
a. In a fit of anger
b. In a voice filled with fear,
c. With great excitement,
4. Write three sentences about these abstract thoughts:
honesty confidence solitude

STUDENT PAGE 12
Abstract ideas are often explained through

Abstract Nouns 2 metaphors. (Examples: Sadness is the lonely cry of a
seagull. Happiness is running barefoot in the rain.)
Some other examples: Embarrassment is a red face and shaky knees.
NOUNS
Fear is the thunder of a beating heart.
Comfort is hot chocolate at bedtime.
Love is the joy of a bird in flight.
Write a poem, design a sign, or compose a greeting card to define an abstract idea
or feeling. Choose one of these, or choose one of your own.
trust friendship happiness disappointment sadness love excitement

STUDENT PAGE 13
A group of words built around a noun is called

Noun Phrases a noun phrase. They more clearly identify
the things we want to speak and write about.
(Examples: a clock; a grandfather clock; the clock in my
bedroom; an old, windup clock)
NOUNS
1. Complete the noun phrases with nouns of your own choice.

the long and dusty
a brown, leather
our favorite
a quiet and peaceful
an isolated, country
a wet and windy
a new, multicolored
an old and wise
2. Select three of the noun phrases above. Build sentences around them.
3. Use the ideas listed below to form a noun phrase.

Examples: ( cave) damp, dark, underground = the dark and damp underground cave
(book) old, faded, leather = an old book with faded leather binding
a. (day) windy, wet, cold
b. (dress) red, new, pretty
c. (bike) old, rusty, blue
d. (explorers) brave, adventurous
e. (rocks) granite, rough, gray
4. Underline the noun phrases in these sentences.

a. The seventh grade class watched an interesting television program about global warming.
b. A white, shining angel was placed on top of the green Christmas tree.
c. A mean, old fox was prowling around the farmers henhouse.
d. A family of magpies lives in a shady tree in our garden.

A word about Articles
Three articles are used to signal nouns or noun groups:
a an the
A and an are only used with singular nouns. They are indefinite
because they point to something that is not known by the reader or
the listener.
A is used before a word beginning with a consonant.

(Examples: a rose, a computer, a clever girl)
An is used before a word beginning with a vowel.

(Examples: an orange, an odd person, an igloo)
An is also used before a word beginning with an h (not sounded).

(Examples: an hour, an heir)
The is a definite article because it points to something that has

been made known to the reader or listener.
(Examples: the cap I wear, the ball in the box)
The is always used before plural nouns.

(Examples: the eggs in the nest, the children at school)
The is also used when it points to a common noun known by

everyone.
(Examples: the sun, the morning)
NOTE: A character in a story is usually introduced as a. (Examples: There

was once a giant, a red fox, a beautiful princess, a brave knight)
Once the character has been introduced, they can be referred to as the.
(Examples: The giant spoke, The red fox prowled, The princess lived)

STUDENT PAGE 14
The is definite about what it means. Readers
Articles and listeners can identify what it is. (Examples:
the latest movie; the president; the sun, moon, and
stars) A and an point to something readers and
listeners only know in general terms. (Examples: a
fast car; a new discovery; a rare painting; a ticket to the
NOUNS
game)
1. Choose a or an or the to complete the sentences.

a. Gently place _____ egg into _____ pot of boiling water.
b. _____ player bought _____ football at _____ sports shop.
c. He is _____ odd person, but _____ honest one.
d. Put _____ lid back on _____ saucepan.
e. Mom made _____ apple pie and _____ batch of cookies.
f. He is _____ oldest person on _____ team.
g. I had _____ cup of tea out on _____ deck.
2. Fill in the missing articles.
The School Disco

_____ seventh grade students planned _____ disco for
_____ last day of the quarter. _____ five best artists in _____
class each prepared _____ poster to advertise _____ disco. Come and join our seventh
grade classes as we celebrate
_____ group of students helped _____ teacher to decorate the end of the term with a
_____ hall with balloons and streamers. _____ ladies from
_____ cafeteria set up _____ table to sell _____ refreshments
DISCO
ice cream, drinks, and snacks. _____ group of four students set
Dance Night
up _____ sound system. Another small group organized _____
lighting.
Thursday 7:30pm
On _____ night of _____ disco, _____ students all arrived in School Gym
their favorite after-school clothes. _____ decorated hall, under Prizes to be won:
_____ colored lights, looked like _____ fairy tale. It was _____ Lucky Spot
Best solo item
amazing sight! Best RAP dance
_____ students all had _____ wonderful time. They enjoyed Admission: $2
_____ dancing, and _____ company of their friends. For them,
this had been _____ memorable evening.
STUDENT PAGE 15
Suffixes are word endings that change the grammar

Nouns with of a word. Look at the examples below.
Suffixes er, or, and ist form nouns. (dance
Suffixes 1 dancer, sailsailor, violinviolinist)
Suffixes ion and ance form nouns. (elect
election, reviserevision, attendattendance)
NOUNS
Noun-forming suffixes include the following:
acy, ant, ence, ism, ice, hood, ship, ary, ory, ery, ium, or, ar, ment, ness
1. The suffixes er, or, ar, ist, ant, and ent all mean one who.
(Examples: One who sings is a singer. One who plays the cello is a cellist.)
Match the definition to the correct word.
a. One who performs in a movie. traveler

b. One who studies knowledge. resident
c. One who helps another person. actor
d. One who lives in a house. soloist
e. One who goes from one place to another. assistant
f. One who performs on their own. scholar
2. Many nouns are formed by adding the suffix ion to the verb. The suffix ion
means the act of. (Examples: operateoperation, extendextension) Write
the noun form of these words.
a. complete e. prevent
b. nominate f. televise
c. divide g. attend
d. invite h. provide
3. Scan through a book, magazine, or newspaper. Record as many words ending

in ion as you can find. If needed, attach an extra page.
____________________ _____________________
____________________ _____________________
____________________ _____________________
____________________ _____________________
____________________ _____________________
STUDENT PAGE 16
Nouns with Suffixes change the grammar of a word. (Examples:

friendfriendship, electricelectricity, guard
Suffixes 2 guardian)
NOUNS
1. Write sentences to include these nouns: friendship, distance, neighborhood.

2. Rewrite these words as nouns, using the suffixes ance and ence.
a. perform e. pretend
b. enter f. correspond
c. abundant g. persist
d. disturb h. refer
3. Search out these nouns. All end in a suffix.
servant R E C R E A T I O N
D V I S I O N Y L S
announcer
Y E G E F K I R H C
justice
O A N R R E U E G U
cemetery
P R I V A C Y T U L
privacy
I T Z A C I R E O P
sculptor
N J G N T T N M R T
recreation
I F A T I S W E J O
vision O A N N O U N C E R
opinion N L O W N J H S A D
4. Use these nouns in sentences: guitarist, factory, stadium.

Assessment Nouns
CHECK 1: Find the different nouns in this nursery rhyme. /7
The lion and the unicorn
NOUNS
Were fighting for the crown.
The lion beat the unicorn
And gave him a frown.
Some gave them white bread,

Some gave them brown.
Some gave them plum cake
And drummed them out of town.
CHECK 2: Write the plural form of these nouns: /5

a. church b. chief c. chimney d. invention e. lullaby

CHECK 3: Add the correct article. /8
Freddo Frog was invented by Harry Melbourne for ______ McPherson Chocolates
Company. Freddo was going to be ______ mouse, but Harry convinced ______
company that ______ public, generally, would not like mice. Harry made ______ demo
Freddo and got ______ thumbs-up.
______ first Freddos appeared in 1930. They were not wrapped and cost ______
penny. Now 180 million Freddo Frogs are produced annually.
CHECK 4: Write six compound words using the following listed words. /6
(Words can be used more than once.)
day junk house water farm side sun
yard time light life back play line

Assessment Nouns
CHECK 5: Using suffixes, build a noun from each of these words. /6
a. serve b. build c. private
NOUNS

d. happy e. safe f. locate

CHECK 6: Use apostrophes to show ownership. /5

a. I heard the umpire whistle.
b. I look after my family pets
c. Birds wings beat in the darkening sky.
d. They will soon know the voters preferences.
e. There are hundreds of sheep on my
aunt and uncle farm.
CHECK 7: Give the story a title. Then add the missing nouns in this text. /2
(title)
Once, a sly, mean fox invited a stork to dinner. The fox thought he would play a /6
____________ on the stork. The only ____________ he served was some thin soup
in a shallow dish. The fox lapped up his own soup very quickly. Because the stork had
a long, thin ____________, she could not lap up even a mouthful. At the end of the
____________, the stork was still hungry.
What a pity, my ____________ that you are not hungry. The ____________ was
very tasty! the fox said.
CHECK 8: Circle the abstract nouns in these sentences. /5

a. In great excitement, the children opened their Christmas presents.
b. As the storm raged around us, we gave up all hope of saving our boat.
c. My grandfather is a man of great wisdom.
d. He found it hard to accept the criticism of his coach.
e. With great determination, Kara completed the marathon.
Student Name: _____________________________

Date: ___________ Total Score: _____/50
ADJECTIVES
to
A Note her
a
the Te c
Adjectives are words that give color, shape, size, sound, and feeling to nouns.
Speakers and writers Their job is to paint clearer pictures of nouns.
create images of people
and things through their
choice of adjectives.
Adjectives give meaning Carl, a tall man, went to the Indefinite adjectives give uncertain
and life to nouns. quantity to the noun.
They are often chosen local shop to buy big bones e.g., some children; few coins; many
specifically to give a for his shaggy, brown dog. soldiers; most people
positive or a negative view
Adjectives may show degree.
of people, places, events,
Adjectives can be placed before the
and objects.
noun they describe. Adjectives of degree may describe
Advertisers know this e.g., I stroked the soft fur of the tiny, nouns as they are (positive degree)
very well, and choose white kitten. e.g., I have a long rope.
adjectives that will display
their products in the Adjectives can be placed after the noun or compare to another (comparative
most desirable way. They they describe. degree)
use words like reliable, e.g., The door was wooden and heavy. e.g., My rope is longer than yours.
charming, immaculate, or compared to all others (superlative
This orange is sweet and juicy.
heavy-duty, etc. Value degree)
can be outstanding, great, Different adjectives have different jobs e.g., Todd has the longest rope of all.
or unbeatable. to do. Suffixes er and est usually used to
The media, too, selects make adjectives of degree.
adjectives designed to Descriptive adjectives give color,
e.g., old, older, oldest; sweet, sweeter,
sway the audience to a shape, size, and feeling to nouns.
sweetest
particular view. When e.g., sharp pencil; choppy seas;
Other adjectives of degree are formed
talking about a dictator, haunting melody; scruffy
by placing more or most before the
it may use words like dog; long, dusty road; quaint,
adjective.
evil, vicious, ruthless, whitewashed cottages
and the acts of such a More and most are used before
person may be described Verbal adjectives are participles used adjectives that already end in a suffix.
as despicable, brutal, as adjectives. Participles end in ing or e.g., beautiful, more beautiful, most
inhuman. Whereas ed. beautiful; helpful, more helpful,
a princess may be e.g., a walking stick; falling rocks; a most helpful; famous, more
described as beautiful, deafening roar; scented roses; a famous, most famous
stylish, graceful, puzzled look; a dazed expression
performing acts that are Similes
generous, compassionate, Number adjectives give quantity to the Adjectives are used in similesa
and admirable. noun. figure of speech which likens one thing
Adjectives give life and e.g., ten geese, five marbles, sixth to another, to provide a clearer word
personality to all the person, first place picture of something or someone.
people and things we e.g., as light as a feather; as cold as ice;
speak and write about. as white as snow

TEACHING NOTES ADJECTIVES
Adjectives can also describe opposites. Because the Adjective-forming suffixes
work of adjectives is to describe nouns, it is possible A suffix (word ending) changes the way a word is used
to use them in ways that will give opposing views in a sentence. Some suffixes added to words form
of people and things. These adjectives are called adjectives.
antonyms.
e.g., funny, helpful, careless, comfortable, famous,
e.g., a short/tall person, fresh/stale cake, sweet/sour tiresome, attractive, foolish, dependent
oranges, dull/bright day, rough/smooth road
Reviewing adjectives Discuss how we order adjectives in a logical

way. (e.g., a big, stout man rather than a stout,
Remind the students that adjectives are very big man)
powerful tools that writers use to give life and
meaning to people and things. Like artists, Discuss the use of commas when using more
they paint pictures, using words as their colors. than one adjective. (e.g., a tall, skinny,
They have a large palette of words, from which long-legged man)
they constantly draw, to give their nouns shape Tell the students that the adjectives can be
and color, size and feeling. Writers, especially, placed before or after the nouns they describe.
create pictures of story settings and characters (e.g., an angry man, bald and thin; a tall man,
using word pictures. kind and friendly)
Tell the students that together you are going to Show the students how to build sentences around
paint a picture of a man. Write the word man these words. (e.g., An angry man, bald and thin,
on the board. Say that today they are going to stomped into the room; He was a tall man, kind,
create that picture using adjectives. and friendly.)
Write the key headings (below) across the board.
Brainstorm a list of adjectives and write them
under each heading.
The Look The Shape The Size The Color The Feeling
bald plump tall pale sad
bearded thin short reddish-haired angry
stooped well-built towering freckled old
flamboyant skinny large pimply friendly
handsome long-legged heavy dark-skinned lonely
regal stocky small swarthy excited
Ask the students to choose three adjectives to Ask the students to build a picture of a man
describe the man. Write several responses on using adjectives, then to build a sentence around
the board. Explain that writers, generally, only them. Share their responses.
use between one, two, or three adjectives at any Ask them to reflect on how their choice of words
one timemore would be cumbersome. (e.g., a changed the picture of the man.
short, plump, bearded man; a handsome, dark-
skinned man; a stocky, reddish-haired man)

ADJECTIVES TEACHING NOTES
Exploring
ADJECTIVES
Setting the Scene
Prepare some sheets of paper headed with a range
of story settings (e.g., beach, city, sporting venue,
o d ies es
countryside, train station, street carnival, the Go Baddi llers useto
and hat storyftfectivelayracters,
mountains, etc.). e
t e
Give each pair of students a prepared sheet of paper.
x plain es very their ch or a of
Ask them to list some things they would expect to E ctiv s of way les
see, hear, feel, and touch in that setting. They could adje d image ositive examp
e
then add one or two adjectives to describe their buil r in a p y. Giv ugly od
e a
things. (e.g., golden sand; broken shells; loud, eith tive w nd the ing Ho
d
crashing waves; colorful beach umbrellas; laughing nega erella a Red Ri ide the
d
Cin sisters, f. Prov ge of , and
children; rocks, wet and jagged)
step the wol th a ran , myths k in
After 15 minutes or so, have pairs present and display and ents wi olktales to wor hat
t
their lists. In a second session, you could return the stud tales, f k them ctives the
s e
lists to their authors and ask them to write a short fairy nds. A the adj ies and ings.
paragraph to describe their particular setting. lege s to list good heir find
pair ribe the Share t
desc dies.
bad
Collectors C
Divide the cla
orner Point of View
ss into small gro d in
group with m
agazines, pa
ups. Supply
each Explain that most material we rea
p e rs e wa y
Assign a top
ic for each g
, and junk m
ail. newspapers is biased in som
roup (e.g., fa iting
animals, mo
vie/rock stars shion, cards
, the reporter or advertiser is wr
, food, travel, from a particular point of view.
Ask each gro etc.).
pers.
their topic, c
up to find an
d paste pictu Provide the students with newspa
res about n
of paper. As
ollage-style,
o nto a large s Ask them to work in pairs to sca
k them to wri heet ertiseme nts and
describing a te any numb some articles and adv
e r of gs:
each picture
djectives on
a label to pas list adjectives under two headin
pin up their s
. On comple
tion, the gro
te on/below
Positive and Negative. Direct
ups could tion,
mural of adje
heets, side b
y side, to cre the students to the real estate sec
ut
ctives. ate a large letters to the editor, articles abo
ental, or eco nom ic
political, environm
ising.
issues, and to general advert
Share their findings.

STUDENT PAGE 17
Describing Adjectives are words we use to give life and meaning

to nouns. (Examples: a famous actor; a long-awaited
Adjectives 1 letter; exciting news; a shaggy, black dog)
Adjectives and nouns work

Adjectives give shape, size,
together to give clear pictures of
sound, color, and feeling to
ADJECTIVES
people, places, and things.

nouns.
1. We can place an adjective in front of the noun we want to describe. Write one or
two adjectives in each space to describe the noun. (You might like to try some
alliteration.)
a. He looked in the _______________ mirror, and what do you think he saw?
b. I have two _______________ sandwiches in my lunchbox and a piece of
_______________ cake.
c. _______________ lions and _______________ elephants roam the grasslands of Africa.
d. In the heart of Australia there is a _______________ desert.
e. The students made some _______________ puppets for the _______________ concert.
2. We can place adjectives after the nouns that we want to describe. Circle the
adjectives that describe the underlined nouns.
a. I stepped into the room. It was cold and uninviting.
b. Thomas will be anxious if Im not there.
c. The miners stood, alert and watchful, as the fuse was lit.
d. A man rushed into the room, his face flushed and angry.
e. Strange creatures, wild and untamed, roam the high mountains.
3. Place the adjectives in the best order before the noun.
a. apples (red, tasty, six)
b. geese (wild, seven, flying)
c. books (well-read, dusty, old)

STUDENT PAGE 18
Describing Adjectives are used to describe nouns.

(Examples: an open window; sticky fingers; clothes,
Adjectives 2 elegant and expensive)
1. Replace each space with a suitable adjective from the list below.
Sports Day finally arrived!
It was a (a) _______________ day. I dressed quickly in my (b) _______________
ADJECTIVES
T-shirt and (c) _______________ shorts, and pulled on my (d) _______________ sneakers,
with their (e) _______________ laces. I had a (f) _______________ breakfast and rushed
off to school on my (g) _______________ bike.
After the school assembly, we all gathered on the track in our teams. I was the
(h) _______________ runner in my race. We all rushed over the finishing line. I was
(i) _______________ . Wait until you see what a (j) _______________ jumper I am!
a. sunny cloudy cold windy

b. new green school clean
c. black comfortable old gray
d. well-worn white smelly favorite
e. elastic unmatched flat multicolored
f. quick tasty light hot
g. racing shiny mountain red
h. slowest youngest fastest fittest
i. first disqualified last fifth
j. great awful wonderful awkward
2. Use these adjectives in sentences: popular, tasty, stubborn.

STUDENT PAGE 19
Adjectives show number(s). (Examples: five sheep,

Number two tickets, first place, ninety-nine dollars, last chance)
Adjectives also show color, size, and shape.
Adjectives (Examples: red apples, green grass, large buildings,
tiny ants, round table, rectangular paddock)
If we are unsure
of the exact number,
1. Complete these sentences using number adjectives.
we use: some, few,
a. Leopards have _________ eyes, _________ ears, and _________ legs. many, most.
b. A passion fruit has _________ seeds.

ADJECTIVES
c. A spider has _________ legs.

d. A biplane has _________ wings.
e. I found _________ green ants under the garden wall.
f. I only have a _________ chips left.
2. Sort these adjectives into the correct columns below.

rotund crimson mammoth circular ebony speckled
short oblong huge purple triangular gigantic
silver enormous azure oval tiny square
Color Size Shape
3. Do some research. What do these expressions mean?

a. feeling blue d. black and blue g. red as a beet j. green thumbs
b. in the pink e. get the green light h. the gray army k. a black day
c. good as gold f. silver-tongued i. out of the blue l. red hot tip

STUDENT PAGE 20
Some forms of the verb can be used as adjectives.

Verbal They are called verbal adjectives. They end in ing
or ed. (Examples: a walking stick, falling rocks, a
Adjectives winding road, loaded trucks, a puzzled look)
1. Join these verbal adjectives to the nouns they describe.
a. chiming wind g. roasted truck
ADJECTIVES
b. exciting vehicle h. haunted sweater
c. wailing news i. knitted cacti
d. puzzling clock j. branded peanuts
e. howling questions k. loaded house
f. speeding siren l. potted cattle
2. Build sentences around five noun phrases of your choice.
3. Choose a verbal adjective in the top line to describe a noun on the bottom line.
Color each pair the same color.
melted walking setting knotted dancing boiled preserved laughing
shoes rope butter eggs fruit stick clown sun
painted growing chewing ploughed gaping bundled cooked cheering
sticks meat fence crowd plants field gum hole

STUDENT PAGE 21
Suffixes are special word endings, which change

Adjectives with the way words are used. (Examples: relyverb,
reliablyadverb, reliantadjective, reliance
Suffixes 1 noun)
Adjective-forming suffixes include the following:

al, ant, able, ible, ial, ic, osh, ive, er, est, ent, ful, less, some, ous, ious, y
ADJECTIVES
1. Some adjectives are formed by adding al, ous, and y to the noun form.
(Examples: music musical, famefamous, funfunny) Build adjectives from
these nouns. Use a dictionary, if necessary.
(*Spelling alert! Some
letters change when
the suffix is added.)
al ous y
a. comic g. adventure* m. trick
b. exception h. glamour* n. grease*
c. region i. mountain o. hunger*
d. coast j. nerve* p. taste*
e. occasion k. venom q. sun*

f. person l. danger r. risk
2. The suffixes able and ible are easily confused. The suffix able is usually
at the end of real words. (Example: noticenoticeable) The suffix ible is
usually at the end of (root) words that dont stand alone. (Example: horrible)
Choose the correct suffix to complete the adjectives in these sentences.
a. Is it poss______ for man to live on the moon?
b. He is such a sens______ fellow.
c. Because of heavy clouds the eclipse of the moon
was not vis______.
d. Twenty is divis______ by five.
e. Before us stood a very fashion______ young man.
f. The weather is some parts of America is very change______.
g. Be reason______! Its pouring rain outside!

STUDENT PAGE 22
Suffixes are special word endings, which change

Adjectives with word grammar. (Examples: attractverb,
attractiveadjective, attractivelyadverb,
Suffixes 2 attractionnoun)
1. Fill in the missing adjectives, choosing from the box below.
dramatic curious global festive delicious

influential confident healthy important mountainous
ADJECTIVES
a. It was such a ____________ occasionlights, balloons,
and streamers everywhere.
b. A ____________ helicopter rescue was carried out
today in ____________ country near Dawsonville.
c. He is an ____________ man with ____________ decisions to make.
d. I am ____________ to know whether angels really exist.
e. We are ____________ that the problem of ____________ warming can be resolved.
f. That restaurant serves ____________, ____________ food.
2. Write five sentences using your choice of noun phrases.

an optimistic person a terrible dust storm precious jewels an effective solution
a spacious room casual clothes a comfortable chair an incredible sight


STUDENT PAGE 23
Adjectives can describe people and things in

Antonyms 1 opposite ways. (Examples: happy face/sad face, old
books/new books, a long road/a short road)
1. Write antonyms for these adjectives.

a. expensive d. narrow g. dark
b. high e. fresh h. long
c. smooth f. empty i. ugly
ADJECTIVES
2. Now complete these sentences by using the correct set of antonyms from above.
a. Because of the drought, fruit that was once __________ is now __________.
b. The tanks were __________, but now they are __________.
c. The hikers emerged from the __________ cave into __________ sunlight.
d. Rivers are __________, but creeks are __________.
e. The _____________ Cinderella stood before
her __________ stepsisters.
f. Do you want a __________ or a __________ piece of string?
g. The bread is __________, but the buns are __________.
3. Search out the antonyms of the adjectives in the list.
old
large S T P S N C J O K W
wrong D A B H L D R Y L E
wild Y M G O L D P O H N
top U E N R O Z B U G L
new D I R T Y B I N U P
S T I E L L I G H T
hot
H E G R A L T M R L
small
O F H E P A W G J K
heavy
B O T T O M A Y P N
tall
S R O P X S D L O C
wet
clean

STUDENT PAGE 24
Adding certain prefixes or suffixes can also form

Antonyms 2 antonyms. (Examples: appear/disappear, possible/
impossible, helpful/helpless)
Prefixes that form antonyms include the following: dis, un, in, im, il, ir, mis
Suffixes that form antonyms include the following: ful, less
1. Add a prefix to show adjectives of opposite meaning.
ADJECTIVES
a. The journalist was ____armed as he went into the battle zone.
b. The ____literate man signed his name, but it was ____possible to read.
c. It is highly ____likely that Jonathan will be ____obedient.
d. Our coach made the ____accurate statement that our team was ____beatable.
e. It was an ____believable sight! Then the comet was suddenly ____visible.
2. Complete this table of antonyms.
ful less ful less
a. help f. thought
b. use g. color
c. care h. power
d. hope i. doubt
e. pain j. cheer
3. Circle the correct adjective in each pair.

a. The river was flowing so swiftly, we were ( powerful, powerless ) to help.
b. It is ( probable, improbable ) that man will one day live on the moon.
c. It is ( legal, illegal ) to park in a bus stop.
d. I had the ( fortune, misfortune ) to win first prize in the competition.
e. Your answer is ( correct, incorrect ). You will need to try again.
f. Im sure he will be here soonhe is very ( reliable, unreliable ).
g. Thank you for waiting for me. You are most ( thoughtful, thoughtless ).
h. It was very ( responsible, irresponsible ) to leave your young sister behind.

STUDENT PAGE 25
Adjectives of degree show how people and things

Adjectives of compare with each other. (Examples: tall, taller,
tallest; long, longer, longest; old, older, oldest) To
Degree 1 show degree we usually add er and est.
1. Color the matching 2. Complete the table of adjectives.

adjectives of degree.
Positive Comparative Superlative Positive Comparative Superlative

ADJECTIVES
loud wetter strongest long longer longest
tall thinner loudest old
fierce louder fiercest sharp
wet stronger wettest wild
thin fiercer tallest soft
strong taller thinnest brave
3. Complete the adjectives of degree correctly. Add er or est.

a. That was the cold_____ day in winter.
b. It is hot today, but I think it
was hot_____ yesterday.
c. My grandma is old_____ than yours,
but young_____ than Henrys.
d. Jackson is the fast_____ runner in our class.
e. The yellow box is large, but the pink one is large_____.
4. Some adjectives of degree are not formed by adding er and est.

(Examples: good, better, best; bad, worse, worst; many, more, most; little, less,
least) Use the correct adjective to complete these sentences. The first one is
done for you.
a. The coach told us it was the worst game we had played this season.
b. He told us that we must do ______________ next time.
c. He really wanted us to be the ______________ team in the district.
d. However, things went from ______________ to ______________.
e. By the end of the season, our team had the ______________ number of points.
STUDENT PAGE 26
Adjectives of Adjectives of degree show how people and things

compare with each other. There are three degrees
Degree 2 positive, comparative, and superlative.
When an adjective already ends

in a suffix, we add more and
most to show comparative and
ADJECTIVES
superlative degrees.
1. Circle the correct wordmore or most.

a. That is the ( more most ) beautiful sunset I have ever seen!
b. The main bedroom is ( more most ) spacious than all the others.
c. Tito is the ( more most ) adventurous person in our group.
d. The machine will be ( more most ) efficient if you oil the motor.
e. Tinas picture is ( more most ) colorful than mine.
2. Add more or most to the following sentences.

a. That is the __________ unusual building I have ever seen.
b. Jerry grew __________ depressed as each day passed.
c. The director told us she needed a __________ dramatic performance.
d. Is the cobra the __________ venomous snake found
in Africa?
e. Sitting in the dentists waiting room, I became __________
and __________ nervous.
3. Complete the sentences by using the correct degree.

a. He is the _____________________________ composer I know. (famous)
b. Chen is _____________________________ than his older brother now. (big)
c. Ask Shelleyshe is _____________________________ than Jo. (reliable)
d. March, this year, was the _____________________________ on record. (dry)
e. She became _________________________ when her friends came to visit. (cheerful)

STUDENT PAGE 27
Some words can be used both as a noun and an

Homographs and adjective. These words are called homographs.
(Examples: This is a safe place to swim. Her money
Homophones and jewels are kept in a safe.)
1. Indicate whether the underlined words are nouns (N) or adjectives (A).
a. She is such a sweet ( ) and kind ( ) person.
b. With a grave ( ) face, the teacher put a
ADJECTIVES
red cross ( ) on my work.

c. Raise the blind ( ) and let in some light ( ).
d. Stand at the back ( ) of the room and be patient. ( )
e. I have had a cold ( ), but now I am well. ( )
2. Use top and kind in sentencesfirst as an adjective, then as a noun.

Some words are pronounced in the same way, For example:

but have different spelling and different meaning. weak week
These words are called homophones. fair fare
new knew
3. Circle the correct word in the parentheses. foul fowl
a. Kevin was sure he had all the answers ( write right ). bare bear
b. She carried a ( bridal bridle ) bouquet of pink roses.
c. He was a ( bawled bald ) man wearing a shabby gray suit.
d. I cannot ( bare bear ) the thought of your leaving.
e. The students had their projects completed within a ( weak week ).
4. Write sentences to show the meanings of each homophone.

idle, idol / bold, bowled

STUDENT PAGE 28
Adjectives are often used in similes. Similes paint

Adjectives in a clear picture by saying how one thing is like
something else. The words like and as are used.
Similes (Examples: as cold as ice, as old as the hills, as white
as snow)
1. Spot the simile in each sentence and circle it.

a. During the performance, you must be as quiet as a mouse.
b. He was as busy as a bee in his vegetable garden.
ADJECTIVES
c. The road across the plain is as straight as an arrow.
d. The night sky was as black as ink, until the moon rose.
e. Her face was as pale as a ghost.
2. Complete these similes using words from the box.
a. as gentle as a
sheet
b. as light as a picture
c. as high as the clockwork
d. as pretty as a cucumber
e. as white as a feather
f. as cool as a ocean
g. as regular as sky
lamb
h. as deep as the
3. Write some similes of your own.
as blue as as young as
as hard as as wide as
as poor as as old as
as shiny as as clever as
as silent as as green as
as pleased as as sad as
4. Choose any three similes and use them in sentences.

STUDENT PAGE 29
Adjectives in Adjectives play an important role in describing the

characters in a story and the backdrop against which
Context they perform.
1. Circle at least ten adjectives in this description.

I was not prepared for Professor Splott. He oozed into
the room like a long, brown stick insect. He was taller than I
ADJECTIVES
thought anyone could be, and his long face was like stretched
chewing gum. His bald head shone like a polished egg.
He stalked across the room, his long, skinny, bony fingers
clutching a short stick. His beady, brown eyes bored into my
brain. Well, Brown, what have you done this time? he said in
a menacing kind of way.
2. Fill in the missing adjectives using words from the box below.
broken empty carved dark wooden deep

brief shiny old decaying draping falling
An ____________ sandstone house rose out of the ____________ woods. In the

distance, thunder crackled, and ____________ flashes of lightning lit up the ____________
roof and ____________ shutters. The two children moved cautiously toward the heavy
____________ door. It looked solid and impassive. Jo peered through the large keyhole.
Flashes of lightning lit up a single box in the center of an ____________ room. It was a
large, ____________, wooden box with a curved lid and ____________ brass latches. Her
eyes took in the long, ____________ cobwebs in the high corners of the room and the
____________ scratches on the walls. A dank, ____________ smell filled her nostrils.
She felt strangely excited . . .
3. On a piece of paper, draw the three characters in the interaction below.

Construct a web of adjectives around each one to give them life and personality.
Sit, Toby, sit! commanded Bill, smacking the dog hard across the nose with a thin stick.
Toby lowered his head and whimpered.
Stop that, Bill! shouted Emily, throwing her arms around Tobys neck.

Assessment Adjectives
CHECK 1: Circle only the adjectives. /5
gradual thumb adventure shabby responsible
cave lonely shadow object golden
CHECK 2: Sort the adjectives below into the correct columns. /12
impatient barren metal courteous
motorized volcanic artistic overgrown
ADJECTIVES
crowded brazen striped sour
PEOPLE PLACES THINGS
CHECK 3: List at least 10 adjectives in this report. /10

Gold, like iron, lead, tin, and copper is a metal. It can be dug out of the ground as
ore, or panned from shallow creek beds as gold dust, flakes, or nuggets. Gold is easy
to hammer flat and shape because it is soft. It can be beaten into paper-thin sheets or
stretched into fine wire. Gold will only melt at very high temperatures and will not rust or
tarnish.
These qualities make it a long-lasting metal of great beauty. It is possible that the
lovely statues and ornaments crafted in ancient times have been melted down and re-
used over and over again.

Assessment Adjectives
CHECK 4: Write the antonyms (opposites) of these adjectives. /8
a. high e. careful
b. beautiful f. important
c. dangerous g. smooth
d. responsible h. appropriate
ADJECTIVES
CHECK 5: Complete the similes. Use one in a sentence. /5
a. as busy as c. as silent as
b. as pretty as d. as light as
CHECK 6: Use suffixes to change these words to their adjective form. /5
a. bear b. harm c. adventure d. exception e. depend
____________ ____________ ____________ ____________ ____________
CHECK 7: Complete the adjectives of degree /5

a. Ganga is a _______________ runner than Jenny. (fast)
b. Death Valley is one of the _______________ places on Earth. (hot)
c. I am good at video games, but Jeff is much _______________. (good)
d. Hugh is much _____________________________ than I am. (curious)
e. Bailey is the ______________________________ boy I know. (sensible)
Student Name: _____________________________

Date: ___________ Total Score: _____/50
PRONOUNS
to
A Note her
a
the Te c
Pronouns are the words that are used instead of nouns in text. They can be
Texts, both spoken and singular or plural, masculine or feminine, and they do the same work as nouns.
written, are made up of
sentences whose ideas
connect to each other in
meaningful ways. Pronouns have three different forms: Possessive pronouns show ownership.
Pronouns are used to No apostrophes are needed.
replace nouns to avoid the First-person pronouns are used when
These pronouns are as follows: my,
monotony of repetition. a writer, a speaker, or a character is
mine, our, ours, your, yours, hers, its,
doing the talking.
Sarah lost her hat their, theirs
e.g., I eat my greens.
in the park. Mark
Interrogative pronouns are used to
said that he would Second-person pronouns are used
ask certain questionsWho?
help her look for when someone is spoken to.
Whom? (rarely used) Whose? Which?
it. She said that it e.g., If you look, you will see your hat. What?
was bright red, so Third-person pronouns are used when e.g.,Who ate all the cakes?
they should find it a writer or speaker talks about other
Whom did you see?
easily. people and things.
Whose books are on the floor?
These pronouns refer e.g., T
hey left them behind with their
back to nouns already teacher. Which bus do you catch?
mentioned and give the
text fluency and cohesion. Different pronouns have different jobs What is your address?
to do.
Personal pronouns replace the names

of the people, places, animals, and
everyday things around us.
irst-person pronouns: I, me, my,

F
mine, us, our, ours
econd-person pronouns: you,

S
your, yours
hird-person pronouns: he, his,

T
him, she, her, hers, it, its, they,
them, their, theirs

TEACHING NOTES PRONOUNS
Reviewing pronouns Sometimes pronouns do point forward.
Write two sentences on the board, the second e.g., We cant come with you, said Jasmine
containing pronouns. and Fay together.
e.g., The girl has the latest Harry Potter book. Begin a list of personal pronouns with the
She is looking forward to reading it. students help. You may wish to list them
under first, second, and third person pronouns.
Ask to whom the she and the it refer. Use
arrows to show the link between she and Give the students a short piece of magazine
girl and it and book. Write and discuss (or other) text, and five minutes to locate the
other examples using different personal pronouns that have been used. Share their
pronouns. findings.
e.g., Bill and Jack are friends. They like to go Do some oral cloze activities.
riding on their bikes.
e.g., The dog bit Bradley and ______ began to
Review the term pronounswords that take cry.
the place of nouns. Discuss the reason for
using pronouns instead of repeating the nouns. Rowan and Cal have skateboards. _______ go
to the skate park every day to ride _______.
Point out that the pronouns usually refer back
to nouns in the text. Pronouns help tie ideas
together and keep text flowing smoothly.

pronouns TEACHING NOTES
Exploring
pronouns
Sort It Out xt
p ve te ake
ver-u
Make enlarged copies of texts contain ra ti
ing different ar . M
personal and possessive pronouns. Giv
e each Co a piece ofendialogwuehite-outr
student one copy. Ask the students to ct om d fo
write all the Sele aining s copy an copies irs
a
different pronouns that they can find
on slips of cont larged . Make k the p s.
n s s n
paper. Now place the class in small gro
ups, and an e ronoun ents. A pronou
ask them to sort their words into cate
gories. Some the p of stud missing s. Ask es.
s c
groups could sort them by male, fem
ale, both, or pair l in the esponse eir choi
fil r r th alk
to e thei y
neither. Some could sort them as sing
ular and plural. h a r t o justif nity to t ive ties
S
Some could sort them according to per ents ortu ohes
second, and third. Some could sort them
sonfirst, stud this opp ns as c
u
personal and possessive. Give the gro
between Use t prono
headed with the various categories. Ask
ups charts abou xt.
the students in te
to place their pronoun slips onto the cha
rt. Share
and discuss their findings.
on
Contraction Acti
rds. Give
ab o u t 3 0 c ontraction ca ef sentence
Prepare te a bri
ch stu d en t o ne card. Wri ontraction (e.g.,
ea
e bo a rd w ith a missing c any students
Second Seas on th Ask
the movie.). ir
on ____ all seen lete the sentence with the
c o m p turn , to
Use the pron
oun slips fro who can sta n d . Ask them, in heyve
m the previo contractio n to (e.g., T
activity. In tu us m p le ted sentence e
rn, ask each
s tu d e n t
rea d th e c o
v ie. o r W eve all seen th
a pronoun, s to select o
all seen the m for accuracy.
how the clas ck
sentence con s , a n d offer a movie). Che e
taining that p n ce s to ac c ommodate th f
When a stud ronoun. Vary the sente ctions. After a number o n,
ent gives a s tra o
another stud entence, ask different con udents to pass their card
th e st lly .
ent to offer a
noun that mig turns, ask ffering sente
nces ora
replace that ht d c o n ti n ue o
pronoun (e.g an
to drive a ca ., S h e is learning Contractions l
r. She = J Id youve youl
woman). o anne or Th Ill Ive were
e Im hes hell
s sh e ll
youre she theyll its
e ll they v e theyre
weve w

STUDENT PAGE 30
Personal Pronouns are used instead of nouns in speaking and

writing. Personal pronouns replace the names of
Pronouns people and things.
Singular pronouns 1. Underline the pronouns in these sentences.

I, me, my, you, your, a. She showed us some photos of China. They were very
yours, she, her, hers, interesting.
he, him, his, it, its b. I asked my mother if you and I could go shopping with her.
Plural pronouns c. Have you seen the latest Shrek movie? It is really funny.
we, us, our, ours, d. Let me read your story, and I will let you read mine.
you, your, yours, they,
e. He asked them to bring some field mushrooms back to
PRONOUNS
them, their, theirs him.
Pronouns are singular or plural. They

are male, female, or neutral depending
on the nouns they replace.
2. Indicate whether the pronouns are M = male, F = female, or N = neutral, and

S = singular or P = plural. The first one is started for you.
a. He ( MS ) bought a yo-yo and gave it ( ) to his ( ) brother.
b. I ( ) asked them ( ) to sit down and talk to me. ( )
c. Hello, Jacob. Do you ( ) know where they ( ) have all gone?
d. He ( ) told her ( ) not to go with them. ( )
e. She ( ) collected six eggs and put them ( ) in the fridge.
3. Use a ^ to show where to place the missing pronouns. Then write the missing
pronoun on the line.
a. He cleaned and polished black leather shoes.
b. I gave kitten a dish of warm milk.
c. The teacher told to sit down.
d. Stella hung new hat on a hat peg.
e. They pushed bikes up the steep hill.
STUDENT PAGE 31
Pronouns have three different forms:

Pronouns - first person second person third person
Person The speaker/s:
I, me, my, mine,
The person/s
being spoken to:
The person/s being
spoken about:
we, us, our, ours you, your, yours he, his, him, she, her,
hers, they, them, their,
theirs, it, its
1. Diaries are written in first person. Write three personal diary entries.
Monday 12th

Friday 16th
PRONOUNS

Sunday 18th

2. Which person is engaged in these statements? Indicate first, second, or third.

a. Possums are nocturnal animals. They hunt for their food at night.
b. You should collect our things and hurry home before you get wet.
c. I joined my team on the field for our final soccer game.
For the subject of a sentence we use: I, you, we, he, she, it, they
For the object of a sentence we use: me, us, him, her, it, them
3. Circle the correct pronoun.

a. (Them They) will have a game of handball after
(them they) have lunch.
b. (We Us) went to the train station to see
(they them) off.
c. You and (I me) will eat our lunch with (he him)
down by the river.
d. (She Her) read (she her) latest poem to
(they them).
e. The teacher spoke to (she her) and (I me)
before (us we) went home.

STUDENT PAGE 32
Possessive pronouns show ownership. No

Possessive apostrophe is needed. The possessive pronouns are
as follows: my book (mine), your book (yours), his
Pronouns boat (his), her car (hers), our pots (ours), their dogs
(theirs).
1. Circle the possessive pronouns. Use an arrow to show what they own.
a. Kenji showed his parent his report card.
b. Dad told me to give my bike to my sister to ride.
c. The parrot flapped its wings and flew onto her shoulder.
d. We thought the ball was ours.
e. When I saw that cap, I knew it was yours.

PRONOUNS
2. Complete these sentences.
a. After we had our lunch,
b. Put your
c. On the last day of their vacation,
d. Deep in its burrow
e. With her hand in mine,
3. Dont confuse its, meaning it is, with the possessive pronoun its. Add the
correct wordits or its.
a. ________ great to see you again.
b. The cat sharpened ________ claws on the
rough bark of the tree.
c. Did you see ________ eyes! They were fiery red
and wild.
d. Finally he cried, ________ no use. I just cant
go any further.
e. The dog dipped ________ tongue in the water
and drank ________ fill.

STUDENT PAGE 33
Interrogative Some pronouns are interrogative, meaning they

are used to ask questions, such as the following:
Pronouns Who? Which? What? Whose? Whom?
1. Answer these questions.

a. What do you like for breakfast?
b. Who is your favorite actor?
c. Whose house is next door to yours?
d. Which TV show do you like best?
2. Now its your turn. Write four questions and ask a friend to answer them.
a. Who ?
PRONOUNS

b. Which ?

c. What ?

d. Whose ?

3. Fill in the missing pronouns to complete the questions.

a. ________ is going with you to the football game on Sunday?
b. ________ is the way to get to the skateboard park?
c. ________ shoes were left on the school track?
d. ________ do you like to do on the weekend?
4. Unscramble these questions. Remember to use question marks.

a. gold lost a this Who watch morning

b. socks lying the are dirty floor Whose on

c. birthday your What you like for would

STUDENT PAGE 34
Indefinite Indefinite pronouns refer to people and things in

a general way.
Pronouns
anyallanyoneanybodyeacheveryone
everybodyeverythingfewmanyno one
nonenothingsomesomeonesomething
somebodyseveralnobody
1. Add an indefinite pronoun to complete each sentence.

a. Does _______________ know if Sam is coming to school today?
b. When he scored the winning goal, _______________ cheered.

c. It looked very much like rain, but _______________ fell.
PRONOUNS
d. The captain asked for volunteers, but _______________
came forward.
e. I thought I saw _______________ at the window.
f. Were having pizza. Do you want _______________?
Demonstrative pronouns refer to specific people and things. The

pronouns are as follows: this (sing), these (pl); that (sing), those (pl).
2. Add a demonstrative pronoun to complete each sentence.
a. _______________ is the house that Jack built.
b. Who said _______________? The teacher glared at her students.
c. Dad picked up a coin. Does _______________ belong to you? he asked.
d. Put _______________ on your brothers cake, said Mom, handing me six birthday
candles.
e. _______________ was a very silly thing to do!
f. I know what to do with _______________ books, but what should I do with ?

STUDENT PAGE 35
Pronouns - Pronouns refer backwards and forwards to people
Cohesive Ties 1 and things. They tie ideas together.
1. One pronoun has been underlined. What noun does it replace?

a. Will you make cupcakes for the school party?
Joanna asked her mom.
b. Tess pointed to her brother and said,
I think he will win today.
c. Will you let me have just one more turn,
please? asked Michael.
d. Let us make a dessert, said Dale
PRONOUNS
to her friend.
e. Leanne gave me the book and said,
Please put it on the shelf.
2. Pronouns usually refer backwards to a person or thing that has already been
mentioned. Underline the pronouns. Draw an arrow back to the things to
which they refer.
a. The hikers, with backpacks on their backs, climbed steadily to the base camp of Mt.
Everest. The mountain towered above them. It looked impossible for them to climb.
b. Bradley and his two brothers joined the crowd that lined the streets for the parade.
They came to honor the memory of their grandfather. He served in New Guinea during
the war.
c. Molly was a collector. She collected all kinds of

frogsbig and little. She had glass frogs and
stuffed frogs. She had plastic frogs, cloth frogs,
and clay frogs. She even had painted wooden
frogs. Her father often could not understand it at
all. Can you?
d. The plane took off in light rain. The passengers

sat back in their seats for takeoff, with their seat belts fastened. The plane was soon in
the air. It climbed rapidly and within fifteen minutes, it was cruising at very high altitude. A
flight attendant walked down the aisle. She handed headphones or magazines to each
passenger.
STUDENT PAGE 36
Pronouns - Pronouns are an important feature of narrative

writing. They constantly refer backwards and
Cohesive Ties 2 forwards, to people and things.
1. Highlight the pronouns. Draw an arrow back to the

things they refer to.
Peter Sox was thirsty. He really wanted a cup of tea. He

had been out in his hot tin shed all morning, straightening
the weather vane. The red tin rooster on top had screeched
to a halt one windy Saturday back in May. It had refused
to move after that. Peter entered the kitchen through the
PRONOUNS
screen door. It squeaked in protest. I need to grease that,

he thought, but a cup of tea is what I need just now.
2. Continue the story by adding in the missing pronouns.
Bobbie Sox looked up when Peter entered the kitchen. ________ noticed the grease
under ________ fingernails. ________ve been greasing the gate again! Bobbie Sox
grimaced. ________ went back to ________ scribbling at the kitchen table. Peter realized
that if ________ wanted a cup of tea, ________ would have to get ________ himself!
Personal pronouns are not used in information reports. Reports

describe facts from an impersonal point of view.
3. Read the extract from a report on gold. Write an observation about pronouns.
The discovery of gold in California in 1849, and in Australia in 1851, gave wealth to these
young nations and led to population growth, new industries, and improved transport and
communication. The most famous goldfields in the world were discovered in 1886 in South
Africa. Now the worlds largest producer of gold, South Africa controls the price of gold in
world markets.
Observation:

Assessment Pronouns
CHECK 1: Find and underline the pronouns. /10
Two roosters once had a fight to decide who would be king

of the farmyard. After a long, hard struggle one rooster could
fight no more. He crept into the darkest corner of the henhouse
to hide his shame. The winner flew to the top of the fencepost,
crowing and flapping his wings, to let the world know he was
the new king. Look at me! he crowed. I am the king of the
farmyard. Just then an eagle flew by. She swooped down and
seized the rooster in her talons and carried him off.
PRONOUNS
CHECK 2: Pronouns are missing from each sentence. Write the pronouns
on the lines. /8
a. Jessica and _____ are going to visit _____ uncle.
b. Where would _____ like to go for _____ vacation?
c. Dad told _____ to get _____ coats.
d. Lets wave to _____ when pass _____ by.
CHECK 3: Fill in the spaces with possessive pronouns. /5

a. The kitten put ____________ sooty footprints everywhere.
b. I will plant a summer-flowering tree in ____________ garden.
c. He put ____________ finger on the buzzer and pressed hard.
d. They went out in the wind to fly ____________ kites.
e. Please hand it back to Sally. Its ____________.
CHECK 4: Use arrows to show which nouns are replaced by pronouns. /8

a. Joe couldnt read the sign because it was too far away.
b. Billy and Taj built a treehouse in their backyard.
c. I help Dad in the shed by handing him the tools he needs.
d. Ms. Jensen frowned at Jane, so she put her pen down right away.
e. Do you want to come to the library with me? Ben asked Kate.

Assessment Pronouns
CHECK 5: Write sentences using the pronouns: mine, we, them, us,
and its. /5

PRONOUNS
CHECK 6: Add the correct pronounwho, which, what, or whose. /4

a. ____________ ingredients do I need to make pancakes?
b. ____________ owns that beautiful, blue vintage car?
c. ____________ bike is Gillians?
d. ____________ dirty shoes are lying on the floor?
CHECK 7: Circle only the pronouns which replace Hans Christian Anderson. /10
Hans Christian Andersen was born in Denmark in 1805, the son of a poor shoemaker. His
father died when he was only eleven-years-old. After attending a school for the poor, he left for
Copenhagen at the age of fourteen. Here Hans met Jonas Collin who helped him to obtain a
royal scholarship, which enabled him to continue his education for the next six years. Hans was
deeply unhappy and called these days the most bitter of my life. In 1835 he published the first of
156 fairy tales. These tales made him rich and famous. He died at the age of 70. Hans Christian
Andersen is still regarded as the worlds greatest teller of fairy tales.
Student Name: _____________________________

Date: ___________ Total Score: _____/50
VERBS
to
A Note her
a
the Te c
Verbs consist of one or more words that show the particular interactions and
Verbs are the essential relationships between people, places, events, and objects.
ingredient of any
sentence. Without
them, communication
is, at best, poor. A
Different verbs have different jobs to beef dinner. Ferris had kicked the
verb gives a sentence a
do. winning goal.)
reason for being. It
informs of some process Doing verbs show the actions of The present participle is formed by
occurring between people and things. adding ing to the infinitive.
people and things. In e.g., fly, swim, sleep, break, spill, e.g., fly, flying; jump, jumping
the fast growing world of dance, cry, wrap
telecommunications, new The past participle is formed by
language is being created Being verbs show that people and adding ed to the infinitive.
all the time. New verbs things exist. e.g., kick, kicked; play, played
are being born, while e.g., am, is, are, was, were, be, being, Auxiliary (helping) verbs are used with
others are being discarded been present and past participles to make a
or archived. We now Having verbs show what people and complete verb. Their job is to show
have, for example, the things have. tense or possibility.
verbs email, text, merge,
autoformat. e.g., has, have, having, had e.g., We are eating dinner. (present
tense)
Verbs tie ideas together Saying verbs show how living
things (or personified objects) express They were eating chips. (past
and make sense of them. tense)
They contextualize the themselves.
events surrounding e.g., growl, squeak, shout, whimper, I may go to Las Vegas next week.
people, places, and things. howl, whisper, say, call, cry (possibility)
Verbs are very powerful Thinking verbs show how people Verbs are singular or plural.
tools used by writers mentally process ideas. A singular verb is used with a singular
and speakers. Writers,
e.g., imagine, think, ponder, believe, subject.
especially, recognize
the power in verbs to visualize, reminisce, remember e.g., A dog chews bones.
create a strong image Verbs have different forms. A cat drinks milk.
of movement, action, or An infinitive is the simple verb form.
behavior. Like adjectives, A plural verb is used with a plural
verbs give color and e.g., play, swim, eat, take subject.
interest to sentences. Finite verbs work on their own. They e.g., The dogs chew bones.
They create vivid pictures have someone or something as the The cats drink milk.
of motion and movement, subject.
so they can be used to Verbs show tense.
e.g., Golden autumn leaves fall from
great effect, especially in the trees. It is the verb in a sentence that
descriptive writing and determines when something occurs.
poetry. The jet plane flew to Melbourne. Verbs indicate three different times,
Nonfinite verbs cannot work on their called tenses.
Help students create a
verb-consciousness, to own. They consist of the following: 1. present tense: I am playing tennis.
build a vocabulary that is 1. infinitives (e.g., I want to eat. Jani 2. past tense: Shane played baseball
colorful and imaginative. wants to play.) for America.
Help them leave words 2. present or past participles with 3. future tense: They will play the
like got behind, and an auxiliary verb (e.g., She is final match on Saturday.
strive for words of color, singing on stage. He was playing
precision, and expression. hockey. Mom has baked a roast

TEACHING NOTES VERBS
Regular/Irregular Verbs Reviewing Verbs

Most verbs show tense in a regular way through the
use of present or past participles. rite the word Olympians on the board. Ask
W
the students to imagine they are Olympic
e.g., I am dancing. (present) I danced. (past) athletes in their favorite sport. Ask them
He is washing his car. (present) to write several words that say what they
He washed his car. (past) can do (e.g., jump, run, swim, sprint, skate,
Irregular verbs change their spelling in the past kick, cycle). Write a web of these words
tense and the past participle. (infinitives) around the word Olympic.
e.g., ring, rang, rung; do, did, done eview the term verba word that says what
R
people and things do.
Other irregular verbs include: go, fly, eat, give,
take, know I f necessary, make other webs of verbs around
other themes such as wild animals, cooks, or
A verb phrase is a group of words built around a students.
verb. They contain auxiliary verbs, participles, or
infinitives. emind students that when they write reports,
R
action (doing) verbs are an important
e.g., He was sleeping on the couch. Tom wanted feature (along with nouns).
to go early. I have been living here for six
months. sk the students to go back in their role as
A
an Olympian. This time ask them to write
These verb groups indicate the processes in text. several words about how they express their
(See Different verbs have different jobs to do on feelings (e.g., shout, grunt, whisper, speak,
the previous page.) squeal). Add these words to your Olympian
Contractions web using a different color. Remind students
that we use both action (doing) verbs and
We often contract verb and (pronoun) subject. verbal (saying) verbs when we write about
e.g., I am = Im; it is = its; they are = theyre characters in stories. Like adjectives, verbs
We often contract verb and negative. paint strong pictures of what people are doing
and saying.
e.g., will not = wont; cannot = cant; did not =
didnt rite the subject Gold Medalist on
W
the board. Ask the students to write two
Homographs
sentencesone using an action verb and one
Many words can do the work of both a noun and a using a saying verb from the word web.
verb. Write some of their responses.
e.g., Her hand is steady as a rock. Dont rock the ost students will offer a sentence where
M
boat. the verb has been formed by changing or
Their work is determined by the context. Others adding to the infinitive. This will give you
include the following: bear, paint, play, plan, the opportunity to speak about the verb in a
block, post. sentence being one or more words and that
verbs show when things happen.
Verb-forming suffixes
and out a prepared text and ask the students
H
Some verbs are easily identified by their suffixes to highlight the verbs or ask them to list five
(word endings). action words and five saying words.
e.g., operate, televise, identify, lighten, waiting, Share their findings.
tramped

VERBS TEACHING NOTES
Exploring
VERBS
Body Parts
Draw a large body shape in the center
of a sheet of
butcher paperone per small group.
Give each
group one sheet and a large marking
pen. Ask the
students to start at the top of the hea
d and work
down to the toes. They are to think abo
ut what Spin a Word Web
the different parts of their body do. Ask
them to Divide the class into groups of four or
make a web of words around their bod five
y. Do this students. Provide each group with a
large
for perhaps ten minutes. Then allow
the groups to sheet of paper, a marking pen, and a top
ic.
walk silently round the room to observ Ask the students to write their topic in
e what others a
have written. They may then return to circle in the center. Topics might incl
their work ude
and add any other words they wish. the following: Football Game, Tennis
Allow at least
two sessions to encourage much dee Match, Shopping Spree, The School
per thinking. Band,
Display these sheets and use them as The Beach Scene, Camping, or Leisure
a basis for
some five-minute writing activities. Time. Ask each group to make a web
of at
least twenty verbs around their topic.
Tell
them the verbs will largely be action
verbs
(e.g., run, kick, hit, throw, tackle, pus
h,
grab). Ask them to also include sayin
g
and thinking verbs (e.g., shout, che
er,
squeal, plan, decide, hope).
Allow about 20 minutes. Encourage
them
to keep adding to their web by thinkin
Have Your Say more broadly and deeply about their
g
topic.
Divide the class into groups of four. At the end of this time, ask each group
to
Provide any number of narrative texts. present and display their word webs.
Tell the students that they will be skimming through
some books looking for dialogue between characters.
Tell them that writers always tell the reader who is
speaking and how they are expressing their words.
Young writers often overuse the word said. Tell the
students that their job is to make a list of the different
ways the characters express themselves,(e.g., they could
shout their words, or growl them, call, whisper, grunt, and
so on. As the groups report back, write a master
list of all the different words they offer.
Ask the students to think of a title for the list.
This master list could be displayed for
student reference when they write their
own narrative texts.

STUDENT PAGE 37
Verbs are the heart of a sentence. They bring

Verbs people and things to life by telling us what they are,
what they are doing, what they are saying, thinking,
and feeling.
I am a person. I run. I shout.
1. We build our communications around the verb.

Underline the verb in each sentence.
a. Daniel kicked the ball over the goalpost.
b. Harry asked his dad for a dollar.
c. I dreamed of a magic castle high on a mountaintop.
d. His parachute collapsed to the ground.
VERBS
e. The children enjoyed their trip to the fun park.
2. Many verbs are action verbs. They give us strong

pictures of what people and things are doing.
Underline the verbs.
a. The horse galloped across the field
b. My sister baked a large chocolate cake. I think.
c. I wrote a letter to my uncle in Cairo.
d. Wait for me!
e. The small seed grew into a tall sunflower.
3. Circle the action verbs.

a. A strong wind blew the sails of the windmill.
b. Dad burnt the sausages on the barbeque.
I love.
c. Earth revolves around the sun.
d. Hot air balloons drifted high over the countryside.
e. The car screeched to a halt at the red light.
STUDENT PAGE 38
Saying verbs show how people express their

Saying Verbs feelings. (Examples: Sean shouted. Cal complained.
Mary mumbled. Barry bragged.)
1. Choose a verb to show how these people expressed themselves.
promised whispered growled complained shouted
a. Hold on! Ill save you, ________________________ the rescue man.
b. Golly, youre always late! ________________________ the teacher.
c. Psst! ________________________ Dave. Come and listen to this!
d. Yes, but I always have to do it! ________________________ Kim.
e. Ill buy you a football for your birthday, Dad ________________________.

a. Under his breath, Stan muttered,

b. Patiently, Tom explained,
VERBS

c. Ella screamed,

3. How many alternative verbs for said can you think of?
said

STUDENT PAGE 39
The word be is used as a verb. The being verbs

Being and are as follows: am, is, are, was, were, be*, being*,
Having Verbs been*. (*Note: Be, being, and been are only used with
other verbs.)
1. Complete the sentences using being verbs.

a. The three bears ______________________ characters in a fairy tale.
b. I ______________________ only joking!
c. She ______________________ twelve-years-old today.
d. Last year they ______________________ too young to go by themselves.
e. It ______________________ too cold to go for a swim today.
The words has, have, and had are also used as verbs.
2. Underline the verbs.

a. Where were you last night?
b. The players had special jerseys to wear for the final game.
VERBS
c. He is a fast runner, but you are faster.

d. Sarah has a new pony.
e. I am upset because he is so far away.
f. I once had a pet guinea pig.
g. The teacher was happy because we were early.
h. She has breakfast every day at 6:00 a.m.

a. Why were you ?
b. Have you been ?
c. She was .
d. The players had .
e. He has just been .

STUDENT PAGE 40
Helping Some verbs help other verbs do their work.

Together they make a verb phrase. Helping
Verbs 1 verbs tell us when something is happening.
1. Underline the verb phrases. Meet the Helpers!

a. Our family is flying to Canada in May. am, is, are, was, were,
b. You could come with us to the volleyball game. be, being, been, do,
does, did, has, have,
c. Jane has been waiting for her plane for three hours.
had, shall, will, can,
d. We might go to the movies this afternoon.
must, may, might,
e. They are having a good time at the party. could, would, should
2. Complete the verb phrases.

a. I will be in the tennis match on Saturday.
b. He has been in the school pool.
VERBS
c. Next week I will be my birthday.
d. I can as well as you can.
e. After their long trek, they were .
Some helpers show the following:

Possibility: I may go. He might come.
Ability: Bees can produce honey. They could ride their bikes.
Obligation: You must stay indoors. She should save her money.
The choices for helping verbs can subtly change a message.
3. Choose a helper to complete these sentences.

a. The problem of global warming __________ be solved. (show obligation)
b. Scientists __________ discover life on other planets. (show possibility)
c. Recycled water __________ solve the problem of water shortages. (show ability)
d. All assignments __________ be handed in by next Friday. (show obligation)
e. If it rains, the game __________ end in a draw. (show possibility)

STUDENT PAGE 41
Helping A verb is sometimes separated from its helper by

another word. (Examples: I have often seen him
Verbs 2 here. Did you go home early?)
1. Underline the verb phrases. The first one is done for you.
a. Autumn leaves have just started to fall.
b. Calum has always been my friend.
c. The voters will probably elect a new president.
d. A new planet has recently been discovered.
e. He will be sadly missed by us all.
f. You can always depend on Leo to help.
A sentence can be made negative by placing not or never after the helper. (Examples: I
have not eaten yet. They will never win the game. She cannot see without glasses.)
2. Rewrite the sentences in their negative form.

a. I can take you with me.
VERBS

b. You might see him tomorrow.

c. We will be traveling to the coast in June.

d. The surfers should wait for the tide to turn.

e. The fire is burning across the eastern ridge.

3. Complete these negative statements.

a. They could not see .
b. Benji did not like .
c. I have never seen .
d. Maggie does not want .
e. The teacher might not let us .
STUDENT PAGE 42
Verbs - Many negative verbs are written as contractions.

(Examples: did not = didnt is not = isnt
Contractions have not = havent)
The helping verb and not contract

into one word. An apostrophe
replaces the o in not.
1. Underline the contractions. Write the words they replace in the parentheses.
a. We couldnt enter the store until 9:00 a.m. ( could not )
b. The disappointed crowd didnt wait for the final score. ( )
c. Shouldnt you be in bed? ( )
d. Kang hasnt seen a lunar eclipse before. ( )
e. It isnt raining yet. ( )
f. Porter wasnt driving a red Ferrari. ( )
VERBS
2. Match and color the contractions with the words they replace. Use a different
color for each contraction.
a. doesnt had not e. didnt would not i. havent do not

b. wont were not f. wouldnt was not j. arent have not
c. hadnt does not g. cant cannot k. dont could not
d. werent will not h. wasnt did not l. couldnt are not
3. Rewrite in negative form using contractions.

a. The men are diving for pearls.
b. He was climbing up onto the roof.
c. Do you have a home computer?
d. The table has been set for dinner.
4. Complete the sentences.

a. His friends arent .
b. Wont you come ?
c. She hasnt bought .
STUDENT PAGE 43
A simple sentence has two parts: the subject and the

Verbs - Subject predicate. The verb ties the parts together.
Agreement A cheering crowd gathered along the shores of Catalina.

Verb
SUBJECT PREDICATE
1. Box the subject in each sentence.
a. After dark, nocturnal animals hunt for food.
b. Urick had failed in his quest to find the lost tribe of Slovia.
c. The bus stopped to pick up more passengers.
d. Within a month, the farmer had harvested his entire wheat crop.
e. The professor peered closely at the bubbling blue liquid in the test tube.
2. Underline the verb. Box the subject. To find the subject, ask who or what did
this.
a. During the holidays, Mr. and Mrs. Flynn visited Canada.
b. The long and winding road led to a quaint old farmhouse.
c. There are joggers down by the river.
VERBS
d. The children skipped through the soft carpet of fallen leaves.

e. Both adults and children enjoy the rides at the amusement park.
A singular subject has a singular verb. (Example: The mouse was frightened.)
A plural subject has a plural verb. (Example: The mice were frightened.)
3. Rewrite the sentences in plural form.

a. The climber stands at the peak of Mt. Everest.

b. The child is playing computer games.

c. The man was watching the Grand Prix on television.

d. A wild goose flies across the darkening sky.


STUDENT PAGE 44
Verbs - Many subjects and verbs are written as contractions.

(Examples: she will = shell, I would = Id,
Contractions we have = weve, they are = theyre)
Usually, a pronoun subject and a helping verb contract

to one word. An apostrophe marks the missing letters.
(Example: Youve been eating blueberries!)
1. Match and color the contractions with the words they replace. Use a different
color for each contraction.
Ill they have Im it is Ive we will
hes you have youre we have youll they would
theyve I will theyre you are hed you will
were she would its he will shes I have
VERBS
shed he is hell they are theyd he would
youve we are weve I am well she is
2. Circle the contractions. Write the two words in full.

a. She knew Id seen the movie before. I had
( )
b. Im so glad that youre finally here. ( ) ( )
c. Wed like her to come home when shes finished. ( ) ( )
d. Its exciting to think that well soon be in Prague. ( ) ( )
e. Youll be surprised how tall hes grown. ( ) ( )
f. Theyre late. I wonder if theyve lost their way. ( ) ( )
3. Circle the correct word in the parentheses.

a. If ( your youre ) sure ( its its ) safe, Ill come with you.
b. ( There Theyre ) very far from their seaside home.
c. ( Where Were ) leaving on the five oclock train.
d. Didnt you know that we ( were were ) leaving?
e. ( Were Were ) sure ( its its ) the best thing to do.
STUDENT PAGE 45
The infinitive is the simple form of the verb.

Verbs - (Examples: play, see, eat, catch) It is often preceded
by the word to. (Examples: I want to play chess. I
Infinitives want to see a movie. They like to eat popcorn. He
has to catch the bus.)
1. Add the missing infinitive.
a. She went to _______________ her elderly grandparents. research

b. They began to _______________ they had not gone so far. visit
c. Caleb wants to _______________ the planet Venus. board
d. I cant wait to _______________ my birthday gift. wish
open
e. John is waiting to _______________ the plane.
As a general rule, we do not split to from the infinitive. (Example: She

decided to walk home slowly NOT She decided to slowly walk home.)
2. Use a ^ to show where the missing words should be placed.

a. The recipe says to fry the onions. (gently)
VERBS
b. The detective started to study the clues. (carefully)

c. He began to limp back to the campground. (painfully)
d. Your job is to count the children on the bus. (simply)
e. I wanted to shout when I won first prize. (loudly)
3. Have some fun with infinitives. Work with a partner to decide on the meanings
of these idioms. Share your ideas with the class.
to keep it under your hat to turn over a new leaf

to hit the hay to see eye to eye
to smell a rat to go downhill
to pull someones leg to eat like a horse
to be dressed to kill to sit on the fence
to work like a dog to keep the ball rolling
to cost an arm and a leg to bring down the house
to beat around the bush to break the ice
to call it a day to make time

A word about VERB TENSE
Verbs have different tenses to show when things happen:
in the present in the past in the future

The plane is flying. The plane flew. The plane will fly.
How to write verbs in the PRESENT tense:

singularHe plays football.
the infinitive
pluralThey play football.
singularHe is playing football.
the (present) participle with a helper
pluralThey are playing football.
How to write verbs in the PAST tense:
singularHe played football.
the (past) participle
pluralThey played football.
singularHe was playing football.
the (present) participle with a helper
He has been playing football.
pluralThey were playing football.
They have been playing football.
singularHe has played football.
the (past) participle with a helper
pluralThey have played football.
How to write verbs in the FUTURE tense:
singularHe will play football.
the infinitive with the helpers shall and will
pluralThey will play football.
singularHe may play football.
may and might indicate a possible future
pluralThey might play football.
Future tense can be shown in other ways: I am going to play football.
Tomorrow, I will play football.
I am about to play football.

A word about VERB TENSE (cont.)
Tenses allow speakers and writers to express exactly what they want to say.
PRESENT TENSE VERBS
Tense Number 1st Person 2nd Person 3rd Person
Simple Singular I eat fish. You eat fish. He/She/It eats fish.
present Plural We eat fish. You eat fish. They eat fish.
Present Singular I am eating fish. You are eating fish. He/She/It is eating fish.
continuous Plural We are eating fish. You are eating fish. They are eating fish.
Present Singular I have eaten fish. You have eaten fish. He/She/It has eaten fish.
perfect Plural We have eaten fish. You have eaten fish. They have eaten fish.
Perfect Singular I have been eating fish. You have been eating fish. He/She/It has been eating fish.
continuous Plural We have been eating fish. You have been eating fish. They have been eating fish.
PAST TENSE VERBS

Simple Singular I ate fish. You ate fish. He/She/It ate fish.
past Plural We ate fish. You ate fish. They ate fish.
Past Singular I was eating fish. You were eating fish. He/She/It was eating fish.
continuous Plural We were eating fish. You were eating fish. They were eating fish.
Past Singular I had eaten fish. You had eaten fish. He/She/It had eaten fish.
perfect Plural We had eaten fish. You had eaten fish. They had eaten fish.
Perfect Singular I had been eating fish. You had been eating fish. He/She/It had been eating fish.
continuous Plural We had been eating fish. You had been eating fish. They had been eating fish.
FUTURE TENSE VERBS

Simple Singular I will eat fish. You will eat fish. He/She/It will eat fish.
future Plural We will eat fish. You will eat fish. They will eat fish.
Future Singular I will be eating fish. You will be eating fish. He/She/It will be eating fish.
continuous Plural We will be eating fish. You will be eating fish. They will be eating fish.
Future Singular I will have eaten fish. You will have eaten fish. He/She/It will have eaten fish.
perfect Plural We will have eaten fish. You will have eaten fish. They will have eaten fish.
Future Singular I will have been eating fish. You will have been eating fish. He/She/It will have been eating fish.
perfect
continuous Plural We will have been eating fish. You will have been eating fish. They will have been eating fish.
We can even add other verbs to clarify our meaning. Look at the examples below.
I could have been eating fish. They should be eating fish. He might have eaten fish. We can eat fish.

STUDENT PAGE 46
Verbs tell us when things are happening: in the

Verbs - Tense 1 present, in the past, or in the future.
1. Fill in the missing verb from these present tense happenings and then draw them.
S The sun _____ shining. A helicopter _____ hovering. Someone _____ knocking.
I
N
G
U
L
A
R
P The balls _____ bouncing. We _____ reading. They _____ skateboarding.
L
U
R
A
L
VERBS
2. Add a verb or verb group in the past tense.
a. The skydiver ________________________ to the ground.
b. The mountaineer ________________________ the high alpine peaks.
c. He ______________________ a taxi and ______________________ to the train station.
d. The athletes ________________________ flags for the final march.
e. Fearlessly, he ________________________ beneath the waves.
*Spelling alert! Regular past

Some letters tense is formed
3. Write the past tense change when ed
is added. by adding ed.
of these verbs.
a. gather f. stumble* k. throb*

b. float g. untie* l. scan*
c. unlock h. receive* m. hum*
d. display i. score* n. grin*
e. wander j. invite* o. spot*

STUDENT PAGE 47
Some past tense verbs are irregular in their spelling.

Verbs - Tense 2 They are not formed by adding ed to the infinitive.
1. Write the common past tense of the verbs below.

a. eat e. is i. run
b. give f. sing j. has
c. come g. grow k. stand
d. dig h. do l. break
2. Change the present tense verb (underlined) to past tense.

a. We buy eggs. bought f. We spend money.
b. I light a candle. g. He goes home.
c. He sees a crow. h. I catch a ball.
d. They sit on chairs. i. He throws darts.
e. She keeps a cow. j. We go to school.
3. Write sentences to say what you think you will be doing:

VERBS
a. tomorrow b. next week c. this evening d. at lunchtime e. when you grow up
a.

b.

c.

d.

e.

Go back and circle your verb phrases. These verbs show future tense.

STUDENT PAGE 48
Verbs play a colorful role in story writing. Writers

Verbs in recognize the power in verbs to create strong images
of movement, action, and behavior. Most narratives
Narrative are written in the past tense. Dialogue, however,
can slip from one tense to another.
1. Circle at least twenty past tense verbs in this story extract.

The Tale of a Ten-cent Coin
I clearly remember that Thursdaythe Thursday that changed my life

forever. It started quietly enough. I lay with an odd assortment of coins
on Mr. Grants bedside table. He usually left me behind these daysI
guess Im not worth much anymore.
Not so today. Today was different. I felt myself being scooped up with the rest of the
coins and dropped with a jingle, deep into a trouser pocket. Squashed at the bottom, I was
uncomfortable and more than a little breathless.
As Mr. Grant waited for the bus, he wrapped his pudgy fingers around a bunch of coins, with
me in the middle. He took us out of his pocket and spread us out on his palm. I guessed he was
counting out his fare. I couldnt help but think that I wouldnt be of any use to him, not with all
VERBS
those smart one and two dollar coins.
Just then the bus appeared at the corner. Mr. Grant closed his hand, but I felt myself slipping
through the crack in his fingers. The thunder of the approaching bus swallowed my cries as I
fell and hit the sidewalk spinning and jarring. The crunch of a boot grazed my side and sent me
flinging end over end into the street. The world spun out of control as I rolled helplessly towards
a grate. Then I was falling noiselessly, down, down, down. I landed in a soft puff of dust. Then all
was silent. So silent. At the bottom of my prison all was dark and dank and cold and dusty.
2. Now continue the story with some verbs of your own choice.
I dont know how long I __________ there in the silence. I lost track of time. I __________
that I was back in Mr. Grants room. I thought about all the rooms Id been in, all the pockets and
purses, and all the hands Id passed between.
Suddenly, something __________ my reverie. I listened. Rain? Unmistakably rain. I could

__________ it far above. I could __________ its wet fingers as it gathered and __________ into
my prison, turning my bed into mud, then lifting me and carrying me along in its strengthening
flow. Faster and faster I was __________ dizzily through a web of interconnecting tunnels. I was
__________ in the torrent now, but glad to be free of the silent dust.

STUDENT PAGE 49
Verbs play an important part in passing on factual

Verbs in information. They are definite about the way things
are. (Examples: Mt. Everest is the tallest mountain.
Reports Parrots live on a diet of fruit and seeds.)
1. Locate the verbs in this report. Make an observation about tense.

The Eiffel Tower
The Eiffel Tower was designed by Gustave Eiffel for the Worlds Fair
of 1889. It stands 352 meters above the Champs de Mars in Paris. The
tower is an elegant wrought-iron skeleton structure built from 6,400
metric tons of iron and steel. The Eiffel tower contains restaurants and a
television and weather station. Elevators and stairs lead to the top. For
many years, the Eiffel Tower was the highest structure in the world.
Observation:
2. Add the missing verbs to this report on mosquitoes.

VERBS
Mosquitoes
Mosquitoes _________ very small, slender, frail insects. They _________ only two wings
and _________ found in most parts of the world.
Mosquitoes breed in still water during the warmer months of the year. The female
mosquito _________ blood from humans so she is able to _________ her eggs.
Mosquito bites _________ swollen, itchy spots on the skin that _________ very irritating.
In many parts of the world, mosquitoes _________ diseases
such as yellow fever and malaria. Many humans have died as
a result of mosquito bites.
In most areas, most mosquitoes _________ harmless

though annoying. Some, however, _________ carriers of
diseases like dengue fever and Ross River fever, which cause
severe joint pain. Although they _________ small and fragile,
mosquitoes remain the most irritating of all insects to humans.

STUDENT PAGE 50
Verbs play an important part in giving instructions

Verbs in about how to do or make something. Most instructions
are written as commands. Each instruction is
Procedures introduced by a verb in the present tense.
1. Choose the correct verbs from the box to complete this recipe.
Bread and Butter Custard

INGREDIENTS:
4 slices of white bread, buttered 2 tablespoons sugar
cup raisins 2 cups milk
3 eggs pinch salt sugar
METHOD:
_______________ crusts from buttered bread.
_______________ bread into finger-sized pieces.
_______________ the pieces in a pie plate, buttered side down, in layers.
_______________ raisins between layers.
_______________ eggs, sugar, and salt together in a bowl.
VERBS
_______________ milk.
_______________ until the sugar has dissolved.
_______________ over the top of the bread.
_______________ in a baking dish of hot water.
_______________ at 350F for 40 minutes, or until custard is set.
The top should be golden brown.
Stir Cut Place Arrange Add

Bake Sprinkle Remove Beat Pour
2. Write some instructions for making your favorite sandwich.

STUDENT PAGE 51
Some suffixes (word endings) point out the verbs.

Verbs with (Examples: separate, operate, weaken, lengthen,
gargle, huddle, advertise, recognize.) The endings
Suffixes 1 ing and ed are common verb suffixes.
1. Add the correct ending to the underlined verbs in this extract.

The Nemean Lion
A savage lion live on the moon, in a cave of gray rock. At night, it lay sleep ,
huddled in a corner for warmth. By day, it hunt . But there was no food on the moon, and
the lion grew hungrier and fiercer. At last, it could bear it no longer. It lay wait until the
moon-goddess, Selene, gallop past in her chariot. He pounce on one of her chariot
horses. Just in time, Selene flick the horses with her whip and the chariot went flash
out of range. The lion miss its footing and plunge down through the sky like a shooting
star. It land on Earth, in Nemea in Greece. Like all cats, it fell on its feet, and so was
unharmed. It look around with angry yellow eyes, still ravenous for food. It saw an olive
tree, a cave, and a boy play .
VERBS
2. All the verbs below end in the suffix er. Here is a quick quiz for you.
Name something that . . .
a. would make your teeth chatter. ________________________
b. you would consider to be heavy. ________________________
c. might flicker in the dark. ________________________
d. might make you snicker. ________________________
e. would meander. ________________________
f. you could hammer flat. ________________________
g. would shimmer in the light. ________________________
h. you will always remember. ________________________
3. Write sentences around the verbs: recognize, criticize, apologize.

STUDENT PAGE 52
Verbs with Suffixes change the way words are used. Suffixes
en, ate, and ify indicate verbs.
Suffixes 2
1. Search out the verbs. They all end in the suffix le.
gargle S W S L G U K R T
stumble T R E M B L E H E
juggle R C H U C K L E L
chuckle
U R D J A B G L K
startle
G O S U I F N T R
tremble
G A R G L E A R A
struggle
sidle L O P G N F D A P
sparkle E M E L B M U T S
dangle N E D E L D I S E
2. Add the missing verbs. Use the suffix ify. Check your spelling.
a. I know a thunderstorm would __________________ my kitten. (terror)
VERBS
b. Put your hand up to __________________ you are ready. (sign)
c. Im sorry I could not __________________ you earlier. (note)
d. The council will __________________ our city parklands. (beauty)
e. Could you __________________ the person you saw at the window? (identity)
3. Use the correct verb from the list.

a. The police will __________________ the robbery. irrigate
b. Did the doctor need to __________________ on her patient? operate
c. Will they __________________ the building site? nominate
d. I intend to __________________ Joel for school captain. investigate
e. The farmer needs to __________________ his cotton crop. excavate
4. Match the antonyms (opposites).

a. shorten weaken
b. darken tighten
c. strengthen lighten
d. loosen lengthen
STUDENT PAGE 53
Some words can be used as both a noun and a verb.

Homographs and These words are called homographs. (Example:
She rocks the cradle. / She threw rocks into the
Homophones creek.)
1. Indicate whether the underlined words are nouns (N) or verbs (V).
a. I had a free pass ( ) to the tennis match. ( )
b. He held onto the post ( ) with all his might. ( )
c. He will train ( ) his dog to pick up his walking stick. ( )
d. Autumn leaves ( ) litter ( ) the sidewalk.
e. They race ( ) round the block ( ) every day.
2. Use waves and roll in sentencesfirst as a verb, then as a noun.

VERBS
Some words are pronounced in the same way, but have different spelling be bee
and different meaning. These words are called homophones. alter altar
hear here
3. Circle the correct word in the parentheses. daze days
a. The anxious father ( paced paste ) the floor. see sea
b. Ointment will help to ( heel heal ) the wound.
c. She was a ( guessed guest ) at the wedding.
d. They all ( knew new ) the answer to the first question.
e. If you ( break brake ) the vase, you must ( by buy ) me another.
4. Write sentences to show the meanings of each homophone:

wear, ware choose, chews

Assessment Verbs
CHECK 1: Underline ten verbs or verb phrases in this story extract. /10
Bobbie Sox had a bee in her bonnet!
She sat at her kitchen table with a soft pencil and a blank sketchpad. She began to hum
as she scribbled in her sketchpad. Scrunched balls of paper soon littered the floor around her.
She mumbled. She pursed her lips. She sat back in her chair and looked at the ceiling. She
scribbled some more . . .
CHECK 2: Write the contraction of the underlined words. /5
a. We could not see the house in the fog.

b. They are playing indoor games.
c. Mr. Jones said he would soon be eighty.
d. Can you not see where you are going?
e. You are just in time for tea.
CHECK 3: Add the correct suffix: ing or ed. /10
VERBS
One day, a boy and his dog were walk____ along a wide, sandy beach. The boy whistle____
as he walk____. The dog follow____ closely behind. They had not walk____ far, when the dog
spot____ a crab. He chase____ the tiny creature, bark____ and snap____ his teeth. The crab
scurry____ away.
CHECK 4: Spot the mistakes. Rewrite the sentences correctly. /5

a. I done my homework.

b. They seen the latest James Bond movie.

c. Its too late to go to the park now.

d. There going to walk to Table Top Mountain.

e. Has she went with them?

Assessment Verbs
CHECK 5: Find the verb or verb phrase in each sentence. /10
Circle the verbs in the PAST tense.
Underline the verbs in the PRESENT tense.
Box the verbs in the FUTURE tense.
a. The concert will begin at eight oclock tonight.
b. Beat the butter and sugar until creamy.
c. Debbie bought a gold and garnet ring.
d. The farmer is planting a crop of oats.
e. The people will vote in an election in November.
f. Many stone buildings were built by convicts.
g. Jordan and his brother are playing chess.
h. Sammi drove to the coast in her sports car.
i. Vermeer painted many beautiful portraits.

VERBS
j. We will enter the rowing competition.
CHECK 6: Write three sentences using the verbs below. Choose your tense. /3
qualify advertise wonder stumble strengthen

CHECK 7: Write a verb form of the words below. /2
a. horror ______________________ b. terror ____________________
CHECK 8: Write these words as contractions. /5

a. they have b. we are c. it is d. he will e. I am
____________ ____________ ____________ ____________ ____________
Student Name: _____________________________

Date: ___________ Total Score: _____/50
ADVERBS
to
A Note her
a
the Te c
Adverbs are the words that add meaning to the actions of people, places,
While nouns give the events, and objects. They tell us how, when, and where things happen.
things around us a name,
adjectives give them a
face, and verbs give them
something to do or say. Adverbs add meaning to the following: Interrogative adverbs are used to ask
a verb (e.g., He runs fast.) certain questions.
Adverbs are the words
that create the context of a n adjective (e.g., He is a very fast e.g., How are you? Where did you
those actions. runner.) come from? Why have you come?
a nother adverb (e.g., He runs too When will you go?
They tell us about the
fast for me.)
movements, mood, Negative adverbs are used to make
mannerisms, and body Different adverbs have different jobs to sentences negative.
language of the people or do.
e.g., I do not agree.
objects involved. They have not come yet.
Adverbs of manner tell how something
They tell us about the is done. In speech and informal writing, they are
times and the places e.g., He nodded anxiously. She spoke often written as contractions.
where events occur. slowly. e.g., I dont agree.
Many adverbs of manner end in ly. They havent come yet.
e.g., quickly, lazily, fiercely, silently, Affirmative adverbs give the sentence
busily, angrily, warily a positive feel.
Note: Some words ending in ly are e.g., yes, certainly, undoubtedly, surely
adjectives.
e.g., surly man, early bird, curly hair Modal adverbs add a sense of
It is easy to spot the adverbs. They add possibility.
meaning to verbs, adjectives, and other e.g., We probably will go.
adverbsnever to nouns. She possibly wont.
Perhaps you will.
Adverbs of time tell when things
happen. Adverbs of degree show the extent to
e.g., yesterday, tomorrow, long ago, which something happens.
next week, on Tuesday, now
e.g., very, almost, nearly, scarcely,
Adverbs of time also tell how often completely, absolutely
things happen.
Adverbs, like adjectives, also have three
e.g., often, seldom, usually,
forms:
occasionally, once, twice, daily
p ositive degree
Adverbs of place tell where things are e.g., He shouted loudly.
happening. c omparative degree
e.g., here, there, everywhere, e.g., He shouted more loudly still.
somewhere, away, around s uperlative degree
e.g., He shouted most loudly of all.

TEACHING NOTES ADVERBS
Generally, we add er or est to adverbs of one syllable. Adverbs ending in ly have more or most before them.
e.g., high, higher, highest; hard, harder, hardest e.g., silently, more silently, most silently
Thus, some adverbs of degree will look like adjectives. Some adverbs of degree are irregular.
Always remember that adverbs add meaning to verbs,
adjectives, and other adverbsnever to nouns. e.g., well, better, best; much, more, most; badly, worse,
worst
Reviewing adverbs Discuss how the adverbs give a much clearer

picture of how, when, and where things happen.
Remind the students of the ways we use adverbs. Ask the students to write two sentences about the
Adverbs are words that tell us how, when, and man, using different adverbs. Share and discuss
where things happen. Write the following several examples.
sentence on the board:
Remind students that adverbs can also say more
The man drove. about adjectives and other adverbs.
Ask students to jot down some adverbs to say Write the following sentence:
how he drove. Share and list several responses.
The man always drove there extremely
e.g., recklessly, dangerously, safely, carefully, cautiously.
cautiously
Discuss the use of adverbs to modify or intensify
Next, write the following sentence: adjectives and other adverbs. List some on the
The man drove cautiously. board.
Ask students to jot down some adverbs to say e.g., very, extremely, absolutely, quite, fairly,
where he drove. Share and list several responses. rather
e.g., anywhere, everywhere, somewhere, here, Ask the students to write two other sentences
there about the man, using some of these adverbs to
alter the meaning a little.
Now write the following sentence:
The man drove there cautiously.
Ask students to jot down some adverbs to say
when he drove. Share and list several responses.
e.g., yesterday, recently, sometimes, often,
occasionally
Write the following sentence:
The man always drove there cautiously.

ADVERBS TEACHING NOTES
Exploring
ADVERBS
Thinking Mats
Provide a range of books, magazines
, and
newspapers. Divide the class into gro
ups of four.
Give each group a thinking mat as
illustrated, with
ly written in the center. Each of the
four students
sits facing a quadrant.
ious
e r s ions om the preuvr.
Conv ists
fr
s of
fo
ords
the l e group these w jective
u rn
-ly Ret ity to th most of m an ad y from
l
activ ain that rmed fro ; grand ).
l e
Exp been fo rom saf m peace les
e f u
Ask the students to skim the reading hav safely fully fro elling r ily,
., e p s
materials and, (e.g d; peac some s mes ea the
without speaking, list as many adverb o k
s as they gran uss how asy bec ly). As the
can, which end in ly. Allow 1015 min c e
Dis (e.g., es ang conver es.
r i t
utes. One y v
student then reads the words that he o
app y becom tempt t adjecti llect or
l
or she has t o o
written. The others cross out any the r
y have that are ang nts to a eir list t ring. C
e
the same. Repeat for each student. stud rbs in th roup sha
The group then makes a list of their wor adve with a g lists.
left-hand side of a separate sheet of pap
ds down the End ay their
l
time for sharing. Collect or display lists
er. Allow disp
.
Adverb Sorts
Prepare a number of sets of adverb wor
d
cards. Each set has 24 cardseight
adverbs of manner, eight adverbs of tim
e,
and eight adverbs of place. Store sets
in
plastic, zipper bags. Divide the class
into
pairs or small groups. Give each gro
up a
set of adverbs and ask them to sort them
into how, when, and where adv
erbs.
Groups report back to the class. Word
cards
are returned to the bags for reuse.

STUDENT PAGE 54
Adverbs - Manner, Adverbs add meaning to verbs, adjectives, and

other adverbs. (Examples: She runs fast. She is a
Time, Place 1 very fast runner. She runs too fast for me.)
There are three types of adverbs that say more about verbs.
Mannertells how an action occurs.
Timetells when an action occurs.
Placetells where an action occurs.
1. The adverb in each sentence is underlined. Does it say how or when or where
about the verb?
a. Bluejays often come to drink in our bird bath.
b. I couldnt find my car keys anywhere.
c. Tomorrow we are going to visit the historical museum.
d. She spoke hesitantly, as if she didnt know what to say.
e. Sit here and wait till I come back.
ADVERBS
f. Dad was pleasantly surprised when he opened his gift.
2. Underline the adverbs in each sentence. Remember adverbs tell how, when,
and where.
a. Donna is catching a train early this morning.
b. He tapped his fingers impatiently on the table.
c. I will stay here with all my friends.
d. The farmers looked anxiously at the dark storm clouds.
e. I seldom see my cousin since she left our town.
f. Sometimes my brother and I go walking.
g. The man always drives carefully.
3. Use the following adverbs in sentences: everywhere, occasionally, kindly.

STUDENT PAGE 55
Adverbs - Manner, Adverbs add meaning to verbs. They tell us how,

when, and where things happen.
Time, Place 2
1. Add an adverb from those listed below.
upwards once yesterday sideways

sometimes gracefully often busily
a. The couple waltzed ____________________ round the dance floor. (how)

b. ____________________ I went to the science museum. (when)
c. The students worked ____________________ on their clay models. (how)
d. We ____________________ go skiing in winter. (when)
e. Tiny crabs scuttled ____________________ across the sand. (where)
f. The helicopter lifted ____________________ into the air. (where)
2. The adverbs have been underlined. Draw an arrow from the adverb to the verb
ADVERBS
it tells about. Do the adverbs say how, when, or where about the verb?
a. Linton called excitedly to his friends. how
b. Occasionally, we go swimming in the creek.
c. If you arrive late, you may not get a seat.
d. Sit there and read your book quietly.
e. Autumn leaves fell down on the soft ground.
f. Our cousins arrived from Sweden yesterday.
3. Write sentences using the following adverbs: homewards, tomorrow, sadly.

STUDENT PAGE 56
Adverbs - Adverbs add meaning to adjectives and other

adverbs. These adverbs modify or intensify the
Intensify meaning. Look at the examples below.
extremely fit very old fairly slow nearly there
and Modify (intensifiers) (modifiers)
1. Complete the sentences with adverbs from the box. Compare your answers
with others. Note how the choice of adverb modifies or intensifies the meaning.
entirely very too overly quite fairly

deeply somewhat extremely rather absolutely really
a. The building was constructed from ________________ new materials.

b. We were not ________________ concerned about the results of the match.
c. I am ________________ puzzled by your answer.
d. The journey was ________________ long and ________________ tiring.
e. He was ________________ worried about the situation on the island.
ADVERBS
f. She was feeling ________________ lonely and ________________ unhappy.

g. We know they are ________________ slow creatures.
h. I am not ________________ sure they are telling the truth.
2. Write sentences with theses modified adjectives.

quite long rather silly almost ripe

3. Write sentences with these intensified adjectives.

incredibly bright extremely fast deeply troubled


STUDENT PAGE 57
Adverbs need to be placed correctly in a sentence,

Adverbs or they can change or confuse the meaning. These
adverbs are often misplaced: only, just, also, almost,
Showing Degree even, mainly. These adverbs should be placed before
the words they modify.
1. Place a ^ where you think the adverbs should go. Compare your answers with
your classmates. Note any differences in meaning.
a. Fritz gave Fred three dollars. (only)
b. He got home as the sun went down. (just)
c. Michelle was told to rewrite her report. (also)
d. It was Jonah who was to blame. (mainly)
e. Amy thought she saw a falling star. (even)
2. Write sentences using: just, only, also.

ADVERBS
Like adjectives, adverbs show degree. And like adjectives,
many are formed by adding er and est. Adverbs ending in
ly need more or most. Look at the examples below.
soon, sooner, soonest evenly, more evenly, most evenly
3. Color the matching 4. Complete the table using

adverbs of degree. more and most.
Adverb Comparative Superlative Adverb Comparative Superlative
late harder highest easily more easily most easily

early farther hardest often
high later earliest carefully
hard higher farthest eagerly

far earlier latest happily

STUDENT PAGE 58
Adverbs Ending Many adverbs are formed by adding ly to the

adjective. Look at the examples below.
in ly quick, quickly helpful, helpfully lazy, lazily
1. Complete the sentences by adding adverbs. Make the adverbs by adding ly to

the adjectives in the box. Note your spelling. Use a dictionary, if needed.
a. Jenny smiled __________________ at her mother. unusual

b. It rained __________________ for days and days. steady
c. __________________, we had brought raincoats with us. patient
d. Fiona listened __________________ to her brothers story. safe
e. The plane landed __________________ on the wet runway. grateful
f. That morning the street was __________________ quiet. fortunate
2. Have some fun with adverbs. Complete each alliterative sentences with
an adverb. The first one has been done for you.
a. Roger runs recklessly round the rugged rocks.
ADVERBS
b. Jordan juggles jellybeans ____________.

c. Cameron ____________ carries carrots and corn.
d. Pink poodles parade ____________ in the park.
e. Martin motored ____________ in the mountains.
f. Sausages sizzle ____________ in the silver saucepan.
3. Write three more alliterative sentences of your own.

4. Circle the correct word in parentheses.

a. ( Gentle Gently ), they placed the grapes in the crate.
b. We cheered ( loud loudly ) for the marathon runners.
c. I could hear a ( faint faintly ) sound behind the door.
d. Sit ( quiet quietly ) beside your big sister.
e. He is very ( kind kindly ) to his pets.

STUDENT PAGE 59
Adverbs - Adverbs can show actions in opposite ways. These

adverbs are called antonyms.
Antonyms (Example: Was she speaking loudly or softly?)
1. To complete each sentence, write an antonym for the adverb underlined.

a. The puppy ran here, ____________, and everywhere.
b. I always come here, but he ____________ does.
c. You go now, and Ill come ____________.
d. She did ____________ in the test, but I did badly.
e. While Ben went ____________, we traveled south.
2. Write the antonyms, then complete the word search.
strongly Y G L O U D L Y K R
sadly L S M O O T H L Y B
usually
H I G H P R Q K L D
ADVERBS
forwards
G E A R L Y U A I E
inside
high U D A C K W A E P V
below T I G H T L Y W P O
roughly R S D R A W K C A B
quickly
D T S L O W L Y H A
late
R U N U S U A L L Y
loosely
L O W Y L W O X S D
softly
3. Use these words in sentences: inside out upside down


STUDENT PAGE 60
Some adverbs are used to ask questions.

Interrogative How? When? Where? Why?
These questions are useful when doing research and
Adverbs taking notes.
Where is the Great Pyramid?

How was it constructed?
When was it finished?
Why was it built?
1. Complete the sentences with interrogative adverbs.

a. ________________________ did you last go fishing?
b. ________________________ are you wearing odd socks?
c. ________________________ can I buy an old rocking chair?
d. ________________________ do I get to the train station?
e. ________________________ do you leave for Thailand?
ADVERBS
2. Answer the following questions.

a. When do we celebrate Independence Day?
b. How many legs does a spider have?
c. Where would you buy cheese?
d. Why do surgeons wear gloves?
e. Where is the Statue of Liberty?
3. Write five questions about this text. Ask a classmate to answer your questions.
Florence Nightingale was born in Italy in 1820, but she grew up in England. The daughter
of a wealthy family, she was bright and well educated. Against her parents wishes, she
decided to become a nurse. A war had broken out against Russia in the Crimean Peninsula.
Florence was asked to go there to nurse the wounded soldiers. She took very great care
of the men. Each night she would walk through the wards to make sure the soldiers were
comfortable. She became affectionately known as The Lady with the Lamp. After the war,
she returned to England in poor health and did not nurse again. She died in 1910 at the age
of ninety.
Assessment Adverbs
CHECK 1: Add a suitable adverb. /4
a. He walked ____________ into the damp, dark cave. (how)
b. ____________ I will play tennis with Patrick. (when)
c. We are going ____________ for a vacation in August. (where)
d. Ill mail the letter ____________. (when)
CHECK 2: Add different adverbs to intensify (strengthen) meaning. /3

An adverb cannot be used twice.
a. We were ____________ pleased when our team came first.
b. He is ____________ fit and healthy.
c. I am ____________ glad you like your gift.
CHECK 3: Add different adverbs to modify (soften) meaning. /3
ADVERBS
a. She looked ____________ disappointed when I left to go home.
b. Jesse was ____________ scared when the storm struck.
c. I am glad we are ____________ there.
CHECK 4: Write two sentences for each wordfirst as an adverb, then as an

adjective. /6
early hard round


Assessment Adverbs
CHECK 5: Form adverbs from these adjectives. /5
a. heavy b. quiet c. fortunate d. pleasant e. safe
____________ ____________ ____________ ____________ ____________
CHECK 6: Add an interrogative verb. /4

a. ____________ did you find such beautiful shells?
b. ____________ do you make burritos?
c. ____________ are you traveling to India?
d. ____________ are you standing in the rain?
CHECK 7: Write antonyms for the following: /5

a. strongly b. later c. luckily d. here e. smoothly
____________ ____________ ____________ ____________ ____________
CHECK 8: The adverbs are underlined. Draw a line to the verbs to which
ADVERBS
they add meaning. Do they tell how, when, or where? /5

a. Niko darted sideways and grabbed the ball.
b. Volunteers worked tirelessly to repair the stadium.
c. Suddenly, an avalanche rolled down the mountain slope.
d. There she was, on a hill, painting a landscape.
e. The horse paced restlessly about the stable.
CHECK 9: Underline all the adverbs. /15

a. I woke very early this morning and now Im rather tired.
b. Jacob stood there patiently for about ten minutes.
c. Sometimes a flock of wild geese fly noisily overhead.
d. I screamed so loudly that the mouse scurried away quickly.
e. My kite blew away and landed upside down in those trees.
Student Name: _____________________________

Date: ___________ Total Score: _____/50
PREPOSITIONS & PHRASES
to
A Note her
a
the Te c
Prepositions are little words whose job is to tell us about the position of someone or something.
Now we come to A phrase is a group of words without a verb or subject, often beginning with a preposition.
prepositions, a wonderful
bundle of bread-and-
butter words that
mean almost nothing A preposition introduces a phrase, a a past participle
on their own, but have group of words containing a noun or e.g., We found a kitten abandoned
the important job of pronoun, but no verb. in the street.
positioning people and e.g., My hand could be. . . on the table, a n infinitive
objects in space. They above the table, under the table, e.g., I got a message to wait here.
often stand at the front of beside the table, over the table,
a group of words called a below the table, behind the table, Noun phrases (what?) do the same
phrase, and give language on top of the table, etc. work as nouns.
its rhythmical flair. e.g., W
alking every day is good exercise.
Other examples include the following:
Jack and Jill went out for Edward, to her, among the chickens, I like climbing trees.
their back door, up the until tomorrow.
hill, and over the top,
Adverbial phrases do the same work
Phrases add meaning and detail to as adverbs. There are four types of
down the lane, into the
sentences. adverbial phrases.
park, up the tree and over
the fence, into the barn, e.g., They are walking in the park. T
ime (when?)
among the cows, through They are walking along the beach. e.g., I meet my friends after school.
the paddock, in front of They are walking to get some On weekends we like to go fishing.
the fence, behind the gate fresh air. P
lace (where?)
. . . and sat under the Different phrases have different jobs to e.g., Put the box on the table.
apple tree. do. The cat is under my chair.
M
anner (how?)
Phrases, having no verb
Prepositional phrases begin with a e.g., He pushed with all his strength.
or subject, only make
preposition. She waited with great patience.
sense within a sentence,
never on their own. e.g., into the park, over the road, beside R
eason (why?)
However, readers would the creek, under the tank, up the e.g., The game was stopped
get little information ladder, around the bend because of rain.
without the use of a They worked hard to earn some
Adjectival phrases (which?) do the money.
phrase.
same work as adjectives. They can
begin with the following:
a preposition
e.g., A boy with red hair walked
past the window.
a present participle
e.g., The diver, wearing a wet suit,
slipped into the sea.

TEACHING NOTES PREPOSITIONS & PHRASES
Reviewing prepositions and phrases Explain that the work of these phrases is to
say when the man drove.
Write a short sentence starter on the board.
Restate that a phrase is a group of words
e.g., The man drove . . . with no verb. Tell the students that phrases
can do the same work as adjectives, adverbs,
Ask the students to give you some words to and nouns. (Introduce adjectival and noun
add that could tell you where he drove. They phrases in later lessons.) Tell them that
will probably respond with phrases. Write without phrases, you often dont get enough
these in a list and select students to read the information. Illustrate with the starter and the
created sentences. sentences that students have just created by
e.g., The man drove down the street. adding phrases.
along the road.
to San Deigo. Write one phrase on the board (e.g., over the
under a bridge. hill).
Introduce the word phrasea group of words Explain that the first word in a phrase is very
with no verb. Explain that the work of these often a preposition. This is a word that puts
phrases is to say where the man drove. people and things in certain positions (e.g., up
the ladder, down the ladder). Ask what makes
Rewrite the sentence and add a phrase such the two phrases different. Try some others
as at high speed. Explain that this tells us (e.g., in the box, beside the box; over the gate,
how the man drove. Ask them to give you under the gate).
some more (e.g., at top speed, in a dangerous Go back and ask the students to pick out the
manner, below/above the speed limit). prepositions in the earlier phrases, and circle
them.
Again talk about what a phrase is. Explain
that the work of these phrases is to say how Have a list of commonly used prepositions
the man drove. prepared. Display and ask students to think
of a phrase beginning with a preposition from
Now ask the students to add a phrase that says the list.
when the man drove. Write their answers
(e.g., last week, on Friday, all through the Ask the students to write a phrase beginning
night). Select students to read the newly with a preposition. Then ask them to use their
created sentences. phrase in a sentence. Take time to share and
discuss their responses.
PREPOSITIONS
aboard at down of to
about before during off towards
above behind except on under
across below for over until
after beneath from past up
against beside in since upon
along between into through with
among by near until without
around
prepositions & phrases TEACHING NOTES
Exploring
PREPOSITIONS & PHRASES
Leaves Fall
Divide the class into groups of four, eac
h with a large sheet of paper
and a marking pen. Give each group
one of three topicsLeaves, Rain,
Snow. Ask some groups to list phr
ases to describe their topic (adjectival
phrases). Ask other groups to write
phrases that say where, how, or whe
these fall (adverbial phrases). Look at n
the examples below.
leaveson the roof, against the fen
ce, with wrinkled faces, in autumn,
in dancing colors, of sunny-warm hue
raindown the drain, into gullies,
during summer storm, in large
drops, like dazzling diamonds
snowlike tiny feathers, on high mo
untain tops, over the sleeping city,
in silence
It is recommended that the students
do this over two sessions, so they
get to deeper, more imaginative levels
of thinking. Share and display their
lists. These lists could become the bas
is for writing poetry.
Sentence Scramble D e liver ontaininpgharases

d a nd ips c bial
str ,er et
ard nd adv the stre with
Prepare some sentence str
ips using this pattern: Stan om e c
al a up g, e
e describing subject + are s adjectiv station, roken le nder th
subject + adjectival phras rep
P e of tra i n ha b rk , u
phrase. rang , to the ver, wit n the pa
past tense verb + adverbial .
ay hair + limped + (e.g ss the ri beard, i rd
e.g., An old lady + with gr ac o g, grey
r w o wo a shor e
t
past the shop window. r t t e h
a lon etc.). eo ri t
ys + hurried + to , e nt on rase. W such as og.
e.g., A noisy group + of bo be d stu d ph rd,
ach ining a the boa lking he or a
rd
the park. e e
Giv s conta rter on is wa king f dy,
a
You will need five strips
to make a set. Cut each card ence sta he lady u are loo after l hose
T
and place in a bag. sen wing: ents yo placed . Ask t e
t
sentence into its four parts follo the stud ould be entence ld mak and
s for each pair or
You will need a set of card s
Tell se that c of the ses wo l who st ge
u
ity. Divide the class
group engaged in the activ a
phr the en ose phr llow al s to jud make
a d
, and give each a set of t
or a ents wh d up. A the clas do not epeat,
into pairs or small groups
rearrange the cards stud e to stan d. Ask es do or acies. R
cards. Ask the students to
sense. Share some sens respon sentenc inaccur s.
into sentences that make o
responses. Now ask the stu
dents to make the up t ther the uss any starter
e
n with their word cards w e e. Disc sentenc
h
funniest sentence they ca n s
se g othe r
. When the activity is
and write it down to share usin
bags for reuse.
complete, return cards to

STUDENT PAGE 61
Prepositions A phrase is a group of words within a sentence. The

group has no verb. (Examples: in the library, on the
& Phrases shelf, at the skate park, after the dance, off to sleep)
1. Phrases add important information. Join the parts to make sense.

a. The weary sailors returned in the blink of an eye.
b. There were severe water restrictions in such polluted water.
c. The meteor disappeared on the walls of the cave.
d. There are ancient rock paintings after months at sea.
e. You will not be able to swim during the drought.
2. Write three possible phrases to complete the sentences.
.
a. The hot air balloon floated .
.

PREPOSITIONS
b. An old man walked past our gate.

& PHRASES
.
c. Wild horses thundered .
.
d. there are many wild creatures.

STUDENT PAGE 62
Many phrases begin with a preposition (Examples:

Prepositions among the rubbish, beneath the sea, at noon, in a
feeding frenzy). Prepositions position people and
things in space.
1. Write some phrases beginning with

about between over different prepositions.
above by past
across down since

after during through
against except till
along for to
among from towards

around in under

before into until
behind near up
below of upon
beneath off with

beside on without

2. Choose prepositions to fill the gaps.
PREPOSITIONS
& PHRASES
a. I will not go ____________ you ____________ that cave.
b. ____________ the night, we had a shower ____________ rain.
c. He stood ____________ top of the mountain and looked
____________ his new land.
d. Pick a number ____________ one and ten.
e. The horse galloped ____________ the open gate.
f. There are gardens of coral ____________ the sea.
g. We run ____________ the track twice each morning.
h. They cast their votes ____________ the election.
i. Is it far ____________ California ____________ Utah?
j. Flowering native trees grow ____________ the riverbank.

STUDENT PAGE 63
Adjectival phrases do the same work as adjectives.

Adjectival (Example: the girl with blue eyes, a box of
chocolates, the bird in the cage) They can begin with
Phrases prepositions, participles, or infinitives. (Examples:
the boy in the blue cap, the boy wearing a blue cap, a
message to wear a blue cap)
1. The adjectival phrases have been underlined. Circle the nouns they describe.
Note the position of the adjectival phrase.
a. The shoes in the box are new and expensive.
b. The boy riding that horse is only six-years-old.
c. She handed the note from her mother to the teacher.
d. Mr. Brodie is proud of the flowering orchids in his greenhouse.
e. At the corner shop, we bought two bags of potato chips.
f. The students, dressed in school uniforms, arrived at the history museum.
2. Choose an adjectival phrase to complete each sentence.
wearing colorful silks tied with silver ribbon wearing a brave smile
of sandwiches beneath our feet with sequins around the hem
a. At the picnic we shared a plate .

b. Her gift was in a box .
PREPOSITIONS
& PHRASES
c. The leaves are crisp and brown.

d. Miss Betts finally decided to buy the dress .
e. The jockeys, , lined their horses up at the barrier.
f. Little Miss Ginny, , stepped out onto the stage.
3. Dont misplace adjectival phrases! Rewrite these sentences correctly.

a. The students went to see the elephants wearing their broad-brimmed hats.

b. The boys were a menace to the walkers riding around in the park.

c. The tourists with their webbed feet enjoyed seeing the platypuses.

STUDENT PAGE 64
Adverbial Adverbial phrases do the same work as adverbs.

(Example: He ran past the gate. The sun set in the
Phrases west. She arrived home before dark.)
Adverbial phrases tell us how,

when, where, and why things
happen.
1. Do the adverbial phrases say how, when, where, or why?

a. Ferries chug across the brown, slow-flowing river.
b. I need twenty dollars for a ticket to the soccer game.
c. Without fear, the skier set off down the mountain.
d. There was little or no rain during April.
e. Wait for me!
f. They dived beneath the waves in search of the wrecked ship.
g. The sale will continue until June 30.
h. On Christmas morning, I woke up with great excitement.
2. Add the missing adverbs or adverbial phrases.
PREPOSITIONS
& PHRASES
everywhere in a corner somewhere in a glass case
to the marketplace near the main railway station sometimes
to add to my collection at bargain prices
During the holidays, I like to go (where) .

It is a busy, bustling place (where) .
There are hundreds of tiny stalls, selling food, clothing, books, and jewelry
(how) . It is a colorful, noisy exciting place.
I like to collect old coins. I look (where) for them.

(when) , Im lucky and find a stall tucked away
(where) . Often the stall keeper has some rare old
coins (where) on his table. Unfortunately, I can
seldom afford to buy any. However, I can usually pick up an old penny or a foreign
coin (why) _________________________________.
STUDENT PAGE 65
Noun phrases do the same work as nouns.

Noun Phrases (Examples: Walking every day is good exercise. I
like climbing trees.)
Noun phrases can be the subject of a sentence.

(Example: Playing the piano is great fun.)
Noun phrases can be the object of a sentence.
(Example: I like walking my dog.)
1. Underline the noun phrases in these sentences.

a. We wanted to go swimming on Sunday.
b. Being team captain was her greatest dream.
c. Seeing you there was such a surprise.
d. We must learn to care for each other.
e. Riding skateboards is not allowed here!
2. Select a noun phrase to complete each sentence.
climbing Mt. Everest to fly solo leaving all my friends

to get home growing orchids waiting patiently
a. Mr. Costa enjoys in his greenhouse.
b. was really sad.

PREPOSITIONS
& PHRASES
c. Jayden wanted before nightfall.
d. is hard when you are really excited.
e. was Sir Edmund Hillarys greatest achievement.
f. Smithys dream was across the Atlantic Ocean.
3. Write four sentences using the following noun phrases:

playing the violin eating popcorn to sing a song flying kites

Assessment
Prepositions & Phrases
CHECK 1: Underline the phrases. /10
On Saturday morning, we drove to Leslie Dam for the day. We had a picnic lunch in a
shady area overlooking the dam wall. In the afternoon, we went boating on the calm water.
Later, we played a game of football on the grassy banks with some other families.
CHECK 2: Build sentences around these phrases. /5

a. without any money c. after the flood e. in London
b. during the carnival d. with large claws
a.
b.
c.
d.
e.
CHECK 3: Do the adverbial phrases tell us how, when, where, or why? /5

a. Italy, shaped like a boot, extends into the Mediterranean Sea.
b. During the winter months, many families go skiing in the high Alps.
PREPOSITIONS
c. Many tourists visit Rome to see the spectacular churches and museums.
& PHRASES
d. People travel all over the country by road and train.
e. In 79 a.d., Mt. Vesuvius erupted and destroyed the town of Pompeii.
CHECK 4: Use an arrow to show which noun or pronoun the adjectival

phrase describes. /5
a The man in the blue overcoat quickly left the building.
b. Everyone, except Bill, has joined our junior soccer club.
c. Every Saturday afternoon, they play a game of hockey.
d. A girl, dressed in a gray tracksuit, passed me as I walked in the park.
e. All the people supporting the local team sat together in the stands.

Assessment
Prepositions & Phrases
CHECK 5: Do the phrases tell uswhich (adjectival) or where (adverbial)
or what (noun)? /5
a. Children without hats cannot play out in the sun.
b. Sign your name at the bottom of the page.
c. Can you see the man with snowy white hair?
d. Dad keeps all his tools in a wooden tool box.
e. Freya always wants to be first in line.
CHECK 6: Write sentences using the noun phrases as subjects or objects. /5

eating chocolate riding horses to help people collecting souvenirs feeding ducks
a.
b.
c.
d.
e.
CHECK 7: Add a preposition to complete each phrase. /10

a. Did you look the drawer your missing sock?
PREPOSITIONS
b. Dad bought a packet fish sinkers the sporting goods store.

& PHRASES
c. She wrapped a ribbon the parcel and tied it a bow.

d. My dog likes to trot me when I go walking the beach.
e. night, owls search food.
CHECK 8: Complete the phrases. /5

a. We looked at the diagram displaying .
b. I threw the ball and it disappeared over .
c. He went home from the park without .
d. During , there was heavy rain.
e. Please dont go near .
Student Name: _____________________________

Date: ___________ Total Score: _____/50
SENTENCES
to
A Note her
a
the Te c
A sentence is a chunk of language, which must have at least one verb, and make sense.
A sentence is a In written English it is bound by a capital letter and a period, question, or exclamation mark.
meaningful chunk of
language. It contains a
complete idea.
A baby deer bounded Switch on the light, please. Get
Sentences are the out! And dont come back!
building blocks of our across the snow. Sentences are structured in different
language, and it is
When the curtain went up, ways.
through our spoken and
written language that we everyone stopped talking. Simple sentences have two partsa
subject and a predicate, which contains
understand each other Different sentences have different jobs
the verb.
and the world. to do.
Statements relate facts (or opinions) Little Bo-Peep lost her sheep.
It is through language and are bound by a capital letter and a
that we interact with period.
Compound sentences consist of two
simple sentences joined by a coordinate
each other, statement e.g., He is entering university this year.
conjunctionand, but, so, yet, or.
by statement, question There are thirty students in my
class. Uniforms should be worn in e.g., Jake drove the car and Mary read
by answer, request by the map. Id like to go to the
all schools. Landing on the moon
response. was the greatest event in history. football game, but I dont have a
ticket. Jane is coming over, so we
We have a vast array of Questions ask questions and expect can play chess. Would you like
words to choose from, answers. They are bound by a capital
to read, or do you want to play a
to enable us to give letter and a question mark.
game?
our utterances precise, They can begin with an
interrogative adjective, adverb, or Complex sentences are made up
unambiguous meaning. pronoun. of a main (principal) clause and one
We have a whole range e.g., Where did you find my keys? that depends on it (subordinate). The
Whose are these? Which shirt do subordinate clause begins with a relative
of techniques that enable you like? Why didnt you wait? pronoun (who, whom, which, that) or
us to manipulate our They can be written as a statement a subordinate conjunction. Common
language. with a tag on the end. conjunctions include the following:
e.g., You will buy a ticket, wont though, although, after, as, before,
We can inspire and uplift you? They went swimming because, since, then, once, until, unless,
our audience and move yesterday, didnt they? where, wherever, when, whenever, while.
them to laughter or tears.
Exclamations stress the importance Punctuation of sentences
Language gives us the of the words in the sentence. They Capital letters are used:
are bound by a capital letter and an
power to control the many exclamation mark. for the first word in a sentence.
situations that arise in our e.g., Theres a hole in my pocket.
e.g., What! You forgot your money!
lives. Im going now, and Im not coming for proper nouns within sentences.
back! e.g., She handed Mr. Jazz his ticket
Commands request or demand an to New York.
action from the listener or readers. for the first spoken word in
They are bound by a capital letter dialogue.
and a period or exclamation mark. e.g., Jim said, My mom bought a
Commands usually begin with a verb in rug at the market.
the present tense. His brother added, And a little
e.g., C
ut out all the pictures on the page. brown teapot.
Dont forget to bring a raincoat.
TEACHING NOTESsentences
to emphasize words in a sentence. Quotation marks are used around spoken words in
e.g., Youre so bossy. You did WHAT? dialogue.
Periods end statements and commands. e.g., Dinner is at seven oclock, called Mom.
e.g., The waterfall was spectacular. Close the gate. Jo replied, What are we having?
Question marks end questions. Apostrophes are used as follows:
e.g., Im thirsty, arent you? Do you want a can with nouns to show possession. (e.g., Jacks
of soda? clothes)
Exclamation marks end exclamations. to contract pronouns and helping verbs. (e.g.,
e.g., Trust Eddie to forget! What a surprise! Weve packed a picnic lunch. Youre invited to
come.)
Commas are used for the following: to contract helping verbs and negatives. (e.g., I
to separate words in a list. cant sleep. Ben didnt win. She wasnt lost.)
e.g., At the fruit stand, I bought apples, pears,
bananas, figs, and a watermelon. Sentences can be written from three different points
of view.
to separate a beginning phrase or clause from the
rest of the sentence. First-person point of view is when a writer,
e.g., Later that afternoon, we arrived home from speaker, or character is doing the talking. (e.g.,
our trip. I eat my greens.)
Although we were tired, we unpacked the car. Second-person point of view is used when
to separate an embedded phrase or clause from someone is spoken to. (e.g., If you look, you
the rest of the sentence. will see your hat.)
e.g., Aunt Jean, wearing her purple hat, drove off Third-person point of view is used when writers
to the shops. and speakers talk about other people and things.
The storm, which we had been promised, did not (e.g., They were left behind with their teacher.)
materialize.
Paragraphs consist of any number of sentences,
to separate spoken from unspoken words in grouped around a single main idea.
dialogue.
e.g., This is the house I once lived in, sighed Connectives are words used to sequence ideas
Madison. across text.
It must have been fun, said Sue, to sleep up in e.g., Last Sunday, first, then, soon, afterwards,
that attic room. suddenly
Reviewing Sentences a capital letter and ends with a period. This fences
in the idea. We can tell where it starts and where it
Write a colorful verb on the board. (e.g., crash) ends.
Ask the students what they think about when they Write another colorful verb on the board. (e.g.,
see that word. Pick up on a topic from the answers squeeze) This time list a number of topic words.
they give you and write it on the board. (e.g., truck) (e.g., oranges, hand, toothpaste, hole in the wall)
Ask them how we might say something about the Ask the students to pick one and think of one idea
truck and the crash. They will probably respond in for a sentences. Write several responses on the
sentences. Write some of these on the board: board.
e.g., The truck crashed into a tree. Ask the students for their understanding about a
The truck was going too fast and crashed. sentence.
A truck and a car crashed. Write two more great verbs on the board, and
The truck crashed and the driver was hurt. ask students to write a sentence for each. Share,
Tell the students that here are four ideas about a discuss, and reflect on their learning.
truck and a crash. Each idea is called a sentence. Return to this process at a later date, to extend their
Repeat this process with another word. (e.g., melt) learning by introducing adjectives or adverbs.
Again talk about the concept of a sentence being
one idea. Remind them that a sentence begins with

SENTENCES TEACHING NOTES
Exploring
SENTENCES
Fact Packs
Students, individually, select five pict
ures of different
productsfood, clothing, footwear, whi
te goods,
cars, etc. (Use magazines or junk mai
l.) Each student
prepares five sentence strips, using a
word-processing
program. The sentences should give
facts
product, but not name the product. (e.g about the
., This product
is sold in a department store. It is an
article of clothing
worn by a male. It would be purchased
to wear in
winter. This item has been made from
wool. It would
be quite expensive to buy.)
Ask the students to print and cut out
the five sentence
strips. These are placed in a plastic,
zipper bag, News Views
with corresponding pictures. Place the
work of four otos from a
students in one bag. Cut out some captioned ph
for every pair of
Divide the class into groups of four. newspaper, from 6 to 10
ons and store the
bag, and ask them to sort out which
Give each group a students. Cut off the capti
sentences belong stic, zipper bag.
with which picture. When all have bee captions and photos in a pla
n placed, ask a bag and ask them
the original writers of the material to Give each pair of students
move around the photos. Ask them
room and check for accuracy. Discus
s the composition to match the captions and
nces in a caption.
and clarity of the sentences. to note the number of sente
Variation: Use this activity to explore ding the matched
and share a topic Pairs should take turns rea
of class research. scuss captions with
captions to each other. Di
the whole class.
n returned to their
Captions and photos are the
bag for reuse.
dent a newspaper
Keywords Variation: Give each stu
of paper. Ask the
s containing a noun
and a photo to paste on a sheet
Prepare a set of card e class. students to draft and write
a one-sentence
tive ve rb on e fo r each student in th s with captions
rela , drift; caption underneath. Photo
(e.g., truck, crash;
mouse, scurry; boat played.
ef, prepare) could be presented and dis
statue, discover; ch them
ut e th e ca rds, one per student. Ask
Distrib keywords
ence using the two
to write a great sent ge their
th e ca rd . Th en ask them to exchan
on cond
udent and write a se
card with another st
e two keywords.
sentence around th ete,
pe at a th ird tim e. When this is compl
Re have been
the sentences that
share and discuss ntence,
s composition of se
constructed. Discus
nctuation, etc.
type of sentence, pu

STUDENT PAGE 66
A sentence is a group of words, which houses a

Sentences complete idea. It is bound by a capital letter and a
period. A sentence has a verb and always makes sense.
Sentences are the We use sentences

building blocks of to talk to each
communication. other.
1. Check only the sentences.
a. over the great Himalayas f. They received the winning trophy.
b. He was voted president of the U.S.A. g. Start your engines.
c. the boy on his skateboard h. several hours before sunrise
d. Pass the pepper, please. i. I cant play badminton.
e. in our charming city j. Lets get out of here, fast!
2. Read the following text and locate the sentences. Show sentence boundaries
with capital letters and periods.
Spain is a land known for its sunny beaches, its castles, its wine, its olives, and its
bullfights it shares the Atlantic coast with Portugal the Bay of Biscay lies to the north and
the Mediterranean Sea to the south the capital of Spain is Madrid Columbus set sail from
Barcelona, in 1492, to discover America
3. Write a sentence around each pair of keywords.

SENTENCES
American lifestyle valuable artworks fashion trends

hearty meal treasured memory standing ovation
a.
b.
c.
d.
e.
f.
STUDENT PAGE 67
Many sentences are statements. They begin with

Sentences - a capital letter and end in a period. (Examples:
She won the game. Their main diet is rice. We are
Statements studying the solar system.)
1. Write a statement about each picture.
a.
b.
c.
d.
2. Are these statements facts or opinions? Sentences state facts or opinions.

Write your answer.
a. Raisins are produced from grapes.
b. Gravity on the moon is much less than on Earth.
c. Football is Americas favorite sport.
d. The platypus is the strangest creature in the world.
e. Mushrooms have no flowers, seeds, leaves, or roots.
f. Most people prefer baseball to soccer.
SENTENCES
3. Write two facts and two opinions about a game you know well.
Game Title:
Facts Opinions


STUDENT PAGE 68
Many sentences ask questions and expect answers.

Sentences - They begin with a capital letter and end in a question
mark. (Examples: What is your name? Where do you
Questions live? Do you play tennis? Can you swim?)
1. In TV quiz shows, the host asks the contestants questions. How many of these
questions can you answer correctly?
a. In what year did man land on the moon?
b. How many toes does a monkey have?
c. What are the three colors of the Italian flag?
d. Where do monks live?
e. Who was Americas first president?
f. What are two wind instruments?
g. Why do skunks give off a stinky smell?
h. When did Columbus discover America?
i. Who created Mickey Mouse?
j. What is Americas national bird?
Your score: /10
2. Read this information about chocolate and prepare five questions.

Chocolate is made from the seeds of the cacao tree. Cacao trees grow only near the
equator because they need lots of warmth. They grow about 20 feet (six meters) in height
and produce thousands of small pink blossoms. Only some blossoms remain on the tree and
grow into seedpods. When the pods are ripe, they are removed from the tree and cut open.
The pulp and seeds are carefully removed and put in piles to ferment. After a few days, the
beans are removed and dried. The dried beans are shipped to factories where they are
SENTENCES
roasted and their thin skins removed. The remaining kernels are ground between rollers to
make chocolate. Today, millions of tons of chocolate are used each yearin drinks, candy,
cakes, puddings, and pies. Most of the worlds supply of chocolate now comes from Africa.
a.
b.
c.
d.
e.
STUDENT PAGE 69
Many sentences express sudden surprise, joy, anger,

Sentences - or danger. They are called exclamations. They are
marked by an exclamation mark. (Examples: Stop!
Exclamations Help! I dont believe it! What! Late again! Get out!)
1. Complete each sentence with a period or an exclamation mark.

a. What? You left your hat on the bus
b. I went shopping for a new pair of denim jeans
c. What a beautiful day it is
d. Dads going to take us for a drive in his new car
e. Lets go roller skating on Saturday afternoon
f. What a wonderful party
Exclamation marks also follow words and phrases expressing strong emotion.
(Examples: Ouch! Oops! Man overboard! My goodness! What fabulous earrings!)
2. Write an exclamatory sentence for each picture.

3. Illustrate these exclamations.
SENTENCES
Thats so funny! Stand back!

STUDENT PAGE 70
Many sentences give commands and expect action.

Sentences - They begin with an infinitive. (Examples: Close the
door, please. Add one cup of flour. Return all books
Commands to the library.)
The subject of these sentences is

usually understood and therefore
not mentioned. (Example: [You]
Get ready for school.)
1. Circle the verb in each command. What do you notice?

a. Whip the cream until it is thick.
b. Bake the cookies in a hot oven.
c. Sign your name at the bottom of the page, please.
d. Row as hard as you can!
e. Bend the wire to make a hook.
Observation:
2. Add verbs from the box to complete the instructions for this
science experiment.
Screw Fill Pour

Tap Place Add
Materials: glass jar with lid

dried peas or beans
water
SENTENCES
plastic bucket
Instructions: ________________________ the jar with the dried peas or beans.
________________________ the jar lightly to settle the seeds snugly.
________________________ more seeds until the jar is full.
________________________ water into the jar, filling it completely.
________________________ the lid on tightly.
________________________ the jar in the bucket and leave overnight.
When you examine your experiment next morning, the jar will be broken.
What do you think has happened?
STUDENT PAGE 71
Sentences have two parts:
Sentences - the subjectthe person or thing the sentence is about
the predicatewhat is written about the subject
Subject and The predicate always include the verb.
Predicate The small plane

The subject
flew low over the mountains.
Verb The predicate
1. Put a box around the subject of each sentence. Observe where subjects are
placed in sentences.
a. An exploding volcano often sends out a cloud of poisonous gases.
b. A cold front is the leading edge of a moving mass of cold air.
c. Faster and faster, the skier sped down the mountain slope.
d. From all over the world came messages of sympathy.
e. At the factory, pineapples are processed and canned.
f. In no time at all, Julie had finished reading her book.
Observation:
A simple sentence has only one subject and one verb.

A singular subject has a singular verb. A plural subject has a plural verb.
Examples: Th e player is wearing a red jersey and blue shorts.
The players in the team are wearing red jerseys and blue shorts.
2. Write simple sentences using these subjects:
the American flag a flash of lightning the stricken plane

honeybees the heavy drawbridge a large, beautiful rose garden
SENTENCES
a.
b.
c.
d.
e.
f.

A word about CONJUNCTIONS
Conjunctions are joining words. They join ideas together in a meaningful way.
Coordinating conjunctions include the following: and, but, for, yet, so, or, nor.
Coordinating conjunctions join words that are the same.

NounsJack and Jill; tea or coffee
Adjectivestired but happy; ripe and juicy; yellow or orange
Adverbshere and there; fast or slow; quickly but carefully
Pronounsshe and I; us or them; no one but me
Coordinating conjunctions join phrases.

Sue went up the steps and into the house.
They battled across the raging river and up the steep, slippery bank.
Coordinating conjunctions join simple sentences. These are now compound sentences.
Jack is leaving now, but hell be back later.
Sarah is going to Michigan, and Im going with her.
It is getting dark, so Ill walk home with you.
Correlative conjunctions include the following: whether . . . or, both . . . and,

as . . . as, either . . . or, neither . . . nor, not . . . but, not only . . . but also.
Correlative conjunctions are used in pairs.

I cant decide whether to go to the skate park or to the movies.
Both Angela and Carol left early. I will come as soon as I can.
Subordinating conjunctions include the following: after, as, although, before,

once, because, then, though, therefore, until, unless, where, wherever, when,
whenever, while.
Subordinating conjunctions are used to link a subordinate clause to a principal clause.

She was late because she lost her way.
I will wait until my friends arrive.
When the light went out, we lit a candle.
Ill look after the animals while youre away.

STUDENT PAGE 72
A compound sentence is made up of two or

Compound more simple sentences joined by a conjunction.
(Examples: I bought apples, and Jane bought figs.
Sentences Tom likes pears, but his sister likes plums. It is wet,
therefore I cant play outside.)
1. Join the two sentences, using the conjunctions in the box below.
and but so yet or
a. Jane has an appointment at three oclock, ______ she must leave early.
b. I would like to buy this violin, ______ it is too expensive.
c. I am going to Disneyland, ______ Id like you to come with me.
d. She went away for a very long time, ______ she never forgot us.
e. Would you like orange juice, ______ would you prefer lemonade?
2. Add a second sentence to make a compound sentence.

a. Jackson gazed through the telescope and .
b. My friend gave me a dollar, but .
c. I needed a haircut, so .
d. Did you buy a new T-shirt, or .
e. He knew the forest well, yet .
Simple sentences can be joined by a conjunction, or separated by a

comma, to make a compound sentence. (Example: Jill wants to go
swimming, Mia would rather play tennis, and Jo wants to play cards.)
SENTENCES
3. Join the sentences to make a compound sentence.
a. Dark storm clouds gathered in the west. Thunder rolled across the sky.

b. It was late at night. The weather remained warm and humid.

c. Tom collects stamps. Jerry sketches birds. Bill doesnt have a hobby.

A word about CLAUSES
A clause is a group of words with a subject and a verb.
Examples: Dad and I went fishing.
The athlete won a blue ribbon.
A principal clause contains the main idea. A simple sentence has just one
principal clause.
Examples: Bill likes watching action movies.
Birds fly home at sunset.
A subordinate clause can be placed at the beginning, the middle (embedded

clause), or at the end of a sentence. A clause at the beginning, or embedded
in the middle, is separated from the rest of the sentence by commas.
Examples: I will get out of bed when the sun rises.
When the sun rises, I will get out of bed.
If you call me, when the sun rises, I will get out of bed.
A subordinate clause is joined to the principal clause by a conjunction or a

relative pronoun.
Examples: She was late (principal) because she lost her way. (subordinate)
This is the house (principal) that Jack built. (subordinate)
These are the relative pronouns we use to join clauses:

who, whom (used when talking about people)
which, that (used when talking about things)
The words below are the conjunctions we most often use to join clauses.
after because or though whenever

although before so unless where
and but then until wherever
as once therefore when while

STUDENT PAGE 73
A complex sentence is made up of a principal

Complex clause and a subordinate clause. They can be joined
by a conjunction. (Example: Put your scraps in the
Sentences 1 trash can when you have finished eating.)
A subordinate clause can be Before we left for Pebble Beach, we checked the map.
at the beginning or at the end
The car, because it is new, is quiet and reliable.
of a sentence, or it can be
embedded in the middle. Our water tanks will be full when the drought breaks.
1. Underline the principal clauses. Remember a main idea may be interrupted by

an embedded clause.
a. Check the depth of the pool before you dive in.
b. The soldier, although he was wounded, struggled back to camp.
c. When she finished reading her book, she returned it to the library.
d. We are going camping this weekend unless it rains.
e. Whenever I go walking, my dog, Rusty, comes with me.
f. I will make the beds while you cook breakfast.
2. Underline the subordinate clauses. They may appear at the beginning, in the
middle, or at the end of a sentence.
a. Diamonds are very valuable because they are rare, hard, and beautiful.
b. Deserts become very cold when the sun disappears in the evening.
c. When the Brisbane River flooded in 1974, many properties were destroyed.
d. Beetles keep their thin wings folded unless they are flying.
SENTENCES
e. The first books, as far as anyone knows, were made in Egypt 5,000 years ago.
f. Not many adults ride bicycles although they are an easy form of transportation.
3. Complete the sentences by adding a subordinate clause.

a. It started to rain before .
b. When , the bird flew away in fright.
c. I go to my training session then .
d. Because , I had to stand in the rain.

STUDENT PAGE 74
A complex sentence is made up of a principal

Complex clause and a subordinate clause. They can be joined
by a relative pronoun. Look at the examples below.
Sentences 2 She is a person who is very fond of animals.
The is the costume that I will wear onstage.
Ill use which and Ill use who

that to talk about to talk about
animals and things. people.
1. Complete the subordinate clauses.

a. A botanist is a person who .
b. I have a book, which .
c. A sports coach is one who .
d. I want you to know that .
e. Youll never guess who !
f. This is my new watch, which .
g. It is a problem that .
Use a comma before which

2. Use which, that, or who to fill the gaps. but not that.
a. Is this the chess piece __________ you lost?

b. Picasso painted many pictures,
__________ are now famous.
SENTENCES
c. I am sure __________ all my answers are correct.

d. Mozart was a composer __________ wrote many
wonderful pieces of music.
e. I made a great big chocolate cake, __________ everyone enjoyed.
f. Alexander Bell, __________ was born in Scotland, invented the telephone.
g. In the middle of the forest, there was a house __________ looked like a castle.

STUDENT PAGE 75
Many subordinate clauses do the work of adverbs.

Adverbial They are called adverbial clauses. Look at the
examples below.
Clauses He went to bed because he was very tired.
I will buy a football when I have enough money.
Adverbial clauses tell us more

about the verb. Conjunctions link them to
They tell us: the principal clause.
how where when why
1. Note what the adverbial clauses tell ushow, when, where, or why.
a. The astronauts needed oxygen tanks while they were on the moon.
b. The guide showed us a cave where we saw wonderful cave paintings.
c. After I do all my research on fungi, I will write my information.
d. We sat around the campfire because it was so cold.
e. I will come as fast as I can.
f. Once were at the shopping mall, you may go wherever you wish.
g. Although a penguin has wings, it cannot fly.
h. I am not going unless you come with me.
i. People could not cross rivers and seas until they invented boats.
j. When gold was discovered, many people made their fortune.
2. Write the conjunctions from the above sentences. Then search them out here.
S F P T N C J O K R
D W H E R E V E R B
SENTENCES
Y H G Y P F Q I H D
U E B E C A U S E E
U N L E S S I R U R
E T I E L T E E O E
L I T H Q R T T R H
I F N E P O W F J W
H G U O H T L A P Y
W L O W X S H X A D

STUDENT PAGE 76
Many subordinate clauses do the work of adjectives.

Adjectival They are called adjectival clauses. Look at the
examples below.
Clauses Bell is the man who invented the telephone.
It was a meteor that flashed across the sky.
Ill use which and that to talk Ill use who

about animals and things. to talk about
people.
Adjectival clauses
always follow the There is a comma before
noun they describe. which but not before that.
1. Underline the noun or pronoun that the adjectival clause describes.

a. The planet, which has just been discovered, may contain life.
b. A geologist is a person who studies rocks.
c. It is an invention that could change the way we shop.
d. All the tourists who visit Prague agree that it is a wonderful old city.
e. He discovered a fossil, which the museum could not identify.
f. The refugees, who had waited for several hours, finally received a bag of rice.
g. Mr. Brunsden picked all the peaches that were ripe.
2. Add who, which, or that to complete the clauses.

a. The instant replay showed the player __________ had been injured during the tackle.
b. Chris washed all the clothes __________ he had worn at the school camp.
c. I didnt know the person __________ knocked on the door.
SENTENCES
d. The cave, __________ we discovered by accident, was small, dark, and musty.
e. There is the clock, __________ is known throughout the world as Big Ben.
f. This is just one of the many castles __________ overlook the river.
3. Use who, which, and that in sentences of your own.

a.
b.
c.

STUDENT PAGE 77
Many subordinate clauses do the work of nouns. They are

Noun called noun clauses. Noun clauses usually tell what someone
is thinking, saying, or feeling. (Example: He asked what time it
Clauses was. They once believed that the world was flat.)
1. Underline the noun clauses in these sentences.
1. Underline the noun clauses in these sentences.

a. He found it hard to believe that Juanita
was a champion horse rider.
b. I dont know when Ill be back.
c. You can tell Ive never done this before!
d. After I won a trophy at the swimming meet,
Dad said he was proud of me.
e. We couldnt tell who was leading the great bicycle race.
f. The boys in the rowing team think they will win their race on Saturday.
2. Complete the sentences using noun clauses. (Tip: Ask the question What?
a. I thought
b. No one could guess
c. Do you know
d. I smiled when Joseph said
e. He pretended
3. Locate the seven noun clauses in this account.
The night of the school concert arrived. Our senior choir opened the show. Jackson, who
SENTENCES
was a great singer, was next. You could tell he was feeling very nervous. However, he sang well
and the audience clapped loudly. Later he said that he had relaxed once he was out on stage.
Soon it was my turn. I stepped onto the stage to play a lively piece on the piano. I had been
practicing for weeks and I felt that I knew it well. Seated at the piano, I sensed that everyones
eyes were on me. Nevertheless I played my best. The audience cheered and Marty said that he
didnt know I could play so well. The concert finished with our combined choirs. Mr. G said that
we had all performed very well. He said we should feel very proud of ourselves.

A word about PUNCTUATION
Capital letters are used for the following: EXAMPLES
the first word in a sentence. Come to the circus with me.
proper names. Cinderella danced with Prince Charming.
the first spoken word in dialogue. He said,Lets play soccer.
to emphasize important words. You did WHAT?
Periods end statements and commands. That is a fine straw hat.

Put it on, please.
Question marks end questions. How long will you be away?
Exclamation marks end exclamations. What! Late again!
Commas are used for the following:

to separate words in a list. I like apples, pears, and grapes.
to separate a beginning phrase. Later that day, we went for a swim.
to separate a beginning clause. When I broke my leg, I used crutches.
to separate an embedded phrase. Jess, waving her umbrella, hurried away.
to separate an embedded clause. My dog, which is old now, still does tricks.
to separate spoken and unspoken words. A dingo is a wild dog, said Brad.
Quotation marks are used around Dinner is on the table, called Brenda.
spoken words. Thank you, Jess replied.
(Remember: New speaker, new line.) Me, too! shouted Jack.
Apostrophes are used for the following:

with nouns to show possession. Joels toys, dogs collar, teachers staffroom
to contract pronouns and helping verbs. Ive packed lunch. Youre invited.
Its fun.
to contract helping verbs and negatives. He cant swim. I couldnt sing.
Dont shout.
A colon is used for the following:

after a characters name in a script. THE GIANT: You thief! Come back!
JACK: Come on big guy! Catch me!
to introduce a list of items. You will need to bring:
(A bullet point often precedes each item.) a raincoat
walking shoes
extra food
You will need to bring: a raincoat, walking
shoes, and extra food.

STUDENT PAGE 78
Sentences can record the speech of one person

Sentences in to another. This is called a dialogue. Quotation
marks are placed around the spoken words. Look at
Dialogue the examples below.
I went to Lake Tahoe last vacation, said Josh.
Was it hot there? asked Rhys.
1. Underline the spoken words in this dialogue. Note the placement of the
quotation marks.
What can you tell me about the moon? asked the teacher.
It is a satellite of the earth, said Raj immediately.
Sarah added, It is our nearest neighbor.
And it is much smaller than Earth, said Timothy.
The teacher then asked, What do people see
when they look at the full moon?
Raj said, The face of a man.
A girl reading a book, said Sarah.
Timothy laughed, Sometimes they see a jumping rabbit.
And sometimes they see an old man with a bundle of sticks on his back, added
the teacher, smiling.
Spoken words are separated from unspoken words by a comma, question mark, or
exclamation mark. Note their placement. The first spoken words has a capital letter. Each
new speaker is given a new line.
2. Punctuate these questions and answers. Speech can

Put quotation marks around the spoken words.
be written in
Give the first spoken word a capital letter.
Separate the spoken words from the unspoken words. present, past,
or future tense.
SENTENCES
a. Will you sponsor me in the walk against cancer asked Todd
Yes said Mrs. Jiggs Ill give you $2 per mile
b. Have you read the latest Gordon Black novel asked Joy
No sighed Jayne I havent been able to buy a copy
anywhere
c. Did you win your hockey game Blake asked

No, the Banshee Blues won by one point
said Jake sadly

STUDENT PAGE 79
Sentences - A paragraph is a block of sentences built around

one main idea. Usually, a paragraph begins with an
Paragraphs idea or topic and the following sentences add details.
Paragraphs can be separated by a line space or by indenting the first line. As a general
guideline, paragraphs have at least two sentences, but no more than ten.
Here is an example:
Antarctica is the coldest, highest, windiest, loneliest continent on Earth. It is bigger than
Australia, but almost no one lives there. Much of the continent remains unexplored.
The South Pole is in the middle of Antarctica. This region has very long winters where the
sun may not rise for months. The winters are the coldest on Earth . . .
1. Divide this extract from a report on the eclectus parrot into paragraphs. Draw a
line around each paragraph.
The eclectus parrot is unique among the many species of parrot. Unlike other parrots, both
the male and female have brilliantly colored plumage. This parrot is large and stocky with
a short tail and long round-tipped wings. The male is brilliant green with bend of wing blue.
The underwing and sides of his body are red. The female is mostly bright red with a blue-
purple lower breast. Eclectus parrots live in the canopy of forests in New Guinea. They
extend west to the Moluccas, east to the Solomon Islands, and south to the tip of Cape York
in Australia. They nest in hollows in fig, milkwood, and black bean trees. Their nest hollows
can be 20 to 30 meters above the ground. The female eclectus parrot almost never leaves
the vicinity of her nest, relying on the male birds to bring her food. If disturbed, she flies
off with cries to a nearby tree, but returns as soon as it is safe. Even when the chicks are
fledged, she continues to return and jealously guard her nest. Eclectus parrots live on a diet
of fruit, seeds, leaf buds, blossoms, and nectar. A number of male parrots feed the female
at the nest entrance, and she in turn, feeds her chicks. The female lays two eggs in spring.
SENTENCES
Eggs hatch in about 30 days and the chicks leave the nest around three months. Many
chicks are lost to predators, especially pythons, or are drowned when heavy rain fills the nest
hollow. In the past eclectus parrots have fallen victim to poachers and the lucrative bird-
smuggling trade. The near extinction of these beautiful birds has been prevented because
of laws for the protection of wildlife, and the successful breeding of these parrots in captivity.
Research continues into the complex social systems and the breeding habits of the wild
eclectus parrot.
2. Write two paragraphs about two of the following items. You will need to say
what each looks like and what it does. You may choose to illustrate.
a hot-air balloon a windmill a suspension bridge a parachute

Assessment Sentences
CHECK 1: Locate the sentences. Use capital letters and periods. /12
alchemists lived in the Middle Ages they were not very good scientists, and often relied on
magic rather than careful study alchemists dreamed of changing cheap metal into gold they tried to
make a magic substance, which they called the philosophers stone they said this would also cure
diseases and keep people young however, no stone ever appeared and alchemists fell into disrepute
CHECK 2: Write a statement and a question about each subject. /8

an alligator

lightning

a compass

oil

CHECK 3: Box the subject in each sentence. /5

a. The first known Olympic contest was held in 776 b.c. in southwest Greece.
b. In October 1970, the West Gate Bridge collapsed in a pile of steel and concrete.
c. Learning to roller skate is not an easy thing to do.
d. By the time he was eighteen, Grant Kenny had won many Iron Man titles.
SENTENCES
e. Hawaii may have the best surf in the world, but Australia has the best surfers.
CHECK 4: Join the two sentences to make a compound sentence. /5

a. I stood on the hilltop ______ I could see the faraway city of Blod.
b. We drove to the lavender farm, ______ it was closed.
c. I havent eaten for hours, ______ I am still not hungry.
d. Would you like some ice cream, ______ would you prefer fruit?
e. There was a power blackout, ______ we lit a candle.

Assessment Sentences
CHECK 5: Underline the principal clause in each sentence. /5
a. When we arrived at the theater, we bought a program of the show.
b. While you do your homework, Ill get dinner ready.
c. We will have to hurry home from the station because it is getting dark.
d. Once I have finished all my chores, Ill go ice skating with you.
e. Pat promised to run as fast as she could in our relay.
CHECK 6: Add an adverbial clause to say how, when, where, or why. /4

a. I will have to hurry
b. We will wait here
c. You must deliver this note
d. My dog follows me
CHECK 7: Add who, which, or that to complete the adjectival clauses. /3

a. I dont know the boy ______ became the top gymnast, do you?
b. We built a vacation cabin ______ was made of logs.
c. It was his dog, ______ had been his most faithful friend.
CHECK 8: Add a noun clause to say what. /3

a. For a moment I thought
b. Dad guessed
c. He didnt know
CHECK 9: Punctuate this dialogue. /5

SENTENCES
What do you know about Bert Hinkler the teacher asked

I think he flew solo from England to Australia replied Sami
Yes indeed the teacher nodded do you know when that was
It was 1928 and it took him sixteen days said Jeff confidently
The teacher nodded did you know he died while attempting a second flight
Student Name: _____________________________

Date: ___________ Total Score: _____/50
r g e ting Gramma
Ta r

TEACHING NOTES WORDWORKS
Wordworks
This set of materials is designed for use by students, working
independently or in pairs, to improve their grammar knowledge.
in, monitor,
Teachers (and helpers) tra
needed.
scaffold, and intervene as
nts are
During each session, stude Students will become familiar with the terms:
tionaries.
encouraged to use their dic
hievement Antonyms Base words
A Wordworks record of ac
as a personal Compound sentences Word building
matrix can be maintained
by students.
record of cards completed Nouns Prefixes
learning
The emphasis is always on Adjectives Suffixes
ing, not on
and reflecting on that learn Plurals Principal clauses
leted by any
the number of cards comp Verbs Adjectival clauses
one student.
Adjectival phrases Adverbial clauses
Adverbial phrases Noun clauses
Materials and
Preparing the es 14 0 1 45 ) onto cardstock
sk cards (pag
1. Copy the ta
rability.
laminate for du a sm all box. (A gift
box is
d sto re in
cards an
2. Cut out the
ideal.) h the
e info rm ation on this page wit
ore th
3. Copy and st
per
materials.
ag e 13 9 ) su fficient for one
gress chart (p workbook.
4. Copy the pro dents to glue it into a specified
student. Ask st
u lors the
d an d co rrec te d, the student co
complete
5. As a card is u m ber on the prog
ress chart.
correspo n d ing n

Progress Chart Wordworks Name:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 NOUN-FORMING 2 NOUN-FORMING
SUFFIXES SUFFIXES
Add the correct suffix or or ist. Add the correct suffix ance, er, or ment.
(Spelling may change on some words.) Some words may have more than one suffix.
facilitate violin assist depart
drama compete preach resist
elect solo import bank
instruct illustrate punish perform
social journal deliver entertain
create union state announce
Wordworks Wordworks
3 ADJECTIVE-FORMING 4 VERB-FORMING
SUFFIXES SUFFIXES
Add the correct suffix able, ful, or ic. Add the correct suffix ize or en.
(Spelling may change on some words.)
terror familiar
rely hand
hard social
doubt acrobat
glad straight
avail optimist
legal patron
joy care
soft flat
idiot agree
wide light
change pessimist
Wordworks Wordworks
5 BASE WORDS 6 NOUN-FORMING

Write the base from which SUFFIXES
these words are built. Suffixes er and or are used to name
people by the jobs they do.
childhood foolish
Name one who:
assistant greasy
teaches acts in plays
privacy similarity
dances is in the army
decision active
bakes carves statues
coastal fairness
writes deals in real estate
illustrator homeward
treats the sick surfs the waves
chops meat studies the stars
Wordworks Wordworks

7 PLURALS 8 PREFIXES
Write the plural form Add pre or fore (meaning before).
of these words.
cooked arrange
donkey tooth
historic caution
purse robot
head arm
tax symphony
front judge
daisy chief
fix tell
deer journey
see shadow
wolf fungus CHECK MEANINGS
Wordworks Wordworks
9 ANTONYMS 10 PREFIXES
Add the correct prefix Add the correct prefix under or up.
un or in (meaning not).
neath start
visible attentive
sized roar
sure credible
grade weight
available fortunate
cover nourished
direct equal
right set
fertile capable
stand date
changing balanced CHECK MEANINGS
Wordworks Wordworks
11 BASE WORDS 12 PREFIXES

Write the base from which Create two new words
these words are built. using up and down (with each word).
underarm impatient stairs right
ultrasound perimeter stream grade
transplant miscalculate hill stage
subtitle hyperactive town side
reorganize disagree draft turn
overflow deformed
CHECK MEANINGS
Wordworks Wordworks

13 SENTENCES 14 WORDS and MEANINGS
Write sentences using one who doesnt eat meat veg
the keywords.
one who plays music mus
wheel, pin
one who travels on foot ped
clown, perform one who wires houses ele
shadow, hide one who protects things gua
butterfly, flit one skilled in math mat
fashion, sell one skilled in politics pol

one who lays out dead bodies mor
game, cheer
one who makes people laugh com
a person from Italy Ita
Wordworks Wordworks
15 PREFIXES 16 PREFIXES
The prefix tri means three. The prefix bi means two.
What do these words mean? What do theses words mean?
triangle triple bicycle bicentennial
tricolor triad biannual bifocal
tricycle triceps biennial biplane
triplets triennial binoculars bisect
tripod trident bilingual bilateral
Wordworks Wordworks
17 COMPOUND 18 PREFIXES
SENTENCES Write the opposites of these words by
Write compound sentences using prefixes un or dis.
using the following: pleased regard
and wanted clean
but believe credit
so deserved armed
or like place
yet
Wordworks Wordworks

19 ADJECTIVAL PHRASES 20 ADJECTIVAL PHRASES
Add an adjectival phrase Add an adjectival phrase
where indicated by a . where indicated by a .
The horse stumbled and fell. The curtains were white and lacy.
I want a skateboard . I picked the dog at the pet shop.
The motor bike is very expensive. Mom wanted a cup .
The painting won first prize. The snake slid into a hollow log.
Mary chose a cake . The milk is sour.
You may like to refer to the You may like to refer to the
Index of Useful Phrases. Index of Useful Phrases.
Wordworks Wordworks
21 ADVERBIAL PHRASES 22 ADVERBIAL PHRASES

Add an adverbial phrase Add an adverbial phrase
The children went swimming . Let us go for a ride .
I wandered with my friends. branches broke like matchsticks.
Hand the painting . Wait for the bus.
I clean my teeth and comb my hair. One driver was injured .
He kicked the ball . The dolphin dived .
Wordworks Wordworks
23 ADD A PHRASE 24 ADD A PHRASE
Put the pot of spaghetti (where). Wait (where) until the rain stops.
We are going to a street carnival (when). The book (which) was fascinating.
She polished the kettle (which). Lightning flashed (when).
Lean your bike (where). The children (which) were singing (how).
She spoke (how). Mom is cooking eggs (why).
The coat (which) was thrown (where). (when) I spoke to the swimmer (which).
Wordworks Wordworks

25 ADJECTIVAL CLAUSES 26 ADVERBIAL CLAUSES
Add a clause Add a clause
These are scientists . we will ride on the Ferris wheel. (when)

Vegetables, , are fresh and tasty. He couldnt go to the game . (why)
The lamb, , was lonely and hungry. The rescue helicopter arrived . (how)
This book, , is full of fascinating facts. They set sail for an island . (where)
Her leg, , is still swollen and painful.
Wordworks Wordworks
27 NOUN CLAUSES 28 WORD BUILDING

Add a clause Build as many words as you can
where indicated by a . using prefixes and/or suffixes.
Did you know ? Look at the examples below.
form: perform, formal, formality, informal,
My dad soon guessed . informality, conform, formation, information,
I think . deform, reform, unformed
Scientists believe . port use
Can you imagine ! face safe

elect grade
side part
Wordworks Wordworks
29 ADJECTIVE-FORMING 30 PRINCIPAL CLAUSES

SUFFIXES Give each sentence
Create two new words a principal clause.
using ful and less (with each word).
use care When the dam burst, ___.
hope doubt As the plane plummeted to the earth, ___.
thought color ___ because it hasnt rained in months.
joy cheer When they raise the flag, ___.
help fear ___ as fast as he could.
Wordworks Wordworks

INDEX OF USEFUL PHRASES 1 INDEX OF USEFUL PHRASES 2
about birds among the trees beside the river from the window
above the city around the pasture between the trees further away
across the bridge at the circus by the house in the snow
after school before the party down the street into a hole
against the wall behind the cupboard during the night near the cave
along the road below the waves for a friend next to me
Wordworks Wordworks
of books to the car about animals among the children

off the table towards the light above the clouds around the lake
on her head under the chair across the street at my friends place
over the fence up the road after the game before nightfall
round the corner with a beard against the team behind the door
through the night without a coat along the way below ground
Wordworks Wordworks
beside me from overseas off the floor to the store

between the bricks in the hallway on the floor towards the sea
by bus into the kitchen onto the branch under the bed
down the mountain near the table over the hill up the river
during the storm next to the car round the bend with freckles
for you of eggs through the day without shoes
Wordworks Wordworks

TEACHING NOTES GRAMMAR FLAPS
Grammar Flaps
This set of materials is designed for use by students, working in pairs or in a small
group, to improve their grammar knowledge.
Preparation of Materia
ls
1. Copy all the Gramm
ar Flaps (pages 14715
Laminate for durability. 1) onto cardstock.
Cut out all the cards.
2. Cut along the dash
ed line of each card. At
line on the Grammar Fl tach this bottom strip to
aps card to make a flap the
that covers the answer
3. Do this by placing a s.
piece of sticky tape on
the underside of the fla
p.
point value
How to Play
1. Two players challenge each other to a game.
2. Shuffle the cards and place facedown between the two players. Place a box of
counters on the table also.
3. Player 1 draws the top card, and asks Player 2 the question or directions.
(Example: 4 pointsWhat is the past tense of these verbs?) For each correct
answer, the Player 1 gives Player 2 a counter. Player 1 checks the answers by
lifting the flap.
4. Some cards are marked with a spelling bonus. This means that a player can
win an additional point for each answer correctly spelled.
5. Player 2 now has a turn asking the question.
6. When all cards have been played, the players count all the counters that they
have won. The player with the most counters wins.
(Note: This game may be played by a small group. In this case, a player would ask
the person on his or her left for an answer.)

What are the What are the plurals
collective nouns? of these nouns?
1. a ___ of whales (Spelling must be correct.)
2. a ___ of puppies 1. country
3. a ___ of wolves 2. monkey
4. a ___ of kangaroos 3. gully
Grammar Flaps
Grammar Flaps
5. a ___ of seagulls 4. daisy
6. a ___ of people
1. pod 2. litter 3. pack 1. countries 2. monkeys

4. mob 5. flock 6. crowd 3. gullies 4. daisies
6 4
What are the plurals Name four compound nouns

of these nouns? containing the word:
(Spelling must be correct.)
1. roof
2. child time
3. mouse
Grammar Flaps
Grammar Flaps
4. peach
5. knife
1. roofs 2. children 3. mice timetable timepiece timeline

4. peaches 5. knives bedtime playtime overtime
5 4
Name a person who: What is the adjectival form
of these words?
1. performs in a movie
1. adventure
2. writes novels
2. change
3. constructs houses
3. person
4. performs on their own
Grammar Flaps
Grammar Flaps
4. hunger
5. space
1. actor 2. author/novelist 1. adventurous 2. changeable

3. builder 4. soloist 3. personal 4. hungry 5. spacious
4 5
What are antonyms for: Name the antonyms of

these words:
1. strong
(Use prefixes or suffixes.)
2. heavy
1. accurate
3. wrong
2. helpful
4. ugly
3. legal
5. clean
Grammar Flaps
Grammar Flaps
4. appearance
6. rich
5. responsible
1. weak 2. light 3. right 1. inaccurate 2. helpless 3. illegal

4. beautiful 5. dirty 6. poor 4. disappearance 5. irresponsible
6 5
Complete these similes: Spell the missing word:
there or their.
1. as light as a ______ 1. W
e went ___ to see the
fossils.
2. as heavy as ______
2. T
he students took ___
3. as white as ______ notebooks.
4. as pretty as a ______ 3. _
__ was no reason to
Grammar Flaps
Grammar Flaps
be scared.
1. feather 2. lead
1. there 2. their 3. There
3. snow 4. picture
4 3
What is the past tense of Spell the contractions of

these verbs? these words:
1. could not 4. it is
1. go 4. see 2. was not 5. they are
2. ring 5. do 3. does not 6. you have
Grammar Flaps
Grammar Flaps
3. grow 6. swim
1. went 2. rang 3. grew 1. couldnt 2. wasnt 3. doesnt

4. saw 5. did 6. swam 4. its 5. theyre 6. youve
6 6
What is the noun form of Form adverbs from
these verbs? these adjectives:
1. operate 1. usual
2. signify 2. patient
3. gather 3. grateful
4. advertise
Grammar Flaps
Grammar Flaps
4. fortunate
5. qualify
1. operation 2. sign 3. gathering 1. usually 2. patiently

4. advertisement 5. qualification 3. gratefully 4. fortunately
5 4
What are the antonyms of Does the phrase do the work

these adverbs? of an adjective or adverb?
1. I bought two tubs of popcorn.
1. tightly 2. Without fear, he dived into the
2. smoothly lake.
3. late 3. The coins in the glass case
are rare.
4. northwards
Grammar Flaps
Grammar Flaps
4. Wearing a brave smile, he

(Spelling Bonus) went to see the principal.
5. Wait for me! I cant keep up!
1. loosely 2. roughly 1. Adj. 2. Adv. 3. Adj.

3. early 4. southwards 4. Adj. 5. Adv.
4 5
What are the missing What is the missing word
prepositions? which, that, or who?
1. He hit the ball ___ the fence. 1. Is this the ring ___ you lost?
2. She ran ___ the street to the 2. She wrote a book, ___ is now a
other side. best seller.
3. He leaned his bike ___ the wall. 3. Youll never guess ___ phoned me!
4. Would you like a cup ___ tea? 4. It is a game ___ required four
Grammar Flaps
Grammar Flaps
5. A marching band came ___ the players.
corner. 5. A philatelist is someone ___ likes
6. The car skidded ___ a stop. to collect stamps.
1. over 2. across 3. against 1. that 2. which 3. who

4. of 5. around 6. to 4. that 5. who
4 3
Which word in each groups What is the missing word

is not a noun? did or done?
1. courage, straight, strength 1. I ___ my homework.
2. slender, craft, greed
2. The cook ___ some baking.
3. planet, nuisance, casual
3. He hasnt ___ anything wrong.
4. toxic, climate, diary
4. ___ you watch the Grand Final?
Grammar Flaps
Grammar Flaps
5. subway, global, condition

6. hope, downpipe, chronic 5. I havent ___ this for a long time.
1. straight 2. slender 3. casual 1. did 2. did 3. done

4. toxic 5. global 6. chronic 4. Did 5. done
6 6
TEACHING NOTES FACT FINDERS
Fact Finders
Fact Finders is a set of materials designed for use by a whole class, with students
working in pairs. It supports the development of language use, vocabulary, and
grammar. Dictionary skills support this work.
Preparation of Materia
ls
1. Copy all the materia
ls (pages 154183) on
durability. to cardstock. Laminate
for
2. Cut out the Fact Fi
nders cards (pages 16918
3), and stack in a box.
3. Cut out the Fact Fi
nders words and meanings
There are eight words/m (pages 154168).
eanings per set, with a
to a Fact Finders card nu mber corresponding
. Place these in envelop
them. Store the envelop es and clearly number
es in the box with the Fa
(Tip: Place a strip of sti ct Finders cards.
cky tape over the adhe
students cant seal the sive on the envelope, so
envelope after use.)
4. Copy the Progress
Chart (page 153)suffic
Ask students to glue int ient for one per student
o a specified workbook .
.
Using the Materials

1. Each pair selects a Fact Finder card and corresponding envelope.
2. Ask the students to remove the words and meanings from the envelope.
3. The students first place the words in alphabetical order.
4. Students match the meanings to the words. Suggest that they match those
they know first, and then refer to a dictionary for those they dont. (Note: If
students need to look up five or more words, this activity is probably too difficult
for them.)
5. Once words and meanings are assembled, ask the students to use them to
complete the work on the Fact Finders Card. Although they may confer, both
students write their own answers. The required sentences must be composed
and written by each student separately.
6. Teachers need to check cards on completion for accuracy and understanding.
7. Both students then color the corresponding number on their progress charts.
8. All word and meaning cards are returned to the envelope. The envelope and
card are filed back in the Fact Finders box.
Progress Chart Fact Finders Name:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Fact Finders 1
scrutiny 1
close examination 1
distant 1
far away; aloof 1
ovation 1
great applause 1
congregate 1
gather or crowd together 1
skiff 1
small, light boat 1
vanilla 1
flavoring used in food 1
tantalize 1
tempt 1
detergent 1
cleaning product 1
Fact Finders 2
figure 2
a shape or form 2
artificial 2
not natural 2
mature 2
ripe, fully grown 2
puffin 2
seabird with a colored bill 2
secluded 2
quiet and private 2
detective 2
person investigating crimes 2
umpire 2
judge in a game or dispute 2
inexpensive cheap 2 2

Fact Finders 3
turnstile 3
revolving gate 3
incubator 3
warm box for hatching eggs 3
rickshaw 3
two-wheeled cart drawn by one person 3
rogue 3
rascal or cheat 3
halter 3
rope for leading a horse 3
attend 3
to be present 3
horizon 3
where the earth meets the sky 3
diagram 3
sketch, plan, or illustration 3
Fact Finders 4
monarch 4
king, queen, or chief ruler 4
brittle 4
easily broken, fragile 4
simulate 4
to pretend or imitate 4
vegetation 4
plant life 4
authentic 4
real, genuine 4
mermaid 4
legendary sea-woman 4
oilskins 4
waterproof clothes 4
hurricane 4
storm with violent wind 4

Fact Finders 5
parrot 5
brightly colored bird 5
aviary 5
large bird cage 5
sleet 5
partly frozen rain 5
prank 5
a mischievous joke or trick 5
genius 5
a very, very clever person 5
marathon 5
a very long race 5
gait 5
a way or manner of walking 5
chronicle 5
list events in order of time 5
Fact Finders 6
sapling 6
a young tree 6
shrivel 6
wither or become wrinkled 6
similar 6
alike or nearly the same 6
slink 6
creep or sneak about 6
strenuous 6
needing effort and hard work 6
subterranean underground 6 6
symphony 6
musical piece for orchestra 6
splendid 6
magnificent, grand 6

Fact Finders 7
custom 7
habit, something usually done 7
mystery 7
something not understood 7
smolder 7
burn slowly without a flame 7
satellite 7
object in orbit around Earth 7
nectar 7
collected from flowers by bees 7
nutmeg 7
hard nut used as a spice 7
auburn 7
golden brown color 7
average 7
midway between high and low 7
Fact Finders 8
tough 8
hard to break or cut 8
tabulate 8
arrange in the form of a list 8
knuckles 8
finger joints 8
karate 8
Japanese form of self-defense 8
pygmy 8
member of an African tribe 8
popular 8
widely liked by others 8
boisterous 8
rough and noisy 8
brandish 8
to wave something about 8

Fact Finders 9
embarrass 9
make one feel uncomfortable 9
nocturnal 9
active at night time 9
saber 9
heavy, slightly curved sword 9
collate 9
put together in order 9
antagonize 9
make angry 9
purchase 9
to buy, pay for 9
scheme 9
a plan of action 9
snicker 9
give a rude laugh or giggle 9
Fact Finders 10
timid 10
easily frightened 10
violet 10
small, purple flower 10
retaliate 10
get even, take revenge 10
scribe 10
a writer or author 10
twilight 10
soft light in the sky after sunset 10
edgy 10
anxious, nervous 10
rickety 10
weak or shaky 10
stingy 10
not generous 10

Fact Finders 11
incredible 11
hard to believe 11
bric-a-brac 11
various old-fashioned ornaments 11
byte 11
unit of information on computer 11
ballad 11
poem or song telling a story 11
triangle 11
a three-sided figure 11
perimeter 11
outside edge of a shape 11
peak 11
to reach the highest point 11
porpoise 11
sea mammal, blackish on top 11
Fact Finders 12
crestfallen 12
disappointed or sad 12
conquer 12
overcome by force 12
chalet 12
mountain cottage 12
cicada 12
large, flying insect 12
sampan 12
small Chinese boat 12
scholar 12
a student or pupil 12
swelter 12
to feel very hot 12
snorkel 12
tube for breathing air in water 12

Fact finders 13
parasol 13
small sun umbrella 13
black currant small, black fruit

13 13
dwarf 13
someone shorter than normal 13
obedient 13
doing as one is told 13
robust 13
strong and healthy 13
grimace 13
a facial expression of disgust 13
lopsided 13
bigger on one side than the other 13
ache 13
continuous pain 13
Fact Finders 14
placid 14
calm or peaceful 14
evergreen 14
having leaves all year round 14
climax 14
most important exciting point 14
funeral 14
service held for dead person 14
nomad 14
a wanderer 14
rescue 14
to save from danger 14
vocabulary 14
words used by someone 14
investigate 14
examine closely 14

Fact Finders 15
Stetson 15
hat often worn by cowboys 15
trespass 15
to enter without permission 15
bowling 15
game using pins and a ball 15
capsize 15
turn over a boat 15
filthy 15
very dirty 15
penalty 15
price paid for breaking rules 15
terminus 15
final bus or train station 15
aquarium 15
glass fish tank 15
Fact Finders 16
locate 16
to find where something is 16
kilt 16
tartan skirt worn in Scotland 16
tornado 16
violent whirlwind 16
tinge 16
color slightly 16
hammock 16
a hanging bed 16
blossom 16
a flower 16
alligator 16
large reptile, like a crocodile 16
yearling 16
one-year-old animal 16

Fact Finders 17
decorate 17
make bright or pretty 17
dais 17
raised platform or stage 17
disembark 17
leave a ship, bus, or plane 17
dormitory 17
a building with many sleeping rooms 17
dwelling 17
place where someone lives 17
dike 17
bank built to hold back the sea 17
duel 17
fight/contest between two people 17
dingy 17
looking shabby; dull-colored 17
Fact Finders 18
beckon 18
signal by waving hand 18
bald 18
without hair 18
brawny 18
strong and muscular 18
break 18
to smash; fall to pieces 18
beggar 18
a person who begs 18
bogus 18
not real; untrue 18
buoy 18
a floating object anchored in the water 18
bamboo 18
tree-like plant with hollow stem 18

Fact Finders 19
mayonnaise a dressing made of egg yolks

19 19
debris 19
scattered wreckage 19
specimen 19
one thing taken as a sample 19
sinister 19
evil-looking, threatening 19
wrangle 19
argue noisily 19
warn 19
inform someone of danger 19
elevate 19
to lift up 19
energetic 19
very active 19
Fact Finders 20
pellet 20
little ball; like a pill 20
jasmine 20
flowering shrub 20
junction 20
a joining or meeting place 20
abundant 20
plentiful 20
adversary 20
opponent, enemy 20
regular 20
orderly, even 20
visible 20
able to be seen 20
vicinity 20
neighborhood, place nearby 20

Fact Finders 21
imminent 21
about to happen 21
mural 21
painting on a wall 21
whirl 21
turn or spin quickly 21
hovercraft 21
vehicle that rides on air 21
conversation talk with someone

21 21
feign 21
pretend 21
marigold 21
a plant with yellow flowers 21
solar 21
concerning the sun 21
Fact Finders 22
delicate 22
fine, dainty 22
hazy 22
slightly misty or smoky 22
refuge 22
place of safety, shelter 22
walnut 22
nut-bearing tree 22
chafe 22
to rub, irritate 22
radish 22
small, red salad vegetable 22
kink 22
a twist in a rope or hose 22
viaduct 22
a bridge across a valley 22

Fact Finders 23
victory 23
the winning of a contest 23
lobster 23
a shellfish with strong claws 23
evacuate 23
to go out, leave empty 23
dawn 23
daybreak, sunrise 23
insolent 23
rude and insulting 23
rotate 23
turn like a wheel 23
aroma 23
fragrance, smell 23
cylinder 23
object shaped like a roller 23
Fact Finders 24
cushion 24
stuffed bag or soft pillow 24
tangle 24
muddled, twisted mess 24
yacht 24
a light, swift sailboat 24
mute 24
unable to speak 24
journalist 24
newspaper reporter 24
keel 24
bottom ridge of ships frame 24
scurry 24
scamper, run hurriedly 24
moist 24
damp, slightly wet 24

Fact Finders 25
foreboding 25
feeling something is about to happen 25
fascinate 25
attract and hold interest 25
falter 25
to stumble or hesitate 25
flexible 25
easily bent or stretched 25
familiar 25
well-known 25
fault 25
weakness/reason to blame 25
fudge 25
soft, sweet, creamy candy 25
figment 25
something thats imaginary 25
Fact Finders 26
squadron 26
section of the air force/navy 26
stadium 26
sports arena 26
peevish 26
cross or irritable 26
chunk 26
large lump or slice 26
census 26
official count of the population 26
winch 26
machine for pulling rope 26
occupy 26
to live in 26
onion 26
vegetable with bulbous root 26

Fact Finders 27
fillet 27
fish/meat without the bones 27
fugitive 27
someone who is running away 27
zany 27
funny in a silly, crazy way 27
russet 27
reddish-brown in color 27
hibiscus 27
flowering shrub or tree 27
fallacy 27
misleading or false idea 27
crumpet 27
flat cake to be toasted and buttered 27
avenue 27
a broad street or road 27
Fact Finders 28
fidget 28
to move about restlessly 28
melody 28
sweet music, tune 28
ravenous 28
very hungry 28
rugged 28
uneven and rough 28
unkempt 28
untidy, not combed 28
unruly 28
hard to manage, untamed 28
vermin 28
animals/insects that are pests 28
verify 28
to prove to be true 28

Fact Finders 29
sanctuary 29
a place of safety 29
salmon 29
a large pink-fleshed fish 29
spectator 29
a person who looks on or watches 29
soprano 29
the highest singing voice 29
sphere 29
a globe or ball 29
suffocate 29
choke by stopping the breath 29
skunk 29
furry animal with a bad smell 29
senior 29
older or more experienced 29
Fact Finders 30
wary 30
cautious, on the lookout 30
prohibit 30
to forbid 30
duet 30
piece of music for two people 30
judge 30
to give an opinion 30
rhinoceros 30
large, horned, thick-skinned animal 30
oasis 30
green, fertile place in desert 30
nowadays 30
in this present time 30
pelican 30
waterbird with pouch under bill 30

act Finders
1 F
Close in on the factsuse the context as a clue to the missing words.

All the students were asked to ______________ on the sports track.
The chef often adds ______________ when cooking cakes.
______________ in the water will clean the greasy pots and pans.
Research and sketch a skiff.
Write sentences containing these words: tantalizing, ovation.
Write the verb form of scrutiny.
Write the noun form of distant.
Fact Finders
act Finders
F 2

The accident victim now has an ______________ leg.
I could not recognize the strange ______________ in the misty rain.
The ______________ gathered evidence for forensic examination.
Research and sketch a puffin.
Write sentences containing these words: inexpensive, umpire.
Write the noun form of secluded.
Write the noun form of mature.
Fact Finders

act Finders
3 F

She pushed through the ______________ to enter the supermarket.
Draw a ______________ of your house and yard.
He put a ______________ on the horse and led it away.
Research and sketch a rickshaw.
Write sentences containing these words: rogue, attend.
Write the adjective form of horizon.
Write the verb form of incubator.
Fact Finders
act Finders
F 4

The jeweler claims the pink diamond is ______________.
There was little ______________ in the vast desert.
This is one of the countries ruled by a ______________.
Research and sketch a mermaid.
Write sentences containing these words: hurricane, oilskins.
Write the noun form of simulate.
Write the noun form of brittle.
Fact Finders

act Finders
5 F

This book ______________s the events of the twentieth century.
The weather forecast was for heavy clouds and ______________.
He played a rather silly ______________ on his friends.
Research and sketch a parrot.
Write sentences containing these words: genius, marathon.
Choose the correct word from each pair:
The dog had a strong ( gait gate ).
Birds are kept in an ( aviary apiary ).
Fact Finders
act Finders
F 6

A game of football is ______________ and tiring.
There was a fox ______________ing around the henhouse.
The ______________s in the park need to be protected from frost.
Research and sketch a subterranean creature.
Write sentences containing these words: splendid, similar.
Write the past tense form of shrivel.
Write the adjective form of symphony.
Fact Finders

act Finders
7 F

Bees extract ______________ from flowers to make honey.
He is a man of ______________ build with graying hair.
Be careful that the fire is not still ______________ing.
Research and sketch a satellite.
Write sentences containing these words: auburn, nutmeg.
Write the adjective form of mystery.
Write the verb form of custom.
Fact Finders
act Finders
F 8

The brave knight burst into the room ______________ing his sword.
He knocked on the door with his ______________.
Her job on Sport Day is to ______________ all the results.
Research and sketch a pygmy.
Write sentences containing these words: popular, karate.
Write the noun form of tough.
Write the adverb form of boisterous.
Fact Finders

act Finders
9 F

A possum is a ______________ animal.
When you finish all your stories, we will ____________ them into a book.
Joe has a ______________ for raising the money we need.
Research and sketch a saber.
Write sentences containing these words: purchase, snicker.
Write the adjective form of antagonize.
Write the noun form of embarrass.
Fact Finders
act Finders
F 10

In ancient Egypt the ______________s wrote on papyrus.
The cars make a creaking sound when crossing the ______________ bridge.
Dont be ______________. Share your chips with your friend.
Research and sketch a violet.
Write sentences containing these words: edgy, twilight.
Write the noun form of retaliate.
Write the adverb form of timid.
Fact Finders

act Finders
11 F

The antique shop displayed a range of beautiful ______________.
The hikers tried to reach the ______________ of Mt. Everest.
The country and western singer sang a sad ______________.
Research and sketch a porpoise.
Write sentences containing these words: byte, perimeter.
Write the adjective form of triangle.
Write the adverb form of incredible.
Fact Finders
act Finders
F 12

We stay at a ______________ for our winter vacation and ski every day.
The ______________s in the trees in summer are very noisy.
She was ______________ when her flight to Hawaii was cancelled.
Research and sketch a sampan.
Write sentences containing these words: swelter, scholar.
Write the past tense form of snorkel.
Write the noun form of conquer.
Fact Finders

act Finders
13 F

I enjoy a glass of ______________ juice every morning.
The fisherman was a ______________ lad of seventeen.
She ______________d when the doctor gave her an injection.
I hung the picture on the wall, but it was rather ______________.
Research and sketch a parasol.
Write a sentence containing this word: ache.
Write the plural form of dwarf. Write the noun form of obedient.
Fact Finders
act Finders
F 14

We looked out over the ______________ waters of the lake.
A helicopter was used to ______________ the stranded mountain climber.
To be a good speaker and writer, you need a rich ______________.
Research and sketch an evergreen tree.
Write sentences containing these words: climax, funeral.
Write the adjective form of nomad.
Write the noun form of investigate.
Fact Finders

act Finders
15 F

Huge waves ______________ d the tiny dinghy.
My friend and I won a game of ______________.
When the bus driver reaches the ______________, his shift is finished.
Research and sketch a Stetson.
Write sentences containing these words: aquarium, filthy.
Write the verb form of penalty.
Write the noun form of trespass.
Fact Finders
act Finders
F 16

We went to the ______________ sale to buy a horse.
There is just a ______________ of gray in his black hair.
Each Scottish clan has its own ______________.
Research and sketch a hammock.
Write sentences containing these words: alligator, blossom.
Write the noun form of locate.
Write the plural form of tornado.
Fact Finders

act Finders
17 F

When we arrived, the flight attendants helped us ______________.
The prime minister stepped onto the ____________ to deliver his speech.
If the ______________ breaks, seawater will flood the crops.
Research and sketch a dwelling.
Write sentences containing these words: duel, dingy.
Write the plural form of dormitory.
Write the adjective from of decorate.
Fact Finders
act Finders
F 18

The curator of the museum discovered the Egyptian vase was _________.
The fishing rod was made from lightweight ______________.
When I saw the ______________, I put money in his cup.
Research and sketch a buoy.
Write sentences containing these words: bald, brawny.
Write the noun form of break.
Write the past tense form of beckon.
Fact Finders

act Finders
19 F

The boys ______________d over whose turn it was to kick the ball.
After the wild storm ______________ lay scattered along the streets.
The ____________ of fungus was carefully examined under a microscope.
Research and sketch mayonnaise.
Write sentences containing these words: warn, sinister.
Write the adverb form of energetic.
Write the noun form of elevate.
Fact Finders
act Finders
F 20

An electrician placed a power point near the __________ of the two walls.
You will find many parks and play areas in this ______________.
He fired small ______________s with his slingshot.
Research and sketch two adversaries.
Write sentences containing these words: abundant, jasmine.
Write an antonym for visible.
Write an antonym for regular.
Fact Finders

act Finders
21 F

I looked at the swollen black clouds and knew a storm was ___________.
I have a calculator powered by ______________ energy.
He tried to ______________ illness to avoid going to the dentist.
Research and sketch a hovercraft.
Write sentences containing these words: marigold, mural.
Write the verb form of conversation.
Write the past tense form of whirl.
Fact Finders
act Finders
F 22

I love to wander through the fields on warm, ____________ summer days.
The train crossed the stone ____________ high above the green valley.
My legs are ____________d from riding bareback on my horse.
Research and sketch a radish.
Write sentences containing these words: walnut, kink.
Write the adverb form of delicate.
Write the verb form of refuge.
Fact Finders

act Finders
23 F

The wonderful ____________ of strong coffee filled the morning air.
Many people had to be ____________d from their homes during the fire.
The helicopter blades began to ____________ faster and faster.
Research and sketch a lobster.
Write sentences containing these words: dawn, insolent.
Write the plural form of victory.
Write the adjective form of cylinder.
Fact Finders
act Finders
F 24

The yachtsman has designed a new ____________ for his yacht.
The ropes were all in a ____________ on the bottom of the boat.
The person is not only deaf but ____________ also.
Research and sketch a yacht.
Write sentences containing these words: cushion, journalist.
Write the noun form of moist.
Write the past tense form of scurry.
Fact Finders

act Finders
25 F

With a sense of ____________, we entered the abandoned cabin.
He ran the cross country race without ____________ing.
A monster under the bed sounds like a __________ of your imagination!
Research and sketch chocolate fudge.
Write sentences containing these words: flexible, fault.
Write the verb form of familiar.
Write the noun form of fascinate.
Fact Finders
act Finders
F 26

He is a pilot in a fighter ____________
She cut off a large ____________ of cheese to eat with her bread.
Every ten years the government conducts a ____________.
Research and sketch a winch.
Write sentences containing these words: onion, stadium.
Write a noun form of occupy.
Write a adverb form of peevish.
Fact Finders

act Finders
27 F

The ____________ eluded the police for several days.
Yellow and ____________ autumn leaves gathered against the fence.
Up in the ____________ tree we spotted a bird.
Research and sketch a crumpet.
Write sentences containing these words: zany, avenue.
Write the plural form of fallacy.
Write the plural form of fillet.
Fact Finders
act Finders
F 28

The old woman who lived in a shoe could not control her children.
Traps were laid in the hold of the ship to get rid of the ____________.
I had to ____________ my whereabouts on the night of the 11th.
Research and sketch some rugged scenery.
Write sentences containing these words: ravenous, unkempt.
Write the past tense form of fidget.
Write the adjective form of melody.
Fact Finders

act Finders
29 F

The fugitive reached the ____________ of an abandoned gold mine.
She has a beautiful ____________ singing voice.
There were thousands of ____________s at the Grand Finale.
Research and sketch a skunk.
Write sentences containing these words: senior, salmon.
Write the noun form of suffocate.
Write the adjective form of sphere.
Fact Finders
act Finders
F 30

It is ____________ed to feed any of the animals at the zoo.
Bradley and Jane sang a ____________ at our school concert.
Im always _________ of snakes when Im hiking in the mountains.
Research and sketch a pelican.
Write sentences containing these words: nowadays, rhinoceros.
Write the plural form of oasis.
Write the past form of judge.
Fact Finders

TEACHING NOTES WORD CHALLENGE
Word Challenge
This set of materials is designed for use by students, working in a group of five, to
improve their knowledge of suffixes.
Preparation
Copy, cut, and laminate
the four game boards (p
call cards (page 187). ages 185186) and the
The game requires fou
Each player requires 12 r players, a timer, and
colored counters. a caller.
How to Play
1. Each player chooses a Word Challenge game board and 12 counters.
2. The caller selects a Word Challenge call card and reads the first (bold) word in
the list.
3. The players are challenged to form a new word by adding a suffix from their
Word Challenge game board. The caller allows the players 20 seconds to do
this.
4. If a player can form a new word, and the caller confirms that the word is on
the list, a counter is placed on that suffix on the Word Challenge game board.
(Note: Not all players will be able to form a new word each time.)
5. The caller continues to read the bold words from the list, one at a time,
challenging the players to form a new word by using a suffix from their boards.
6. A player may only place one counter each time the caller reads a word from
the list.
7. The first player to place all of his or her counters on the board is the winner. The
caller may begin calling the words again if no one has placed their 12 counters.
Continue until there is a winner.
8. If a second game is played, the winner of the first game may become the caller,
using a different Word Challenge call card.

Word Challenge Gameboard 1
ship y ent tion
al ed ment ance
fy ence ing en
less ed ice hood
tion est ance or
ity ent ing en

ing en able ed
er ance ism ive
or ly tion ant
ous tion ish ance
ful ize ness ed
ian en ing ist

Word Challenge Word Challenge
CALL CARD 1 CALL CARD 2
isolate: isolating, isolation, isolated sweet: sweetly, sweeter, sweetness, sweetish
fame: famous brother: brotherly, brotherhood
horror: horrify fear: fearless, fearful, feared, fearing
rely: reliable, reliance, reliant, relying, relied late: later, latest, lately, lateness
electric: electricity, electrician, electrical defend: defender, defending, defended, defense
wait: waiter, waiting, waited cool: cooling, cooled, coolly
friend: friendly, friendship, friendless secure: security, securely, securing, secured
violin: violinist amaze: amazing, amazed, amazement
act: acting, acted, actor, action invent: inventing, invented, inventor, invention
judge: judgment, judging, judged risk: risky, risking, risked
critic: criticize, criticism, critical weak: weaker, weakest, weakly, weakness, weaken
pretend: pretence, pretender, pretending, pretended note: notify, notice, noted, noting, notable
rest: restful, restless, rested, resting, restive piano: pianist
serve: serving, served, servant, service, server attract: attracting, attracted, attractive, attraction
neighbor: neighborly, neighborhood, neighboring thick: thicker, thickest, thickly, thicken, thickness
light: lighter, lightest, lighting, lightly, lightness music: musical, musician
visit: visiting, visited, visitor agree: agreeing, agreed, agreeable, agreement
apply: appliance, applying, applied, application study: student, studious, studying, studied
race: racy, racist, racism, racer, racing, raced disturb: disturbance, disturbing, disturbed
taste: tasty, tasteful, tasteless, tasting, tasted just: justice, justly, justness, justify
hard: harder, hardest, hardy, hardly, hardness adventure: adventurous, adventurer
idiot: idiotic partner: partnership, partnering, partnered
depend: dependent, dependence, dependable, depending/ed sail: sailing, sailed, sailor
fool: fooling, fooled, foolish continue: continual, continuous, continued, continuing
capture: captive, captured, capturing effect: effective
Word Challenge Word Challenge

CALL CARD 3 CALL CARD 4
create: creating, created, creative, creator, creation mountain: mountainous
interfere: interference, interfering, interfered just: justify, justly, justice, justness
mother: motherly, motherhood, mothering, mothered calm: calmer, calmest, calmly
build: builder, building odd: oddity, oddness, oddly, odder, oddest
baby: babyhood, babyish false: falseness, falsehood, falsify, falsely
employ: employer, employment, employing, employed command: commander, commandant, commanded,
honest: honestly, honesty commanding
short: shortly, shorter, shortest, shortness, shorten geology: geologist
operate: operating, operated, operation, operator commune: communal, communism, communist
sleep: sleepy, sleeping, sleepless hand: handy, handful, handing, handed
announce: announcer, announcement, announcing/ed
fast: fasten, faster, fastest, fasting, fasted
time: timely, timeless, timed, timing, timer
censor: censored, censoring, censorship
wide: widen, wider, widest, widely
guard: guarding, guarded, guardian
pollute: polluting, polluted, pollution, pollutant
color: coloring, colored, colorist, colorful, colorless taste: tasteful, tasteless, tasty, taster, tasting, tasted
attend: attention, attentive, attending, attended adjust: adjustable, adjustment, adjustor, adjusting/ed
serve: serving, served, server, servant, service form: forming, formed, formal, formation, formative
lazy: lazier, laziest, lazily, laziness comedy: comedian
solo: soloist radiate: radiation, radiant, radiating, radiated
comfort: comfortable, comforter, comfortless material: materialize, materially, materialism
instruct: instructing, instructed, instructor, instruction correspond: correspondence, correspondent
curious: curiously, curiosity, curiousness distant: distance, distantly
terror: terrorize, terrify, terrorism, terrorist relation: relationship
glory: glorious, glorify parent: parenthood, parental, parenting, parented
personal: personality, personalize, personify elegant: elegance, elegantly
confide: confident, confidence, confiding, confided react: reaction, reactor, reacting, reacted

rammar Task Card: Nouns 1
1. Identify the nouns. Write a sentence for each one.
spaghetti bald jockey invisible scatter
optometrist lost shabby portrait message
2. Add the apostrophes to make the underlined nouns possessive.

(Tip: Ask who is the ownerthat is where you put the apostrophe.)
a. my mom velvet coat f. that woman golf club
b. Joseph prize g. winter chill
c. the factory chimney h. all the students books
d. some birds feathers i. the city water supply
e. those children behavior j. the lizard long tail

1. Complete these collective nouns.
a. a _______________ of sheep f. a _______________ of whales
b. a _______________ of cattle g. a _______________ of cookies
c. a _______________ of robbers h. a _______________ of people
d. a _______________ of kittens i. a _______________ of wolves
e. a _______________ of ships j. a _______________ of roses
2. Give the proper nouns capital letters.

We have a new boy in our class. His name is niko. He came from germany
with his mom and dad, and his sister, crystal. They arrived in december, just
before christmas day. His father is going to teach at telford university. I think
niko and I will be great friends because we both love to play soccer. Maybe
one day, we will play for the united states.

1. Change these words to their noun form by adding a suffix.
a. assist c. create e. imagine g. bake i. endure
b. act d. reside f. lazy h. divide j. visit
2. Complete the noun phrases.

a. The clock stopped ticking around midnight.
b. The boys paddled out on the dam.
c. A bright and colorful ______________________ hung above the cot.
d. The ______________________ roads are rough and dangerous.
e. In the distance, I could see a small, frightened .
3. Make a drawing to illustrate these abstract nouns.

a. freedom c. happiness e. dishonesty
b. love d. boredom f. memories

1. Name three things that are:
a. round and soft d. new and exciting
b. smooth and warm e. noisy
c. old and interesting f. hot and tasty
2. Add a or an or the.
a. I saw ____ girls going into ____ dress shop.
b. ____ shy creature lived in ____ sandy cave.
c. I had to wait ____ hour for ____ bus to ____ city.
d. This is ____ photo of ____ Swiss Alps.
e. She has ____ orange and ____ apple in her lunch box.
f. ____ wild horses galloped across ____ grassy plain.
3. Write ten compound words from the words in the boxes.

grand time night head piece over under
life light stand father dress line weight

rammar Task Card: Adjectives 1
1. Expand each sentence by adding adjectives.
a. From the mountaintop we could see the town.
b. There are cars in his garage.
c. The horse galloped away across the pasture.
d. Birds flew across the ocean.
e. We watched clouds gathering in the west.
2. Use one or two adjectives to describe the nouns.

a. I rushed into an alley. It was _______________.
b. My new jeans are _______________________.
c. The TV show was _______________ and _______________.
d. This latest comic is _______________.
e. Dad was _______________ when I lost the remote control.

1. Choose a verbal adjective in the top line to describe a noun on the
bottom line.
deserted glowing waiting whipped sparkling puzzled branded deafening
look noise building cattle embers jewels cream room
2. Sort these adjectives into three columnsdescribing people or

things or places.
intelligent polished isolated determined electric
mountainous rugged creative broken unfair
meeting deserted carved friendly plastic
3. Circle the adjectives. Use them in sentences.

accurate magnet venomous musician physical
cathedral code cordless obedient museum

1. List the adjectives in this story.
The two boys reached an old, iron gate. The rusty lock fell apart when they
touched it. The heavy gate swung open. The boys walked down the rough,
overgrown path. An old, crumbling, sandstone house seemed to appear out of
nowhere. Trembling, the two boys shone their flashlights on the falling roof and
twisted shutters. A large, wooden door stood open at the top of some broken
stairs. It seemed to be inviting them in. Thick fog began to swirl around the
boys. They were very scared.
2. Add the correct adjective suffix able or ible to these words.

(*Spelling alert)
a. love___* c. reason___ e. poss___ g. comfort___ i. respons___
b. understand___ d. aud___ f. depend___ h. invis___ j. rely___*

1. Adjectives of degreefill in the gaps.
a. big bigger biggest e. lazy ________ ________
b. proud ________ ________ f. good ________ ________
c. brave ________ ________ g. heavy ________ ________
d. little ________ ________ h. fierce ________ ________
2. Write the comparative and superlative degree of these adjectives.

a. handsome c. delicious e. efficient
b. positive d. dependent f. diligent
3. Write the antonyms of these words.

a. reliable c. possible e. obedient g. unhappy i. grateful
b. painful d. regular f. important h. useless j. visible

rammar Task Card: Pronouns 1
1. Dont confuse its and its.
The horse swished its tail. Its very cold today.
a. The dog put ____ head on ____ paws.
b. ____ too early to tell who will win.
c. Come inside. ____ too hot out there.
d. I held the rabbit and stroked ____ soft coat.
e. The lion broke free from ____ cage.
Write your own sentences using its and its.
2. Dont confuse their and there.

They will put on their shoes. Stand over there by the wall.
a. I went ____ but the gate was locked.
b. Everyone was ____ with ____ backpacks.
c. ____ are bunk beds in ____ room.
d. ____ shoes and ____ socks are all muddy.
e. Look over ____! Isnt that Charlie?
Write your own sentences using there and their.

1. Rewrite the sentences, adding in the missing pronouns.
a. Kang waited for ______ father, but ______ never came.
b. The men put ______ clubs back in ______ golf bags.
c. Whom did ______ see at ______ window?
d. Wait for ______ and ______ can go together.
e. Give ______ back ______ eraser, please, ______ said.
2. Use these pronouns in sentences.
him our they us
your we her mine
3. Begin these questions with who, which, what, or whose.
a. ________ will help me paint the fence?
b. ________ girl has the longest hair?
c. ________ would you like for lunch?
d. ________ is better for you, butter or margarine?
e. ________ money is this?

1. Add a possessive pronoun.
a. She decorated ____ hat with pink ribbons.
b. Thats ____ hat. Have you seen ____?
c. We handed ____ homework to the teacher.
d. He had to tell ____ dad that he lost ____ book.
e. The kitten is rubbing ____ paws over ____ ears.
2. Rewrite the sentences using the correct pronoun.

a. Give the books to Milly and ( I me).
b. Did you see ( us our ) friends on ( them their ) bikes?
c. The loud bang gave ( they them ) such a fright.
d. I left ( my mine ) CD in ( him his ) player.
e. Is this coat ( your yours ), or is it ( she hers )?

1. Add indefinite pronouns to complete the sentences.
a. We emptied _____ the crackers out of the box.
b. Has _____ found the dollar I lost?
c. I opened the door, but _____ was there.
d. There are only a _____ chocolates left.
e. _____ of my classmates are from Italy.
2. What nouns do the underlined pronouns replace?

a. Stella, come and look at the view. It is stunning, said Kerri.
b. When can you come and visit me? Stan asked James.
c. Claire looked at Chris and said, Shall we go for a swim?
d. Mom, will you help me make a glove puppet? Ryan asked.
e. I cannot hear you, Bennett, the teacher whispered.

rammar Task Card: Verbs 1
1. Word trapdid or done? Fill the gaps.
(Tip: Done always needs a helper.I did my work. I have done my work.)
a. We _____ our best. e. The cook _____ some baking.
b. They have _____ all they can. f. Have you _____ your work?
c. I have not _____ anything wrong. g. She knew he had _____ it.
d. _____ you see the rowboat? h. Have you _____ your hair?
Write your own sentences using did and done.
2. Word trapsaw or seen? Fill in the gaps.

(Tip: Seen always needs a helper.They saw the movie. They have
seen the movie.)
a. I _____ you feeding the dog. e. You _____ the fire, didnt you?
b. Have you _____ my pet puppy? f. We _____ the stone statues.
c. He _____ me on the bus. g. Has he _____ your new hat?
d. She has not _____ an eclipse. h. I dont know who you _____.
Write your own sentences using went and gone.

1. Rewrite the sentences correctly.
a. They gone with there friends to the zoo.
b. I done my homework well.
c. If its fine, were going on a picnic.
d. Has he went to the library yet?
e. They seen the car races on television.
2. List only the verbs.

fry stable leather grind suppose lately wake plain
weight shorten dissolve tragic bent shine coal grimace
3. Write homophones for these verbs.

a. grate c. wait e. heard g. weigh i. ate
b. meet d. caught f. rode h. creak j. soar

1. Complete this table of verbs.
a. throw threw has thrown f. give
b. go g. spend
c. fly h. grow
d. swim i. bring
e. ring j. catch
2. Write these negative verbs as contractions.

did not cannot will not have not
could not is not was not do not
has not would not are not were not

1. Use these words in sentencesfirst as verb, then as a noun.
rock watch seal
place trip water
2. Sort these verbs into doing verbs and saying verbs.

mutter tremble collect stammer shout investigate
drift declare flourish complain whisper glisten
3. Some more contractions for you to write.

a. she will d. he is g. they are j. we would
b. they have e. we are h. he would k. I am
c. you are f. I would i. she has l. we will

rammar Task Card: Adverbs 1
1. Add an adverb to say more about the verb.
a. ________ we are going ice skating.
b. He ran ________ to sea when he was very young.
c. The driver shouted ________ at the cows on the road.
d. She stroked the little kitten ____________.
e. He crossed the road ____________.
2. List the adverbs in these sentences.

a. The visitor came inside and spoke politely to my mother.
b. I cant go any further, said Anna tearfully.
c. Here are all the very latest books, said Tim happily.
d. You will need to fly there. It is too far by road.
e. The queen smiled broadly and accepted the gift graciously.

1. Write antonyms for these adverbs.
a. luckily c. backwards e. strongly g. quickly i. unusually
b. early d. high f. always h. tightly j. westward
2. Change these adjectives to adverbs. Watch your spelling.

a. foolish c. cruel e. angry g. clean i. crazy
b. tender d. greedy f. nervous h. clear j. hungry
3. Write sentences, using these intensifiers.

very quiet extremely fast absolutely true entirely sure

1. Write sentences, using these modifiers.
rather proud quite sleepy almost right fairly certain
2. Use the correct word in the parentheses.

a. He treats his animals ( bad badly ).
b. Rain fell ( heavy heavily ) all day.
c. Speak ( soft softly ). You are too ( loud loudly ).
d. Shh! Be ( quiet quietly ) so I can hear the results.
e. The eagle spread its wings ( wide widely ) and flew away.
3. Write sentences using the words listed first as an adverb, then as

an adjective.
high east hard late fast

1. List the words that the adverbs modify.
a. Im too old to go chasing rainbows, Grandpa said.
b. Are you absolutely sure the Grand Final is on the 19th?
c. Not long now, said their guide. Were almost there.
d. I was quite certain I had ten dollars in my pocket!
e. She walked into her new classroom feeling extremely anxious.
2. Complete the tables, listing adverbs of degree.

soon sooner soonest loudly more loudly most loudly
a. high e. patiently
b. long f. loosely
c. far g. seldom
d. well h. often

rammar Task Card: Prepositions & Phrases 1
1. Draw the following. The phrases will help you.
a. a pair of jeans with a red leather belt
b. a car on a race tack
c. the view through a telescope
d. the sun setting in the west
e. a plate of pancakes on a table
f. a cornfield on a farm
2. Add a preposition to complete each phrase.

a. He hit the ball high _____ the fence.
b. She caught a fleeting glimpse _____ the tiny gray mouse.
c. The car screeched _____ the corner and skidded _____ a stop.
d. _____ the two acts, there is an interval _____ twenty minutes.
e. Leaning _____ the wall was a red racing bike.

1. Complete the phrases in these sentences.
a. She walked across and into .
b. We sat in to watch the game of .
c. The spider under is waiting to .
d. He stood up on .
e. A mouse scampered past and into .
2. Add phrases to complete the sentences.
a. We saw many strange animals (where) .
b. (how) William moved his last chess piece.
c. We heard the terrible news (when) .
d. Ms. Paul went to the shopping center (why) .
3. Build sentences from these phrases.
a. down the gutters d. during the storm
b. along a rocky ledge e. across the street
c. among the tide pools f. below the volcano

1. Use these prepositions in sentences.
through until among beside above
2. Write sentences using these noun phrases as subjects or objects.

a. making popcorn d. walking the dog
b. to be captain of the team e. collecting old stamps
c. riding a surfboard f. to be first
3. Add an adjectival phrase to describe the noun.

a. The cat is fast asleep.
b. We all rushed to see the clown .
c. The clothes are dancing in the wind.
d. At the pet shop, we chose the puppy .
e. The clouds must surely bring rain.

1. The adverbial phrases are underlined. Do they us how, when,
where, or why?
a. Lets travel throughout Europe in the summertime.
b. You need to walk every day for thirty minutes.
c. Without a sound, the comet streaked across the sky.
d. I will wait for you but only until five oclock.
e. Yesterday afternoon, we went to an exhibition at the art gallery.
2. Rewrite these sentences correctly.

a. The girl bought a puppy in a yellow straw hat.
b. Divide the pizza between the four of you.
c. The police down the hill followed the truck.
d. You will need to sign your name after you go.
e. The tired children climbed in bed.

rammar Task Card: Sentences 1
1. Write a statement and a question about each subject.
a. motorbike stuntman d. parachute
b. skyscraper e. eyewitness
c. coal mine f. lifeboat
2. Write two facts and two opinions about each subject.

a. dolphins d. a sports trophy
b. bungee jumping e. driving
c. pancakes f. comics
3. Add capital letters and punctuate this brief report.

francis greenway was australias first and finest architect he arrived in sydney
as a convict in 1814 governor macquarie heard that greenway could design
buildings and appointed him as civil architect over the next few years greenway
designed several beautiful buildings some of these buildings can still be seen in
sydney today

1. Write sentences around these ideas.
a. helicopter; rescue d. fire; spread
b. competition; win e. fog; swirl
c. crowd; cheer f. wreckage; survive
2. What are the subjects of these sentences?

a. The Winter Olympics include ice skating, skiing, bobsledding, and
ice hockey.
b. When it first comes out of the ground, crude oil is dark and thick.
c. Clothing made from nylon dries fast and needs no ironing.
d. Long ago, the people of China built the Great Wall as protection from
nomads.
e. In ancient Greece, an olive branch was a sign of peace.

1. Add an adverbial clausehow, when, where, why.
a. Tourists visit Alaska (why) .
b. Come and join me (when) .
c. I found a cave (where) .
d. Quickly! Come (how) .
2. Add an adjectival clausewhich?

a. A camel is an animal, ______________________.
b. Bessie, ______________________, squeezed through the gap in the fence.
c. He invented a machine, ______________________.
d. This is the house, ______________________.
e. Gillian is a person, ______________________.
3. Add a noun clausewhat?

a. I dont know __________. d. For a moment, I thought ____________.
b. Can you believe __________! e. After the game, the coach said .
c. Mom guessed __________.

1. Punctuate this dialogue.
What are you bringing to share for our lunch asked Julie
Moms going to help me make a quiche answered Gemma
That sounds yummy said Julie Im bringing a lettuce and tomato salad.
2. Place in order these instructions for making a cake.

Stir in the flour.
Add egg, banana, yogurt, and nuts.
Bake in a moderate oven for 45 minutes.
Cream butter and sugar.
Pour into a greased pan.

WORD BANKS Homographs
words that are identical with another in spelling but
different in meaning.
angle crow jumper patient sow

arms dock just peal speaker
back down kid plot spell
ball draft kind plug spoke
bank draw kite pole spring
bar drill lap port squash
bark drive last post staff
base drone lay pound stage
bat duck lead power stall
bay express lean private stand
beam fair leaves prune star
bear fast left pupil state
beat felt let race steer
bill file letter range stern
bit fill lie rank stick
blind fine lift record stock
block fire light rent
stole
blow fit line rest
strike
board flag list rifle
stud
boot fleet litter right
stump
bow float lock ring
suit
brand fold log rock
swallow
cape foot mail roll
swift
case form march rose
table
cast game mass round
tear
change gape master row
charge grain match ruler temper
chop grate may rung tile
club grave mean sack till
coach ground might safe top
coast gum mine save train
coat hail mint scale trip
cold hamper mold scales tumbler
column hand mount seal turn
corn hide nail season vote
count hit nature shed wake
court hold note sheet watch
craft host order sign wave
crane iron organ sink well
cricket jam page smoke wind
crop jar palm soil work
cross joint pass sound yawn
WORD BANKS Homophones
ail/ale cereal/serial gild/guild loan/lone

air/heir cheap/cheep gored/gourd loot/lute
aisle/isle/Ill chews/choose gorilla/guerrilla made/maid
allowed/aloud choral/coral grate/great mail/male
alter/altar cite/sight/site grater/greater main/mane
arc/ark clause/claws groan/grown
maize/maze
ascent/assent coarse/course guest/guessed
ate/eight coat/cote hail/hale mall/maul
aunt/ant colonel/kernel hanger/hangar manner/manor
bail/bale council/counsel hart/heart mantel/mantle
bald/bawled creak/creek heal/heel/hell mare/mayor
bare/bear crews/cruise hear/here marshal/martial
barren/baron cue/queue heard/herd meat/meet/mete
base/bass currant/current hears/heres medal/meddle
be/bee cygnet/signet hew/hue metal/mettle
beach/beech days/daze higher/hire might/mite
beer/bier dear/deer him/hymn
mined/mind
bell/belle dew/due ho/hoe
berry/bury die/dye hoard/horde miner/minor
birth/berth died/dyed hoarse/horse missed/mist
bite/bight dies/dyes hose/hoes moan/mown
blew/blue doe/dough hole/whole mode/mowed
boar/bore dying/dyeing holy/wholly more/moor
board/bored earn/urn hour/our morning/mourning
bold/bowled ewe/you/yew idle/idol muscle/mussel
born/borne ewes/use in/inn mustard/mustered
bough/bow eye/I jam/jamb nay/neigh
bow/beau eyelet/islet knave/nave
none/nun
braid/brayed faint/feint knead/need/kneed
braise/brays fair/fare knew/new ode/owed
brake/break feat/feet knight/night one/won
bread/bred find/fined knot/not or/oar/ore
brews/bruise fir/fur know/no paced/paste
bridal/bridle flea/flee knows/nose packed/pact
buy/by/bye flew/flu/flue lain/lane pail/pale
cannon/canon flocks/phlox laps/lapse pain/pane
canvas/canvass flow/floe lead/led pair/pare/pear
capital/capitol flower/flour leak/leek passed/past
carrot/carat for/fore/four lessen/lesson
patience/patients
cast/caste foul/fowl liar/lyre
cede/seed frays/phrase licence/license peace/piece
ceiling/sealing freeze/frieze lieu/Lou peak/peek
cellar/seller gait/gate lightening/lightning peer/pier
cent/scent/sent gamble/gambol links/lynx pedal/peddle
cents/scents/sense genes/jeans load/lode poor/pore
WORD BANKS Prefixes
change word meaning
a ab ad after ante
on, in, into, to off, away, from direction, addition afterwards before in space/
time
abroad abduct adjacent afterburner antebellum

about abhor adjourn afterimage antecedent
adrift abnormal adjudicate afterlife antechamber
afoot abort adjust aftermath antedated
alight absent admire afternoon antelope
along absolute admit aftershave antemeridian
aloud absolve advance aftershock antenatal
among absorb advantage aftertaste anterior
anew abstain adversity afterthought anteroom
away abstract advocate afterwards
anti arch auto bene bi

against, opposite of first, chief self well two
antibiotic arch fiend autobiography benediction bicentenary

anticlimax arch rival autocrat benedictory bicycle
anticlockwise arch villain autograph benefaction biennial
antidote archangel autoharp benefactor bifocal
antifreeze archbishop automatic benefice bilingual
antigovernment archdeacon automation beneficial binoculars
antioxidant archduchess automobile beneficiary biped
antiperspirant archduke autopilot benefit biplane
antisocial archenemy autosuggestion benevolence bipolar
antiviolence archetype benevolent bisect
circum co com con contra

round association/action with, jointly with, jointly, opposite/opposing
in combination
circumference coagulate combination concentrate contraband

circumfluent coaxial combine condition contrabass
circumlocutory codependent combustion confide contraception
circumnavigate coerce commence congenial contradict
circumscribe coexist commute congratulate contralto
circumspect cohabit complacent connect contravene
circumstance cohesive complain consent
circumstantial coincidence complete consider
circumstantiate cooperate compose converge
circumvent coordinate compute convince

WORD BANKS Prefixes
change word meaning
counter de di dis down

contrary to separation, through, between, away, apart, downwards
negation, reversal across, by reversing effect
counteract debrief digest disagree downfall

counterattack decay digress disappear downgrade
counterbalance decide dilate disband downhearted
counterintelligence decompose dilute discard downhill
countermand deduct dimension discourage downpipe
counteroffensive delay direct discover downpour
counterpart depend divergent dislocate downstairs
countersign destroy divert disobey downstream
countersink determine divest displace downtown
counterweight develop divulge dissolve downtrodden
dys e en epi eu
difficulty, poor variant of ex in, into near, to, against, above, good, well
condition after, in addition to
dysentery elaborate enable epicenter eucalyptus

dysfunctional electric enchant epicure Eucharist
dysgenic emerge encircle epidemic euchre
dyslexia enormous encourage epidermis eulogy
dyspepsia eradicate encroach epigram eunuch
dysphasia erase enforce epilogue euphonium
dysphonic erect engulf episode eureka
dysphoria evacuate enlighten epitaph eurhythmic
dysplasia evaluate enliven epithet Europe
evolve entreat epitome euthanasia
ex extra fore hyper hypo

from, out of, beyond, outside, front, ahead of over, excess, under, less, less
utterly, thoroughly besides time exaggeration than
excavate extradite foreboding hype hypoacidity

exclaim extragalactic forecast hyperactive hypochondriac
exhale extrajudicial forefront hyperbole hypocrite
explain extraneous forego hypermarket hypocritical
explore extraordinary foreground hyperphysical hypodermic
export extrapolate forehead hypersensitive hypoglycemia
ex-president extrasensory foreshadow hypersonic hypotenuse
exterminate extraterrestrial foretaste hyperspace hypothermia
extreme extraterritorial foretell hypertension hypotheses
ex-wife extravagant forewarn hyperventilate hypothetical

WORD BANKS Prefixes
change word meaning
il im in inter mis
variant of in variant of in not between mistaken, wrong,
negation
illegal imbalance inaccurate interact misbehave

illegible immature inanimate interfere miscalculate
illegitimate immeasurable inappropriate interject misfortune
illicit immortal inarticulate intermingle mishap
illiterate immovable incredible international misjudge
illogical impassable inexcusable Internet misplace
ill-timed impatient inexplicable interrupt mispronounce
ill-treat impersonal informal intersect misrepresent
illuminate impossible invincible interstate mistrust
illustrious improbable invisible misuse
over para peri post pre

above, beyond beyond, near, around, about, behind, after before, prior to
beside, amiss beyond
overall parachute perilous postdate precaution

overbearing paradox perimeter posterity precede
overboard paragon periodic postgraduate precooked
overdose paragraph peripatetic posthumous predict
overdue parallel peripheral postmortem prefix
overhead paramedic periphery postnatal prehistoric
overjoyed paramount periphrastic postpone prejudge
overlook paranormal periscope postposition prelude
overrate paraphernalia peristyle postscript premonition
overtake paraphrase periwinkle postwar presuppose
pro re retro se semi

for, before, in back, again, backwards in setting apart, half
favor of reversal space and time taking away
probation refer retroactive secede semicircle

proceed regain retrocede secluded semicolon
profound relate retroflex secrete semiconscious
prognosis relight retrograde secure semidesert
program remake retrogressive security semidetached
progress remit retro-rocket seduce semifinal
prohibit replay retrorse select semiprecious
prologue restore retrospect semester semiquaver
promote resume retrospective sequence semiskilled
pronounce return retroversion serene semitone

WORD BANKS Prefixes
change word meaning
sub super sym syn trans

under, not quite above, superior variant of syn association (like across, beyond
co)
subcontract supercharged symbol synagogue transcontinental

subheading superimpose symbolic synapsis transfer
submerge superintendent symmetrical synchronize transform
subsonic supermarket symmetry synchronous translate
substandard supernatural sympathize syndicate translucent
substitute supersede sympathy syndrome transmit
subterranean superstar symphony synergy transparent
subtitle superstructure symphysis syntax transport
subtropical super-tanker symposium synthesis transpose
subway supervise symptom synthesize transverse
tri ultra un under up

three beyond in space not, opposite to, belowplace or upwards
and time reversal of state situation
triangle ultrasensitive unarmed underclothes update

triceps ultraconservative unbeatable underdog upgrade
tricolor ultracritical unbend underestimate upheaval
tricycle ultrafiltrate unclean undergrowth uphill
triennial ultraloyal undesirable underline uplifted
trihedron ultramarine unfold undermine upright
trilogy ultraradical untimely underneath upscale
trimaran ultrasonic untraceable undernourished upstage
triplets ultrasound untruth undervalue upstart
tripod ultraviolet unusual underweight upstream

WORD BANKS Suffixes
change word grammar
Adjective-forming suffixes
al ive ish ic ent

casual active babyish bombastic deficient
coastal attentive brownish comic dependent
lethal attractive devilish domestic despondent
local compulsive foolish dramatic efficient
minimal effective impish idiotic eloquent
occasional festive oldish optimistic insolent
personal impulsive peevish pessimistic proficient
regional negative Spanish rustic prominent
thermal positive stylish static reverent
usual sensitive sweetish toxic transient
ful less some able ible

careful breathless awesome agreeable admissible
cheerful defenseless bothersome changeable divisible
colorful fearless cumbersome comfortable edible
doubtful leaderless flavorsome desirable horrible
fanciful merciless gruesome fashionable invisible
helpful motherless handsome miserable incredible
peaceful numberless loathsome reasonable possible
powerful relentless meddlesome reliable responsible
thoughtful sleepless tiresome untraceable sensible
truthful timeless wearisome workable terrible
er est ial ous ious y

comparative/superlative
calmer calmest beneficial adventurous delicious fizzy

faster fastest commercial continuous devious funny
happier happiest differential famous fallacious greasy
higher highest influential generous gracious greedy
hotter hottest official jealous illustrious hungry
longer longest partial mountainous impervious risky
older oldest preferential nervous malicious speedy
slower slowest sequential perilous officious sunny
thicker thickest superficial pompous precious tasty
thinner thinnest territorial venomous spacious tricky

WORD BANKS Suffixes
change word grammar
Noun-forming suffixes
acy ant ary, ory, ery ance ence

accuracy assistant cemetery abundance competence
bureaucracy attendant diary accordance conference
conspiracy combatant dispensary circumstance correspondence
democracy commandant documentary distance dependence
fallacy confidant eatery disturbance eloquence
intimacy consonant factory elegance experience
legacy dependant infirmary entrance inference
lunacy pedant mortuary nuisance innocence
piracy pendant refectory performance persistence
privacy servant seminary reluctance pretence
ium er ism ist ice

aquarium announcer communism dentist accomplice
auditorium baker escapism egotist apprentice
conservatorium builder fanaticism exhibitionist armistice
millennium buyer fatalism extremist cornice
planetarium dancer favoritism guitarist injustice
podium driver idealism opportunist novice
premium photographer impressionism racist police
solarium player racism sadist practice
stadium teacher rheumatism soloist prejudice
terrarium trader unionism violinist service
cle hood itis ion tion

debacle adulthood appendicitis apprehension collection
icicle babyhood arthritis conclusion competition
manacle brotherhood bronchitis decision destination
monocle childhood dermatitis derision education
oracle falsehood fibrositis illusion explanation
particle fatherhood laryngitis impression illustration
pinnacle motherhood meningitis occasion instruction
receptacle parenthood peritonitis opinion invitation
spectacle priesthood sinusitis pension pollution
tentacle sainthood tonsillitis question recreation

WORD BANKS Suffixes
change word grammar
Noun-forming suffixes (cont.)
ment ness ship ity ian

amusement awkwardness censorship authenticity electrician
amazement carelessness companionship complicity guardian
appointment darkness craftsmanship domesticity Italian
engagement laziness fellowship electricity mathematician
entertainment madness friendship facility musician
management selfishness horsemanship familiarity pediatrician
movement softness leadership mediocrity pedestrian
predicament sweetness partnership security politician
refreshment tenderness relationship similarity technician
wonderment uneasiness scholarship toxicity vegetarian
age ent ee le or ette

blockage agent battle actor cigarette
bondage antecedent bubble author dinette
breakage devotee bundle conductor diskette
damage employee candle contractor etiquette
foliage evacuee couple doctor kitchenette
hostage precedent kettle mentor marionette
leakage president pimple sailor rosette
marriage refugee puzzle sculptor silhouette
postage respondent rifle senator suffragette
storage student saddle visitor usherette
Adverb-forming suffixes
ly ward/s wise way/s

busily afterward anticlockwise always
daily backwards clockwise anyway
gladly downwards crosswise away
honestly forwards lengthwise lengthways
lately homeward likewise longways
presently inwards moneywise sideways
quietly outwards otherwise someway
reluctantly towards penny-wise underway
slowly wayward timewise
usually westward waterwise

WORD BANKS Language roots 1
Latin, Greek, etc.
ab from aboriginal, absent, abduct, abstract, absolve, abdicate

actus I act actor, action, active, react, reaction, reactive, activate
aequus equal, fair, just equal, equivalent, equinox, equality, equity, equator, equate
aero air aerial, aerodrome, aeronaut, aerobics, aerosol, aerospace
albus white albino, album, albumen, albatross
alter other of two alter, alteration, alternate, alternative, altercation
altus high altitude, exalt, altimeter, altocumulus
ambulo I walk amble, perambulate, perambulator (baby buggy), somnambulist
amplus large ample, amplify, amplitude
angulus a corner angle, rectangle, triangle, angular
anima soul, breath, life animated, in/animate, animal, animation, animalism
annus a year annual, anniversary, annuity, biennial, perennial, triennial
aqua water aquatic, aquarium, aqua-aerobics, aqua, aquamarine
arbor tree arbor, arboreal, arboreous, arboriculture, arboretum
arcus bow arch, archway, arc, arcade
aster astar asterisk, asteroid, astronaut, astrology, astronomy, astral
arcticus northern Arctica, Antarctica, arctic
audio I hear audience, audiovisual, auditorium, auditory, audiometer
autos self autograph, autobiography, automatic, automation, autocracy
avis a bird aviary, aviation, aviator, avionics
baros weight barometer, isobar, baritone
bellum war rebel, rebellious, rebellion, belligerent, belligerence
biblios book bibliography, Bible, biblical
bios life biography, autobiography, biology, microbe, amphibious
bonus good bounty, bountiful, bonus, abound
brevis short brief, briefly, brevity, abbreviate, abbreviation
cado casus I fall accident, accidental, casual, decadence, decay, decide, deciduous,
incident, occasion
caedo I cut, kill incision, incisive, homicide, suicide, fratricide, patricide
capio captus I take capture, captivate, captive, accept, anticipate, capable, conceive,
deceive, except, intercept, receive, receipt
caput capitus the head capital, capitulate, captain, chief, chieftain, precipice
caro carnis flesh carnivore, carnivorous
cavas hollow cave, cavern, cavity, excavate, excavation
cedo cessus I go accede, access, antecedent, concession, intercede, recede,
precede, precedence, proceed, process, procession, succeed,
success, incessant, recess, recession, excess
Latin, Greek, etc.
censo census I judge or value census, censor, incentive, concentrate

centum one hundred century, centenary, centigrade, centipede, centimeter
circum round circumnavigate, circumference, circle, circuit, circulate
cirrus curl cirrus, cirrocumulus
cito citatus I rouse incite, excite, recite, recitation, citation, resuscitate
civis a citizen city, citizen, civic, civil, civilian, civilize, civilization
clamo I shout exclaim, exclamation, proclaim, proclamation, clamor
clino I bend decline, incline, inclination, recline
cogito I think cogitate, cognitive, cognition, incognito
colo cultus I till cultivate, agriculture, colony, colonial, cult, horticulture
contra against contradict, contrary, contraband, contraceptive
cor cordis the heart cordiality, courage, discourage, encourage, concord, record
corpus the body corps, in/corporation, corporate, incorporate, corpse
credo I believe credible, incredible, credulity, in/credulous, credence
cresco I grow decrease, increase, increment, incremental
crimen a charge crime, criminal, incrimination, recrimination
crux cruces a cross crucial, crucify, crucifix, crusade, crux
cumulus heap altocumulus, cirrocumulus, accumulate, accumulation
curro cursus I run courier, course, current, cursive, cursory, incur, occur
cyclus a wheel cycle, bicycle, tricycle, cyclic, cylinder, cylindrical
debeo I owe debt, debtor, debit, indebted
decem ten decade, decimal, December, decimate, decagon, decathlon
demos the people democracy, democratic, demonstrate, epidemic, endemic
dens dentis a tooth dental, dentist, dentistry, dentures, indent, trident
desertus waste desert, deserted, desolate, desolation, isolated
dico dictus I say dictate, dictation, dictator, diction, dictionary, edict, predict,
contradict, verdict, predicate, indicate, indication
doceo doctus I teach doctor, indoctrinate, doctrine, doctorate
dormino I sleep dormant, dormitory, dormouse
duco ductus I lead conduct, conductor, abduct, educate, education, introduce, reduce,
product, productive, induct, induction, induce, deduce
duo two duel, duet
ergon I work energy, energetic, energize, surgeon, ergonomic
erro I wander errand, errant, error, erroneous
ethos the people ethos, ethnic, ethnicity, ethnographic
facio factus I make, do manufacture, factory, artificial, defect, perfection, sacrifice,
magnificent, magnify, effect, feat

Latin, Greek, etc.
fallo falsus I deceive false, falsify, fallible, infallible, fault

femina woman feminine, female, effeminate, effeminacy
fendo I strike defend, defense, self-defense
finis the end final, finale, finite, infinite, finalize, finance, finish, finality
fircus treasury fiscal, confiscate, confiscation
flecto I bend reflect, reflection, inflect, inflection, flexible, deflect
fortis strong comfort, discomfort, for, enforce, enforcement, forceful, fortify,
reinforce, fortify, fortification
frango I break fraction, fragile, fracture, infraction
frater brother fraternity, fratricide, fraternize
frigus cold frigid, refrigerate, refrigerator
fugio I flee fugitive, refuge, refugee
fundo fusus I pour funnel, fund, refund, foundry, refuse
gamos marriage bigamist, bigamy, monogamist, monogamy
geo the earth geography, geocentric, geometry, geology, geomagnetic,
geophysics, geothermic, geostatic, geochronology
gradus a step grade, gradient, degrade, gradual, progress, regress, retrograde,
retrogressive
grapho I write graph, graphic, autograph, biography, autobiography, geography,
homograph, monograph, paragraph, lithograph, telegraph,
topography, photograph, phonograph
habito I dwell habitat, habitation, inhabit, uninhabitable, habit, habitual
homo hominus a man homage, homicide, homo sapiens, human, humane, hobo
horreo I shudder horrid, horrible, horrify, horrific, abhor, abhorrence
hospes a guest hospital, hospice, hospitable, host, hostess
impero I command emperor, imperial, empire
insula an island insular, insulate, peninsula
integer whole integer, integral, integrity
jacio jactus I throw eject, reject, conjecture, inject, project, subject, interject
judex a judge judge, judgmental, judgment, judicial, judicious, prejudice,
adjudicate, adjudicator, adjust, adjustment, readjust
jungo junctus I join conjunction, junction, injunction
juro I swear jury, perjury
justus fitting, right just, unjust, justice, injustice, justify, justly, justification
juvenis young juvenile
kilo one thousand kilogram, kilometer, kilowatt
latus laterus a side lateral, latitude, equilateral, unilateral, multilateral

Latin, Greek, etc.
lego lectus read, gather, choose collect, recollect, dialect, elect, elegant, eligible, elite, legible,
illegible, lectern, lecture, legend, neglect, college
liber free liberate, liberal, liberty, deliberate, Libra
locus a place locality, local, locate, dislocate, location, locomotive
loquor I speak eloquent, eloquence, elocution, loquacious
lumen light illuminate, luminous
luna moon lunar, lunatic
magnus great magnitude, magnificent, magnate, main, magnify, magnanimous
manus the hand manual, manacle, manage, manipulate, manuscript, manufacture
mater mother maternal, maternity, matriarch
memor mindful memento, memoirs, memorable, memory, remember, reminisce
mens mentis the mind mental, mentality, mention, mentor, demented, human, woman
metior mensus I measure immense, meter
barometer, chronometer, diameter, perimeter, micrometer,
metron a measure
symmetry, asymmetric
migrate, migrant, immigrant, immigration, emigrate, emigration,
migro I wander
migratory, transmigrate
micros very small microbe, microscope, microfiche, microcosm
minor small minus, minimum, minority, minute, miniscule
mito missus I send transmit, transmitter, emit, missile
mors death mortal, mortally, mortality, mortuary, immortal, mortgage
multus many multiply, multitude
muto I change commute, mutate, mutation, mutual
natus I am born nature, natural, unnatural, innate, native, nativity, natal
navis a ship naval, navy, navigate, navigation
nomen a name name, nominate, numeral, enumerate, numerator, nominal
octo eight octagon, octagonal, octopus, octave, October
oculaus an eye ocular, oculist, binoculars
omnis all omnibus, omnipotent, omnivore, omnivorous
opto I desire option, optional, adopt, adoption, opt
orbis circle orbit, exorbitant
origine beginning originate, original, aborigine, aboriginal
ovum an egg oval, ovate, ovum, ovary, ovarian
paleo old, ancient palaeontology, palaeontologist, palaeography, Palaeolithic
pars partis part department, departmental, compartment, apartment, partial,
particle, separate, partition

Latin, Greek, etc.
pater father paternal, patricide, patriarch, patriarchal

pathos feeling pathology, pathetic, sympathy, empathy, pathos
pectus the breast pectoral, expectorate, expectoration
pello I drive propel, propeller, compel, compulsion, expel, expulsion, impel
peri around perimeter, periscope, periphery, peripheral
pes pedis the foot centipede, impede, impediment, pedestrian, pedal, pedestal
phono voice, sound phone, phonic, gramophone, megaphone, earphones, symphony
phos light phosphorous, photograph, photosynthesis
plus pluris more plus, plural, surplus
polis people police, politics, politician, political
poly many polygamy, polygon, Polynesia, monopoly
pono positus I place deposit, compose, compositor, pose, position, imposition,
propound, oppose, opposite, opponent, interpose, expose, depose,
repose, transpose
populus the people populate, population, popular, public, publican, publish, republic
porto I carry portable, export, import, important, transport, report, reporter,
support
pous podus foot podiatrists, podiatry, podium, tripod
primus first prime, primary, primitive, primal
qualis of which kind qualify, disqualify, quality
quantus how much quantity, quantify
radius a ray radius, radial, radiate, irradiate
repellere drive back repel, repellent, repulse, repulsive
repo I creep reptile, surreptitious
rex regis a king regent, regal, reign
rota a wheel rotate, rotor, rotary, rotation
rumpo ruptus I break rupture, erupt, eruption, abrupt, interrupt, irruption
sal salt salad, salt, salty, salary, sauce, sausage
scando I climb ascend, ascent, descend, descent, ascension
sciential I know conscience, conscious, unconscious, consciousness, science,
scientist, scientific, omniscient
scribo I write scribe, script, describe, description, inscribe, inscription, prescribe,
prescription, conscript, ascribe, scribble
seco sectus I cut dissect, section, sect, sector, segment
sedeo sessus I sit sedentary, sediment, session
senex old man senior, senile, senate, senator
sentio I feel assent, consent, dissent, sense, nonsense, resent, resentful,
sensible, sensitive, sentiment, sentimental

Latin, Greek, etc.
servo I keep preserve, preservative, preservation, conserve, reserve, serve,

servant
signum sign sign, signal, signature, signify, significant, resign, consign
skopeo I see periscope, microscope, telescope, scope
sol sun solar, solstice
solus alone solitude, solace, solitary, desolate, isolated, solo, soloist
solve loosen dissolve, dissolution, solve, resolve, solvent
specio I see spectacle, spectacles, inspect, respect, specimen, spectacular
spiro I breathe transpire, expire, aspire, aspiration, respiration, perspire,
perspiration, spirit, spiritual, dispirited
sta I stand constant, obstacle, stagnant, station, stationary, statue, stature,
status
struo structus I build construct, instruct, obstruct, destruction, restructure
tango tactus I touch tactile, tag, contagious, tact, tactful, tactless, intact, contact
tele afar television, telephone, telecast, telegraph, telepathy, telescope
tempus time temporary, contemporary, extemporary, temporal
tense, tension, attend, contend, distend, extend, intend, pretend,
tendo tensus I stretch
intense, superintendent, tend, tendency, tender
tenet, contain, continent, abstain, continue, sustain, detain, obtain,
teneo I hold
retain, certain, tenacious, tenant
terrace, terra-cotta, terra firma, territory, territorial, terrarium,
terra earth
terrain, terrier
therme heat isotherm, thermometer, thermal
testis a witness test, testify, testimony, testament, testimonial
attract, betray, distract, contract, detract, portrait, portray, retrace,
traho tractus I draw
retract, subtract, trace, traction, tractor, protractor, subcontract
unit, unify, union, unite, university, unity, unison, uniform,
unus one
universal, reunion, commune, community
advertise, converse, conversation, reverse, reversal, revert, invert,
verto versus I turn
convert
verus true verdict, verify, verily, very
vision, visual, evidence, provide, video, visualize, television,
video visus I see
provision, videotape, visible, invisible, revise, revision, advise
vinco I conquer invincible, convince, victim, victor, victory, victorious
voco I call vocal, vocalize, sub-vocalize, vocation, irrevocable, advocate
carnivore, carnivorous, herbivore, herbivorous, omnivore,
vorare to devour
omnivorous, voracious
zoo an animal zoo, zoology, zoologist, zodiac
ANSWER KEY
NOUNS 3. a. haystack d. thunderstorm 3. a. Hiking, rustling, humming, chiming,
Student Page 1 (page 20) b. fencepost e. bookshelf croaking
1. man, smile, sixpence, stile, cat, mouse, c. hairpiece f. storybook b. Waiting, murmuring, screaming, cracking,
house 4. fireplace, fireside, firelight, riverbed, roofing, whistling, whining
2. Killarneys, hills, mists, dawn, fingers, riverside, farmhouse, farmland, wayside, Student Page 11 (page 30)
magpies, cry, echoes, valley underway, waterway, headway, waterline, 1. sorrow, glamour, hope, anger, tolerance,
3. Answers will vary. underwater, headline, headlight, headland, happiness, despair, grief
4. Answers will vary. bedhead, headroom, bedtime, bedside, 2. a. despair d. hope
bedroom, landline, hillside, hilltop, b. disappointment e. longing
Student Page 2 (page 21) lifeline, lifetime, underclothes, clothesline
1. Answers will vary. c. sadness, happiness
2. a. 3 (hearts, knees, cave) Student Page 7 (page 26) 3. Sentences will vary.
b. 7 (butter, sugar, eggs, milk, vanilla, 1. a. elephants e. wolves 4. Sentences will vary.
flour, cake) b. fish f. geese Student Page 12 (page 31)
c. 4 (aunt, uncle, farm, country) c. monkeys g. cubs Answers will vary.
d. 3 (camel-traders, desert, sun) d. whales h. lions
2. a family of pigeons; litter of tiny, white Student Page 13 (page 32)
e. 3 (rocket, space, television) 1. Answers will vary.
f. 1 (woman) kittens; flock of sheep; pack of wild dogs;
herd of cows; flock of wild ducks 2. Sentences will vary.
3. Answers will vary. 3. Phrases will vary.
4. Answers will vary. 3. puppies, elephants, chickens, fish,
kangaroos, sheep, bees, lions, monkeys, 4. a. The seventh grade class; an interesting
Student Page 3 (page 22) people television program about global
1. a. bowls, flowers, roses, tulips warming.
b. books, toys, games, boxes T B R A L P G Y H E b. A white, shining angel; the green
c. keys, cushions E L E P H A N T S C Christmas tree
d. plums, oranges, bananas, peaches F J I K M O T J I H c. A mean, old fox; the farmers henhouse
e. tourists, planes, trains, cars, buses S N L P L Z P M F I d. A family of magpies; a shady tree; our
2. a. families, countries garden
b. gullies, valleys d. poppies, daisies H Y I E B X S O T C
Student Page 14 (page 34)
c. ladies, babies e. fairies E S O O R A G N A K 1. a. an, a e. an, a
Student Page 4 (page 23) E R N P L W I K U E b. The, a, the f. the, the
1. a. wolves d. calves P G S L Q V P E H N c. an, an g. a, the
b. knives e. loaves K I B E E S T Y D S d. the, the
c. leaves 2. The seventh grade students planned a
R P U P P I E S T D
2. woman/women, goose/geese, foot/feet, disco for the last day of the quarter. The
man/men, child/children, mouse/mice Student Page 8 (page 27) five best artists in the class each prepared
3. Answers will vary. 1. a. Harrys d. Rhys a poster to advertise the disco. A group
Student Page 5 (page 24) b. Tanias e. brothers of students helped the teacher to decorate
1. a. Pottsville School, Los Angeles Zoo, c. Davids the hall with balloons and streamers. The
September 2. a. brothers, Dads d. pirates, knights ladies from the cafeteria set up a table to
b. Jack, Harry Potter and the Chamber of b. aunt and uncles e. Bens, Erics sell the refreshmentsice cream, drinks,
Secrets c. Tessas f. Omars and snacks. A group of four students set
c. Christmas, George Jenkins, New 3. Sentences will vary. up a sound system. Another small group
Zealand, Quantas Student Page 9 (page 28) organized the lighting.
d. American Airlines, Los Angeles, San 1. a. singular d. plural On the night of the disco, the students
Francisco b. plural e. singular all arrived in their favorite after-school
e. Frances, Macquarie University c. singular clothes. The decorated hall, under the
2. a. America, September, October 2. a. eagles d. swimmers colored lights, looked like a fairytale. It
b. Jennas, Willy Wonka b. citys e. elephants was an amazing sight!
c. Shymal, India, America, San Diego c. cars The students all had a wonderful
d. New York, Statue of Liberty 3. a. builder f. Tom time. They enjoyed the dancing, and the
e. Red Dragons, Germany, World Cup b. owl g. lady company of their friends. For them, this
3. Answers will vary. c. teachers h. babies had been a memorable evening.
4. L T E A S T E R d. women i. men Student Page 15 (page 35)
e. sun j. cars 1. a. actor d. resident
M Y E R E N K E Student Page 10 (page 29) b. scholar e. traveler
A L E M O O R B 1. a. buzzing c. assistant f. soloist
B A S Z U S W M b. horseracing 2. a. completion e. prevention
c. riding, skateboarding b. nomination f. television
U T N A E K U E d. hunting, shooting c. division g. attention
A I R O T C I V e. stargazing d. invitation h. provision
O F R I D A Y O 2. a. The sheep were frightened by the 3. Answers will vary.
howling of wolves. Student Page 16 (page 36)
J Y R L M J P N b. Sailing requires a lot of skill and 1. Sentences will vary.
Student Page 6 (page 25) training. 2. a. performance e. pretence
1. postcard, hairbrush, pigeonhole, c. We heard the croaking of frogs in the b. entrance f. correspondence
drainpipe, sunflowers, drumstick, water hole. c. abundance g. persistence
toothpick d. Playing on the street is dangerous. d. disturbance h. reference
2. Sentences will vary. e. The babys crying woke me from my
sleep.

ANSWER KEY
Student Page 16 (page 36) cont. Size: mammoth, short, huge, gigantic, c. unlikely, disobedient
3. R E C R E A T I O N enormous, tiny d. inaccurate, unbeatable
Shape: rotund, circular, oblong, e. unbelievable, invisible
D V I S I O N Y L S triangular, oval, square 2. a. helpful, helpless
Y E G E F K I R H C 3. Answers will vary. b. useful, useless
O A N R R E U E G U Student Page 20 (page 45) c. careful, careless
P R I V A C Y T U L 1. a. chiming clock g. roasted peanuts d. hopeful, hopeless
I T Z A C I R E O P b. exciting news h. haunted house e. painful, painless
c. wailing siren i. knitted sweater f. thoughtful, thoughtless
N J G N T T N M R T g. colorful, colorless
d. puzzling questions j. branded cattle
I F A T I S W E J O e. howling wind k. loaded truck h. powerful, powerless
O A N N O U N C E R f. speeding vehicle l. potted cacti i. doubtful, doubtless
N L O W N J H S A D 2. Sentences will vary. j. cheerful, cheerless
3. melted butter, walking stick, setting sun, 3. a. powerless e. incorrect
4. Sentences will vary. knotted rope, dancing shoes, boiled eggs, b. improbable f. reliable
AssessmentNouns (pages 37 and 38) preserved fruit, laughing clown, painted c. illegal g. thoughtful
1. lion, unicorn, crown, frown, bread, cake, fence, growing plants, chewing gum, d. fortune h. irresponsible
town ploughed field, gaping hole, bundled Student Page 25 (page 50)
2. a. churches d. inventions sticks, cooked meat, cheering crowd 1. loud, louder, loudest; tall, taller, tallest;
b. chiefs e. lullabies fierce, fiercer, fiercest; wet, wetter,
c. chimneys wettest; thin, thinner, thinnest; strong,
1. a. comical j. nervous
3. Freddo Frog was invented by Harry stronger, strongest
b. exceptional k. venomous
Melbourne for the McPherson Chocolates 2. long, longer, longest; old, older, oldest;
c. regional l. dangerous
Company. Freddo was to be a mouse, but
d. coastal m. tricky sharp, sharper, sharpest; wild, wilder,
Harry convinced the company that the
e. occasional n. greasy wildest; soft, softer, softest; brave, braver,
public, generally, would not like mice.
d. personal o. hungry bravest
Harry made a demo Freddo and got the
g. adventurous p. tasty 3. a. coldest d. fastest
thumbs-up.
h. glamorous q. sunny b. hotter e. larger
The first Freddos appeared in 1930.
i. mountainous r. risky c. older, younger
They were not wrapped and cost a penny.
2. a. possible e. fashionable 4. a. worst d. bad, worse
Now 180 million Freddo Frogs are
b. sensible f. changeable b. better e. least
produced annually.
c. visible g. reasonable c. best
4. Answers may vary: daylight, daytime,
d. divisible Student Page 26 (page 51)
junkyard, backyard, backwater, waterline,
waterside, farmhouse, farmyard, sunlight, Student Page 22 (page 47) 1. a. most d. more
Sunday, sidelight, lifeline, lifetime, playhouse 1. a. festive b. more e. more
5. Answers may vary: b. dramatic, mountainous c. most
a. servant, service, servitude c. influential, important 2. a. most d. most
b. building, builder d. curious b. more e. more, more
c. privacy e. confident, global c. more
d. happiness f. healthy, delicious 3. a. most famous d. driest
e. safety, safeness 2. Sentences will vary. b. bigger e. more cheerful
f. location, locality, locale Student Page 23 (page 48) c. more reliable
6. a. umpires d. voters 1. a. cheap f. full Student Page 27 (page 52)
b. familys e. aunt and uncles b. low g. bright/light 1. a. A, A d. N, A
c. birds c. rough h. short b. A, N e. N, A
7. Answers will vary. d. wide i. beautiful c. N, N
8. a. excitement d. criticism e. stale 2. Sentences will vary.
b. hope e. determination 2. a. cheap, expensive e. beautiful, ugly 3. a. right d. bear
c. wisdom b. full, empty f. long, short b. bridal e. week
ADJECTIVES c. dark, bright g. fresh, stale c. bald
d. wide, narrow 4. Sentences will vary.
Student Page 17 (page 42) 3. young/new, small, right, tame, bottom,
1. Answers will vary. Student Page 28 (page 53)
old, cold, large, light, short, dry, dirty
2. a. cold, uninviting 1. a. as quiet as a mouse d. as black as ink
b. anxious S T P S N C J O K W b. as busy as a bee e. as pale as a ghost
c. alert, watchful D A B H L D R Y L E c. as straight as an arrow
d. flushed, angry Y M G O L D P O H N 2. a. as gentle as a lamb
e. strange, wild, untamed b. as light as a feather
3. a. six, tasty, red apples U E N R O Z B U G L c. as high as the sky
b. seven, flying, wild geese D I R T Y B I N U P d. as pretty as a picture
c. old, dusty, well-read books S T I E L L I G H T e. as white as a sheet
Student Page 18 (page 43) H E G R A L T M R L f. as cool as a cucumber
1. Answers will vary. g. as regular as clockwork
O F H E P A W G J K h. as deep as the ocean
2. Sentences will vary.
B O T T O M A Y P N 3. Answers will vary.
1. a. two, two, four d. two S R O P X S D L O C 4. Sentences will vary.
b. many e. some Student Page 24 (page 49) Student Page 29 (page 54)
c. eight f. few 1. a. unarmed 1. long, brown, stick, taller, long, stretched,
2. Color: crimson, ebony, speckled, purple, b. illiterate, impossible chewing, bald, polished, long, skinny,
silver, azure bony, short, beady, brown, menacing
ANSWER KEY
2. old, dark, brief, broken, falling, wooden, b. Whose dirty socks are lying on the VERBS
empty, carved, shiny, draping, deep, floor? Student Page 37 (page 72)
decaying c. What would you like for your birthday? 1. a. kicked d. collapsed
3. Drawings will vary. Student Page 34 (page 64) b. asked e. enjoyed
AssessmentAdjectives (pages 55 and 56) 1. a. anyone, anybody, somebody, someone c. dreamed
1. gradual, shabby, responsible, lonely, b. everyone, everybody 2. a. galloped d. Wait
golden c. none, nothing b. baked e. grew
2. People: impatient, courteous, artistic, d. no one, nobody c. wrote
brazen e. something, someone, somebody 3. a. blew d. drifted
Places: barren, volcanic, overgrown, f. some, any b. burnt e. screeched
crowded 2. a. This d. these c. revolves
Things: metal, motorized, striped, sour b. that e. That Student Page 38 (page 73)
3. shallow, creek, gold, easy, flat, soft, c. this f. these, those 1. a. shouted d. complained
paper-thin, fine, high, long-lasting, great, or those, these b. growled e. promised
possible, lovely, ancient Student Page 35 (page 65) c. whispered
4. a. low e. careless 1. a. mom d. Dale and friend 2. Answers will vary.
b. ugly f. unimportant b. brother e. book 3. Answers will vary.
c. safe g. rough c. Michael Student Page 39 (page 74)
d. irresponsible h. inappropriate 2. a. their (hikers), them (hikers), it 1. a. are d. were
5. a. a bee c. the grave (mountain), them (hikers) b. was/am e. is
b. a picture d. a feather b. his (Bradley), they (Bradley and c. is
Sentences will vary. brothers), their (Bradley and brothers), 2. a. were e. am, is
6. a. bearable d. exceptional he (grandfather) b. had f. had
b. harmful/harmless e. dependable c. She (Molly), She (Molly), She (Molly), c. is, are g. was, were
c. adventurous She (Molly), Her (Molly), it (collecting d. has h. has
7. a. faster d. more curious frogs), you (reader) 3. Answers will vary.
b. hottest e. most sensible d. their (passengers), their (passengers), It
c. better Student Page 40 (page 75)
(plane), it (plane), She (flight attendant)
1. a. is flying d. might go
PRONOUNS Student Page 36 (page 66) b. could come e. are having
Student Page 30 (page 60) 1. He (Peter Sox), He (Peter Sox), his (Peter c. has been waiting
1. a. She, us, They d. me, your, I, you, mine Sox), It (rooster), It (door), I (Peter Sox), 2. Answers will vary.
b. I, my, you, I, her e. He, them, him that (door), he (Peter Sox), I (Peter Sox) 3. a. must/should d. should/must
c. you, It 2. Bobbie Sox looked up when Peter entered b. may, might e. may/might/could
2. a. MS, NS, MS the kitchen. She noticed the grease under c. can/could
b. MS or FS, MP or FP, MS or FS his fingernails. Youve been greasing
c. MS, MP or FP the gate again! Bobbie Sox grimaced.
1. a. have started d. has been discovered
d. MS, FS, MP or FP She went back to her scribbling at the
b. has been e. will be missed
e. FS, NP kitchen table. Peter realized that if he
c. will elect f. can depend
3. a. He cleaned and polished (his) black wanted a cup of tea, he would have to get
2. a. I cannot take you with me.
leather shoes. it himself!
b. You might not see him tomorrow.
b. I gave (my) kitten a dish of warm milk. 3. Observation: Personal pronouns are not
c. We will not be traveling to the coast in
c. The teacher told (us) to sit down. used in report writing.
June.
d. Stella hung (her) new hat on a hat peg. AssessmentPronouns (pages 67 and 68) d. The surfers should not wait for the tide
e. They pushed (their) bikes up the steep 1. a. He, his, his, he, me, he, I, She, her, him to turn.
hill. 2. a. Jessica and I are going to visit e. The fire is not burning across the
Student Page 31 (page 61) our/her/my/their uncle. eastern ridge.
1. Entries will vary. b. Where would you/we/he/she/they 3. Answers will vary.
2. a. third c. first like to go for your/our/his/her/their Student Page 42 (page 77)
b. second vacation? 1. a. couldntcould not d. hasnthas not
3. a. They, they d. She, her, them c. Dad told us/them to get out our/their b. didntdid not e. isntis not
b. We, them e. her, me, we coats. c. shouldntshould not f. wasntwas not
c. I, him d. Lets wave to them when they pass by. 2. a. does not g. cannot
3. a. The kitten put its/his/her sooty
Student Page 32 (page 62) b. will not h. was not
footprints everywhere.
1. a. his (parents), his (report card) c. had not i. have not
b. I will plant a summer-flowering tree in
b. my (bike), my (sister) d. were not j. are not
my/our garden.
c. its (wings), her (shoulder) e. did not k. do not
c. He put his finger on the buzzer and
d. ours (ball) f. would not l. could not
pressed hard.
e. yours (cap) 3. a. The men arent diving for pearls.
d. They went out in the wind to fly their
2. Sentences will vary. b. He wasnt climbing up onto the roof.
kites.
3. a. Its d. Its c. Dont you have a home computer?
e. Please hand it back to Sally. Its hers.
b. its e. its, its d. The table hasnt been set for dinner.
4. a. sign d. Jane
c. its 4. Answers will vary.
b. Billy and Taj e. Kate, Ben
Student Page 33 (page 63) c. Dad Student Page 43 (page 78)
1. Answers will vary. 5. Sentences will vary. Make sure they 1. a. nocturnal animals d. the farmer
2. Questions will vary. include the five pronouns. b. Urick e. the professor
3. a. Who c. Whose 6. a. What c. Which c. the bus
b. Which d. What b. Who d. Whose 2. a. Mr. and Mrs. Flynn visited
4. a. Who lost a gold watch this morning? 7. His, he, he, him, him, his, my, he, him, He b. The long and winding road led

ANSWER KEY
Student Page 43 (page 78) cont. Student Page 48 (page 85) d. loosentighten
c. are joggers 1. changed, started, lay, left, was, felt, being Student Page 53 (page 90)
d. The children skipped scooped, dropped, squashed, was, waited, 1. a. N, N d. N, V
e. Both adults and children enjoy wrapped, took, spread, guessed, was b. N, N e. V, N
3. a. The climbers stand at the peak of Mt. counting, could(nt) help, would(nt) be, c. V, N
Everest. appeared, closed, felt, swallowed, fell, 2. Sentences will vary.
b. The children are playing computer hit, grazed, sent, spun, rolled, was falling, 3. a. paced d. knew
games. landed, was, was b. heal e. break, buy
c. The men were watching the Grand Prix 2. Answers will vary. c. guest
on television. Student Page 49 (page 86) 4. Sentences will vary.
d. The wild geese fly across the darkening 1. was designed, stands, is, built, contains,
sky. AssessmentVerbs (pages 91 and 92)
lead, was 1. a. Bobbie Sox had a bee in her bonnet!
Student Page 44 (page 79) Observation: Most verbs are in the present She sat at her kitchen table with a soft
1. IllI will, heshe is, theyvethey tense. pencil and a blank sketchpad. She
have, werewe are, shedshe would, 2. Mosquitoes are very small, slender, began to hum as she scribbled in her
youveyou have, ImI am, youre frail insects. They have only two wings sketchpad. Scrunched balls of paper
you are, theyrethey are, itsit is, and are found in most parts of the world. soon littered the floor around her. She
hellhe will, wevewe have, IveI Mosquitoes breed in still water in the mumbled. She pursed her lips. She
have, youllyou will, hedhe would, warmer months of the year. The female sat back in her chair and looked at the
shesshe is, theydthey would, mosquito sucks blood from humans so she ceiling. She scribbled some more . . . .
wellwe will is able to lay her eggs. 2. a. couldnt d. Cant
2. a. IdI had Mosquito bites make swollen, itchy b. Theyre e. Youre
b. ImI am, youreyou are spots on the skin that are very irritating. c. hed
c. Wedwe would, shesshe is In many parts of the world, mosquitoes 3. One day, a boy and his dog were
d. Itsit is, wellwe will spread diseases such as yellow fever and walking along a wide, sandy beach. The
e. Youllyou will, heshe has malaria. Many humans have died as a boy whistled as he walked. The dog
f. Theyrethey are, theyvethey have result of mosquito bites. followed closely behind. They had not
3. a. youre, its d. were In most areas, most mosquitoes are walked far, when the dog spotted a crab.
b. Theyre e. Were, its harmless though annoying. Some, He chased the tiny creature, barking and
c. Were however, are carriers of diseases like snapping his teeth. The crab scurried
Student Page 45 (page 80) dengue fever and Ross River fever, which away.
1. a. visit d. open cause severe joint pain. Although they are 4. a. I did my homework.
b. wish e. board small and fragile, mosquitoes remain the b. They saw the latest James Bond movie.
c. research most irritating of all insects to humans. c. Its too late to go to the park now.
2. a. The recipe says to fry the onions Student Page 50 (page 87) d. Theyre going to walk to Table Top
gently. 1. a. Remove f. Add Mountain.
b. The detective started to study the clues b. Cut g. Stir e. Has she gone with them?
carefully. c. Arrange h. Pour 5. a. will begin (future) f. were built (past)
c. He began to limp painfully back to the d. Sprinkle i. Place b. beat (present) g. are playing (present)
campground. e. Beat j. Bake c. bought (past) h. drove (past)
d. Your job is simply to count the children 2. Answers will vary. d. is planting (present) i. painted (past)
on the bus. Student Page 51 (page 88) e. will vote (future) j. will enter (future)
e. I wanted to shout loudly when I won 1. lived, sleeping, hunted, waiting, galloped, 6. Sentences will vary.
the first prize. pounced, flicked, flashing, missed, 7. a. horrify
3. Answers will vary. plunged, landed, looked, playing b. terrify, terrorize
Student Page 46 (page 83) 2. Answers will vary. 8. a. theyve c. its e. Im
1. Answers will vary. 3. Sentences will vary. b. were d. hell
2. Answers will vary. Student Page 52 (page 89)
3. a. gathered i. scored ADVERBS
1. S W S L G U K R T
b. floated j. invited Student Page 54 (page 96)
c. unlocked k. throbbed T R E M B L E H E 1. a. when d. how
d. displayed l. scanned R C H U C K L E L b. where e. where
e. wandered m. hummed U R D J A B G L K c. when f. how
f. stumbled n. grinned G O S U I F N T R 2. a. early e. seldom
g. untied o. spotted b. impatiently f. Sometimes
h. received G A R G L E A R A c. here g. always, carefully
Student Page 47 (page 84) L O P G N F D A P d. anxiously
1. a. ate g. grew E M E L B M U T S 3. Sentences will vary.
b. gave h. did N E D E L D I S E Student Page 55 (page 97)
c. came i. ran 2. a. terrify d. beautify 1. a. gracefully d. sometimes, often
d. dug j. had b. signify e. identify b. Yesterday, Once e. sideways
e. was k. stood c. notify c. busily f. upwards
f. sang l. broke 3. a. investigate d. nominate 2. a. called (how) d. sit (where), read (how)
2. a. bought f. spent b. operate e. irrigate b. go (when) e. fell (where)
b. lit g. went c. excavate c. arrive (when) f. arrived (when)
c. saw h. caught 4. a. shortenlengthen 3. Sentences will vary.
d. sat i. threw b. darkenlighten Student Page 56 (page 98)
e. kept j. went c. strengthenweaken 1. Answers will vary.
3. Sentences will vary. 2. Sentences will vary.
ANSWER KEY
3. Sentences will vary. 8. a. darted (where) d. was (where) d. to care for each other
Student Page 57 (page 99) b. worked (how) e. paced (how) e. Riding skateboards
1. Answers will vary. c. rolled (when) 2. a. growing orchids
2. Sentences will vary. 9. a. very, early, now, rather b. Leaving all my friends
3. late, later, latest; early, earlier, earliest; b. there, patiently c. to get home
high, higher, highest; hard, harder, c. Sometimes, noisily, overhead d. Waiting patiently
hardest; far, farther, farthest d. so, loudly, away, quickly e. Climbing Mt. Everest
4. easily, more easily, most easily; often, e. away, upside down f. to fly solo
more often, most often; carefully, more PREPOSITIONS AND PHRASES 3. Sentences will vary.
carefully, most carefully; eagerly, more Student Page 61 (page 108) AssessmentPrepositions & Phrases
eagerly, most eagerly; happily, more 1. a. The weary sailors returned after (pages 113 and 114)
happily, most happily months at sea. 1. On Saturday morning; to Leslie Dam; for
Student Page 58 (page 100) b. There were severe water restrictions the day; in a shady area; overlooking the
1. a. gratefully d. patiently during the drought. dam wall; In the afternoon; on the calm
b. steadily e. safely c. The meteor disappeared in the blink of water; of football; on the grassy banks;
c. fortunately f. unusually an eye. with some other families
2. Answers will vary. d. There are ancient rock paintings on the 2. Sentences will vary.
3. Sentences will vary. walls of the cave. 3. a. where d. how
4. a. Gently d. quietly e. You will not be able to swim in such b. when e. when
b. loudly e. kind polluted water. c. why
c. faint 2. Answers will vary. 4. a. man d. girl
Student Page 62 (page 109) b. everyone e. people
1. Phrases will vary. c. game
1. a. there d. well
2. a. I will not go with you into that cave. 5. a. which d. where
b. never e. north
b. During the night, we had a shower of b. where e. what
c. later
rain. c. which
2. weakly, happily, unusually, backwards,
c. He stood on top of the mountain and 6. Sentences will vary.
outside, low, above, smoothly, slowly,
looked at his new land. 7. a. in, for d. beside/behind, on
early, tightly, loudly
d. Pick a number between one and ten. b. of, at e. at, for
Y G L O U D L Y K R c. around, in
e. The horse galloped through the open
L S M O O T H L Y B gate. 8. Answers will vary.
H I G H P R Q K L D f. There are gardens of coral under/ SENTENCES
G E A R L Y U A I E beneath the sea. Student Page 66 (page 118)
U D A C K W A E P V g. We run around the track twice each 1. b, d, f, g, i, j
morning. 2. Spain is a land known for its sunny
T I G H T L Y W P O
h. They cast their votes in the election. beaches, its castles, its wine, its olives,
R S D R A W K C A B i. Is it far from California to Utah? and its bullfights. It shares the Atlantic
D T S L O W L Y H A j. Flowering native trees grow along the coast with Portugal. The Bay of Biscay
R U N U S U A L L Y riverbank. lies to the north and the Mediterranean
L O W Y L W O X S D Student Page 63 (page 110) Sea to the south. The capital of Spain
1. a. shoes d. orchids is Madrid. Columbus set sail from
b. boy e. bags Barcelona, in 1492, to discover America.
Student Page 60 (page 102) c. note f. students 3. Sentences will vary.
1. a. When/Where d. How 2. a. of sandwiches
b. Why e. When Student Page 67 (page 119)
b. tied with silver ribbon 1. Statements will vary.
c. Where c. beneath our feet
2. a. July 4 2. a. fact d. opinion
d. with sequins round the hem b. fact e. fact
b. eight e. wearing colorful silks
c. supermarket/deli/grocery store c. opinion f. opinion
f. wearing a brave smile 3. Answers will vary.
d. to prevent bacterial infection 3. a. The students, wearing their broad-
e. New York brimmed hats, went to see the Student Page 68 (page 120)
3. Questions will vary. elephants. 1. a. 1969
AssessmentAdverbs (pages 103 and 104) b. The boys, riding around in the park, b. ten
1. Answers will vary. were a menace to the walkers. c. green, white, and red
2. very, extremely, really (Answers will c. The tourists enjoyed seeing the d. in a monastery
vary.) platypuses with their webbed feet. e. George Washington
3. rather, quite, somewhat, fairly, nearly, f. clarinet, oboe, saxophone, flute,
almost (Answers will vary.) piccolo, bassoon (Answers may vary.)
1. a. where e. why
4. Sentences will vary. g. to defend themselves
b. why f. where
5. a. heavily d. pleasantly h. 1492
c. how g. when, how long
b. quietly e. safely i. Walt Disney
d. when h. how
c. fortunately j. bald eagle
2. to the marketplace; near the main railway
6. a. Where c. When 2. Questions will vary.
station; at bargain prices; everywhere;
b. How d. Why sometimes; in a corner somewhere; in a Student Page 69 (page 121)
7. a. weakly d. there glass case; to add to my collection 1. a. exclamation mark d. period
b. now e. roughly b. period e. period
c. unluckily c. exclamation mark f. exclamation mark
1. a. to go swimming on Sunday
b. Being team captain
3. Illustrations will vary.
c. Seeing you there
ANSWER KEY
Student Page 70 (page 122) Student Page 76 (page 130) They nest in hollows in fig, milkwood,
1. a. Whip d. Row 1. a. planet e. fossil and black bean trees. Their nest hollows
b. Bake e. Bend b. person f. refugees can be 20 to 30 meters above the ground.
c. Sign c. invention g. peaches The female ecletus parrot almost never
Observation: Commands begin with the verb. d. tourists leaves the vicinity of her nest, relying
2. Fill, Tap, Add, Pour, Screw, Place 2. a. who d. which on the male birds to bring her food. If
The seeds have soaked up the water and b. that e. which disturbed, she flies off with cries to
expanded. c. who f. that a nearby tree, but returns as soon as
Student Page 71 (page 123) 3. Sentences will vary. it is safe. Even when the chicks are
1. a. An exploding volcano d. messages Student Page 77 (page 131) fledged, she continues to return and
b. A cold front e. pineapples 1. a. that Juanita was a champion horse rider jealously guard her nest.
c. the skier f. Julie b. when Ill be back Eclectus parrots live on a diet of
Observation: Most of the time, subjects came c. Ive never done this before fruit, seeds, leaf buds, blossoms, and
before the predicate. d. he was proud of me nectar. A number of male parrots feed
2. Sentences will vary. e. who was leading the great bicycle race the female at the nest entrance, and she
f. they will win their race on Saturday in turn, feeds her chicks.
2. Clauses will vary. The female lays two eggs in spring.
1. a. so d. yet
3. he was feeling very nervous; that he Eggs hatch in about 30 days and the
b. but e. or
had relaxed; that I knew it well; that chicks leave the nest around three
c. and
everyones eyes were on me; that he months. Many chicks are lost to
didnt know I could play so well; that we predators, especially pythons, or are
3. a. Dark storm clouds gathered in the west,
had all performed very well; we should drowned when heavy rain fills the nest
and thunder rolled across the sky.
feel very proud of ourselves hollow.
b. It was late at night, yet the weather
In the past ecletus parrots have
remained warm and humid. Student Page 78 (page 133)
fallen victim to poachers and the
c. Tom collects stamps, Jerry sketches 1. What can you tell me about the moon?
lucrative bird-smuggling trade. The
birds, but Bill doesnt have a hobby. asked the teacher.
near extinction of these beautiful birds
Student Page 73 (page 127) It is a satellite of the earth, said Raj
has been prevented because of laws
1. a. Check the depth of the pool immediately.
for the protection of wildlife, and the
b. The soldier struggled back to camp Sarah added, It is our nearest neighbor.
successful breeding of these parrots in
c. she returned it to the library And it is much smaller than Earth, said
captivity.
d. We are going camping this weekend Timothy.
Research continues into the complex
e. my dog, Rusty, comes with me The teacher then asked, What do people
social systems and the breeding habits
f. I will make the beds see when they look at the full moon?
of the wild eclectus parrot.
2. a. because they are rare, hard, and beautiful Raj said, The face of a man.
2. Answers will vary.
b. when the sun disappears in the evening A girl reading a book, said Sarah.
Timothy laughed, Sometimes they see a AssessmentSentences (pages 135 and 136)
c. When the Brisbane River flooded in 1974
jumping rabbit. 1. Alchemists lived in the Middle Ages.
d. unless they are flying
And sometimes they see an old man with They were not very good scientists, and
e. as far as anyone knows
a bundle of sticks on his back, added the often relied on magic rather than careful
f. although they are an easy form of
teacher, smiling. study. Alchemists dreamed of changing
transportation
2. a. Will you sponsor me in the walk cheap metal into gold. They tried to make
3. Clauses will vary.
against cancer? asked Todd. a magic substance, which they called the
Student Page 74 (page 128) philosophers stone. They said this
Yes, said Mrs. Jiggs. Ill give you
1. Clauses will vary. would also cure diseases and keep people
$2 per mile.
2. a. that e. which young. However, no stone ever appeared
b. Have you read the latest Gordon
b. which f. who and alchemists fell into disrepute.
Black novel? asked Joy.
c. that g. that 2. Answers will vary.
No, sighed Jayne. I havent been
d. who 3. a. The first known Olympic contest
able to buy a copy anywhere.
Student Page 75 (page 129) c. Did you win your hockey game? b. the West Gate Bridge
1. a. when f. where Blake asked. c. Learning to roller skate
b. where g. why No, the Banshee Blues won by one d. Grant Kenny
c. when h. why point, said Jake sadly. e. Hawaii
d. why i. why 4. a. and/so d. or
e. how j. when b. but e. so
1. a. The eclectus parrot is unique among
2. while, where, after, because, as, wherever, c. yet
the many species of parrot. Unlike
although, unless, until, when 5. a. we bought a program of the show
other parrots, both the male and female
S F P T N C J O K R b. Ill get dinner ready
have brilliantly colored plumage. This
c. We will have to hurry home from the
D W H E R E V E R B parrot is large and stocky with a short
station
Y H G Y P F Q I H D tail and long round-tipped wings. The
d. Ill go ice skating with you
male is brilliant green with bend of
U E B E C A U S E E e. Pat promised to run in our relay
wing blue. The underwing and sides of
U N L E S S I R U R 6. Clauses will vary.
his body are red. The female is mostly
E T I E L T E E O E 7. a. who b. that c. which
bright red with a blue-purple lower
8. Clauses will vary.
L I T H Q R T T R H breast.
9. What do you know about Bert Hinkler?
I F N E P O W F J W Eclectus parrots live in the canopy
the teacher asked.
of forests in New Guinea. They extend
H G U O H T L A P Y I think he flew solo from England to
west to the Moluccas, east to the
W L O W X S H X A D Australia, replied Sami.
Solomon Islands, and south to the tip of
Yes indeed, the teacher nodded. Do you
Cape York in Australia.
know when that was?
ANSWER KEY
It was 1928 and it took him sixteen days, 19. Adjectival phrases will vary. GRAMMAR TASK CARDS (pages 188201)
said Jeff confidently. 20. Adjectival phrases will vary. Nouns 1
The teacher nodded, Did you know he died 21. Adverbial phrases will vary. 1. spaghetti, jockey, optometrist, portrait,
while attempting a second flight? 22. Adverbial phrases will vary. message (Sentences will vary.)
23. Phrases will vary. 2. a. moms f. womans
WORDWORKS CARDS (pages 140144)
24. Phrases will vary. b. Josephs g. winters
1. facilitator, violinist, dramatist, competitor,
25. Adjectival clauses will vary. c. factorys h. students
elector, soloist, instructor, illustrator,
26. Adverbial clauses will vary. d. birds i. citys
socialist, journalist, creator, unionist
27. Noun clauses will vary. e. childrens j. lizards
2. assistance, department, preacher, resistance,
28. Check words. Nouns 2
importance/importer, banker, punisher/
29. useful/useless, careful/careless, hopeful/ 1. a. flock f. pod
punishment, performance/performer,
hopeless, doubtful/doubtless, thoughtful/ b. herd g. batch
deliverance/deliverer, entertainer/
thoughtless, colorful/colorless, joyful/ c. band h. crowd
entertainment, statement, announcer/
joyless, cheerful/cheerless, helpful/helpless, d. litter i. pack
announcement
fearful/fearless e. fleet j. bunch
3. reliable, handful, doubtful, acrobatic,
30. Principal clauses will vary. 2. Niko, Germany, Crystal, December,
available, optimistic, joyful, careful, idiotic,
Christmas Day, Telford University, Niko,
agreeable, changeable, pessimistic FACT FINDERS CARDS (pages 169183)
United States
4. terrorize, familiarize, harden, socialize, 1. congregate, vanilla, Detergent, scrutinize,
Nouns 3
gladden, straighten, legalize, patronize, distance
1. a. assistance, assistant
soften, flatten, widen, lighten 2. artificial, figure, detective, seclusion,
b. actor, action
5. child, fool, assist, grease, private, similar, maturation
c. creation, creator, creativity
decide, act, coast, fair, illustrate, home 3. turnstile, diagram, halter, horizontal,
d. residence, resident
6. teacher, actor, dancer, soldier, baker, incubate
e. imagination
sculptor, writer, realtor, doctor, surfer, 4. authentic, vegetation, monarch, simulation,
f. laziness
butcher, astronomer peanut brittle (example)
g. baker, bakery
7. donkeys, teeth, purses, robots, taxes, 5. chronicle, sleet, prank, gait, aviary
h. division
symphonies, daisies, chiefs, deer, journeys, 6. strenuous, slink, sapling, shriveled,
i. endurance
wolves, fungi/funguses symphonic
j. visitor, visitation
8. precooked, prearrange, prehistoric, 7. nectar, average, smolder, mysterious,
precaution, forehead, forearm, forefront, customize
3. Drawings will vary.
prejudge, prefix, foretell, foresee, 8. brandish, knuckles, tabulate, tough,
Nouns 4
foreshadow boisterously
9. invisible, inattentive, unsure, incredible, 9. nocturnal, collate, scheme, antagonizing,
2. a. the, a d. a, the
unavailable, unfortunate, indirect, unequal, embarrassment
b. A, the e. an, an
infertile, incapable, unchanging, unbalanced 10. scribe, rickety, stingy, retaliation, timidly
c. an, the, the f. The, the
10. underneath, upstart, undersized, uproar, 11. bric-a-brac, peak, ballad, triangular,
3. Examples: grandstand, grandfather,
upgrade, underweight, undercover, incredibly
overtime, lifetime, timepiece, timeline,
undernourished, upright, upset, understand, 12. chalet, cicada, crestfallen, snorkeled,
nighttime, headdress, headline, headlight,
update conqueror
overhead, overdress, overweight,
11. arm, patient, sound, meter, plant, calculate, 13. black currant, robust, grimace, lopsided,
underweight, understand, underline
title, active, organize, agree, flow, form dwarves, obedience
Adjectives 1
12. upstairs/downstairs, upright/downright, 14. placid, rescue, vocabulary, nomadic,
upstream/downstream, upgrade/downgrade, investigation
uphill/downhill, upstage/downstage, uptown/ 15. capsize, bowling, terminus, penalize,
Adjectives 2
downtown, upside/downside, updraft/ trespasser
1. deserted building; glowing embers;
downdraft, upturn/downturn 16. yearling, tinge, kilt, location, tornados or
waiting room; whipped cream; sparkling
13. Sentences will vary. tornadoes
jewels; puzzled look; branded cattle;
14. vegetarian, musician, pedestrian, electrician, 17. disembark, dais, dike, dormitories,
deafening noise
guardian, mathematician, politician, decorative
2. People: intelligent, determined, creative,
mortician, comedian, Italian 18. bogus, bamboo, beggar, break, beckoned
unfair, friendly
15. triangle = three angles, triple = three times, 19. wrangle, debris, specimen, energetically,
Places: isolated, mountainous, rugged,
tricolor = three colors, triad = group of three, elevation
meeting, deserted
tricycle = three wheels, triceps = muscle 20. junction, vicinity, pellet, invisible, irregular
Things: polished, electric, broken, carved,
with three origins, triplets = group or set of 21. imminent, solar, feign, converse, whirled
plastic
three, triennial = every three years, tripod = 22. hazy, viaduct, chafe, delicately, refuge
3. accurate, venomous, physical, cordless,
three legs, trident = three teeth 23. aroma, evacuate, rotate, victories, cylindrical
obedient (Sentences will vary.)
16. bicycle = two wheels, bicentennial = two 24. keel, tangle, mute, moistness, scurried
Adjectives 3
hundredth anniversary or celebration, 25. foreboding, falter, figment, familiarize,
1. old, iron, rusty, heavy, rough, overgrown,
biannual = two times a year, bifocal = fascination
old, crumbling, sandstone, trembling, two,
two focal lengths, biennial = every two 26. squadron, chunk, census, occupation,
falling, twisted, large, wooden, broken,
years, biplane = aircraft with two supports, peevishly
thick, scared
binoculars = two telescopes, bisect = 27. fugitive, russet, hibiscus, fallacies, fillets
2. a. lovable f. dependable
divide into two equal parts, bilingual = two 28. unruly, vermin, verify, fidgeted, melodic or
b. understandable g. comfortable
languages, bilateral = having two sides melodious
c. reasonable h. invisible
17. Sentences will vary. 29. sanctuary, soprano, spectator, suffocation,
d. audible i. responsible
18. displeased, disregard, unwanted, unclean, spherical
e. possible j. reliable
disbelieve, discredit, undeserved, unarmed, 30. prohibit, duet, wary, oases, judged
dislike, displace

ANSWER KEY
Adjectives 4 2. fry, grind, suppose, wake, shorten, Prepositions & Phrases 1
1. a. big, bigger, biggest dissolve, bent, shine, grimace 1. Drawings will vary.
b. proud, prouder, proudest 3. a. great f. road 2. Prepositions will vary.
c. brave, braver, bravest b. meat g. way Prepositions & Phrases 2
d. little, less, least or littlest c. weight h. creek 1. Phrases will vary.
e. lazy, lazier, laziest d. cot i. eight 2. Phrases will vary.
f. good, better, best e. herd j. sore 3. Sentences will vary.
g. heavy, heavier, heaviest Verbs 3 Prepositions & Phrases 3
h. fierce, fiercer, fiercest 1. a. throw, threw, has thrown 1. Sentences will vary.
2. a. more handsome, most handsome b. go, went, has gone 2. Sentences will vary.
b. more positive, most positive c. fly, flew, has flown 3. Phrases will vary.
c. more delicious, most delicious d. swim, swam, has swum Prepositions & Phrases 4
d. more dependent, most dependent e. ring, rang, has rung 1. a. where, when
e. more efficient, most efficient f. give, gave, has given b. when (how long)
f. more diligent, most diligent g. spend, spent, has spent c. how, where
3. a. unreliable f. unimportant h. grow, grew, has grown d. why, when (how long)
b. painless g. happy i. bring, brought, has brought e. when, where
c. impossible h. useful j. catch, caught, has caught 2. a. The girl, in a yellow straw hat, bought a
d. irregular i. ungrateful 2. didnt, couldnt, hasnt, cant, isnt, puppy.
e. disobedient j. invisible
wouldnt, wont, wasnt, arent, havent, b. Divide the pizza among the four of
Pronouns 1
dont, werent you.
1. a. its, its d. its
b. Its e. its Verbs 4 c. The police followed the truck down the
c. Its 1. Sentences will vary. hill.
2. a. there d. Their, their 2. Doing: tremble, collect, investigate, drift, d. You will need to sign your name before
b. there, their e. there flourish, glisten you go.
c. There, their (Sentences will vary.) Saying: mutter, stammer, shout, declare, e. The tired children climbed into bed.
Pronouns 2 complain, whisper Sentences 1
1. a. Kang waited for his father, but he never 3. a. shell g. theyre 1. Statements and questions will vary.
came. b. theyve h. hed 2. Facts and opinions will vary.
b. The men put their clubs back in their c. youre i. shes 3. Francis Greenway was Australias
golf bags. d. hes j. wed first and finest architect. He arrived in
c. Whom did you see at your window? e. were k. Im Sydney as a convict in 1814. Governor
d. Wait for me and we can go together. f. Id l. well Macquarie heard that Greenway could
e. Give me back my eraser, please, Adverbs 1 design buildings and appointed him as a
I/she/he said. 1. Answers will vary. civil architect. Over the next few years,
2. Answers will vary. 2. a. inside, politely d. there, too Greenway designed several beautiful
3. a. Who d. Which b. further, tearfully e. broadly, graciously buildings. Some of these buildings can
b. Which e. Whose c. Here, happily still be seen in Sydney today.
c. What Adverbs 2 Sentences 2
Pronouns 3 1. a. unluckily f. never 1. Sentences will vary.
1. a. her b. late g. slowly 2. a. The Winter Olympics
b. your/his/her/my, mine/hers/his/yours c. forwards h. loosely b. crude oil
c. our d. low i. usually c. clothing made from nylon
d. his, his e. weakly j. eastward d. the people of China
e. its, its 2. a. foolishly f. nervously e. an olive branch
2. a. me d. my, his b. tenderly g. cleanly Sentences 3
b. our, their e. yours, hers c. cruelly h. clearly 1. Clauses will vary.
c. them d. greedily i. crazily 2. Clauses will vary.
Pronouns 4 e. angrily j. hungrily 3. Clauses will vary.
1. a. all d. few 3. Sentences will vary. Sentences 4
b. anyone e. Some Adverbs 3 1. What are you bringing to share for our
c. no one, nobody 1. Sentences will vary. lunch? asked Julie.
2. a. view d. Ryan 2. a. badly d. quiet Moms going to help me make a quiche,
b. James, Stan e. teacher b. heavily e. wide answered Gemma.
c. Claire and Chris c. softly, loud That sounds yummy, said Julie. Im
Verbs 1 3. Sentences will vary. bringing a lettuce and tomato salad.
1. a. did e. did Adverbs 4 2. a. Cream butter and sugar.
b. done f. done
1. a. (too) old b. Add egg, banana, yogurt, and nuts.
c. done g. done
b. (absolutely) sure c. Stir in the flour.
d. Did h. done
2. a. saw e. saw c. (almost) there d. Pour into a greased pan.
b. seen f. saw d. quite (certain) e. Bake in a moderate oven for 45
c. saw g. seen e. (extremely) anxious minutes.
d. seen h. saw 2. a. high, higher, highest
(Sentences will vary.) b. long, longer, longest
Verbs 2 c. far, further or farther, farthest
1. a. They went with their friends to the zoo. d. well, better, best
b. I did my homework well. e. patiently, more patiently, most patiently
c. If its fine, were going on a picnic. f. loosely, more loosely, most loosely
d. Has he gone to the library yet? g. seldom, more seldom, most seldom
e. They saw the car races on television. h. often, more often, most often

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The classroom teacher may Teacher Created Resources, Inc.

#2437 Targeting Grammar 2 Teacher Created Resources, Inc.

PREPOSITIONS & PHRASES . . . . . 105

GRAMMAR TASK CARDS

ANSWER KEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

#2437 Targeting Grammar 4 Teacher Created Resources, Inc.

Teacher Created Resources, Inc. 5 #2437 Targeting Grammar

Section 1 of this book is divided into the following subsections:

Each subsection contains the following:

Section 2 of this book includes the following:

#2437 Targeting Grammar 6 Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

apply spelling rules to

use articles correctly

build compound nouns

apply knowledge of the

identify abstract nouns

#2437 Targeting Grammar

#2437 Targeting Grammar

identify and use

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

apply knowledge of the

use pronouns correctly

#2437 Targeting Grammar

#2437 Targeting Grammar

proofread and edit text

identify verb tense

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

adjective and adverb

form adverbs from

understand the role of

#2437 Targeting Grammar

#2437 Targeting Grammar

recognize the function

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

form statements and

identify the subject of a

identify the principal

use relative pronouns

#2437 Targeting Grammar

#2437 Targeting Grammar 14 Teacher Created Resources, Inc.

Wordworks Grammar Flaps Fact Finders Word Challenge Task Cards

Standard 3: Uses grammatical and mechanical conventions in written compositions

Teacher Created Resources, Inc. 17 #2437 Targeting Grammar

People Animals Places Things Feelings

#2437 Targeting Grammar 18 Teacher Created Resources, Inc.

World Class Nouns

Teacher Created Resources, Inc. 19 #2437 Targeting Grammar

Nouns name people, places, animals, feelings, and

1. Underline the nouns in this nursery rhyme.

broken slippery rough 

terrible fantastic dirty 

sleepy plump mighty 

creamy baggy bizarre 

happy bony heavy 

Standard 3: Uses grammatical and mechanical conventions in written compositions

broken slippery rough

terrible fantastic dirty

sleepy plump mighty

creamy baggy bizarre

happy bony heavy

b. In a voice filled with fear,

c. With great excitement,

A is used before a word beginning with a consonant.

An is used before a word beginning with a vowel.