grades 1–8 correlated to state and common core state...

60

Daily Language Review • EMC 582 • © Evan-Moor Corp.

WEEK 17

WEEK 17

Write the sentences correctly.

1. My Mom is a cooker at a restaurant called time to dine.

2. Mom buys the fresher ingredients she can find, the food is really good.

Write the word that correctly completes the sentence.

3. Mom

the ingredients before she cooks the food.

Use context clues to figure out the meaning of the bold word. Then write the meaning on the line.

4. When Mom is really busy, I assist her by washing dishes.prepares fixes


1. I think salsa is one of the yummyest foods there are.

2. The bestest salsa is maked with tomatoes peppers and spices.

Write the best word to complete the sentence.

3. The salsa I like is so hot and spicy, I have to

lots of water

when I eat it.

Complete the sentence with the word that has the correct spelling.

4. I wonder if there are any foods that are

than salsa.

sip gulp drink

spicyer spicier

DAY 3

DAY 4

59

© Evan-Moor Corp. • EMC 582 • Daily Language Review

WEEK 17

WEEK 17


1. Has you read the book alice’s adventures in wonderland?

2. The tail begins where Alice sees a rabbit who is wearing the coat and look at a watch.

Add punctuation to the sentence.

3. Oh my ears and whiskers, how late it’s getting! says the rabbit.

Complete the sentence with a prepositional phrase. Then circle the preposition.

4. Alice follows the White Rabbit .

down a rabbit hole because he is cute


1. If you want to know about your state, theres a websight you can goes to.

2. On the page called student state facts, I finded out mine states’ nickname and bird.

Complete the sentence with the superlatlve form of the adjective large.

3. In my home state of Iowa, the city is Des Moines.

Rewrite the sentences to form a complex sentence. Begin the sentence with the word although.

4. Des Moines is the capital of Iowa. The first capital of Iowa was Iowa City.

larger largest

DAY 1

DAY 2

Evan-Moor®

Correlated to State and Common Core State Standards

• Sample unit for each grade level

• Skills Scope and Sequence for each grade level

• Daily practice activities

• 36-weeks of 10- to 15-minute lessons

• Covers grammar, punctuation, usage, and sentence-editing skills

GRADES

1-8

Grades 1–8

EMC 9194

S A M P L E R

Helping Children LearnEvan-Moor®

Photocopying the pages in this book is permitted for single-classroom use only. Making photocopies for additional classes

or schools is prohibited.

For information about other Evan-Moor products, call 1-800-777-4362, fax 1-800-777-4332, or visit our website, www.evan-moor.com.

Entire contents © 2020 EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA.

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Contents

Skills Scope and SequenceWeek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

L.1 Conventions of Standard English: Grammar and Usage

Print all upper- and lowercase letters • • • • • • •Use singular/plural nouns • • • • • • • • • • • • • • •Use common nouns • • • • • • • • • • • •Use proper nouns • • • • • • • • • • • • • • • • •Use possessive nouns •Use articles/demonstratives • • • • • • • • •Use adjectives • • • • • •Use personal pronouns • • • • • • • • • • • •Use possessive pronouns (also possessive adjectives such as my, your, his, her, their, etc.) • • • • • • • • • • •Use indefinite pronouns

Use conjunctions • • • • • • • • • •Use prepositions • • • • • • • • • •Ensure noun/verb agreement • • • • • • • • • • • • • •Use correct verb tense (past, present, future) • • • • • • •Produce simple and compound sentences (declarative, interrogative, imperative, and exclamatory) • • • • • • • • • • • • • • • • • •Combine sentences • • • • • • • •Use homophones* • • • • • • •

L.2 Conventions of Standard English: Capitalization, Punctuation, and Spelling

Capitalize sentence beginning • • • • • • • • • • • • •Capitalize pronoun I and proper nouns • • • • • • • • • • • • • •Capitalize days of the week, dates, and titles* • • • • • • •Use end punctuation • • • • • • • • • • • • • • •Use commas in a series

Use commas in dates • • • •Use conventional spelling (patterns and sight words) • • • • • • • • • • • • • • • • • •Show alphabetical order* • •Use contractions* • • • • • • •

L.4 Vocabulary Acquisition and Use: Determine Word Meaning

Determine word meaning from sentence context • • • • • • • • • • • •Use multiple-meaning words in context • • • • •Identify root words, affixes, and inflections as a clue to the meaning of a word • • • • • • • • • • • • • • •

L.5 Vocabulary Acquisition and Use: Word Relationships

Make real-life connections between words and their use • • • • • • • • • •Distinguish shades of word meanings (verbs, adjectives) • • • • •Sort/categorize words • • • • • • • • • • • • • • •Use compound words* • • • •Use antonyms* • • • • • •

L.6 Vocabulary Acquisition and Use: Acquired Vocabulary

Use conjunctions to show relationships • • • • • • • • •

*Language skill is not included in CCSS at this grade level.

6 Daily Language Review • EMC 579 • © Evan-Moor Corp.

0579Book.indb 6 9/3/14 2:47 PM

Grade 1

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 WeekL.1 Conventions of Standard English: Grammar and Usage

• Print all upper- and lowercase letters

• • • • • • • • • • • • Use singular/plural nouns

• • • • • • Use common nouns

• • • • • • • • • • • • • • Use proper nouns

• • • • • • • • • Use possessive nouns

• • • • • • • • • Use articles/demonstratives

• • • • • • • • • • • Use adjectives

• • • • • • • • • • • • • • • Use personal pronouns

• • • • • • • • • Use possessive pronouns (also possessive adjectives such as my, your, his, her, their, etc.)

• • • • • • Use indefinite pronouns

• • • • • • • • • • Use conjunctions

• • • • • • • • • • • • • Use prepositions

• • • • • • • • • • • • • • • • Ensure noun/verb agreement

• • • • • • • • Use correct verb tense (past, present, future)

• • • • • • • • • • • • • • • • • • Produce simple and compound sentences (declarative, interrogative, imperative, and exclamatory)

• • • • • • Combine sentences

• • • • • • • • • • • • Use homophones*


• • • • • • • • • • Capitalize sentence beginning

• • • • • • • • • • • • • • • • Capitalize pronoun I and proper nouns

• • • • • • • • • • • • Capitalize days of the week, dates, and titles*

• • • • • • • • • • • • • Use end punctuation

• • • • • • • • • • Use commas in a series

• • • • • • Use commas in dates

• • • • • • • • • • • • • • • • • Use conventional spelling (patterns and sight words)

• • • • • Show alphabetical order*

• • • • • • • • • Use contractions*

L.4 Vocabulary Acquisition and Use: Determine Word Meaning

• • • • • • • • • • Determine word meaning from sentence context

• • • • Use multiple-meaning words in context

• • • • • • • • • • • • • • Identify root words, affixes, and inflections as a clue to the meaning of a word

L.5 Vocabulary Acquisition and Use: Word Relationships

• • • • • • • • • • • • • Make real-life connections between words and their use

• • • Distinguish shades of word meanings (verbs, adjectives)

• • • • • • • • • • Sort/categorize words

• • • Use compound words*

• • • • • • • • • Use antonyms*

L.6 Vocabulary Acquisition and Use: Acquired Vocabulary

• • • • • • Use conjunctions to show relationships


7© Evan-Moor Corp. • EMC 579 • Daily Language Review

0579Book.indb 7 9/3/14 2:47 PM

Grade 1


WEEK 1

WEEK 1

Fix the sentences.

1. see my little cat

2. Now my cat want to play

Circle the animal words.

3. dog cat pig mat rat

Find the name. Write the name with a capital letter.

4. maria girl

Fix the sentences.

1. i am Nan

2. i have a big van

Write the capital letter that goes with each lowercase letter.

3. d f k q

Finish the sentence. Write your first and last name.

4. I am

DAY 1

DAY 2

0579Book.indb 11 9/3/14 2:47 PM


WEEK 1

WEEK 1

Fix the sentences.

1. i have two pet.

2. do you have an pet?

Write one more word that is spelled with -an .

3. tan van

Write the missing word.

4. We played all day our pets.for with

Fix the sentences.

1. Look to the red hen

2. ten hen are in a pen.

Circle the words that mean more than one.

3. balls dogs boy bug hats

Circle the word that is spelled correctly. Write the word.

4. kan can

DAY 3

DAY 4

0579Book.indb 12 9/3/14 2:47 PM


WEEK 1 DAY 5

Look at the pictures. Read the words.

pen pen

Write pen in each sentence. Then read the sentence.

1. Mom has a blue .

2. I saw a pig in a .

Look at the picture. Use pen to finish the sentence.

3. She will

4. The pigs

0579Book.indb 13 9/3/14 2:47 PM


Conventions of Grammar and Usage (L1)

Use singular/plural nouns • • • • • • • • • • •Use irregular plural nouns • • • • • • • • •Use determiners* • • • • • • • •Use adjectives and adverbs • • • • • • • • • • • • •Use collective nouns • • • • •Use possessive nouns • • • • • • • • • •Use personal, possessive, indefinite pronouns (also possessive adjectives such as my, your, his, her, their, etc.) • • • • • • • • • • •Use reflexive pronouns • •Use conjunctions • • • • • • • • • • • •Use prepositions • • • •Ensure noun/verb agreement • • • • • • • • • • • • • •Use correct verb tense • • • • • •Use irregular past tense verbs • • • • • • • • • • •Expand, rearrange, combine simple and complex sentences • • • • • • • • • • • • •Produce sentences (declarative, interrogative, imperative, and exclamatory) • • • • • • • • • • • • • • • • • •Use correct homophone* • • • • • • • • • • • • •

Conventions of Capitalization, Punctuation, and Spelling (L2)

Capitalize first word of sentence • • • • • • • • • • • • • • • • • •Capitalize names (and titles*) • • • • • • • • • • • • • • • •Capitalize names of days, months, holidays • • • • • • • • • • •Capitalize names of places and geographical locations • • • • • • • • • • • • •Use appropriate end punctuation • • • • • • • • • • • • • • • • • •Use commas in a series • • • • • • • • • • •Use commas in dates • • • •Use apostrophes in contractions* • • • • • • • • • • •Use apostrophes in possessives • • • • •Use spelling patterns and conventional spelling for sight words • • • • • • • • • • • • • • • •

Knowledge of Language (L3)

Compare formal and informal uses of English • • • • •Determine Word Meaning (L4)

Use context as a clue to the meaning of a word (or phrase) • • • • • • • • • • • • • • • • •Use context as a clue to the meaning of a multiple-meaning word • • • • •Use or identify root words/affixes: prefix and suffix • • • • • • • • • • • • • •Use compound words • • • • • •Use contractions • • • • • • • • • •Use dictionary skills (definitions or alphabetical order) • • • • • • • • •

Word Relationships (L5)

Make real-life connections between words and their use • • • • •Distinguish shades of word meaning (verbs and adjectives) • •Sort, categorize, and make analogies* • • • • • • • • • • • •Use antonyms* • • • •

Acquired Vocabulary (L6)

Use acquired vocabulary (adjectives and adverbs) to describe • • • • • • • • •



0580Book.indb 6 9/12/14 1:12 PM

Grade 2

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 WeekConventions of Grammar and Usage (L1)

• • • • • • • • • • • • • • Use singular/plural nouns

• • • • • • • Use irregular plural nouns

• • • • • • • • • Use determiners*

• • • • • • • • • • • • • • Use adjectives and adverbs

• • • • • Use collective nouns

• • • • • • • • • • Use possessive nouns

• • • • • • • • • • • • • Use personal, possessive, indefinite pronouns (also possessive adjectives such as my, your, his, her, their, etc.)

• • • • • • • Use reflexive pronouns

• • • • • • • • • Use conjunctions

• • • • • • • Use prepositions

• • • • • • • • • • • • • Ensure noun/verb agreement

• • • • • • • • • • • • • Use correct verb tense

• • • • • • • • • • • • • • • • • Use irregular past tense verbs

• • • • • • • • • • • • • • • • Expand, rearrange, combine simple and complex sentences

• • • • • • • • • • • • • • • • • Produce sentences (declarative, interrogative, imperative, and exclamatory)

• • • • • • • • • • • • • • • • Use correct homophone*


• • • • • • • • • • • • • • • • • • Capitalize first word of sentence

• • • • • • • • • • • • • • • • Capitalize names (and titles*)

• • • • • • • • • • • • • • • Capitalize names of days, months, holidays

• • • • • • • • Capitalize names of places and geographical locations

• • • • • • • • • • • • • • • • • Use appropriate end punctuation

• • • • • • • Use commas in a series

• • • • • • • • Use commas in dates

• • • • • • • • Use apostrophes in contractions*

• • • • • • Use apostrophes in possessives

• • • • • • • • • • • • • • • • • • Use spelling patterns and conventional spelling for sight words

Knowledge of Language (L3)

• • • • Compare formal and informal uses of English

Determine Word Meaning (L4)

• • • • • • • • • • • • • • • • • • Use context as a clue to the meaning of a word (or phrase)

• • • • • • • Use context as a clue to the meaning of a multiple-meaning word

• • • • • • • • • • • Use or identify root words/affixes: prefix and suffix

• • • • • • Use compound words

• • • • • • • • • • • • Use contractions

• • • • • • • • • Use dictionary skills (definitions or alphabetical order)


• • • • • • • • • • • • • Make real-life connections between words and their use

• • • • • • Distinguish shades of word meaning (verbs and adjectives)

• • • • • Sort, categorize, and make analogies*

• • • • • Use antonyms*


• • • • • • • • • • Use acquired vocabulary (adjectives and adverbs) to describe



0580Book.indb 7 9/12/14 1:12 PM

Grade 2

© Evan-Moor Corp. • EMC 580 • Daily Language Review 11

WEEK 1

WEEK 1

Correct the sentences.

1. a pond is smallest than a lake

2. green plants grows in a pond

Circle the word that means more than one pond .

3. pondes ponds pond

Write the two words that are in bullfrog .

4.


1. do you like animales

2. pam wants a pet dog or cat of she own

Circle the word that names a noun .

3. funny puppy running fast

Write a question about snakes.

4.

DAY 1

DAY 2

0580Book.indb 11 9/12/14 1:12 PM


WEEK 1

WEEK 1


1. we is going to mexico this summer

2. are you going to fly in an airplane or ride in a car

Circle the words that go together .

3. airplane bike car map

Circle three words that can mean more than one person .

4. us me we you


1. how long did it take to ran the race

2. you ran so fast

Circle the word that is spelled correctly .

3. thu dhe the

Circle the word that means about the same as try .

4. You did well because of your good effort.

DAY 3

DAY 4

0580Book.indb 12 9/12/14 1:12 PM

© Evan-Moor Corp. • EMC 580 • Daily Language Review 13

WEEK 1 DAY 5

Read the word and its definitions.

bank a. a place to keep money

b. to use a bank

c. the land next to a river

Which meaning of bank is used in each sentence? Write the letter on the line.

1. The water ran onto the bank when it rained.

2. The bank was closed on Sunday.

3. My parents bank at Evermore Savings.

Write a sentence for each meaning of the word bank .

4.

5.

6.

0580Book.indb 13 9/12/14 1:12 PM


Conventions of Grammar and Usage (L1)

Form and use regular and irregular plural nouns • • • • • • • •Use abstract nouns • • •Use determiners* • • • • • • • • •Use adjectives and adverbs* • • • • • • • •Form and use comparative and superlative adjectives and adverbs • • • • • • • •Use pronouns and possessive adjectives* • • • • • • • • • • • • •Ensure pronoun-antecedent agreement • • • • •Use coordinating and subordinating conjunctions • • • • • • • • •Use prepositions* • • • • • • • • •Ensure subject-verb agreement • • • • • • • • • • • • • • • • •Form and use the past tense of irregular verbs* • • • • • • • • • • • •Form and use simple verb tenses • • • • • •Form and use regular and irregular verbs • • •Produce simple, compound, and complex sentences • • • • • • •Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in sentences • • • • •Correctly use homophones* • • • • • • • • • • • • • • • •Identify incorrect use of grammar* • • • • • • • • •


Capitalize appropriate words in titles • • • •Use correct capitalization of the pronoun I, proper nouns, holidays, product names, geographic names, etc.* • • • • • • • • • • • • •Use capitalization and end punctuation for sentences* • • • • • • • • •Use commas and quotation marks in dialogue • • • • • •Use commas in dates* and addresses • • • • •Use commas to separate single words in a series* • • • • • • •Use an apostrophe to form contractions* • • • • • •Form and use possessives • • • • • • • • • •Use conventional spelling for high-frequency and other studied words • • • • • • • • • • • • • • • • •Use spelling patterns and generalizations in writing words • • • • • • • • • • • • • • • • • •Use conventional spelling for adding suffixes to base words • • • • • • • • • • •Identify incorrect use of punctuation and capitalization* • • • • • • • • • • • • •


Use sentence-level context as a clue to the meaning of a word or phrase • • • • • •Use context as a clue to the meaning of multiple-meaning words • • •Determine the meaning of the new word formed when a known affix is added to a known word • • • • • • • •Use a known root word as a clue to the meaning of an unknown word with the same root • • •


Identify real-life connections between words and their use • • • •Distinguish shades of meaning among related words • • • • • • •Use analogies to show word relationships* • •Demonstrate understanding of words by relating them to their opposites and to words with similar meanings* • • • • •Distinguish the literal and nonliteral meanings of words and phrases in context • • • • • • •


Acquire and use conversational, general academic, and domain-specific words and phrases • • • • •



0581.indb 6 10/22/14 10:37 AM

Grade 3

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 WeekConventions of Grammar and Usage (L1)

• • • • • • • • • Form and use regular and irregular plural nouns

• Use abstract nouns

• • • • • • • • • Use determiners*

• • • • • • • • • • • • Use adjectives and adverbs*

• • • • • • • • • • • Form and use comparative and superlative adjectives and adverbs

• • • • • • • • • • • • Use pronouns and possessive adjectives*

• • • • • • • • Ensure pronoun-antecedent agreement

• • • • • • • Use coordinating and subordinating conjunctions

• • • • • • • Use prepositions*

• • • • • • • • • • • Ensure subject-verb agreement

• • • • • • • • • • • • • • Form and use the past tense of irregular verbs*

• • • • • • • • • Form and use simple verb tenses

• • • • • Form and use regular and irregular verbs

• • • • • • • • • • Produce simple, compound, and complex sentences

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in sentences

• • • • • • • • • • • • • Correctly use homophones*

• • • • • • • • • • • • Identify incorrect use of grammar*


• • • • • Capitalize appropriate words in titles

• • • • • • • • • • • • Use correct capitalization of the pronoun I, proper nouns, holidays, product names, geographic names, etc.*

• • • • • • • • • Use capitalization and end punctuation for sentences*

• • • • • • Use commas and quotation marks in dialogue

• • • • • Use commas in dates* and addresses

• • • Use commas to separate single words in a series*

• • • • Use an apostrophe to form contractions*

• • • • • • • • Form and use possessives

• • • • • • • • • • • • • Use conventional spelling for high-frequency and other studied words

• • • • • • • • • • • • • • • • • • Use spelling patterns and generalizations in writing words

• • • • • • • • • • • Use conventional spelling for adding suffixes to base words

• • • • • • • • • • • • Identify incorrect use of punctuation and capitalization*


• • • • • • • • • Use sentence-level context as a clue to the meaning of a word or phrase

• • • • • • Use context as a clue to the meaning of multiple-meaning words

• • • • • • • Determine the meaning of the new word formed when a known affix is added to a known word

• • • • • • • • • • • • • Use a known root word as a clue to the meaning of an unknown word with the same root


• • • • • Identify real-life connections between words and their use

• • • • • • • • • Distinguish shades of meaning among related words

• • • Use analogies to show word relationships*

• • • • • • • • • • Demonstrate understanding of words by relating them to their opposites and to words with similar meanings*

• • • • • • • Distinguish the literal and nonliteral meanings of words and phrases in context


• • • • • • • • Acquire and use conversational, general academic, and domain-specific words and phrases



0581.indb 7 10/22/14 10:37 AM

Grade 3


WEEK 1

WEEK 1


1. Last night, I had a dreem that i lives in space.

2. I had mine own Planet that I named Marz.

Write the word that is spelled correctly.

3. An alien named Dorf was my best .

Write the letters ed to form past tense verbs.

4. For fun, I play Marzball with Dorf and search for Marz rocks.

freind friend


1. dolphins lives in water, but they breath air.

2. Dolphins are playfull and likes to jump flip and spin in the air


3. Dolphins live in groups, and take care of each other.

Circle the verbs.

4. When dolphins talk to each other, they squeak and whistle.

them they

DAY 1

DAY 2

0581.indb 11 10/22/14 10:37 AM


WEEK 1

WEEK 1


1. Have you ever saw a rainbow after it rained

2. A rainbow happens when sun light passes through rain drops.

Write the missing root word. Use the bold word as a clue.

3. Rainbows are made up of seven colors. Rainbows are ful.

Complete the sentence. Write a word that means full of beauty.

4. Most people think rainbows are .


1. Bats is not birds, but them fly like birds.

2. Sum people think bats is ugly and scarie.

Rewrite the sentences to make one sentence. Use the word and.

3. I learned that bats are gentle. Bats are helpful.

Rewrite the sentence with the correct capitalization.

4. I learned about bats in a book called bats of the world.

DAY 3

DAY 4

0581.indb 12 10/22/14 10:37 AM


WEEK 1 DAY 5

Read the bold prefixes and their meanings. Also notice the examples given.

Prefixes Meanings Examples

dis not or opposite of disagree

im, in not impossible, inactive

re again or back replay

un not or opposite untie

Write the prefix that correctly completes each bold word.

1. Dad is so sick that it is possible for him to go to work.

2. The pizza is cold, so you need to heat it.

3. I will not wear that shirt, because I like the color of it.

Write as many words as you can think of using the prefixes in the box. Try to use each prefix at least once.

4.

0581.indb 13 10/22/14 10:37 AM



Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in sentences* • • • •Ensure possessive adjectives and pronouns agree with antecedent* • • • • • • • • • • •Use determiners* • • • • • • • • •Form and use regular and irregular plural nouns* • • • • • • • • • •Use abstract nouns* • •Form and use regular and irregular verbs* • • • • • • • • • • • • • • •Form and use simple verb tenses* • • • • • • • • • • •Ensure subject-verb/pronoun-antecedent agreement* • • • • • • • • • • • • • • • • •Form and use comparative and superlative adjectives and adverbs* • • • • • • • • • • • • • •Use coordinating and subordinating conjunctions* • • • • • • •Produce simple, compound, and complex sentences* • • • • • • • • • •Use relative pronouns and relative adverbs • • • • • • • • • •Form and use progressive verb tenses • • • • • •Use modal auxiliaries to convey various conditions • • • • • •Order adjectives within sentences according to conventional patterns • • • • • •Form and use prepositional phrases and use prepositions • • • • • • • • • •Produce complete sentences, recognizing and correcting fragments and run-ons • • • •Correctly use frequently confused words/homophones • • • • • • • • • • • • •Identify incorrect use of grammar* • • • • • • • • • • • • • • • •L.2 Conventions of Standard English: Capitalization, Punctuation, and Spelling

Use correct capitalization • • • • • • • • • • • • • • • • •Use end punctuation for sentences* • • • • • • • •Use commas in addresses and dates and to separate words in a series* • • • • • • • • • • • • •Use an apostrophe to form contractions and possessives* • • • • • • • • •Use commas and quotation marks to mark direct speech and quotations from a text • • • • • • • • •Use a comma before a coordinating conjunction in a compound sentence • • • • • • • • • • • • •Use conventional spelling for adding affixes to base words* • • • • • • • •Spell words correctly • • • • • • • • • • • • • • • • •Identify incorrect use of punctuation and capitalization* • • • • • • • • • • • • • • • • •L.4 Vocabulary Acquisition and Use: Determine or Clarify Word Meaning

Use context as a clue to the meaning of a word or phrase • • • • • • • • • • • • •Use context as a clue to the meaning of a multiple-meaning word or phrase • • • • • • • •Determine the meaning of the new word formed when a known affix is added to a known word* • • • • • • • • •Use Greek and Latin affixes and roots as clues to word meaning • • • • • • •L.5 Vocabulary Acquisition and Use: Demonstrate Understanding of Word Relationships

Use analogies to show word relationships* • • • • •Identify real-life connections between words and their use* • • • • • • •Distinguish shades of meaning among related words* • • • • • • • • •Explain the meaning of similes and metaphors in context • • • •Recognize and explain the meaning of idioms, adages, and proverbs • • • • •Demonstrate understanding of words by relating them to antonyms and synonyms • • • • • • • •L.6 Vocabulary Acquisition and Use: Acquire and Use Words and Phrases

Acquire and use general academic and domain-specific words and phrases • • •



0582.indb 6 10/15/14 2:42 PM

Grade 4


• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in sentences*

• • • • • • Ensure possessive adjectives and pronouns agree with antecedent*

• • • • • • • • • • • • Use determiners*

• • • • • • Form and use regular and irregular plural nouns*

• • • • Use abstract nouns*

• • • • • • • • • • • • • Form and use regular and irregular verbs*

• • • • • • • • • • • • Form and use simple verb tenses*

• • • • • • • • • • • • • • • • • Ensure subject-verb/pronoun-antecedent agreement*

• • • • • • • • • • • • • Form and use comparative and superlative adjectives and adverbs*

• • Use coordinating and subordinating conjunctions*

• • • • • • • • Produce simple, compound, and complex sentences*

• • • • • • • • • • • Use relative pronouns and relative adverbs

• • • • • • • • • Form and use progressive verb tenses

• • • • • • Use modal auxiliaries to convey various conditions

• • • • • • • Order adjectives within sentences according to conventional patterns

• • • • • • • • • • Form and use prepositional phrases and use prepositions

• Produce complete sentences, recognizing and correcting fragments and run-ons

• • • • • • • • • • • • • • Correctly use frequently confused words/homophones

• • • • • • • • • • • Identify incorrect use of grammar*


• • • • • • • • • • • • • • • • Use correct capitalization

• • • • Use end punctuation for sentences*

• • • • • • • • • • • • Use commas in addresses and dates and to separate words in a series*

• • • • • • • • • • • Use an apostrophe to form contractions and possessives*

• • • • Use commas and quotation marks to mark direct speech and quotations from a text

• • • • • • • • • • • • • • Use a comma before a coordinating conjunction in a compound sentence

• • • • • • • • • • • • • • Use conventional spelling for adding affixes to base words*

• • • • • • • • • • • • • • • • • • Spell words correctly

• • • • • • • • • • • • • • Identify incorrect use of punctuation and capitalization*

L.4 Vocabulary Acquisition and Use: Determine or Clarify Word Meaning

• • • • • • • • • • Use context as a clue to the meaning of a word or phrase

• • • • • • • Use context as a clue to the meaning of a multiple-meaning word or phrase

• • • • • • • • • • • Determine the meaning of the new word formed when a known affix is added to a known word*

• • • • • • • • • Use Greek and Latin affixes and roots as clues to word meaning

L.5 Vocabulary Acquisition and Use: Demonstrate Understanding of Word Relationships

• • • • Use analogies to show word relationships*

• • • • • • Identify real-life connections between words and their use*

• • • • • • • • • Distinguish shades of meaning among related words*

• • • Explain the meaning of similes and metaphors in context

• • • • • • • • • Recognize and explain the meaning of idioms, adages, and proverbs

• • • • • • • • • • • • Demonstrate understanding of words by relating them to antonyms and synonyms

L.6 Vocabulary Acquisition and Use: Acquire and Use Words and Phrases

• • • • • • • • Acquire and use general academic and domain-specific words and phrases



0582.indb 7 10/15/14 2:42 PM

Grade 4


WEEK 1

WEEK 1


1. A curcus is a group of much performers animals and clowns.

2. If you go at a circus you mite see clowns who is act silly.

Rewrite the sentences to make a compound sentence. Use a comma and the word and.

3. You will see colorful costumes at a circus. You will also hear loud music there.

Use context clues to figure out the meaning of the bold word. Then write the meaning on the line.

4. Circus vendors sell popcorn, peanuts, and drinks to the crowd.


1. “I seen an giant balloon in the sky this morning,” Ben said.

2. “It were shinny and shape like an egg,” he say.

Rewrite the sentence so it is not a run-on sentence.

3. “That was a blimp you saw it was part of a parade,” I told Ben.


4. The blimp is named Spirit of America I said.

DAY 1

DAY 2

0582.indb 11 10/15/14 2:42 PM


WEEK 1

WEEK 1


1. My mom don’t eat no meet and that makes she a vegetarian.

2. Some times mom eat rice and beens or spagetti with tomatoe sauce.

Rewrite the sentences to make a compound sentence. Use a comma and the word but.

3. Mom eats lots of veggies. She doesn’t get bored because they are so tasty.


4. The vegetable Mom and I like best is broccoli.

who that which


1. Americans eat much Ice Cream then anyone else in the world.

2. Vanilla, Chocolate, and Strawberry are popular flavers but the popularest is vanilla.

Identify the part of speech of the bold words. Explain what the words do in the sentence.

3. Ice cream is a cold, sweet, and creamy treat that tastes good on a hot summer day.

Part of speech:

Explain:

Complete the analogy.

4. ice cream : creamy :: popcorn :

DAY 3

DAY 4

0582.indb 12 10/15/14 2:42 PM


WEEK 1 DAY 5

Read the bold word and its different meanings.

roll a. bread that has been baked into a small piece

b. to move on wheels or rollers

c. to move one’s body by turning over and over

Which meaning of roll is used in the sentence? Write the letter on the line.

1. In school we learned to stop, drop, and roll if there is a fire.

2. My skateboard rolled down the hill.

3. Every morning, Dad likes to have a cinnamon roll with his coffee.

Write a paragraph using two of the meanings of the word roll.

4.

0582.indb 13 10/15/14 2:42 PM




Form and use regular and irregular plural nouns • • • • • • • • • •Use determiners, adjectives, and adverbs • • • • • •Form and use comparative and superlative adjectives/adverbs • • • • • • •Order adjectives in sentences according to conventional patterns • • • • • •Use relative pronouns and relative adverbs • • • • • •Use personal pronouns and ensure antecedent agreement • • • • • • • • •Ensure possessive adjectives/pronouns agree with antecedent • • • •Use correlative conjunctions

Use and explain the function of conjunctions • • • • • • •Use and explain the function of prepositions • • • • • • •Use and explain the function of interjections • • • • • • •Ensure subject/verb agreement • • • • • • • •Form and use simple verb tenses • • • • • • • •Form and use progressive verb tenses • • • • •Form and use perfect verb tenses • • • • • •Use modal auxiliaries to convey various conditions • • • • • • •Combine sentences • • • • • • •Produce complete sentences; correct fragments and run-ons • • • • • • •Correctly use homophones/frequently confused words • • • • • •Identify incorrect use of grammar • • • • • • • •


Use correct capitalization • • • • • • •Use end punctuation for sentences • • • • • • •Use commas and quotation marks in direct speech/quotations • • • • • •Use underlining, quotation marks, or italics to indicate titles

Use punctuation to separate items in a series • • • •Use commas in dates • • • • • •Use commas in addresses • • • • • •Use a comma before the conjunction in a compound sentence • • • • • •Use a comma to separate an introductory element

Use a comma to set off yes/no/tag question and in direct address

Use an apostrophe to form contractions and possessives • • • • • •Spell grade-appropriate words correctly • • • • • • •Identify incorrect use of punctuation/capitalization • • • • • • •


Use context as a clue to the meaning of an unknown word • • • • • •Use context as a clue to the meaning of a multiple-meaning word • • •Consult dictionaries to determine the meaning of related words • • •Use common Greek/Latin roots and affixes as clues to meaning • • • • • • • • •


Use analogies to show word relationships • • • • • • •Distinguish shades of meaning among closely related words • • • • • • • •Interpret figurative language in context

Recognize and explain the meaning of idioms/adages/proverbs • • •Use the relationship between words to understand each word • • •


Acquire and use general academic and domain-specific words • • •

0583.indb 6 8/12/14 2:36 PM

Grade 5



• • • Form and use regular and irregular plural nouns

• • • • • • • • Use determiners, adjectives, and adverbs

• • • • • • • Form and use comparative and superlative adjectives/adverbs

• • • • • • • Order adjectives in sentences according to conventional patterns

• • • • • • Use relative pronouns and relative adverbs

• • • • Use personal pronouns and ensure antecedent agreement

• • • Ensure possessive adjectives/pronouns agree with antecedent

• • • • • • • • • • • • Use correlative conjunctions

• • • • • Use and explain the function of conjunctions

• • • • • Use and explain the function of prepositions

• • • • • Use and explain the function of interjections

• • • • • • Ensure subject/verb agreement

• • • • • • Form and use simple verb tenses

• • • • • • • Form and use progressive verb tenses

• • • • • • Form and use perfect verb tenses

• • • • • Use modal auxiliaries to convey various conditions

• • • • • Combine sentences

• • • • • Produce complete sentences; correct fragments and run-ons

• • • • Correctly use homophones/frequently confused words

• • • • Identify incorrect use of grammar


• • • • • Use correct capitalization

• • • • • Use end punctuation for sentences

• • • • • • • Use commas and quotation marks in direct speech/quotations

• • • • • • • • • • • • Use underlining, quotation marks, or italics to indicate titles

• • • • • • • • Use punctuation to separate items in a series

• • • • • • Use commas in dates

• • • • • • Use commas in addresses

• • • • • Use a comma before the conjunction in a compound sentence

• • • • • • • • • • • • • Use a comma to separate an introductory element

• • • • • • • • • • • • Use a comma to set off yes/no/tag question and in direct address

• • • • • • • • Use an apostrophe to form contractions and possessives

• • • • • • • Spell grade-appropriate words correctly

• • • • • • • Identify incorrect use of punctuation/capitalization


• • • • • • • Use context as a clue to the meaning of an unknown word

• • • Use context as a clue to the meaning of a multiple-meaning word

• • • Consult dictionaries to determine the meaning of related words

• • • • • • • • • • • • • • • Use common Greek/Latin roots and affixes as clues to meaning


• • • • • Use analogies to show word relationships

• • • • • Distinguish shades of meaning among closely related words

• • • • • • • • • • • • Interpret figurative language in context

• • • • • • • • Recognize and explain the meaning of idioms/adages/proverbs

• • • Use the relationship between words to understand each word


• • • Acquire and use general academic and domain-specific words

0583.indb 7 8/12/14 2:36 PM

Grade 5


WEEK 1

WEEK 1


1. I was plan to see the Dentist for a checkup on Monday October 18.

2. On Sunday, I riding my bike when I hit a bump in a rode.

Draw a line between the root word and the suffixes of the underlined word. Then explain what the word means.

3. I landed painfully on the curb and broke a tooth.


4. Ouch That looks like it hurt said Dr. Woolery.


1. Eva was go to dallas, to visit her sister.

2. The train left prompt at 6:00 on tuesday September 26.

Rewrite this sentence so it is not a run-on sentence.

3. The train arrived late it was already past midnight.

Write a descriptive word in each blank.

4. Her sister was when Eva

finally got there.

DAY 1

DAY 2

0583.indb 11 8/12/14 2:36 PM


WEEK 1

WEEK 1


1. Peacocks are hugely birds from Africa and Southern parts of asia.

2. baby Peacocks can fly when they are only a weak old.

Rewrite the underlined part to put the words in the best order.

3. When peacocks grow up, they have a set of tail colorful feathers called a train.

Choose the correct word to complete this analogy.

4. peacock : feathers :: cat :

a. fur b. tame c. purr


1. Mooses have huge antlers, and live in north America, Asia, and europe.

2. A Moose’s hoove’s act like snowshoes on squish ground.

Write a sentence from this research note.

3. moose food: grass, shrubs, pine cones

Choose the correct word to complete this analogy.

4. fish : school :: moose :

a. wild b. herd c. mammal

DAY 3

DAY 4

0583.indb 12 8/12/14 2:36 PM


WEEK 1 DAY 5

Read the dictionary entry.

fine a. feeling good

b. acceptable; good; okay

c. very thin

d. a fee paid for breaking a rule

e. to charge someone a fee for breaking a rule

Which meaning of fine is used in the sentence? Write the letter on the line.

1. My cat has fine, silky hair that sticks to my clothes.

2. The power company fined Jerry for paying his bill late.

3. Shana said it was fine to come over after school today.

Write a paragraph using at least three different meanings of the word fine.

4.

0583.indb 13 8/12/14 2:36 PM



Use determiners, adjectives, and adverbs • • • • • • • • • •Form and use comparative and superlative adjectives/adverbs • • • • • • •Use relative pronouns and relative adverbs • • • • • • • • •Ensure that pronouns are in the proper case • • • • • •Use intensive pronouns • • • • • •Recognize and correct inappropriate shifts in pronoun number and person • • • • • •Recognize and correct vague pronouns • • •Ensure possessive adjectives/pronouns agree with antecedent • • • • • • • •Use and explain the function of conjunctions • • • • • • •Use and explain the function of prepositions • • • • • • •Ensure subject/verb agreement • • • • • • • • • •Form and use verb tenses • • • • • • • • • • •Use modal auxiliaries to convey various conditions • • • • • •Combine sentences • • • • • • • •Produce complete sentences; correct fragments and run-ons • • • • • • •Recognize variations from standard English; use strategies to improve expression in conventional language • • • • • • • • •Correctly use homophones/frequently confused words • • • • • • •Identify incorrect use of grammar • • • • •


Use correct capitalization • • • • • • •Use end punctuation for sentences • • • • • • •Use commas and quotation marks in direct speech/quotations • • • • • • • •Use underlining, quotation marks, or italics to indicate titles • • • • • • •Use punctuation to separate items in a series • • • • • • • •Use a comma before the conjunction in a compound sentence • • • • • • • • •Use a comma to separate an introductory element • • • • • • • •Use a comma to set off nonrestrictive/parenthetical elements • • • • • • • • • • • • •Use an apostrophe to form contractions and possessives • • • • • • •Spell correctly • • • • • • • •Identify incorrect use of punctuation/capitalization • • • • • • • • •


Use context as a clue to the meaning of an unknown word • • • • • • •Use context as a clue to the meaning of a multiple-meaning word • • •Consult dictionaries to determine the meaning of related words • • •Use common Greek/Latin affixes and roots as clues to meaning • • • • • • • • •


Use analogies to show word relationships • • • • • •Interpret figures of speech in context • • • • • •Recognize and explain the meaning of idioms/adages/proverbs • • •Distinguish among the connotations of words with similar denotations • • • • • •Use the relationship between words to understand each word • • •




New576.indb 6 2/13/15 9:59 AM

Grade 6


• • • • • • Use determiners, adjectives, and adverbs

• • • • • • • Form and use comparative and superlative adjectives/adverbs

• • • • • • • • Use relative pronouns and relative adverbs

• • • • • • • Ensure that pronouns are in the proper case

• • • • • • • Use intensive pronouns

• • • • • • Recognize and correct inappropriate shifts in pronoun number and person

• • • • • • • • • Recognize and correct vague pronouns

• • • • • • • • Ensure possessive adjectives/pronouns agree with antecedent

• • • • • • Use and explain the function of conjunctions

• • • • • • • • • Use and explain the function of prepositions

• • • • • Ensure subject/verb agreement

• • • • • • Form and use verb tenses

• • • • • • • Use modal auxiliaries to convey various conditions

• • • • • • • • Combine sentences

• • • • • • • • • Produce complete sentences; correct fragments and run-ons

• • • • • • • • • Recognize variations from standard English; use strategies to improve expression in conventional language

• • • • • • • • Correctly use homophones/frequently confused words

• • • • • • • • Identify incorrect use of grammar


• • • • • • • • Use correct capitalization

• • • • • • • • Use end punctuation for sentences


• • • • • • • Use underlining, quotation marks, or italics to indicate titles

• • • • • • • • Use punctuation to separate items in a series

• • • • • • Use a comma before the conjunction in a compound sentence

• • • • • • • • Use a comma to separate an introductory element

• • • • • Use a comma to set off nonrestrictive/parenthetical elements

• • • • • • • Use an apostrophe to form contractions and possessives

• • • • • • • • Spell correctly

• • • • • • • • • • Identify incorrect use of punctuation/capitalization


• • • • • • Use context as a clue to the meaning of an unknown word



• • • • Use common Greek/Latin affixes and roots as clues to meaning


• • • • • • Use analogies to show word relationships

• • • • • • • • Interpret figures of speech in context

• • • • • • Recognize and explain the meaning of idioms/adages/proverbs

• • • • • • Distinguish among the connotations of words with similar denotations





New576.indb 7 2/13/15 9:59 AM

Grade 6


WEEK 1

WEEK 1


1. did you finished reading the chapter called training your dog?

2. Michelle always uses toys to reward her dogs well behaviur.

Write the missing words.

3. Michelle doesn’t treats to reward her dog.

Circle the contraction that replaces the underlined words.

4. If you could see her dog now, you would be surprised how smart he is.

you’ld you’d youw’d y’ould

ever use no never use no ever use any never use any


1. on saturday grandma avery will going sailing on the ocean.

2. I read a interesting artical about kayaking in the magazine Sea Explorer.


3. During the last decade, windsurfing has more popular.

Write a sentence from this research note.

4. swimming—most popular watersport

getted get gotten gotted

DAY 1

DAY 2

New576.indb 11 2/13/15 9:59 AM


WEEK 1

WEEK 1


1. dad made hisself comfertable in a chair to read todays newspaper.

2. My family wants to see a movie but i meself would rather read a book.


3. Are we going to recite the poem we learned The Road Not Taken at the

next assembly?

Replace the underlined word with a more positive word.

4. Alisa and Marco had a long argument about the article.


1. the most popularest horse novel is black beauty by Anna Sewell.

2. The horse was own by many people but Mr. Skinner was the worse one.

Write a descriptive word in each blank.

3. The stallion leapt over the

fence.

Spell the underlined word correctly.

4. Black Beauty’s faverite food was apples.

DAY 3

DAY 4

New576.indb 12 2/13/15 9:59 AM


WEEK 1 DAY 5


present a. a gift

b. being here or at a specific place

c. a verb tense showing that something is happening now

d. to give information or an award

e. to formally introduce a person

Which meaning of present is used in the sentence? Write the letter on the line.

1. Coach Williams will present the medals after the competition.

2. Was Valerie present at the rehearsal on Wednesday?

3. I would like to present our guest speaker, Dr. Zhou.

Write a paragraph using at least three different meanings of the word present.

4.

New576.indb 13 2/13/15 9:59 AM



Use determiners, adjectives, and adverbs • • • • • • • •Form and use comparative and superlative adjectives/adverbs • • • • • •Use relative pronouns and relative adverbs • • • • • • •Ensure that pronouns are in the proper case • • • • •Use intensive pronouns • • • • •Recognize and correct inappropriate shifts in pronoun number and person • • • • • • • • •Recognize and correct vague pronouns • • • • • • •Ensure possessive adjectives/pronouns agree with antecedent • • • • • •Use and explain the function of conjunctions • • • • • • • •Ensure subject/verb agreement • • • • • • • •Form and use verb tenses • • • • • • • • •Explain the function of phrases and clauses • • • • • •Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas • • • • • •Place phrases and clauses within a sentence recognizing/ correcting misplaced and dangling modifiers • • • • •Combine sentences • • • • • • •Produce complete sentences; correct fragments and run-ons • • • • • • •Recognize variations from standard English; use strategies to improve expression in conventional language • • • • • • • •Correctly use homophones/frequently confused words • • • • • • • •Identify incorrect use of grammar • • • • • • •


Use correct capitalization • • • • • • •Use end punctuation for sentences • • • • • • •Use commas and quotation marks in direct speech/quotations • • • • • •Use underlining, quotation marks, or italics to indicate titles • • • • • •Use a comma to separate coordinate adjectives • • • • • •Use punctuation to separate items in a series • • • • • •Use a comma in compound and complex sentences • • • • • • • •Use a comma to separate an introductory element • • • • • • •Use punctuation to set off nonrestrictive/parenthetical elements • • • • • • • • •Use an apostrophe to form contractions and possessives • • • • • • •Spell correctly • • • • • •Identify incorrect use of punctuation/capitalization • • • • • • • •


Use context as a clue to the meaning of an unknown word • • • • • •Use context as a clue to the meaning of a multiple-meaning word • • •Consult dictionaries to determine the meaning of related words • • •Use common Greek/Latin affixes and roots as clues to meaning • • • • • •


Use analogies to show word relationships • • • • •Interpret figures of speech in context • • • • •Recognize and explain the meaning of idioms/adages/proverbs • • • • • •Distinguish among the connotations of words with similar denotations • • • • •Use the relationship between words to understand each word • • •




2797_FM.indd 6 9/22/14 1:26 PM

Grade 7


• • • • • • • • Use determiners, adjectives, and adverbs

• • • • • • Form and use comparative and superlative adjectives/adverbs



• • • • • • • Use intensive pronouns

• • • • • • Recognize and correct inappropriate shifts in pronoun number and person

• • • • • • Recognize and correct vague pronouns

• • • • • • • Ensure possessive adjectives/pronouns agree with antecedent

• • • • • • • • Use and explain the function of conjunctions

• • • • • • • Ensure subject/verb agreement

• • • • • • • Form and use verb tenses

• • • • • • Explain the function of phrases and clauses

• • • • • • • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

• • • • • • • • Place phrases and clauses within a sentence recognizing/ correcting misplaced and dangling modifiers

• • Combine sentences

• • • • • • • • • Produce complete sentences; correct fragments and run-ons

• • • • • • • • Recognize variations from standard English; use strategies to improve expression in conventional language

• • • • • • • Correctly use homophones/frequently confused words

• • • • • • • • Identify incorrect use of grammar


• • • • • • Use correct capitalization

• • • • • • Use end punctuation for sentences


• • • • • • Use underlining, quotation marks, or italics to indicate titles

• • • • • • • Use a comma to separate coordinate adjectives

• • • • • • • • • Use punctuation to separate items in a series

• • • • • • • • Use a comma in compound and complex sentences

• • • • • • • • Use a comma to separate an introductory element

• • • • • • • • Use punctuation to set off nonrestrictive/parenthetical elements

• • • • • • Use an apostrophe to form contractions and possessives

• • • • • • • • Spell correctly

• • • • • • Identify incorrect use of punctuation/capitalization


• • • • • • Use context as a clue to the meaning of an unknown word



• • • • • • Use common Greek/Latin affixes and roots as clues to meaning


• • • • • • • Use analogies to show word relationships

• • • • • • • Interpret figures of speech in context

• • • Recognize and explain the meaning of idioms/adages/proverbs

• • • • • • • Distinguish among the connotations of words with similar denotations





2797_FM.indd 7 9/22/14 1:26 PM

Grade 7


WEEK 1

WEEK 1


1. Last weekend scott went for a hike in the hills near his home in elko.

2. He thoght it was too hot for his dog but he left her in the shady backyard.

Explain what the underlined adverb clause tells us.

3. After he came around a big rock, he saw a bobcat staring down at him.

The clause tells us .

Rewrite this sentence so it is not a run-on sentence.

4. Scott’s dog suddenly ran up, barking at the bobcat she had escaped from the yard.


1. A lightening strike, that’s a giant electrically spark made up of short strokes.

2. Each stroke of lightning gives off a weeks worth of enurgy for a average family.


3. A lightning strike can be about five times than the sun.

Explain what the underlined noun phrase tells us.

4. A flash of lightning is as bright as 10 million 100-watt light bulbs.

The phrase tells us .

hot hotter hottest

DAY 1

DAY 2

2797_Weeks01-06.indd 11 10/6/14 10:20 AM


WEEK 1

WEEK 1


1. your pet cat see much clearerly in the dark than you do.

2. The reason is, is because cats eyes has more of the cells that detect light.

Write the missing word. Then explain your choice.

3. However, cats don’t see color as well as people do.

Use context clues to figure out the meaning of the bold word. Write the meaning on the line.

4. We also perceive objects that are far away, but cats can’t see them.

near nearer nearest nearly


1. Veterinarians are pet doctors, so they also help people who doesn’t have no pets.

2. They teaches the public how do you treat animals in the wildernes.

Explain what the underlined noun phrase tells us.

3. Veterinarians improve public health by fighting diseases spread by animals.

The phrase tells us .


4. They help protect our food supply by inspecting cows, sheep, and other livestock.

DAY 3

DAY 4

2797_Weeks01-06.indd 12 10/6/14 10:20 AM


WEEK 1 DAY 5


fit a. to be the right size

b. strong and healthy

c. acceptable or appropriate for a person or situation

d. a tantrum

e. a seizure, when someone suddenly shakes violently and uncontrollably

Which meaning of fit is used in the sentence? Write the letter on the line.

1. Kirk had a fit when he dropped his completed science project.

2. The school said that shorts are not fit clothing for class.

3. To stay fit, Melissa rides her bike to school and plays tennis.

Write a paragraph using at least three different meanings of the word fit.

4.

2797.indb 13 9/22/14 12:57 PM



Use determiners, adjectives, and adverbs, including comparative and superlative adjectives/adverbs • • • • • • • • • • • • •Use relative pronouns and relative adverbs • • • • • •Ensure that pronouns are in the proper case • • • • • •Recognize and correct vague pronouns and inappropriate shifts in pronoun number and person • • •Ensure possessive adjectives/pronouns agree with antecedent • • • • • •Ensure subject/verb agreement • • • • • • • • • • • •Form and use verb tenses • • • • • • • • • • • • •Explain the function of verbals • • • • • • • • •Form and use verbs in the active and passive voice • • • • •Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood • • • • • •Recognize and correct inappropriate shifts in verb voice/mood • • • •Explain the function of phrases and clauses • • • • • • • • • • • •Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas • • • • • • • •Place phrases and clauses within a sentence recognizing/correcting misplaced and dangling modifiers • • • • • • •Produce complete sentences; correct fragments and run-ons • • • • • •Recognize variations from standard English; use strategies to improve expression in conventional language • • • • •Correctly use homophones/frequently confused words • • • • • • • • • • • • • • •Identify incorrect use of grammar • • • • • • • • • •


Use correct capitalization • • • • • • • • • • • • • • •Use end punctuation for sentences • • • • • •Use commas and quotation marks in direct speech/quotations • • • • • •Use underlining, quotation marks, or italics to indicate titles • • • • • • • •Use a comma to separate coordinate adjectives • • • • •Use punctuation to separate items in a series • • • • • • •Use a comma in compound and complex sentences • • • • • • • • • •Use punctuation to indicate a pause, break, or omission • • • • • • • • • • • • • •Use an apostrophe to form contractions and possessives • • • • • • • • • •Spell correctly • • • • • • • • • • • • • • •Identify incorrect use of punctuation/capitalization • • • • • • • • • • • • •


Use context as a clue to the meaning of an unknown word • • • • • • • • • •Use context as a clue to the meaning of a multiple-meaning word • • • •Consult dictionaries to determine the meaning of related words • • •Use common Greek/Latin affixes and roots as clues to meaning • • • • • • • • • • •


Use analogies to show word relationships • • • • • •Interpret figures of speech in context • • • •Recognize and explain the meaning of idioms/adages/proverbs • • • • • • •Distinguish among the connotations of words with similar denotations • • • • • • •Use the relationship between words to understand each word • • • •




2798.indb 6 2/12/15 11:21 AM

Grade 8


• • • • • • • • Use determiners, adjectives, and adverbs, including comparative and superlative adjectives/adverbs



• • • • • • • • Recognize and correct vague pronouns and inappropriate shifts in pronoun number and person

• • • • • • Ensure possessive adjectives/pronouns agree with antecedent

• • • • • • Ensure subject/verb agreement

• • • • • • • • Form and use verb tenses

• • • • • • • • Explain the function of verbals

• • • • • • • • Form and use verbs in the active and passive voice

• • • • • • • Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood

• • • • • • • Recognize and correct inappropriate shifts in verb voice/mood

• • • • • • Explain the function of phrases and clauses

• • • • • • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

• • • • • Place phrases and clauses within a sentence recognizing/correcting misplaced and dangling modifiers

• • • • • • • • Produce complete sentences; correct fragments and run-ons

• • • • • • Recognize variations from standard English; use strategies to improve expression in conventional language

• • • • • • • • Correctly use homophones/frequently confused words

• • • • • • Identify incorrect use of grammar


• • • • • • • Use correct capitalization

• • • • • • Use end punctuation for sentences


• • • • • Use underlining, quotation marks, or italics to indicate titles

• • • • • • Use a comma to separate coordinate adjectives

• • • • • • • Use punctuation to separate items in a series

• • • • • • Use a comma in compound and complex sentences

• • • • • • • • • Use punctuation to indicate a pause, break, or omission

• • • • • • Use an apostrophe to form contractions and possessives

• • • • • • Spell correctly

• • • • • • • • Identify incorrect use of punctuation/capitalization


• • • • • • • Use context as a clue to the meaning of an unknown word



• • • • • • • Use common Greek/Latin affixes and roots as clues to meaning


• • • • • • Use analogies to show word relationships

• • • • • • • Interpret figures of speech in context

• • • • • • Recognize and explain the meaning of idioms/adages/proverbs

• • • • • • Distinguish among the connotations of words with similar denotations





2798.indb 7 2/12/15 11:21 AM

Grade 8


WEEK 1

WEEK 1


1. People who is commuteing are travelling from home to work regular.

2. Some people travel long distences by rale, car, bus.

What is the purpose of the parentheses in the sentence? Circle the answer.

3. One 2013 survey (“Mega Commuting in the U.S.”) defines mega commuters as “those who travel 90 minutes or more and 50 miles or more, one way, to work.”

a. to highlight information b. to set apart information that is nonessential

Rewrite the sentence to fix the dangling modifier.

4. The number of mega commuters is growing according to the U.S. Census Bureau.


1. Wen some companys make decisions them consult their employees.

2. The employees are aloud to share his or her opinyuns before a decision is made.


3. Everyone in the company must reach a consensus before the decision is made.

What is the purpose of the dashes in the sentence? Circle the answer.

4. In Japan, the ideas that govern business—harmony and trust—are part of consensus.

a. to explain something b. to show an abrupt change of thought

DAY 1

DAY 2

2798.indb 11 2/12/15 11:21 AM


WEEK 1

WEEK 1


1. Many people use Internet serch enjines to find information quick.

2. Programs called “robots” crawl thru web sights to find and catalog information.

Write the missing word or words.

3. Data retrieved during a search has been located at an date.

Rewrite the sentence to fix the dangling modifier.

4. To ensure that information is current, the web pages are regularly revisited by robots.

earliest more early earlier


1. Nachural resources are what they use in our environment to meet our wants and needs.

2. Two categorys of resources include re-newable and non-renewable.


3. Renewable resources can replace once they have been used.

Circle the function of the underlined part of the sentence.

4. Nonrenewable resources are created only under certain conditions and are gone as soon as they are used.

a. noun clause b. adverb clause c. verb phrase d. prepositional phrase

themselves them they

DAY 3

DAY 4

2798.indb 12 2/12/15 11:21 AM


WEEK 1 DAY 5


file a. a tool with a roughened surface used for smoothing or shaping

b. a computer document

c. to put papers in their proper place for future use

d. to move in a line

e. to put on record

Which meaning of file is used in the sentence? Write the letter on the line.

1. The firefighters asked the residents of the building to file down the stairs.

2. My teacher has a file that contains the homework of every student.

3. If you were dissatisfied with the service, I urge you to file a complaint.

Write a paragraph using at least three different meanings of the word file.

4.

2798.indb 13 2/12/15 11:21 AM

grades 1–8 correlated to state and common core state...

Documents