teaching grammar and mechanics interactive notebook grade 5
TRANSCRIPT
Teaching Grammar and
Mechanics Interactive NotebookGrade 5
Spelling Rules and Parts of Speech
©2017 Pennington Publishing penningtonpublishing.com 1
Table of Contents: Spelling Rules and Parts of Speech Review Unit
Program Scope and Instructional Sequence, FAQs, Materials Preparation, Directions Pages 1−12for Interactive Instruction, Grammar and Mechanics Unit Tests, Directions for Individualized Assessment-based Instruction, Summative Assessment, Terms of Use
Interactive Notebook Spelling Rules and Parts of Speech Review Unit Lessons 1−8 Pages 13−61
Cornell Notes Student Page with mechanics and grammar lesson, including onlineresources
Cornell Notes Teacher Page (with examples) Practice and Sentence Dictations Student Page Practice and Sentence Dictations Teacher Page (with answers) Grammar Response, Writing Application, and 3D Graphic Organizer Student Page Grammar Response, Writing Application, and 3D Graphic Organizer Teacher Page
(with answers, 3D Graphic Organizer Directions, and Photograph of Completed3D Graphic Organizer
Grammar and Mechanics Unit Tests and Answers Pages 62−65
Diagnostic Grammar and Usage, Mechanics, and Spelling Assessments Pages 66−82and Progress Monitoring Mastery Matrices (Administered Following Lesson 8)
Individualized Assessment-based Instruction: Pages 83−96Grammar and Mechanics Worksheets (Parts of Speech) and Answers
Individualized Assessment-based Instruction: Pages 97−120Spelling Pattern Worksheets and Answers
Common Core State Standards Alignment Documents Pages 121−123
Program Scope and Instructional Sequence
The Spelling Rules and Parts of Speech Review Unit includes the first 8 lessons of the 64 lessons in theTeaching Grammar and Mechanics Interactive Notebook.. The balance of the lessons will be completed by August 2017 in time for the 2017-2018 school year. Your purchase will guarantee a special discounted price for the full-year curriculum upon release. Please follow me on TpT to receive updates, notifications, and the special discount pricing.
The following Program Scope and Instructional Sequence for the 64 lessons is provided to demonstrate the rigor and breadth of the full-year Teaching Grammar and Mechanics Interactive Notebook. program.
The complete Teaching Grammar and Mechanics Interactive Notebook will include assessment-based worksheets for each corresponding item on the diagnostic grammar and usage, mechanics, and spelling pattern assessments.
Teaching Grammar and Mechanics Interactive Notebook Grade 5
Lesson
1234
5678
9101112
13141516
1718
1920
21222324
Mechanics
The Hard /c/ and Soft /c/ Spelling RuleThe Hard /g/ and Soft /g/ Spelling RuleThe i before e Spelling RuleThe Final y Spelling Rule
Unit Test
The Silent e Spelling RuleThe Double the Consonant Spelling RuleThe Ending “ion” Spelling RuleThe Plurals Spelling Rule
Unit Test and Diagnostic Assessments
Additional Lessons to be Released in Subsequent Units of the Teaching Grammar and Mechanics Interactive Notebook
Periods in Proper Noun TitlesPeriods in Abbreviations and Acronyms*Periods in Indirect Questions Periods in Alphanumeric Outlines
Unit Test
*Semicolons in Compound SentencesApostrophes for Singular Possessive NounsApostrophes for Plural Possessive NounsApostrophes for Possessive Compound Nouns
Unit Test
Apostrophes in ContractionsComma Misuse
Commas for DatesCommas for Letters
Unit Test
Commas in AddressesCommas for NamesCommas for Geographical Places*Commas for Tag Questions
Unit Test
Grammar and Usage
Proper Nouns ReviewCommon Nouns ReviewPronouns ReviewAdjectives Review
Verbs ReviewAdverbs ReviewConjunctions ReviewPrepositions Review
Proper Nouns Common NounsPlural Nouns and Irregular PluralsVerbs
Verb TenseSimple and Compound SubjectsSimple and Compound SubjectsDirect Objects
**Complete Sentences**Fragments as Phrases or Dependent Clauses**Run-ons and Independent ClausesTypes of Sentences
Collective NounsSubject Case PronounsObject Case PronounsPossessive Case Pronouns
Teaching Grammar and Mechanics Interactive Notebook Grade 5
* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill.
©2017 Pennington Publishing penningtonpublishing.com 2
Lesson
25262728
29
303132
33343536
37383940
Mechanics
*Commas for Beginning Direct Speech*Commas for Ending Direct Speech*Commas for Middle Direct Speech*Commas in a Series
Unit Test
*Commas after Introductory Words and Phrases*Commas with Adjectives*Commas to Set Off “Yes” and “No”Commas before Conjunctions in Compound Sentences
Unit Test
Commas with Phrases*Commas with Dependent ClausesCommas and Quotation Marks with Speaker TagsDialogue and Direct Quotations
Unit Test
*Punctuation of Direct Quotations*In-text Citations*Indirect Quotations*Italics and Underlining: Book, Newspaper, Website, and Magazine Titles
Unit Test
Grammar and Usage
Indefinite PronounsReflexive Pronouns*Intensive Pronouns**Pronoun Antecedents
Articles
AdjectivesAdjective Order*Demonstrative Adjectives
*Past Participle AdjectivesShort Comparative ModifiersLong Comparative Modifiers
Short Superlative Modifiers
Long Superlative ModifiersPast, Present, and Future Verb Tense*Verb Tense and Time*Verb Tense and Sequence
Teaching Grammar and Mechanics Interactive Notebook Grade 5
* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill.
©2017 Pennington Publishing penningtonpublishing.com 3
Lesson
41
4243
44
45464748
49505152
5354
5556
Mechanics
Italics and Underlining: Play, Television Show, Movie, and Works of Art TitlesQuotation Marks: Song and Poem TitlesQuotations Marks: Book Chapter and Article TitlesQuotation Marks: Short Story and Document Titles
Unit Test
Capitalization of Named People and PlacesCapitalization of Named Things and ProductsCapitalization of HolidaysCapitalization of Dates and Special Days
Unit Test
Capitalization of TitlesCapitalization of Organizations and BusinessesCapitalization of LanguagesCapitalization of People Groups
Unit Test
Capitalization of Independent ClausesCapitalization of Special Events and Historical PeriodsQuestions MarksExclamation Points
Unit Test
Grammar and Usage
*Verb Tense and State of Being
*Verb Tense and Condition**Shifts in Verb Tense
Helping Verbs
Past Participle VerbsIrregular Past ParticiplesLinking VerbsModals
**Singular Subject-Verb Agreement**Plural Subject-Verb AgreementProgressive Verb Tense*Past Perfect Verb Forms
*Present Perfect Verb Forms*Future Perfect Verb Forms
AdverbsAdverb Order
Teaching Grammar and Mechanics Interactive Notebook Grade 5
* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill.
©2017 Pennington Publishing penningtonpublishing.com 4
Lesson
57
58
5960
6162
6364
Mechanics
Colons to Introduce Lists
Parentheses as Comments and Appositives
DashesBrackets
Unit Test
*Hyphens with Compound Words*Hyphens with Numbers and Spelled-out FractionsSlashesNumbers
Unit Test
Summative Assessment in Grammar, Usage, Mechanics, and Spelling
Grammar and Usage
Coordinating Conjunctions and their Functions*Correlative Conjunctions and their FunctionsPrepositional PhrasesComplex Sentences/Dependent Clauses
Subordinating ConjunctionsRelative Pronouns
Relative Adverbs*Interjections and their Functions
Teaching Grammar and Mechanics Interactive Notebook Grade 5
* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill.
©2017 Pennington Publishing penningtonpublishing.com 5
FAQs
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√ When will the rest of the 64 lessons be released? Sign up for my weekly newsletter here to get the release dates for each instructional unit and special discounts. The entire Teaching Grammar and Mechanics Interactive Notebook (INB) will be completed by August 2017.
√ Do the Teaching Grammar and Mechanics Interactive Notebook (INB) lessons address all of the grade-level Common Core Language Standards (L. 1, 2) and the Progressive Language Skills? Yes. Please see the alignment documents at the end of this book. However, for non-Common Core states and schools, the Standards are not listed on the individual lessons. Teachers can list the Standards, or the essential question, behavioral objective, Depth of Knowledge level, lesson topics, learning goals, I Can statements, etc. for students to write in the FOCUS section of each INB lesson.
√ How long do the INB lessons take? About an hour. Many teachers choose to divide each lesson into two half-hour segments and teach four times per week. Two lessons per week will cover all grade-level Standards.
√ Are these 4, 5, 6, 7, and 8 grade level programs truly grade-leveled? Yes, the programs are different and grade-specific. Take a look at the table of contents for each of the grades 4, 5, 6, 7, and 8 programs to compare. Of course the language of instruction is the same and many lesson components and worksheets are repeated because the Language Standards repeat with the Progressive Language Skills Standards. The font size and line spacing differ as do the 3D graphic organizers. Each program is age appropriate and the lessons have been field tested in grades 4, 5, 6, 7, and 8 classrooms.
√ Just how rigorous and complete are these INB programs? These are, by far, the most rigorous and comprehensive INB grades 4, 5, 6, 7, and 8 programs: Each one-hour lesson is designed in Cornell Notes format with relevant online resources to reinforce each lesson component. Lessons include practice sentences, sentence dictations to determine lesson mastery, a grammar cartoon response, and a writing application. That’s grammar and mechanics taught in the reading and writing contexts. Both student and teacher lesson pages are provided.
√ Are answers provided for EVERYTHING in this program, including the lessons, worksheets, and unit tests? Yes, except for individual writing application responses, which will vary. This program is user-friendly.
√ Are there resources for my students who are below grade level? For my EL students? For my special edstudents? What about students who still fail to master the lesson components tested in the formative assessment sentence dictations? Is there additional help? Yes! The program includes 3 complete diagnostic assessments to be administered after completing the Spelling Rules and Parts of Speech Unit . Each test item has a corresponding remedial grammar, usage, mechanics, and spelling worksheet.* All worksheets have targeted practice and formative assessments. Students complete their assigned worksheets according to the results of the diagnostic assessments. The program resources of the Teaching Grammar and Mechanics Interactive Notebook (INB) will help your students “catch up while they keep up” with grade-level instruction. Perfect for diverse learners!
*Relevant worksheets are included with each instructional unit. For example, the Spelling Rules and Parts of Speech Unit provides 8 parts of speech and 20 spelling worksheets.
FAQs
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√ Just how messy is this INB program? How much class time is wasted cutting, coloring, and pasting or taping n this INB program? Teachers like neat classrooms. Every effort has been made to minimize cutting, pasting or taping, and left-over scraps of trash. Unlike other INB programs, students don’t have to copy down huge chunks of the lesson. Students only copy the examples and spend their time interacting with their notes, and practicing in the reading and writing contexts.
√ How much prep and correction does this program take? Prep consists of copying three INB lesson pages for each student and the remedial Grammar and Mechanics and Spelling Pattern Worksheets for individualized assessment-based instruction. The teacher pages may be displayed from the computer or copied for the projector/document camera.
All INB lesson correction is completed by student self-correcting and editing. Students also self-correct and edit the remedial worksheets from the Answer Booklets. Students learn by correcting their own mistakes. Teachers correct only the formative assessment sentence(s) included on the individualized assessment-based worksheets during mini-conferences with students. Teachers should collect the INBs every few weeks to skim grade for neatness and completeness.
√ So there are diagnostic assessments and formative (embedded) assessments in each lesson and in the individualized assessment-based worksheets … Are there unit tests? Is there a summative program assessment? Yes. The biweekly unit tests consist of definition, identification, and writing application and take only about 15 − 20 minutes to complete. More time teaching and less time testing! For the summative program assessment, simply administer the diagnostic assessments again at the end of the year and compare the results. Share the progress with students, parents, and the next year’s teacher. The data will convince that teacher to purchase the next grade level Teaching Grammar and Mechanics Interactive Notebook to continue seamless instruction in the next year’s grade-level INB.
√ Do I have to create my own INB to model for students and for absent student make-ups? No, it’s all done for you. Just place the teacher pages in a binder for absent students to reference.
√ Why aren’t there vocabulary lessons or spelling tests in this book? Many teachers use district adopted vocabulary and spelling curriculum for the L. 2, 3, 4, 5, and 6 Standards. Pennington Publishing does offer the grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkit and the grades 4, 5, 6, 7, and 8 Differentiated Spelling Instruction programs here on TpT and at penningtonpublishing.com.
√ Who is the amazing cartoonist? David Rickert. Check out David’s site at http://davidrickert.com/ and our Sam and Friends Phonics Books, which feature David’s cartoons in 54 eight-page take home decodables: the perfect resource to complement my Teaching Reading Strategies reading intervention program.
√ Where did you get such fantastic 3D Graphic Organizers? These programs use and credit the best 3D Graphic Organizers: Tangstar.
√ How is the author’s Teaching Grammar and Mechanics program (sold here on TpT and on penningtonpublishing.com) different than this Teaching Grammar and Mechanics Interactive Notebook program? Some teachers prefer a more traditional grammar and mechanics program which takes a bit less class time and mess than an INB program. The one volume, non-grade-leveled Teaching Grammar and Mechanics program is suitable for grades 6−10 (written at the ifth grade reading level) and covers grades 2−10 Language and the Progressive Language Skills Standards. The program also includes simple sentence diagrams, and mentor texts. Yes, it includes David Rickert’s grammar cartoons.
Materials Preparation
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Copy the three student lesson pages for each lesson and the biweekly unit tests for all students. Students will complete four lessons before taking the biweekly unit test.
After administering the grammar and usage, mechanics, and spelling patterns assessments following completion of the eight-lesson Spelling Rules and Parts of Speech Unit, record student names and slashes to indicate unmastered grammar, usage, mechanics, and spelling skills on the recording matrices. Total the number of unmastered skills for each assessment item and copy the number of assessment-based worksheets. Place the worksheets in accessible files for students.
Copy the worksheet answers and create Answer Booklets. I recommend six Answer Booklets per classroom so that students will not have to wait to grade their individualized worksheets.
Composition books or spiral notebooks. Grades 4 and 5 teachers will prefer wide ruled, while grades 6, 7, and 8 will prefer college ruled spacing.
School glue, glue sticks, or tape. Most teachers suggest using name brand white glue and instruct students to use small dots, rather than glue squiggle lines for pasting. Tape also works well.
Scissors.
Colored pencils, crayons, and/or highlighters.
Rulers to align the 3D graphic organizers properly and crease the folds.
Decide whether you will have students cut out and paste (or tape) the “input” page (the Cornell notes) on the right or left page of the INB and the “output” page (the grammar cartoon/response and the writing application) on the opposite. The traditional INB format is “input” on the right and “output” on the left.
Directions for Interactive Instruction
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1. Students pick up their copies of the student lesson, composition or spiral notebooks, glue or tape, scissors, colored pencils, crayons, and/or highlighters, etc.
2. Type or write the FOCUS on the Cornell notes teacher page. Options: the essential question, behavioral objective, Standard, Depth of Knowledge level, lesson topics, learning goals, I Can statements, etc.
3. Display, read, and explain the mechanics and grammar lessons on the teacher “input” page (the Cornell notes), and direct students to write the examples in red (formatted for display) on their student “input” pages (the Cornell notes) as you teach. Check out the online links and resources listed in the left column to see if you want to use these as part of the lesson.
4. Students write marginal annotations to respond to their notes in the left column of the student “input” pages, titled “Links and Response.” Options: main ideas, comments, questions, or connections to related mechanics or grammar content, skills, or rules, or any additional content from the left column of the teacher “input” page, titled “Links and Resources.” The online links are listed on both the teacher and student pages.
5. Students write a brief SUMMARY/REFLECTION for both the mechanics and grammar lessons.
6. Students complete the practice sentences. The focus is on applying what has been learned in each lesson.
7. Display the Practice answers in red (formatted for display). Direct students to self-correct and edit. Many teachers will choose to award points for this activity, e.g. one point for each correct practice sentence.
8. Read the Sentence Dictations and direct students to write each correctly, revising as needed.
9. Display the Sentence Dictation answers in red (formatted for display). Direct students to self-correct and edit. Many teachers will choose to award points for this activity, e.g. one point for each correct sentence dictation. Ask students how many got each sentence correct as the Sentence Dictations serve as the lesson formative assessments. If students are successful, move on; however, if students require re-teaching, add a few more practice sentences of your own to address the deficits. Note that following the Spelling and Parts of Speech Review Unit, students will take diagnostic assessments covering each spelling rule and part of speech. Individual students who still fail to achieve mastery will be assigned corresponding remedial worksheets to individualize instruction.
10. Students study the cartoon and complete both the Grammar Response and Writing Application sentences on the second student “output” page.
11. Display the grammar cartoon on the teacher “output” page and read the comment bubble(s) and caption. Direct students to self-correct and edit from the Cartoon Response answers in red (formatted for display). Teachers may choose to award points for correct answers. Teachers call on students to share their Writing Application sentences (answers vary) and may choose to award points for completion of the writing task.
12. Students cut out and paste or tape the “input” page (the Cornell notes) at the top and along the left edge of the notebook page. Students cut out and paste or tape the “output” cartoon, Grammar Response, and Writing Application as one rectangle at the top and along the left edge of the opposite notebook page.
13. Students label, color, cut, and paste or tape the 3D GO as the directions specify on the teacher page photographs of the completed 3D GO. Students return materials and clean up.
The Grammar and Mechanics Unit Tests
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The Grammar and Mechanics Unit Tests have been designed to take only 15−20 minutes for most students to complete. More time teaching and less time testing! Teachers may elect to give the unit tests every four weeks by combining two of each test to assess mastery of eight lessons.
Some teachers choose to allow students to use their interactive notebooks on the test. If choosing this option, teachers should require students to provide their own examples for the sentence application.
Each Grammar and Mechanics Unit Test has eight matching questions: two from each mechanics and two from each grammar lesson. Students are required to define terms and identify examples. Following are eight writing applications for the grades 6, 7, and 8 programs and six for the grades 4 and 5 programs. Students are required to apply their understanding of the mechanics and grammar content, skills, or rules in the writing context through original sentence applications or revisions. Test answers for each matching section are provided at the end of the unit tests.
Directions for Individualized Assessment-based Instruction
The Teaching Grammar and Mechanics Interactive Notebook also provides the resources for you to help your students “catch up while they keep up” with grade-level instruction. After all, not all of your students have mastered previous grade-level Standards.
1. Administer the Diagnostic Grammar and Usage Assessment, the Diagnostic Mechanics Assessment, and the Diagnostic Spelling Assessment following the eight lesson review unit. Correct and record the results on mastery matrices per the assessment directions. Mark a “/ “for each error in the student’s row on the matrix and assign that worksheet for remediation.
2. Count the numbers of the un-mastered assessment items and copy that number of Grammar and Mechanics Worksheets and Spelling Pattern Worksheets. Prepare and label hanging folders for each of the worksheets and file the worksheets in a file cabinet or box for easy student access.
3. Post the recording matrices on the wall with data listed by student names or student identification numbers. Direct students to reference the class mastery matrices and select one of their un-mastered worksheets. Tell students to begin with the lower numbered worksheets on the matrices and to complete only those worksheets indicated by slashes “/”. Tell them that they have already mastered those language convention components left blanks without slashes.
4. When a student has completed all sections of the worksheet, except for the WRITE section (the formative assessment), the student uses the “Answer Booklet” to self-correct and edit in a colored pencil or pen. Remind students that they will often learn from their own mistakes when they identify and correct them.
5. Next, the student completes the WRITE section and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet.
6. If the student has self-corrected and edited the PRACTICE section and "passed" the WRITE formative assessment, change the slash “/” into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points if you use a point system for grading.
7. If the student did not master the content, skill, or rule on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction.
Helpful Hints for Individualized Assessment-based Instruction
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Mastery criteria on the WRITE formative assessment are decided by the teacher. If the student has followed directions and correctly applied the content, skill, or rule in the formative assessment, the student has achieved mastery. Note that a student can miss items within the PRACTICE section and still achieve mastery. Students often learn from their mistakes!
Post the recording matrices on the wall with data listed by student names or student identification numbers. Teachers may choose to allow students to use pencil to change the slash “/” into an “X” for mastery on the appropriate box on the matrix. Students love to do this.
Limit the length of your mini-conference line to three students. Waiting students can sign up for their places in line on the board and then work on their next worksheet until their turn arrives to conference.
Set an expectation as to how many Grammar and Mechanics Worksheets and Spelling Pattern Worksheets must be completed per week.
Summative Assessment
Simply administer the diagnostic assessments again at the end of the year and compare the results. Share the progress with students, parents, and the next year’s teacher. The data will convince that teacher to purchase the next grade level Teaching Grammar and Mechanics Interactive Notebook to continue seamless instruction in the next year’s grade-level Standards.
Terms of Use
©2017 Pennington Publishing penningtonpublishing.com 12
Thank you for purchasing the Teaching Grammar and Mechanics Interactive Notebook Grade 5 Spelling Rules and Parts of Speech Review Unit. I hope you and your students will find this resource to be helpful. Please let me know if you have any questions, suggestions, or concerns. My email address is [email protected].
If you would like to receive our weekly Pennington Publishing Newsletter, just email me with “Subscribe” in the subject line. We send out plenty of free resources, updates, and special discount codes. Please do.
Check out our other fine ELA and reading intervention products at penningtonpublishing.com and my blog at http://blog.penningtonpublishing.com/.
Your purchase of the Teaching Grammar and Mechanics Interactive Notebook Spelling Rules and Parts of Speech Review Unit entitles you to single teacher use only. Please be respectful of my work and don’t share with colleagues or post any part online. We do offer multiple user licenses at discounted prices.
All rights reserved Pennington Publishing © 2017. Permission is hereby granted to the individual purchaser to reproduce student materials in this book for noncommercial use only. Other than the heretofore specified limited permission for reproduction, the text of this publication, or any part thereof, may not be reproduced or transmitted in any form or by any means, electronics or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without prior written permission of the publisher.
The Publisher makes no representation or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, for the readers’ or students’ reliance upon, this material.
Portions of this book have been previously published in Teaching Grammar and Mechanics © 2003, 2011 Pennington Publishing and Teaching the Language Strand Grades 4, 5, 6, 7, and 8 © 2013 and © 2014 Pennington Publishing.
Mark Pennington
Parts of Speech Song: Highlight the key words after completing the INB lesson.A proper noun is capitalized and gives a name to a person, place, or thing.A common noun can have an article before an idea, person, place, or thing.A pronoun is used to take a noun’s place in the subject, possessive, or object case.An adjective modifies a noun with Which One, How Many, or What Kind.A verb can mentally or physically act or states what a subject is to be.An adverb modifies an adjective, adverb, or verb with What Degree, How, Where, or When.A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate.A preposition shows a relationship to an object at the end of a phrase.An interjection is a sentence fragment used to show emotion.
Spelling Rules: Highlight the examples after completing the INB lesson.1.The Hard C and G RuleUsually spell a, o, or u after a hard /c/ sound (cat, comb, cut) or a hard /g/ sound (gas, go, gun).2.The Soft C and G RuleUsually spell e, i, or y after a soft /c/ sound (cent, cider, cyclone) or a soft /g/ sound (gentle, ginger, gym).3. The i before e RuleUsually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor).4. The Final y RuleKeep the y when adding an ending suffix if the word ends in a vowel, then a y (delay-delayed), or if the suffix begins with an i (copy-copying). Change the y to i when adding a suffix if the word ends in a consonant, then a y (pretty-prettiest).5. The Silent e RuleDrop the e (have-having) when adding an ending suffix if the suffix begins with a vowel. Keep the e(close-closely) when the suffix begins with a consonant. Also keep the e when the root has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ye”, “ye”, or “oe” (eyeing, freedom, shoeing).6. The Double the Consonant RuleDouble the last consonant, when adding on an ending suffix (permitted) if 1. the last syllable of the root has the accent (per / mít) 2. the root ends in a vowel, then a consonant (permit) 3. and the suffix you add begins with a vowel (ed).7. The Ending “ion” RuleSpell “sion” for the or the final /shun/ sound if after an l or s (expulsion, compassion) or the final /zyun/ sound (illusion) . Spell “cian” for a person (musician) and “tion” (condition) in most all other cases.8. The Plurals RuleSpell plural nouns with an s (dogs), even those that end in y (days) or those that end in a vowel, then an o (stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (boxes) or after a consonant, then an o (potatoes). Change the y to i and add “es” when the word ends in a consonant, then a y (ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).
©2017 Pennington Publishing penningtonpublishing.com First Page of the INB 13
Spelling Rules and Parts of Speech Review Unit
FOCUS.
Links and Response Mechanics Notes.Listen to the Hard and Soft CG Rock athttp://bit.ly/2cvDV7Z.
Hard and Soft CG Rock
We shout ’em, “Hard /c/! Hard /g/!”They come before a, o, or u.
Examples: ________________________________________________________________
We whisper, “Soft /c/! Soft /g/!”They come before e, i, or y.Oh yes they do.
Examples: ________________________________________________________________
Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a proper noun at http://bit.ly/2ciSCMG.
A proper noun is the name of a person, place, or thing and must be capitalized. A proper noun may be a single word or a group of words (with or without abbreviations).
Examples
Person: ___________________________________________________________________
Place: _____________________________________________________________________
Thing: ____________________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 1 14
FOCUS.
Links and Rescources Mechanics Notes.Listen to the Hard and Soft CG Rock athttp://bit.ly/2cvDV7Z.
As you will soon see, knowing the hard /c/ and hard /g/ sounds will help you spell many difficult words correctly.
Remember that the hard /c/ sound can be spelled with a c as in “cold” or a kas in “king.”
Hard and Soft CG Rock
We shout ’em, “Hard /c/! Hard /g/!”They come before a, o, or u.
Examples: cat, comb, cut, gas, go, gun
We whisper, “Soft /c/! Soft /g/!”They come before e, i, or y.Oh yes they do.
Examples: cent, cider, cycle, gesture, ginger, gym
Links and Resources Parts of Speech Notes.The parts of speech describe the way words work in a sentence.
Check out the Parts of Speech Song to practice the definition of a proper noun at http://bit.ly/2ciSCMG.
A proper noun is the name of a person, place, or thing and must be capitalized. A proper noun may be a single word or a group of words (with or without abbreviations).
Examples
Person: Mr. T.D. JonesPlace: OhioThing: Liberty Bell
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 1 15
Practice.
1. Re-write these sentences correctly: The taxicab driver wore a kostume on Halloween and
gave out candy to his riders.
2. Re-write this sentence correctly: The kustomers gobble up all the best turkeys weeks before
Thanksgiving.
3. Re-write this sentence correctly: The statue of Liberty is located on an island in
New York city.
4. Re-write this sentence correctly: E. B. White was one of the best poets in the U.S.
5. Identify the proper nouns in this sentence: The student sat at her desk, wondering if
mrs. Marsha Hunt could become president of the club.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 1 16
Practice.
1. Re-write these sentences correctly:
The taxicab driver wore a costume on Halloween andgave out candy to his riders.2. Re-write this sentence correctly:
The customers gobble up all the best turkeys weeks beforeThanksgiving.3. Re-write this sentence correctly:
The statue of Liberty is located on an island inNew York City.4. Re-write this sentence correctly:
E. B. White was one of the best poets in the U.S.
5. Identify the proper nouns in this sentence:
Mrs. Marsha Huntdreams really could come true.Sentence Dictations.
Mechanics: Write this sentence correctly:
The cowboy kept his cattle korralled at night.
Grammar and Usage: Write this sentence correctly:
The famous London Bridge is now located in Lake Havasu City.
©2017 Pennington Publishing penningtonpublishing.com Lesson 1 17
Cartoon Response.
Identify the proper nouns in the caption.fProper Nouns:f
Common Nouns:f
Writing Application..
Write a sentence or two, using all three ftypes of proper nouns.f
Person
Place
Thing
Proper Nouns
A proper noun is capitalized and gives a name to a person, place, or thing.
Hard /c/ Hard /g/
sa o su a l o su
©2017 Pennington Publishing penningtonpublishing.com Lesson 1 18
Cartoon Response.
Identify the proper nouns in the caption.fProper Nouns: Katie, Deb ff
fgCommon Nouns: canoe, stream,ffpeace, quietf
Writing Application..
Write a sentence or two, using all three ftypes of proper nouns.ff
©2017 Pennington Publishing penningtonpublishing.com Lesson 1 19
GLUE
GLUE
Directions:1. Write examples under each of thepencils and flaps.2. Color each vowel differently.3. Cut the solid lines, fold at the dotted lines, and glue.
FOCUS.
Links and Response Mechanics Notes.Listen to the Hard and Soft CG Rock athttp://bit.ly/2cvDV7Z.
Hard and Soft CG Rock
We shout ’em, “Hard /c/! Hard /g/!”They come before a, o, or u.
Examples: ________________________________________________________________
We whisper, “Soft /c/! Soft /g/!”They come before e, i, or y.
Examples: ________________________________________________________________
Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a common noun at http://bit.ly/2ciSCMG.
A common noun can have an article before an idea, person, place, or thing. It can act or be acted upon and is capitalized only at the start of a sentence.
Examples
Idea: ______________________________________________________________________
Person: ___________________________________________________________________
Place: _____________________________________________________________________
Thing: ____________________________________________________________________
Some common nouns are collective nouns and refer to a group of people, animals, or things. Collective nouns act as one unit and so match with singular verbs, such as “That class is noisy.”
Examples: ________________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 2 20
FOCUS.
Links and Resources Mechanics Notes.Listen to the Hard and Soft CG Rock athttp://bit.ly/2cvDV7Z.
Remember that the soft /c/ sound can be spelled with a c as in “ceiling” or an s as in “sing.”
Also, the soft /g/ sound can be spelled with a g as in “ginger” or a j as in “jump.”
Hard and Soft CG Blues
We shout ’em, “Hard /c/! Hard /g/!”They come before a, o, or u.
Examples: cast, could, cup, gag, got, guts
We whisper, “Soft /c/! Soft /g/!”They come before e, i, or y.
Examples: cent, cider, cyclone, gentle, ginger, gym
Links and Resources Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a common noun at http://bit.ly/2ciSCMG.
The articles are “a,” “an,” and “the.” The “a” is used before words beginning with consonants, such asin “a bear,” while the “an” is used before words beginning with vowels, such as “an apple.” “The” is more specific than “a” or “an.”
A common noun can have an article before an idea, person, place, or thing. It can act or be acted upon and is capitalized only at the start of a sentence.
Examples
Idea: the peacePerson: an unclePlace: a schoolThing: the rocks
Some common nouns are collective nouns and refer to a group of people, animals, or things. Collective nouns act as one unit and so match with singular verbs, such as “That class is noisy.”
Examples: class, team, family, public
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 2 21
Practice.
1. Re-write these sentences correctly: The wonderful smell of cedar trees was ruined by the
smell from a man smoking a stinky cagar.
2. Re-write this sentence correctly: The giant centaur galloped gracefully
through the cypress grove.
3. Re-write this sentence correctly: Her group want to work on an art project after lunch.
4. Re-write this sentence correctly: A herd of water buffaloes runs directly into the path of
a elephant and a tiger.
5. Identify the common nouns in this sentence: Our teacher gives us the freedom to choose
which sport to play on the field during recess.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 2 22
Practice.
1. Re-write these sentences correctly:
The wonderful smell of cedar trees was ruined by thesmell from a man smoking a stinky cigar.2. Re-write this sentence correctly:
The giant centaur galloped gracefullythrough the cypress grove.3. Re-write this sentence correctly:
Her group wants to work on an art project after lunch.
4. Re-write this sentence correctly:
A herd of water buffaloes runs directly into the path ofan elephant and a tiger.5. Identify the proper nouns in this sentence:
teacher, freedom, sport, field, recess
Sentence Dictations.
Mechanics: Write these sentences correctly:
The high school biology teacher was stingy. She would not share hercentipedes with the other teachers.Grammar and Usage: Write this sentence correctly: The ten huge fish looks like they need an
acquarium, not a fish tank.
The ten huge fish look like they need an acquarium, not a fish tank.
©2017 Pennington Publishing penningtonpublishing.com Lesson 2 23
Cartoon Response.
Explain how common nouns areff
different than proper nouns.f
Writing Application..Write a sentence or two, using all four
types of common nouns.f
Common Nouns
A common noun can have an article before an
idea, person, place, or
thing.
Soft /c/
Soft /g/
e ls i y
e ls iy
©2017 Pennington Publishing penningtonpublishing.com Lesson 2 24
Cartoon Response.
Explain how common nouns areff
different than proper nouns.fCommon nouns are general, notf
capitalized, and include ideas.f
Writing Application..
Write a sentence or two, using all four ftypes of common nouns.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 2 25
Directions:1. Write examples under each of the flaps. 2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue. GLUE
CENTER
FOCUS.
Links and Response Mechanics Notes.Listen to the i before esong at http://bit.ly/2c8afAb.
i before e Song(to the tune of “Rig ‘a Jig Jig”)
Spell i before e ‘cause that’s the ruleRig-a-jig-jig and away we go,That we learned back in school.Away we go, away we go!
Examples: ________________________________________________
But e before i comes after c,Rig-a-jig-jig and away we go,and when you hear long /a/. Hey!Hi-ho, hi-ho, hi-ho.
Examples: ________________________________________________
Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practice the definition of a pronoun at http://bit.ly/29aK4EV.
A pronoun is used to take a noun’s place in the subject, possessive, or object case. A subject case pronoun acts as the subject of a sentence.
Examples: ________________________________________________________________
An object case pronoun receives the action of the verb.
Examples: ________________________________________________________________
A possessive case pronoun shows ownership and may be used before a noun or without a noun.
Examples: ________________________________________________________________
When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents.
Examples: ________________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 3 26
FOCUS.
Links and Resources Mechanics Notes.Listen to the i before esong at http://bit.ly/2c8afAb.
The “ie” spelling can havethe long /e/ sound as in chief or the long /i/ sound as in pie.
The “ei” spelling can have the long /e/ sound as in ceiling or the long /a/ sound as in eight. There are a few weirdexceptions.
i before e Song(to the tune of “Rig ‘a Jig Jig”)
Spell i before e ‘cause that’s the ruleRig-a-jig-jig and away we go,That we learned back in school.Away we go, away we go!
Examples: believe, dried
But e before i comes after c,Rig-a-jig-jig and away we go,and when you hear long /a/. Hey!Hi-ho, hi-ho, hi-ho.
Examples: receive, weightLinks and Resources Parts of Speech Notes.
Check out the Parts of Speech Song to practice the definition of a pronoun at http://bit.ly/29aK4EV.
If unsure whether a pronoun should be in the subject case or object case, rephrase the sentence with the pronoun at the start of the sentence and drop any connected nouns. For example,At five o’clock John and mealways ate dinner.Me always ate dinner at five o’clock.Change to Subject Case Pronoun: I always ate dinner at five o’clock.
A pronoun is used to take a noun’s place in the subject, possessive, or object case. A subject case pronoun acts as the subject of a sentence.
Examples: I, we, you; he, she, it, who , they
An object case pronoun receives the action of the verb.
Examples: me, us; you; him, her, it, whom , them
A possessive case pronoun shows ownership and may be used before a noun or without a noun.
Examples: my, our ; your; his, her, its, their
When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents.
Examples: mine, ours; yours; his, hers, its, theirs
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 3 27
Practice.
1. Re-write this sentence correctly: The thief tried to decieve our chief of police
about his crimes.
2. Re-write this sentence correctly: The preist helped her perceive that she needed
to trust her parents.
3. Re-write this sentence correctly: My dad says his job helps mine mom work less,
so he keeps their job even though they don’t need the money.
4. Re-write this sentence correctly: Those flowers were our, but the chocolates were his
and the fruitcake was your.
5. Identify the pronouns in this sentence: We left our luggage at her house, and then we
drove in my car to their parents where fed us dinner.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 3 28
Practice.
1. Re-write this sentence correctly:
The thief tried to deceive our chief of policeabout his crimes.2. Re-write this sentence correctly:
The priest helped her perceive that she neededto trust her parents.3. Re-write this sentence correctly:
My dad says his job helps my mom work less,so he keeps his job even though they don’t need the money.4. Re-write this sentence correctly:
Those flowers were ours, but the chocolates were hisand the fruitcake was yours.5. Identify the pronouns in this sentence:
We, our, her, we, my, their, us
Sentence Dictations.
Mechanics:
I believe that the reign of Queen Victoria lasted almost 40 years.
Grammar and Usage: Write these sentences correctly: The game is their, but the scarf is hers.
I know because we saw they buy them. The game is theirs, but the scarf is hers. I know because we saw them buy them.
©2017 Pennington Publishing penningtonpublishing.com Lesson 3 29
A pronoun is used to take a noun’s place in the subject, possessive, or object
case.
Pronouns
Possessive Case
Cartoon Response.
From the sentences in the caption, list fthe pronouns which take the place of fthese nouns. John:fKatie:fhJohn and Katie:f
Writing Application..
Write a sentence or two, using all threeftypes of pronouns.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 3 30
THE
RULE
ibef
ore e
exce
pt af
ter c
ebe
fore
i
exce
pt lo
ng /
a/e
befo
re i
Cartoon Response.
From the sentences in the caption, listfthe pronouns which take the place off
these nouns. John: He, himfhf
Katie: She, shefhJohn and Katie: their
Writing Application..
Write a sentence or two, using all threeftypes of pronouns.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 3 31
Directions:1. Write examples under each of the flaps.2. Color according to the pattern.3. Cut the solid lines, fold at the dotted lines, and glue.
GLUE
GLUE
FOCUS.
Links and Response Mechanics NotesListen to the Hickory Dickory Y song at http://bit.ly/2cvcZWl.
Hickory Dickory Y(to the tune of “Hickory Dickory Dock”)
If a root ends in a vowel and after that a y,Hickory, dickory dock. The mouse ran up the clock.Just keep the y−and then said I, “Add on the suf ix to end.”The clock struck one−the mouse ran down.Hickory dickory dock.
Examples: ________________________________________________________________
But if a consonant then a y should end a word,Hickory, dickory dock. The mouse ran up the clock.Just change the y into an iThe clock struck two—the mouse ran down,Except if the suffix has i.Hickory dickory dock.
Examples: ________________________________________________________________
Links and Response Parts of Speech Notes.Check out the Parts of Speech Song to practicethe three questions adjectives ask of nouns at http://bit.ly/29aK4EV.
An adjective modifies a noun with Which one? How many? or What kind? Modify means to describe, change, add to, define, or limit. Place adjectives before nouns.
Examples
Which One: _______________________________________________________________
How Many: _______________________________________________________________
What Kind: _______________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 4 32
FOCUS.
Links and Resources Mechanics NotesListen to the Hickory Dickory Y song at http://bit.ly/2cvcZWl.
If the final y is accented, it has a long /i/ sound, such as in “cyclone.”
If the final y is not accented, it usually has the long /e/ sound, such as in “baby.”
Hickory Dickory Y(to the tune of “Hickory Dickory Dock”)
If a root ends in a vowel and after that a y,Hickory, dickory dock. The mouse ran up the clock.just keep the y−and then said I, “Add on the suf ix to end.”The clock struck one−the mouse ran down.Hickory dickory dock.
Examples: delay−delayed
But if a consonant then a y should end a word,Hickory, dickory dock. The mouse ran up the clock.just change the y into an iThe clock struck two—the mouse ran down,Except if the suffix has i.Hickory dickory dock.
Examples: copy−copying, pretty−prettiestLinks and Resources Parts of Speech Notes.
Check out the Parts of Speech Song to practicethe three questions adjectives ask of nouns at http://bit.ly/29aK4EV.
Note that the song teachesadjectives in the proper written order.
An adjective modifies a noun with Which one? How many? or What kind? Modify means to describe, change, add to, define, or limit. Place adjectives before nouns.
Examples
Which One: blue riverHow Many: few toysWhat Kind: great game
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 4 33
Practice.
1. Re-write these sentences correctly: My father had been emploied by the same
company for six years. He was trying to change his career.
2. Re-write this sentence correctly: My friend copiied my ideas and decorations
from both of my birthday parties.
3. Re-write this sentence correctly: They are kids kind and helpful, but they do some
crazy things silly, too.
4. Re-write this sentence correctly: Their best friends helped complete the complicated
and challenging puzzle jigsaw.
5. Identify the adjectives in this sentence: The bored and restless young girl could not
sit still in her wooden chair.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 4 34
Practice.
1. Re-write these sentences correctly:
My father had been employed by the samecompany for six years. He was trying to change his career. 2. Re-write this sentence correctly:
My friend copyied my ideas and decorationsfrom both of my birthday parties.3. Re-write this sentence correctly:
They are kids kind and helpful, but they do somecrazy things silly, too.4. Re-write this sentence correctly:
Their best friends helped complete the complicatedand challenging puzzle jigsaw.5. Identify the adjectives in this sentence:
bored, restless, young, wooden
Sentence Dictations.
Mechanics:
The tiny school districts unified to form one larger district, even thoughmany parents thought that staying separate was a better plan.Grammar and Usage: Underline the adjectives after you write these sentences:
Last night we ate at a brand new restaurant over by the train station.
©2017 Pennington Publishing penningtonpublishing.com Lesson 4 35
An adjective modifies a noun with Which One, How Many, or What Kind.
Adjectives
Which One?
How Many?
What Kind?
Cartoon Response.
From the sentences in the caption, list fthe different types of adjectives.f
Which One? hf
How Many? fhWhat Kind? f
Writing Application..
Write a sentence or two, using all three ftypes of adjectives.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 4 36
Keep the “_y”
Keep the “_y”
Change the “_y”
When adding a suffix to a word ending in y…
Cartoon Response.
From the sentences in the caption, list fthe different types of adjectives.f
Which One? clumsy, dancehf
How Many? severalfhWhat Kind? graceful, horrible
Writing Application..
Write a sentence or two, using all three ftypes of adjectives.fd
©2017 Pennington Publishing penningtonpublishing.com Lesson 4 37
GLUE
Directions:1. Write examples under each of the flaps. 2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.
GLUE CENTER
FOCUS.
Links and Response Mechanics Notes.Listen to the Final eMemory Rap at http://bit.ly/2cuR5Fy.
Final e Memory Rap
Drop the final e when adding on an ending if it starts with a vowel up front. Keep the final e when adding on an ending if it starts with a consonant.
Examples: ________________________________________________________________
Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.” Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO!
Examples: ________________________________________________________________
____________________________________________________________________________
Links and Response Parts of Speech Notes.Check out the three types of verbs and practice the Parts of Speech Song at http://bit.ly/29aK4EV.
A verb can mentally or physically act or states what a subject is to be.
Examples
Mental: ___________________________________________________________________
Physical: __________________________________________________________________
“To Be” Verbs: ____________________________________________________________
When a “to be” verb or other verb links a noun to something else in the sentence to rename or describe it, it is called a linking verb.
Linking Verbs: ___________________________________________________________
The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do, does, did, done) can be placed before a main verb as a helping verb to show verb tense (past, present, future). The conditional helping verbs (could, should, would, can, shall, will, may, might, must) show possibility.
Helping Verbs: ___________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 5 38
FOCUS.
Links and Resources Mechanics Notes.Listen to the first half of the Final e Memory Rap at http://bit.ly/2cuR5Fy.
The final e and the end of a syllable is silent. If the final e follows just one consonant, the vowel before is usually a long sound, such as in “base,” “complete,” “line,” “close,” and “use.”
Final e Memory Rap
Drop the final e when adding on an ending if it starts with a vowel up front. Keep the final e when adding on an ending if it starts with a consonant.
Examples: have−having, close−closely
Also keep the e when you hear soft /c/ or /g/ before “able” or “o-u-s.” Mostly keep the e when the ending is “y-e”, “e-e”, or even “o-e”. YEO!
Examples: peace−peaceable, courage−courageous,eye−eyeing, free−freedom, shoe−shoeing
Links and Resources Parts of Speech Notes.Check out the three types of verbs and practice the Parts of Speech Song at http://bit.ly/29aK4EV.
Reference the How to Eliminate “To Be” Verbs in Writing article at http://bit.ly/29dykVg and print out the colorful poster.
A verb can mentally or physically act or states what a subject is to be.
Examples
Mental: thought, believe, will imaginePhysical: run, jump, will swimState of Being: is, am, are, was, were, be, being, been
When a “to be” verb or other verb links a noun to something else in the sentence to rename or describe it, it is called a linking verb.
Linking Verbs: appears, look, feel, sound, taste
The “to be” verb, the “to have” verb (have, has, had), and the “to do” verb (do, does, did, done) can be placed before a main verb as a helping verb to show verb tense (past, present, future). The conditional helping verbs (could, should, would, can, shall, will, may, might, must) show possibility.
Helping Verbs: is running, had lived, did like, could help
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 5 39
Practice.
1. Re-write these sentences correctly: Giving an apple pie to our class party was kind. We were
all grateful, but a pie is just not sliecable into twenty pieces.
2. Re-write this sentence correctly: Our class had a lively disagrement about taking our test
the day before or after vacation.
3. Identify the mental action, physical action, and state of being verbs in this sentence:
Jacob ran faster than Marci we all knew, but she was in better shape for a long run.
4. Identify the linking verbs in this sentence: It appears to sound better than it looks or
tastes.
5. Identify the helping verbs in this sentence: He had known what they would do if they
did found out.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 5 40
Practice.
1. Re-write these sentences correctly:
Giving an apple pie to our class party was kind. We wereall grateful, but a pie is just not slieceable into twenty pieces.2. Re-write this sentence correctly:
Our class had a lively disagreement about taking our testthe day before or after vacation.3. Identify the mental action, physical action, and state of being verbs in this sentence:
I thought Amanda jumped well, but it was not a winning performance.
Mental: knew Physical: ran State of Being: was4. Identify the linking verbs in this sentence:
appears, sound, looks, tastes
5. Identify the helping verbs in this sentence: She does know what I have said I would do.
had, would, do
Sentence Dictations.
Mechanics:
I’ve been noticing a change in her attitude since the requirementsfor her job changed last month.Grammar and Usage: Underline the past tense verbs and bracket the conditional verbs after you
write these sentences: Mom did tell me that I had to rake the leaves before Iwent over to my friend’s house and that I could spend the night.
©2017 Pennington Publishing penningtonpublishing.com Lesson 5 41
A verb can mentally or physically act or states what a subject is to be.
Verbs
Mental Action
Cartoon Response.
From the sentences in the caption, list fthe different types of verbs.f
Mental Action: fhf
Physical Action: fhState of Being:f
Writing Application..
Write a sentence or two, using all threeftypes of verbs.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 42
Drop the final e…
have−having
Keep the final e…
close−closely
State of Being
Physical Action
Drop the final e…
have−having
close−closely
Keep the final e…
peace−peaceable
Keep the final e…
courage−courageous
Keep the final e…
free−freedom
Keep the final e…
canoe−canoeing
Keep the final e…
eye−eyeing
Keep the final e…
Cartoon Response.
From the sentences in the caption, list thefdifferent types of verbs.f
Mental Action: enjoysfhf
Physical Action: exercises, might have runfhState of Being: is
Writing Application..
Write a sentence or two, using all threeftypes of verbs.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 43
Directions:1. Write the part of the spelling rule which matches the example under each of the flaps.2. Write examples under each of the test tubes.3. Color according to the patterns.4. Cut the solid lines, fold the dotted lines, and glue.
GLUE
GLUE
FOCUS.
Links and Response Mechanics NotesListen to the Consonant Doubling Doodlesong at http://bit.ly/2bP2tHm.
Consonant Doubling Doodle(to the tune of "Yankee Doodle")
Double the last consonant when adding on an endingYankee Doodle went to town ‘a riding on a ponyIf these three do all agree on this you’ll be depending.Stuck a feather in his cap and called it macaroni.Is the accent at the end?Yankee Doodle keep it up!With a vowel, then consonant?Yankee Doodle da-an-dyDoes the ending you must add begin with a vowel?Mind the music and the step and with the girls be handy.
Examples: ________________________________________________________________
Links and Response Parts of Speech Notes.Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.
Note that the song teachesadverbs in the proper written order.
Adverbs may be flexibly placed most anywhere in a sentence for emphasis.
Use specific, vivid verbs rather than weak verbs supported with adverbs.
An adverb modifies verb with What degree? How? Where? or When? Modify means to describe, change, add to, define, or limit. Many adverbs end in “_ly.”
Examples
What Degree: ____________________________________________________________
How: _____________________________________________________________________
Where: ___________________________________________________________________
When: ____________________________________________________________________
An adverb can be a single word or a group of related words, which is called a phrase.
Examples: ________________________________________________________________
_____________________________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 44
FOCUS.
Links and Resources Mechanics NotesListen to the Consonant Doubling Doodlesong at http://bit.ly/2bP2tHm.
Consonant Doubling Doodle(to the tune of "Yankee Doodle")
Double the last consonant when adding on an endingYankee Doodle went to town ‘a riding on a ponyIf these three do all agree on this you’ll be depending.Stuck a feather in his cap and called it macaroni.Is the accent at the end?Yankee Doodle keep it up!With a vowel, then consonant?Yankee Doodle da-an-dyDoes the ending you must add begin with a vowel?Mind the music and the step and with the girls be handy.
Examples: commit−com/mít−committedLinks and Resources Parts of Speech Notes.
Check out the four questions adverbs ask of adjectives, adverbs, or verbs in the Parts of Speech Song at http://bit.ly/29aK4EV.
Note that the song teachesadverbs in the proper written order.
The adverb may be placed most anywhere in asentence.
An adverb modifies verb with What degree? How? Where? or When? Modify means to describe, change, add to, define, or limit. Many adverbs end in “_ly.”
Examples
What Degree: moreHow: slowlyWhere: thereWhen: later
An adverb can be a single word or a group of related words, which is called a phrase.
Examples: less than I had hoped, slower than a snail, close to him, at three o’clock
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 45
Practice.
1. Re-write these sentences correctly: The prisoner had committed a crime. He claimed he
inventted the new battery and sold it on his website.
2. Re-write this sentence correctly: The parents were forbiden to bring the child they
were adopting into our country without a doctor’s approval.
3. Re-write this sentence correctly: Soon, the postal carrier will drive her truck slow down our
street carefully stuff our mail into the mailbox.
4. Identify the What Degree and How adverbs in this sentence:
The swimmer swam her race better more often at the city pool than at her school.
What Degree:gree: How:
5. Identify the Where and When adverbs in this sentence:
Next to the soccer field, we quickly set up our picnic before the game began.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 46
Practice.
1. Re-write these sentences correctly:
The prisoner had committed a crime. He claimed heinvented the new battery and sold it on his website.2. Re-write this sentence correctly:
The parents were forbidden to bring the child theywere adopting into our country without a doctor’s approval.3. Re-write this sentence correctly:
Soon, the postal carrier will drive her truck slow down ourstreet and carefully stuff our mail into the mailbox.4. Identify the What Degree and How adverbs in this sentence:
What Degree: more How: better
5. Identify the Where and When adverbs in this sentence:
Next to the soccer field before3. Re-write this sentence correctly:
Sentence Dictations.
Mechanics:
My brother finally admitted that he knew why my mom’s vase wasbroken. He had pretended not to know anything for over two weeks.Grammar and Usage: Underline the adverbs after you write this sentence correctly: He well
played throughout, but with few players, he finally got tired. He played well throughout,but with few players, he finally got tired.
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 47
What Degree?
How?
Where? When?
An adverb modifies an adjective, adverb, or verb with What Degree? How? Where? or When?
Adverbs
Cartoon Response.
From the sentences in the caption, list fthe different types of adverbs.f
What Degree? He, himfhf
How? She, shefhWhen? their
Where? their
Writing Application..
Write a sentence or two, using all four ftypes of adverbs.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 48
Double the last
consonant, when
adding on an ending (suffix) if all three of these conditions are m
et:
2. The last syllable ends in a vow
el, then a consonant.
1. The last syllable has the accent.
3. The ending you add begins with a vowel.
What Degree?
Cartoon Response.
From the sentences in the caption, list fthe different types of adverbs.fWhat Degree? very
How? carefully, nervously
When? often
Where? here
Writing Application..
Write a sentence or two, using all four ftypes of adverbs.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 6 49
Directions:1. Write examples under each of the flaps. 2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.
GLUE CENTER
FOCUS.
Links and Response Mechanics NotesListen to the Ending “ion” Twinkle song at http://bit.ly/2c1tAjd.
Ending “ion” Twinkle(to the tune of "Twinkle Twinkle Little Star")
1. If the /shun/ sound you do hear and it follows l or s.Twinkle, twinkle little star, How I wonder what you are.Or if you, hear a /zyun/ −for both spell “s-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.
Examples: ________________________________________________________________2. When a person you describe, you should spell “c-i-a-n.”Twinkle, twinkle little star, How I wonder what you are.In most every other case, simply spell “t-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.
Examples: ________________________________________________________________
Links and Response Parts of Speech Notes.Check out the three conjunctions in the Parts of Speech Song at http://bit.ly/29aK4EV.
A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate. The common coordinate conjunctions are F.A.N.B.O.Y.S.
____________________________________________________________________________Correlative conjunctions are paired conjunctions. These paired conjunctions may be next to each other or separated from each other in a sentence.
____________________________________________________________________________
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 7 50
FOCUS.
Links and Resources Mechanics Notes.Listen to the Ending “ion” Twinkle song.
Exceptions to the ending /ion/ Spelling Rule
The "mit" root changes to "mis" and adds on "sion" instead of "tion." Examples: commit-commission, permit-permission
Ending “ion” Twinkle(to the tune of "Twinkle Twinkle Little Star")
1. If the /shun/ sound you do hear and it follows l or s.Twinkle, twinkle little star, How I wonder what you are.Or if you, hear a /zyun/ −for both spell “s-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.
Examples: illusion, expulsion, passion2. When a person you describe, you should spell “c-i-a-n.”Twinkle, twinkle little star, How I wonder what you are.In most every other case, simply spell “t-i-o-n”.Up above the world so high, Like a diamond in the sky.Both these rules serve you well, learning all the ways to spell.Twinkle, twinkle little star, How I wonder what you are.
Examples: musician, conditionLinks and Resources Parts of Speech Notes.
Check out the three typesof conjunctions in the Parts of Speech Song at http://bit.ly/29aK4EV.
A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate. The common coordinate conjunctions are F.A.N.B.O.Y.S.
F = for; A = and; N = nor; B = but; O = or; Y = yet; S = soCorrelative conjunctions are paired conjunctions. These paired conjunctions may be next to each other or separated from each other in a sentence.
either−or, whether−or, both… and−but…also
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 7 51
Practice.
1. Re-write these sentences correctly: The beautician had to keep her possesions under lock
and key because the customers liked to borrow her supplies.
2. Re-write this sentence correctly: Her inclucian in the spelling bee final was her life’s mission.
3. Identify the coordinating conjunctions in this sentence: Pink or yellow would make attractive
posters, but our teacher prefers green, so we should use that color.
4. Identify the correlative conjunctions in this sentence: Whether or not it will rain, we will still
play either football or soccer during recess.
5. Identify all conjunctions in this sentence: We started running, but we also began both
jumping jacks and burpies to improve our conditioning so we could win the track meet.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 7 52
Practice.
1. Re-write these sentences correctly:
The beautician had to keep her possessions under lockand key because the customers liked to borrow her supplies.2. Re-write this sentence correctly:
Her inclusion in the spelling bee final was her life’s mission.
3. Identify the coordinating conjunctions in this sentence:
or, but, so
4. Identify the correlative conjunctions in this sentence:
Whether or not, either or
5. Identify all conjunctions in this sentence:
But...also, both...and, so
Sentence Dictations.
Mechanics:
The costetician’s decision to dye her own hair was a mistake. She shouldhave paid attention to my advice.Grammar and Usage: Underline the conjunctions after you write these sentences:
Whether it rains or not, we will play the game and finish our season ormake it to the playoffs.
©2017 Pennington Publishing penningtonpublishing.com Lesson 7 53
“tion”
in most
cases
Conjunctions
A conjunction joins words, phrases, or clauses to coordinate, correlate, or subordinate.
coordinate
correlate
subordinate
Cartoon Response.
Identify the conjunctions in the caption.ff
fhf
fh
Writing Application..
Write a sentence or two, using all threeftypes of conjunctions.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 7 54
Cartoon Response.
Identify the conjunctions in the caption.fand
butfhf
sofh
Writing Application..
Write a sentence or two, using all threeftypes of conjunctions.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 7 55
Directions:1. Write examples under each of the flaps. 2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.GLUE CENTER
GLUE
FOCUS.
Links and Response Mechanics Notes.Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.
Plurals Had a Little Lamb(to the tune of "Mary Had a Little Lamb")
1. If there is a vowel before the letters o or y,Mary had a little lamb, little lamb, little lamb.“Add an s onto the end and to most nouns,” said I.Mary had a little lamb. Its fleece was white as snow.2. If there is a consonant before the o or y,And everywhere that Mary went, Mary went, Mary went."Add “e-s” onto the end, but change the y to i."Everywhere that Mary went the lamb was sure to go.
Examples: ________________________________________________________________
3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z.It followed her to school one day, school one day, school one day.Also add onto an f, but change the f to v."It followed her to school one day, which was against the rules.
Examples: ________________________________________________________________
____________________________________________________________________________
Links and Response Parts of Speech Notes.Check out the definition of a prepositional phrase in the Parts of Speech Song at http://bit.ly/29aK4EV.
A preposition shows a relationship to an object. The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer. Prepositions usually show location, position, or time. Examples
Location: _________________________________________________________________
Position: __________________________________________________________________
Time: _____________________________________________________________________Following are the 25 most common prepositions:
of, in, to, for, with, on, at, from, by, about, as, into, like, through, after, over, between, out, against, during, without, before, under, around, among
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 8 56
FOCUS.
Links and Resources Mechanics Notes.Listen to the Plurals Had a Little Lamb song at http://bit.ly/2caBN9u.
Plurals Had a Little Lamb(to the tune of "Mary Had a Little Lamb")
1. If there is a vowel before the letters o or y,Mary had a little lamb, little lamb, little lamb.“Add an s onto the end and to most nouns,” said I.Mary had a little lamb. Its fleece was white as snow.2. If there is a consonant before the o or y,And everywhere that Mary went, Mary went, Mary went."Add “e-s” onto the end, but change the y to i."Everywhere that Mary went the lamb was sure to go.
Examples: stereos, days, potatoes, bunnies3. "Add “e-s” onto an x, to /ch/, /sh/, /s/, or z.It followed her to school one day, school one day, school one day.Also add onto an f, but change the f to v."It followed her to school one day, which was against the rules.
Examples: boxes, inches, lashes, gases, prizes, knivesLinks and Resources Parts of Speech Notes.
Check out the definition of a prepositional phrase in the Parts of Speech Song at http://bit.ly/29aK4EV.
The subject of a sentence is never part of a prepositional phrase.
View http://bit.ly/1RelrdTto inspire your kids to write their own preposition song.
A preposition shows a relationship to an object. The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer. Prepositions usually show location, position, or time.
Examples
Location: on the wallPosition: through the windowTime: at noon
Following are the 25 most common prepositions:
of, in, to, for, with, on, at, from, by, about, as, into, like, through, after, over, between, out, against, during, without, before, under, around, among http://www.wordfrequency.info/
SUMMARY/REFLECTION.
©2017 Pennington Publishing penningtonpublishing.com Lesson 8 57
Practice.
1. Re-write these sentences correctly: The actors ate their lunches in the television studios
with the editors and camera technitians.
2. Re-write this sentence correctly: Our heros were each given five loaves of fresh sourdough
bread to thank them for their servicees.
3. Identify the location prepositions in this sentence: Jaylin walked from school to her
friend’s house after lunch.
4. Identify the position prepositions in this sentence: Below the tests on her desk, the
teacher found her glasses under the papers before class.
5. Identify the time prepositions in these sentences: Between the desks the students placed
their backpacks during the morning announcements. After the announcements the students
hung them over their desk chairs.
Sentence Dictations.
Mechanics:
Grammar and Usage:
©2017 Pennington Publishing penningtonpublishing.com Lesson 8 58
Practice.
1. Re-write these sentences correctly:
The actors ate their lunches in the television studioswith the editors and camera technicians.2. Re-write this sentence correctly:
Our heroes were each given five loaves of fresh sourdoughbread to thank them for their services.3. Identify the location prepositions in this sentence:
from, to
4. Identify the position prepositions in this sentence:
Below, on, under
5. Identify the time prepositions in this sentence:
Between, during, After, over
Sentence Dictations.
Mechanics:
The principal let the children play in the sandboxes between the twodriveways, but the school’s two attorneys urged her to change her mind.Grammar and Usage: Underline the prepositions after you write these sentences:
She went with him to the principal to talk about the parent lunchlunch without the rest of the students from her class.
©2017 Pennington Publishing penningtonpublishing.com Lesson 8 59
Prep
ositi
ons
A pr
epos
ition
show
s a re
latio
nshi
p to
an
obj
ect a
t the
end
of a
phr
ase.
Loca
tion
Posi
tion
Tim
e
Plur
al N
oun
Endi
ngs
s in most cases, even when nouns end in y
“es” after these sounds: /s/, /x/, /z/, /ch/, or /sh/
“es” after a consonant, then an o
Change the “fe” or “lf” ending to “ves”
s after vowel, then o
Change the y to i and add “es” when the word ends in a consonant, then a y
Cartoon Response.
Identify the prepositions in the caption.fpronouns which take the place of thesef
nouns. John: He, himfhf
Katie: She, shefhJohn and Katie: their
Writing Application..
Write a sentence or two, using all threeftypes of prepositions.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 8 60
Cartoon Response.
Identify the prepositions in the caption.fInproffnouns which take the place of thesef
downproffnounnouns. John: He, himfhf
throughproffnounKatie: She, shefhoverproffnoun
Writing Application..
Write a sentence or two, using all threeftypes of prepositions.f
©2017 Pennington Publishing penningtonpublishing.com Lesson 8 61
Directions:1. Write examples under each of the flaps.
2. Color according to the pattern.3. Cut the solid lines, fold the dotted lines, and glue.
GLUE
GLUE
©2017 Pennington Publishing penningtonpublishing.com 62
The biweekly Grammar and Mechanics Unit Test is designed to assess student mastery of the content, skills, or rules after teaching four mechanics and four grammar lessons. For example, if the teacher completes lessons 1 and 2 on Tuesday and Thursday for the first week and lessons 3 and 4 on Tuesday and Thursday for the second week, students will be prepared to take the unit test the following day (on Friday).
Administrative Options
The Grammar and Mechanics Unit Test has been designed to take only 15−20 minutes for most students to complete. More time teaching and less time testing! Teachers may elect to give the unit tests every four weeks by combining two of each test to assess mastery of eight lessons.
Some teachers choose to allow students to use their interactive notebooks on the test. If choosing this option, teachers may require students to provide their own examples for the sentence application section of the test.
Test Structure and Grading
Each Grammar and Mechanics Unit Test has eight matching questions: two from each mechanics and two from each grammar lesson. Students are required to define terms and identify examples. The sentence application section also has eight test problems: two from each mechanics and two from each grammar lesson. Students are required to apply their understanding of the mechanics and grammar content, skills, or rules in the writing context through original sentence applications or revisions. Test answers for each matching section are provided at the end of the unit tests.
Test Review Options
Pretest
Teachers may review key grammar and mechanics content, skills, and rules the day before the unit test. Students should review their Cornell notes and 3D graphic organizers.
Posttest
Teachers may choose to review the matching section answers of the test and/or re-teach any deficiencies. Or teachers may elect to rely upon the individualized assessment-based instruction of the Grammar and Mechanics Worksheets to fill in any gaps.
As the writers of the Common Core State Standards note regarding the Language Strand Standards, much of the acquisition of the grammar and mechanics Standards is recursive in nature and requires cyclical instruction as is provided throughout the Teaching Grammar and Mechanics Interactive Notebook
Grammar and Mechanics Unit Tests
©2017 Pennington Publishing penningtonpublishing.com 63
Directions: Place the capital letter(s) that best matches to the left of the number.____1. Hard /c/ and /g/ A. Before e, i, or y
____2. Proper nouns B. Before c or when sounding like long /a/
____3. Soft /c/ and /g/ C. Idea, person, place or thing
____4. Common nouns D. Subjective, possessive, or object case
____5. e before i E. Before a, o, or u
____6. Pronouns AB. If root ends in consonant then y
____7. Change the y to i AC. J. J. Columine
____8. Adjectives AD. Which one? How many? What kind?
Directions: Please respond in complete sentences without using any examples from this test.
9. Write a sentence with hard /c/ and hard /g/ spelling words. ________________________________________
_________________________________________________________________________________________________________________
10. Write a sentence including two types of proper nouns. _____________________________________________
_______________________________________________________________________________________________________________
11. Write a sentence with soft/c/ and soft /g/ spelling words. _________________________________________
_______________________________________________________________________________________________________________
12. Write a sentence including three types of common nouns. _________________________________________
_______________________________________________________________________________________________________________
13. Write a sentence, using “ie” and “ei” spelling words. _________________________________________________
_______________________________________________________________________________________________________________
14. Write a sentence including two types of pronouns. _________________________________________________
_______________________________________________________________________________________________________________
15. Write a sentence, using keep the final y and change the y to i spelling words. ____________________
_______________________________________________________________________________________________________________
16. Write a sentence including two types of adjectives. _________________________________________________
_______________________________________________________________________________________________________________
Grammar and Mechanics Test: Lessons 1─4
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Directions: Place the capital letter(s) that best matches to the left of the number.____1. Keep the final e A. Show location, position, or time
____2. Verbs B. Ask What degree, How, Where, or When
____3. Double the last consonant C. Following l or s and sounding like /shun/
____4. Adverbs D. With /f/
____5. “sion” E. Mental, physical, or state of being
____6. Conjunctions AB. F.A.N.B.0.Y.S.
____7. Change to “ves” AC. If the suffix begins with a vowel
____8. Prepositions AD. Before a suffix if three conditions apply
Directions: Please respond in complete sentences without using any examples from this test.
9. Write a sentence with drop the final e and keep the final e spelling words. ________________________
_________________________________________________________________________________________________________________
10. Write a sentence including helping and linking verbs. ______________________________________________
_______________________________________________________________________________________________________________
11. Write a sentence with one spelling word which doubles and one spelling word which does not double the final consonant before a suffix.
_______________________________________________________________________________________________________________
12. Write a sentence including two types of adverbs. ___________________________________________________
_______________________________________________________________________________________________________________
13. Write a sentence with a “cian” spelling word. _________________________________________________________
_______________________________________________________________________________________________________________
14. Write a sentence including one coordinating and a pair of correlative conjunctions. _____________
_______________________________________________________________________________________________________________
15. Write a sentence, using “es” and “ves” plural spelling words. _______________________________________
_______________________________________________________________________________________________________________
16. Write a sentence including two types of prepositions. ______________________________________________
_______________________________________________________________________________________________________________
Grammar and Mechanics Test: Lessons 5─8
©2017 Pennington Publishing penningtonpublishing.com 65
Lessons 1−4
1. E2. AC3. A4. C5. B6. D7. AB8. AD
Lessons 5−8
1. AC2. E3. AD4. B5. C6. AB7. D8. A
Grammar and Mechanics Test Answers
©2017 Pennington Publishing penningtonpublishing.com 66
Diagnostic Grammar and Usage Assessment Directions for Preparation, Administration, Correction, and Recording the Data
The purpose of this whole class assessment is to determine which of the previous grade-level grammar and usage Standards, content, skills, and rules have and have not been mastered. Preparation This four-page assessment should be copied back-to-back for each student. Administration Inform students that this is a test on grammar and usage. Tell them to read each set of directions as they take the test. Read the first set of directions aloud to get them started. The assessment is given “whole class” and is un-timed. Most students finish in 20‒25 minutes. Correction Grade the assessment from the Diagnostic Grammar and Usage Assessment Answers page, marking errors. Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the grammar and usage deficits for each student in numerical order on the Diagnostic Grammar and Usage Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Grammar and Mechanics Worksheet for remediation.
©2017 Pennington Publishing penningtonpublishing.com 67
Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. Although they apologized, either Kim or Tom was always arriving late for their team practices and league games. ___1. The proper nouns in the sentence are _____ and _____.
A. practices, games B. always, late C. Kim, Tom D. they, their E. Tom, games
___2. The common nouns in the sentence are _____ and _____. A. team, practices B. practices, games C. Kim, Tom D. they, their E. Kim, games
___3. The pronouns in the sentence are _____ and _____. A. they, their B. Kim, Tom C. team, league D. apologized, arriving E. always, late
___4. The adjectives in the sentence are _____ and _____. A. apologized, arriving B. either, or C. practices, games D. always, late E. team, league
___5. The verbs in the sentence are _____ and _____. A. arriving, practices B. always, late C. apologized, was arriving D. practices, games E. apologized, practices
___6. The adverbs in the sentence are _____ and _____. A. Although, always B. always, late C. team, league D. arriving, practices E. either, late
___7. The preposition in the sentence is _____. A. for B. and C. or D. either E. their
___8. The coordinating conjunction in the sentence is _____. A. late B. or C. either D. for E. and
___9. The subordinating conjunction in the sentence is _____. A. either B. for C. Although D. or E. and
___10. The correlative conjunctions in the sentence _____ and _____. A. Although, either B. either, for C. or, for D. either, or E. for, and
___11. Identify the simple subject in this sentence: She watched the movie three times. A. She B. watched C. movie D. three E. times
___12. Identify the compound subjects in this sentence: The train and ship left at noon. A. The train B. ship C. noon D. at noon E. train and ship
©2017 Pennington Publishing penningtonpublishing.com 68
Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___13. Identify the simple predicate in this sentence: The clown was smiling at the
children. A. was B. clown was C. children D. smiling E. was smiling
___14. Identify the compound predicates in this sentence: Mariel sat down and crossed her legs. A. sat down B. crossed C. sat, crossed D. sat, and E. down and crossed
___15. Mr. Nelson looked at the photograph. This is a _______ sentence. A. simple declarative B. compound interrogative C. simple imperative D. complex imperative E. compound-complex exclamatory
___16. She failed the test twice, but she passed it the third time. This is a _______ sentence. A. simple B. complex C. compound D. run-on E. compound-complex
___17. Carla went to the store after she watched the television show. This is a _______ sentence. A. simple B. complex C. compound D. run-on E. compound-complex
___18. Although it may be dated, Tom Sawyer is still an enjoyable book, and its humor stands the test of time. This is a _______ sentence. A. simple B. compound C. complex D. run-on E. compound-complex
___19. Identify the best way to fix this sentence problem: While we waited in line for our lunch and the principal spoke to us. A. While we waited in line the principal spoke to us for our lunch. B. The principal speaking to us while we waited in line for our lunch. C. While the principal spoke to us and we waited in line for our lunch. D. The principal spoke to us while we waited in line for our lunch. E. While we waited for our lunch our principal spoke in line to us.
___20. Identify the best way to fix this sentence problem: That was a great movie, I really enjoyed the popcorn. A. That was a great movie I really enjoyed the popcorn. B. A great movie that was, I really enjoyed the popcorn. C. That was a great movie, and I really enjoyed the popcorn. D. That was a great movie, because I really enjoyed the popcorn. E. I really enjoyed the popcorn, that was a great movie.
©2017 Pennington Publishing penningtonpublishing.com 69
Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. ___21. The students who got into trouble are _____.
A. them B. those C. I and he D. they E. me and she
___22. The teacher yelled at two students, Rachel and _____. A. I B. me C. it D. he E. us
___23. They _____ had never sailed a boat by _____. A. themself; them B. themselves; themselves C. theirselves; theirself D. them; theirself E. theirselves; theirselves
___24. He stirred the sauce, and then let John taste _____. A. them B. this C. it D. these E. that
___25. That movie _____we watched was entertaining. A. who B. whose C. it D. which E. that
___26. _____who wants to try out for the team can do so, but not _____ is chosen. A. Anyone; everybody B. Everyone; both C. Someone; one D. Everyone; others E. Others; neither
___27. _____of the candy is on the counter, though _____ is free. A. Some; fewer B. Plenty; little C. Many; nothing D. All; none E. A large amount; few
___28. She should _____ for her school pictures. A. have smiled B. is smiling C. had smiled
D. smiled E. has smiled ___29. Jamie _____ three miles around the track for the fundraiser.
A. walk B. has walk C. is walking D. walking E. had walking
___30. The cat played with its stuffed mouse, and _____ went outside to chase birds. A. it B. then it C. then they
D. it then E. then the cat ___31. Compared to her happy sister, she is _____. A. happier B. most happy C. happiest
D. more happier E. most happiest ___32. Of all the happy people, he was _____.
A. happier B. most happy C. happiest D. more happier E. most happiest
©2017 Pennington Publishing penningtonpublishing.com 70
Diagnostic Grammar and Usage Assessment Directions: Place the letter in the space to the left of the number that identifies the parts of speech in the sentence below. *Standard introduced in Grade 5.
___33. Compared to last time, this work is definitely _____. A. most difficult B. more difficulter C. difficultest
D. more difficult E. difficulter ___34. He is the _____ student in his class. A. most intelligent B. more intelligent C. intelligentest
D. more intelligent E. intelligenter ___35. Dennis _____ ready and he _____ prepared well. A. seem; has B. seems; have C. seems; has
D. seems; was E. seem; is ___36. She _____ passed the test, but she didn’t study. A. did have B. could have C. should of
D. did might E. would of ___37. She _____ hard for the test last night. A. studied B. did studied C. study
D. had studying E. have studied ___38. She _____ hard for the test last night when she fell asleep. A. studied B. was studied C. was studying
D. studying E. have studied ___39. She _____ for two hours when I called. *
A. will have been studying B. will study C. study D. had studied E. studied
___40. She always _____ hard for tests. A. study B. will studied C. studies
D. are studied E. will be studied ___41. Today she _____ hard for the test
A. will have been studying B. had studied C. study D. is studied E. is studying
___42. This whole morning she _____ hard for the test. * A. will have studied B. has studied C. had studied D. is studied E. have studying
___43. We _____ more later this afternoon. A. will have been studying B. will study C. study
D. are studied E. have studied ___44. She _____ for the test the whole night. A. will have studying B. will be studying C. have studied
D. are studied E. have studying ___45. By the time the clock strikes three, we _____ for four long hours. * A. have studied B. will study C. study
D. are studied E. will have studied
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Diagnostic Grammar and Usage Assessment Answers Directions: If the student misses an item, mark a / in the same number column on the Diagnostic Grammar, Usage, and Mechanics Assessment Mastery Matrix. 1. C 16. C 31. A 2. B 17. B 32. C 3. A 18. E 33. D 4. E 19. D 34. A 5. C 20. C 35. C 6. B 21. D 36. B 7. A 22. B 37. A 8. E 23. B 38. C 9. C 24. C 39. D 10. D 25. D 40. C 11. A 26. A 41. E 12. E 27. D 42. B 13. E 28. A 43. B 14. C 29. C 44. B 15. A 30. E 45. E
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Diagnostic Mechanics Assessment Directions for Preparation, Administration, Correction, and Recording the Data
The purpose of this whole class assessment is to determine which of the previous grade-level mechanics Standards, skills, and rules have and have not been mastered. Preparation This two-page assessment should be copied back-to-back for each student. Administration Inform students that this is a test on punctuation and capitalization. Tell them to read each set of directions as they take the test‒especially the boldface directions. Read the first set of directions aloud to get them started. Remind students to print neatly. The assessment is given “whole class” and is un-timed. Most students finish in 10‒15 minutes. Correction Grade the assessment according to the directions on the Diagnostic Mechanics Assessment Answers page. Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the mechanics deficits for each student in numerical order on the Diagnostic Mechanics Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Grammar and Mechanics Worksheet for remediation. Ignore errors unrelated to the targeted assessment items.
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Diagnostic Mechanics Assessment Directions: Rewrite each of the following with correct punctuation and capitalization. Do not add, remove, or switch around any words. Carefully proofread your work when finished. 1. a friend named john said I am glad I dont need any help on my homework ____________________________________________________________________________________________
____________________________________________________________________________________________
2. our new student pam is from new york she told me she had never seen the star wars movie in that country Note: Don’t place a comma or a period after “africa.” ____________________________________________________________________________________________ ____________________________________________________________________________________________
____________________________________________________________________________________________ 3. she saw pictures of the costumes robots and ship models in the newsweek article the one that featured space camp Note: Don’t place a comma or colon after “article.”
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. yes you should listen to that song called monsters howl sometime before halloween ____________________________________________________________________________________________
____________________________________________________________________________________________
5. bring both girls best dresses to atlanta georgia to see the play titled up on the roof
____________________________________________________________________________________________
____________________________________________________________________________________________
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Diagnostic Mechanics Assessment Directions: Rewrite each of the following with correct punctuation and capitalization. Do not add, remove, or switch around any words. Carefully proofread your work when finished.
6. joe please read these chapters knots and cooking to prepare for the boy scouts meeting tonight
____________________________________________________________________________________________
____________________________________________________________________________________________
7. mr wong put on his glasses and he read the magazine article titled my dog spoke english
____________________________________________________________________________________________
____________________________________________________________________________________________
8. dear mary
what a complete surprise no one had read the short story titled yanks
and rebs about the civil war the whole messy story is sad depressing and true
yours truly
amy
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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Diagnostic Mechanics Assessment Directions: Each problem has the numbered diagnostic items in enlarged boldface. If the student misses an item, mark a / in the same number column on the Diagnostic Grammar and Mechanics Assessment Mastery Matrix. 55 46 69 (needs both) 70 1. a friend named John said, “I am glad I don’t need any help on my homework” 47 (needs both) 56 (needs both) 71 62
2. our new student, pam, is from New York; she told me she had never seen the star wars movie in that country 48 (needs both) 63 3. she saw pictures of the costumes, robots, and ship models in the newsweek article 72 (needs both) 57 (needs both)
(the one that featured Space Camp) 49 64 (needs both) 73 58 4. yes, you should listen to that song called “monster’s howl” before Halloween 74 50 65
5. bring both girls’ best dresses to atlanta, georgia to see the play titled up on the roof 51 75 66 (needs both sets) 59 (needs both) 6. joe, please read these chapters: “knots” and “cooking” to prepare for the Boy Scouts meeting tonight 76 52 67 (needs both) 7. mr. wong put on his glasses, and he read the magazine article titled “my dog spoke 60
English” 53 (needs both greeting and closing) 8. dear mary, 77 68 (needs both)
what a complete surprise! no one had read the short story titled “yanks 54 (no commas with whole messy story; needs both commas 61 (needs both) with sad, depressing,)
and rebs” about the Civil War the whole messy story is sad, depressing, and true
yours truly,
amy
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Diagnostic Spelling Assessment Directions for Preparation, Administration, Correction, and Recording the Data
The purpose of this whole class assessment is to determine which of the previous grade-level spelling patterns have and have not been mastered. Preparation Students take this spelling test on binder paper. You may wish to make an audio recording of the test on your phone or computer for future administrations and make-ups. Administration Inform students that this is a test on spelling patterns. Tell them to print the spelling words. The test should take less than 10 minutes to administer. Correction Mark errors only if the focus spelling pattern is incorrectly applied. For example, if the focus spelling pattern applies the i before e rule, don’t mark bilieve or beliefs wrong, because the student has correctly spelled the focus spelling pattern. Recording the Data Write the names of your students in alphabetical order on the recording matrix or copy and paste the class roster into an Excel spreadsheet. Record the spelling deficits for each student in numerical order on the Diagnostic Spelling Assessment Mastery Matrix. Mark a / for each error in the student’s row on the matrix and assign that Spelling Patterns Worksheet for remediation.
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Diagnostic Spelling Assessment Directions: Students number binder paper from 1−20. Administer the spelling test to assess student mastery of the eight conventional spelling rules. Hard /c/ and Soft /c/ 1. cucumber He likes cucumber in his salad. cucumber 2. agony His face showed the agony of defeat. agony Hard /g/ and Soft /g/ 3. procedure The guard followed the procedure. procedure 4. strangely Her cousin behaved very strangely. strangely "ie”/ "ei” 5. believe I will believe it when I see it. believe 6. receive Did you receive the letter? receive Drop/Keep Final y 7. denied He denied any knowledge of the crime. denied 8. carrying We got tired of carrying the baskets. carrying Drop/Keep Final e 9. skating I had my birthday party at the skating rink. skating 10. wisely She wisely asked the teacher for help. wisely Consonant Doubling 11. forgetting I keep forgetting where I placed my glasses. forgetting 12. commitment The coach questioned his commitment. commitment /ion/ 13. explosion A loud explosion followed the car crash. explosion 14. musician He made his career as a musician. musician 15. emotional Her poetry triggered an emotional response. emotional Plurals 16. radios We listened to our radios. radios 17. bushes They found the child hiding in the bushes. bushes 18. ladies The ladies softball team won their game. ladies 19. bookshelves They dusted the bookshelves. bookshelves 20. women The women volunteered for the carnival. women
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Diagnostic Grammar and Usage Assessment Mastery Matrix Categories: Parts of Speech Sentence Structure Pronouns
Worksheet #s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Teacher _____________________ Class _____________________ Student Names Pr
oper
Nou
ns
Com
mon
Nou
ns
Pron
ouns
Adj
ectiv
es
Ver
bs
Adv
erbs
Prep
ositi
onal
Phr
ases
Coo
rdin
atin
g C
onju
nctio
ns
Subo
rdin
atin
g C
onju
nctio
ns
Cor
rela
tive
Con
junc
tions
Si
mpl
e an
d
Com
plet
e Su
bjec
ts
Com
poun
d Su
bjec
ts
Sim
ple
and
Com
plet
e Pr
edic
ates
Com
poun
d Pr
edic
ates
Sim
ple
Sent
ence
s /
Typ
es o
f Sen
tenc
es
Com
poun
d Se
nten
ces
Com
plex
Sen
tenc
es
Com
poun
d-C
ompl
ex
Sent
ence
s
Fixi
ng F
ragm
ents
Fixi
ng R
un-O
ns
Subj
ect C
ase
Pron
ouns
Obj
ect C
ase
Pron
ouns
Inte
nsiv
e an
d R
efle
xive
Pro
noun
s
Totals
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Diagnostic Grammar and Usage Assessment Mastery Matrix Categories: Pronouns Modifiers Verb Tenses and Forms
Worksheet #s 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Teacher _____________________ Class _____________________ Student Names Pr
onou
n‒A
ntec
eden
ts
Who
, Who
se, W
hom
, T
hat,
Whi
ch
Inde
finite
Peo
ple
Pron
ouns
In
defin
ite S
ize
or
Am
ount
Pro
noun
s
Past
Par
ticip
les
Pres
ent P
artic
iple
s
Dan
glin
g / M
ispl
aced
M
odifi
ers
Shor
t Com
para
tive
Mod
ifier
s Sh
ort S
uper
lativ
e M
odifi
ers
Lon
g C
ompa
rativ
e M
odifi
ers
Lon
g Su
perl
ativ
e M
odifi
ers
Lin
king
and
H
elpi
ng V
erbs
Mod
als
Past
Ten
se V
erbs
Past
Pro
gres
sive
V
erbs
Past
Per
fect
Ver
bs
Pres
ent T
ense
Ver
bs
Pres
ent P
rogr
essi
ve
Ver
bs
Pres
ent P
erfe
ct V
erbs
Futu
re T
ense
Ver
bs
Futu
re P
rogr
essiv
e V
erbs
Futu
re P
erfe
ct V
erbs
Totals
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Diagnostic Mechanics Assessment Mastery Matrix Categories: Commas Capitalization
Worksheet #s 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 Teacher _____________________ Class _____________________ Student Names Sp
eake
r T
ags
App
ositi
ves
Seri
es
Intr
oduc
tions
Geo
grap
hy
Nou
ns o
f Dir
ect
Add
ress
Con
junc
tions
Let
ters
Coo
rdin
ate
Adj
ectiv
es
Peop
le /
Cha
ract
ers
Plac
es
Thi
ngs
Hol
iday
s/D
ates
Org
aniz
atio
ns /
Bus
ines
ses
Lan
guag
es /
Peop
le
Gro
ups
Eve
nts /
His
tori
cal
Peri
ods
Totals
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Diagnostic Mechanics Assessment Mastery Matrix Categories: Underlining (Italics) / Quotation Marks Other Punctuation
Worksheet #s 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 Teacher _____________________ Class _____________________ Student Names M
ovie
/ T
elev
isio
n T
itles
M
agaz
ine
/ Web
site
/
Boo
k / N
ewsp
aper
Titl
es
Play
/ W
ork
of A
rt
Titl
es
Song
/ Po
em T
itles
Boo
k C
hapt
er T
itles
Art
icle
Titl
es
Shor
t Sto
ry /
Doc
umen
t Titl
es
Dir
ect Q
uota
tions
Apo
stro
phes
(C
ontr
actio
ns)
Sem
icol
ons
Pare
nthe
ses /
Das
hes
Apo
stro
phes
(S
ingu
lar
Poss
essi
ves)
A
post
roph
es
(Plu
ral P
osse
ssiv
es)
Col
ons
Peri
ods (
Abb
revi
atio
ns /
Initi
als
/ Acr
onym
s)
Exc
lam
atio
n Po
ints
Totals
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Diagnostic Spelling Assessment Mastery Matrix Categories: /c/ and /g/ i before e Final y Final e C. Doubl. /ion/ Plurals
Worksheet #s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Teacher _____________________ Class _____________________ Student Names H
ard
/c/ a
nd /g
/
Soft
/c/ a
nd /g
/
“ie”
“ei”
Dro
p Fi
nal y
Kee
p Fi
nal y
Dro
p Fi
nal e
Kee
p Fi
nal e
Dou
ble
the
Con
sona
nt
Don
’t D
oubl
e th
e C
onso
nant
/ion/
“ci
an”
/ion/
“si
on”
/ion/
“tio
n”
Add
s af
ter
Vow
el-o
and
y
Add
“es
” af
ter
/x/,
/ch/
, /sh
/, /s/
, and
/z/
Cha
nge
y to
i an
d ad
d “e
s”
Cha
nge
“fe”
to “
ves”
Irre
gula
r Pl
ural
s
“ant
” “a
nce”
“an
cy”
“ent
” “e
nce”
“en
cy”
Totals
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Grammar and Mechanics Worksheets
The Grammar and Mechanics Worksheets are designed to help students learn previous grade-level Grammar and Mechanics Standards, content, skills, and rules. Each worksheet includes concise definitions of the content, skill, or rule with examples, a writing application, a practice section, and a brief formative assessment. The language of instruction in these worksheets complement those found in the Teaching Grammar and Mechanics Interactive Notebooks lessons. Grade 4 includes worksheets #1−63; Grade 5 includes worksheets #1−72; Grade 6 includes worksheets #1−75; Grade 7 includes worksheets #1−75; and Grade 8 includes worksheets #1−77. Preparation 1. Administer both the Diagnostic Mechanics Assessment and the Diagnostic Grammar and Usage Assessment, correct, and chart the content, skills, or rules that your students have not yet mastered on the recording matrices. Record a slash “/” for un-mastered skills, and leave the box blank for mastered skills. 2. Count and total the slashes “/” for each of the 77 Grammar and Mechanics components to determine how many of each Grammar and Mechanics Worksheet you will need to copy. Group the worksheets in separate file folders for students to access. Also copy some sets of the Grammar and Mechanics Worksheet Answers and place these and the Spelling Pattern Worksheet Answers in three-ring binders labeled “Answer Booklets.” 3. Display one of the Grammar and Mechanics Worksheets to introduce the instructional components and explain the directions to your students. Students first read the FOCUS and CONNECT TO WRITING sections and then complete the PRACTICE section. Tell them not to complete the
WRITE section (the formative assessment) until they have self-corrected the PRACTICE section in a colored pencil or pen, so that they can learn from their mistakes before completing the last section. The formative assessment determines whether the student has or has not mastered the grammar, usage, or mechanics content, skill, or rule.
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Grammar and Mechanics Worksheets Directions
1. Tell students to begin with the lower numbered worksheets on the recording matrices and to complete only those worksheets indicated by slashes “/”. Tell them that they have already mastered those language convention components left blanks without slashes. 2. When a student has completed all sections of the Grammar and Mechanics Worksheet, except for the ending WRITE section (the formative assessment), the student uses the “Grammar and Mechanics Worksheet Answers” binder to self-correct and self-edit in a colored pencil or pen. Tell students that you do not award a grade for this practice, so there would be no benefit from looking at the answers first. Remind students that they will often learn from their mistakes, especially when they identify and correct them. 3. Next, the student completes the WRITE section and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 4. If the student has self-corrected and self-edited the PRACTICE section and "passed" the
WRITE formative assessment, change the slash “/” into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points if you use a point system for grading. 5. If the student did not master the content, skill, or rule on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction. Helpful Hints Mastery criteria on the WRITE formative assessment are decided by the teacher. If the
student has followed directions and correctly applied the rule, skill, or concept, the student has certainly mastered the Grammar and Mechanics Worksheet. Make sure to ignore irrelevant errors, such as spelling mistakes, in determining mastery; however, do mark and point these out to the student.
Remember that a student can miss items within the PRACTICE section and still master the content, skill, or rule if the student has self-corrected and self-edited and the criteria have been met on the formative assessment.
Limit the length of your mini-conference line to three students. Waiting students can sign up for their places in line on the board and then work on their next worksheet until their turn arrives to conference.
Post the recording matrices on the wall with data listed by student names or student identification numbers. Allow students to use pencil to change the slash “/” into an “X” for mastery on the appropriate box on the matrix.
Set an expectation as to how many Grammar and Mechanics Worksheets and Spelling Pattern Worksheets must be completed per week.
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Grammar and Mechanics Worksheets
Parts of Speech #1 Proper Nouns
#2 Common Nouns #3 Pronouns #4 Adjectives #5 Verbs #6 Adverbs #7 Prepositional Phrases #8 Coordinating Conjunctions #9 Subordinating Conjunctions #10 Correlative Conjunctions
Sentence Structure #11 Simple and Complete Subjects #12 Compound Subjects #13 Simple and Complete Predicates #14 Compound Predicates #15 Simple Sentences / Types of Sentences #16 Compound Sentences #17 Complex Sentences #18 Compound-Complex Sentences #19 Fragments #20 Run-Ons Pronouns #21 Subject Case Pronouns #22 Object Case Pronouns #23 Intensive and Reflexive Pronouns #24 Pronoun‒Antecedents #25 Who, Whose, Whom, That, Which #26 Indefinite People Pronouns
#27 Indefinite Size or Amount Pronouns Modifiers #28 Past Participles #29 Present Participles #30 Dangling / Misplaced Modifiers #31 Short Comparative Modifiers #32 Short Superlative Modifiers #33 Long and “__ly” Comparative Modifiers #34 Long and “__ly” Superlative Modifiers
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Grammar and Mechanics Worksheets
Verb Tenses and Forms #35 Linking and Helping Verbs #36 Modals #37 Past Tense Verbs #38 Past Progressive Verbs #39 Past Perfect Verbs #40 Present Tense Verbs #41 Present Progressive Verbs #42 Present Perfect Verbs #43 Future Tense Verbs #44 Future Progressive Verbs #45 Future Perfect Verbs Commas #46 Commas with Speaker Tags #47 Commas with Appositives #48 Commas within Series #49 Commas with Introductions #50 Commas with Geography #51 Commas with Nouns of Direct Speech #52 Commas with Conjunctions #53 Commas in Letters #54 Commas with Coordinate Adjectives Capitalization #55 Capitalization of People / Characters #56 Capitalization of Places #57 Capitalization of Things #58 Capitalization of Holidays and Dates #59 Capitalization of Organizations and Businesses #60 Capitalization of Language and People Groups #61 Capitalization of Events and Historical Periods Quotation Marks / #62 Movie and Television Show Titles Underlining (Italics) #63 Book / Magazine / Newspaper / Website Titles #64 Song / Poem Titles #65 Play / Work of Art Titles #66 Book Chapter Titles #67 Article Titles #68 Short Story / Document Titles #69 Direct Quotations Additional Punctuation #70 Apostrophes (Contractions) #71 Semicolons #72 Parentheses / Dashes #73 Apostrophes (Singular Possessives) #74 Apostrophes (Plural Possessives) #75 Colons #76 Periods with Abbreviations / Initials / Acronyms #77 Exclamation Points
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Grammar and Mechanics Worksheet #1
FOCUS Proper Nouns A proper noun is the name of a person, place, or thing. It can be acted upon and is capitalized.
CONNECT TO WRITING Whenever possible, use specific proper nouns rather than common nouns. A proper noun may be a single word, a group of words (with or without abbreviations), or a hyphenated word. Capitalize all words that make up proper nouns, except articles (a, an, and the), prepositions, such as of, to, and from, and conjunctions, such as and, or, and but. Examples: Josh was honored person
at U.S. Memorial Auditorium place with the Smith-Lee Award. thing PRACTICE Circle or highlight the proper nouns in the following story.
John Francis left his home in Beatrice, Nebraska in 1941, shortly before the start of
World War II. Traveling first by bus to Chicago, he then boarded the Southwestern Chief to ride to Los Angeles. At Grand Central Station, John met his sister, Jane, and immediately began looking for part-time work and an apartment. He found employment at Blix Hardware on Western Avenue and a room to rent in nearby South Hollywood.
When war was declared, John enlisted in the army and was stationed at Fort Ord. He played trumpet in the Army Band and was promoted to the rank of Staff Sergeant. The United
States was fortunate to have so many young men, like John, serving their country. After the war in 1945, John enrolled in the University of Southern California, paying his
tuition with money from the G.I. Bill. Graduating Cum Laude with degrees in Business and Social Science, he continued to play trumpet in clubs all over Southern California. Upon marrying Janice Jones, he took a job at California Federal Savings and Loan and was promoted
to Senior Vice-President. He and his wife raised two children, Mark and Robin.
WRITE Compose your own sentence with person, place, and thing proper nouns. ______________________________________________________________________________ ______________________________________________________________________________
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Grammar and Mechanics Worksheet #2
FOCUS Common Nouns A common noun is an idea, person, place, or thing. CONNECT TO WRITING Whenever possible, use specific common nouns rather than general common nouns. A common noun can be a single word, a group of words, or a hyphenated word and is capitalized only at the start of a sentence. Examples: It takes self-control idea
for a teenager person to drive to school place
in a sports car. thing PRACTICE Sort the following common nouns as an idea, person, place, or thing in the correct columns: mountain, friendship, teacher, neighborhood, food, self-image, freedom, toy, fire-fighter, cousin, rock, country, lamp stand, football stadium, police officer, self-confidence, grandfather clock, family room, brother-in-law, world peace
IDEA PERSON PLACE THING _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ WRITE Compose four sentences, using a common noun from each category. Use none of the common nouns listed on this worksheet. Be as specific as possible. idea __________________________________________________________________________ person ________________________________________________________________________ place _________________________________________________________________________ thing _________________________________________________________________________
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Grammar and Mechanics Worksheet #3
FOCUS Pronouns A pronoun is a word used in place of a proper noun or common noun. Examples: Ted is ready. He is never late. The game has already started. Ted will watch it at home. CONNECT TO WRITING Pronouns are used to avoid repeating the same noun over and over again. Pronouns are used in the first person, second person, or third person points of view. Avoid first and second person pronouns in essays designed to inform or convince your reader. The first person pronoun stands for the one speaking. Examples: Singular I, me, my, mine, myself Plural we, us, our, ours, ourselves The second person pronoun stands for the person to whom one is speaking. Examples: Singular you, your, yours, yourself Plural you, your, yours, yourselves The third person pronoun stands for the one spoken about. Examples: Singular he, she, it, him, her, its, his, hers, himself, herself, itself Plural they, them, their, theirs, themselves
PRACTICE Underline the pronouns in this phone conversation. “Hello,” said Susan.
“Is this the owner of the car for sale?” the caller asks.
“It, is I,” replies Susan. “Who is calling?”
“The one paying you full price for your car. My name is Marcy. What’s yours?”
“Susan,” she says. “But let me get my husband. Actually, he is selling his car, not mine.
“Suit yourself, says Marcy. Put him on the phone.” WRITE Finish the rest of this phone conversation, using at least two different pronouns. ______________________________________________________________________________ ______________________________________________________________________________
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Grammar and Mechanics Worksheet #4
FOCUS Adjectives An adjective modifies a proper noun, a common noun, or a pronoun and answers Which one? How many? or What kind?
CONNECT TO WRITING Adjectives usually are placed before nouns and pronouns. Whenever possible, use specific, rather than general adjectives. For example, adjectives such as interesting, nice, and exciting are general adjectives. Examples: Type of Adjective Too General Specific Which One? That park That city park
How Many? had some playgrounds had two playgrounds What Kind? swimming pools. huge swimming pools.
PRACTICE Sort the following italicized adjectives into the correct columns: twenty-story building, most sports, juicier hamburgers, these games, that bright color, a dozen flowers, the muddy Missouri River, few announcements, this idea, those desserts, navel orange, thousands of islands, spicy pizza, certain groups, loud rap music
Which One? How Many? What Kind? ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ WRITE Compose three sentences, using an adjective from each category. Use none of the adjectives listed on this worksheet. Be as specific as possible. Which One? ___________________________________________________________________ How Many? ___________________________________________________________________ What Kind? ___________________________________________________________________
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Grammar and Mechanics Worksheet #5
FOCUS Verbs A verb completes three types of actions:
A verb can mentally act. Examples: think, like, wonder, know A verb can physically act. Examples: run, talk, eat A verb can also link a noun or pronoun to another word or words in the sentence. These
are knows as state of being verbs. Examples: is, am, are, was, were, be, being, been, appear, become, feel, grow, keep, look, remain, seem, smell, sound, seem, stay, taste
CONNECT TO WRITING A verb can be singular or plural and must match the noun or pronoun it acts upon or modifies. Singular nouns often match verbs ending in s. Plural nouns often use verbs that don’t end in s. Examples: Amanda walks. They walk. Some verbs add a helping verb in front of the verb. Helping verbs include the “to be” verbs: is, am, are, was, were, be, being, been; the “to do” verbs: do, does, did; the “to have” verbs: has, have, had; and the modals: can, could, may, might, must, shall, should, will, and would. Examples: Tim was thinking. He did not need her help, but she had offered, and he might need assistance later. PRACTICE Identify each type of verb action in the parentheses following each verb (mental, physical, state of being). Then underline each of the helping verbs. I know (________________________) that he had run (________________________) a full mile before, but he might be (________________________) too tired right now. He did walk (________________________) a mile yesterday. WRITE Compose three of your own sentences with the three types of verb actions. Include at least one singular and plural verb plus at least one helping verb. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Grammar and Mechanics Worksheet #6
FOCUS Adverbs An adverb describes a verb, an adjective, or an adverb and answers What degree? How? Where? or When? The adverb may be found before or after the word that it modifies. Examples: Trey walked more What degree?
carefully How? late at night When?
there at the docks. Where? CONNECT TO WRITING As a matter of good writing style, place shorter adverbial phrases in front of longer ones. Example: The family walks around the block after every Thanksgiving Dinner. Explanation: The shorter adverbial phrase around the block is properly placed before the longer after every Thanksgiving Dinner. As a matter of good writing style, place specific adverbs before general ones. Example: It should be exactly where I said, next to her, or somewhere over there. Explanation: The more specific adverbs exactly where and next are properly placed before the more general somewhere over there. PRACTICE Sort these adverbs into the following categories: often, everywhere, slowly, one o’clock, mostly, carefully, nearby, later, here, less, easily, mainly What Degree How Where When ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ WRITE Compose four sentences with adverbs from each category. Use none of the adverbs listed on this worksheet. What Degree __________________________________________________________________ How _________________________________________________________________________ Where ________________________________________________________________________ When ________________________________________________________________________
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Grammar and Mechanics Worksheet #7
FOCUS Prepositional Phrases A preposition is a word that shows some relationship to an object (a proper noun, a common noun, or a pronoun). The preposition is always part of a phrase. A phrase is a group of related words without a noun and connected verb. The preposition asks “What?” and the object follows with the answer. A preposition tells when, where, or how something happens. Examples: When it happens: Our teacher leaned against the wall. against what? …the wall Where it happens: Under the bed the cat hid. Under what? …the bed How it happens: We travelled by bus. by what? …bus CONNECT TO WRITING We often end spoken sentences with a preposition, but avoid this in your writing. Example: Spoken sentence‒“Who will you go to?” Written sentence‒“To whom will you go?” Here is a list of commonly-used prepositions. Memorizing this list will help you notice prepositions in your reading and use them in your writing. aboard, about, above, according to, across, after, against, along, among, around, as, as to, at, before, behind, below, beneath, beside, between, beyond, but, by, despite, down, during, except, for, from, in, inside, instead of, into, in place of, in spite of, like, near, next, of, off, on, onto, outside, out of, over, past, regardless of, since, than, through, throughout, to, toward, under, underneath, unlike, until, up, upon, with, within, without PRACTICE Underline the prepositions, and [bracket] their objects. Then draw an arrow from each preposition to its object.
“I pledge allegiance to the flag of the United States of America and to the republic for
which it stands: one nation under God, indivisible, with liberty and justice for all.” These words
are spoken in schools throughout America each day. The right hand is placed over the heart and
eyes are focused on the flag. Children stand to say the pledge and give respect to our country.
WRITE Compose your own sentence or two with three different prepositional phrases. ______________________________________________________________________________ ______________________________________________________________________________
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Grammar and Mechanics Worksheet #8
FOCUS Coordinating Conjunctions A conjunction joins words, phrases, or clauses together. CONNECT TO WRITING A coordinating conjunction connects words, phrases, or clauses with related meanings. The memory trick FANBOYS (For-And-Nor-But-Or-Yet-So) may help you remember the common two or three-letter coordinating conjunctions. Example: Two desserts are fine, but three are better. PRACTICE Read the following short story and fill in the blanks with the correct coordinating conjunctions. Liz ____________ Pam both wanted to see the new scary movie, ____________ they were afraid. The friends did not want to go alone, ____________ did they want to go with their parents. The girls decided to get more friends to go, ____________ they bought a dozen tickets ____________ treated ten of their friends to a free movie. Liz planned on buying popcorn, ____________ not drinks for her friends. Pam did not have much money, ____________ she decided to buy candy for all of her friends. The movie was scary, ____________ it was fun to see it with lots of friends. Both Liz ____________ Pam say that their friends will have to pay their own way the next time. They would like to always treat their friends but they can’t, ____________ it would just be too expensive.
WRITE Compose your own sentence or two using two or more coordinating conjunctions. ______________________________________________________________________________ ______________________________________________________________________________
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Grammar and Mechanics Worksheet Answers
Grammar, Usage, and Mechanics Worksheet #1 Practice Answers John Francis, Beatrice, Nebraska, World War II, Chicago, Southwestern Chief, Los Angeles, Grand Central Station, John, Jane, Blix Hardware, Western Avenue, South Hollywood, John, Fort Ord, Army Band, Staff Sergeant, United States, John, John, University of Southern California, G.I. Bill, Cum Laude, Business, Social Science, Southern California, Janice Jones, California Federal Savings and Loan, Senior Vice-President, Mark, Robin Grammar, Usage, and Mechanics Worksheet #2 Practice Answers idea: friendship, self-image, freedom, self-confidence, world peace person: teacher, fire-fighter, cousin, police officer, brother-in-law place: mountain, neighborhood, country, football stadium, family room thing: food, toy, rock, lamp stand, grandfather clock Grammar, Usage, and Mechanics Worksheet #3 Practice Answers “Hello,” said Susan. “Is this the owner of the car for sale?” the caller asks. “It, is I,” replies Susan. “Who is calling?” “The one paying you full price for your car. My name is Marcy. What’s yours?” “Susan,” she says. “But let me get my husband. Actually, he is selling his car, not mine. “Suit yourself, says Marcy. Put him on the phone.” Grammar, Usage, and Mechanics Worksheet #4 Practice Answers Which One? these, that, this, those, certain How Many? twenty-story, most, dozen, few, thousands What Kind? juicier, muddy, navel, spicy, loud Grammar, Usage, and Mechanics Worksheet #5 Practice Answers I know (mental) that he had run (physical) a full mile before, but he might be (state of being) too tired right now. He did walk (physical) a mile yesterday. Grammar, Usage, and Mechanics Worksheet #6 Practice Answers What Degree: mostly, less, mainly How: slowly, carefully, easily Where: everywhere, nearby, here When: often, one o’clock, later
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Grammar and Mechanics Worksheet Answers
Grammar, Usage, and Mechanics Worksheet #7 Practice Answers to [flag], of [United States], of [America], to [republic], for [which], under [God], with [liberty], for [all], in [schools], throughout [America], over [heart], on [flag], to [country] Grammar, Usage, and Mechanics Worksheet #8 Practice Answers and, but, yet, so, and, but, yet, but (yet), and, for
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Spelling Pattern Worksheets
The Spelling Pattern Worksheets are designed to help students master the kindergarten–seventh grade sound-spelling patterns. Each worksheet focuses on one spelling pattern and includes sound-spelling example words, a spelling sort, rhymes or book searches, word jumbles, a short writing application, and a brief formative dictations assessment. Each of these 20 worksheets corresponds with the spelling patterns tested on the Diagnostic Spelling Assessment. In other words, Spelling Pattern Worksheet #1 helps the student learn the sound-spelling pattern tested as #1 on the Diagnostic Spelling Assessment. Step by Step Directions to Individualize Spelling Instruction 1. Tell students to begin with the lower numbered worksheets on the recording matrices and to complete only those worksheets indicated by slashes (/). Tell them that they have already mastered those spelling patterns. 2. When a student has completed the FOCUS, SORT and JUMBLE sections, the student uses the “Answer Booklet” to self-correct and self-edit in a colored pencil or pen. Tell students that you do not award a grade for this practice, so there would be no benefit from looking at the answers first. Remind students that we often learn from our mistakes, especially when we identify and correct them. 3. Next, the student completes the RHYME (or SEARCH) and WRITE sections and comes up to your desk to mini-conference with you for thirty seconds to review the worksheet. 4. If the student has self-corrected and self-edited the SORT and JUMBLE sections and "passed"
the RHYME (or SEARCH) and WRITE formative assessments, change the slash (/) into an “X” for mastery on the appropriate box on the matrix and record an A on the student’s worksheet. Convert the A to points, if you use a point system for grading. 5. If the student did not master the rule, skill, or concept on the formative assessment, re-teach during the mini-conference. Then direct the student to re-do the formative assessments and return for re-correction. *Teachers wishing to implement a comprehensive grade-level spelling program with weekly spelling tests, a complete diagnostic spelling assessment with corresponding assessment-based worksheets, syllabication worksheets, spelling review games, and more should preview Differentiated Spelling Instruction on the penningtonpublishing.com.
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Spelling Pattern Worksheet #1 Hard c Sound “c[a,o,u]” , “k[e,i]” , “__ck” , “__c” FOCUS The hard c sound heard in kangaroo can be spelled “ca” as in cat, “co” as in comb, “cu” as in cut, “ke” as in ketchup, “ki” as in kit, “_ck” as in kick, and “_c” as in basic. SORT Write each word in the correct column. custom lacy cinnamon cedar capital cent kitchen snorkel cider panic check cyclone Hard c Spellings Other Sound Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
____________________________ ____________________________ JUMBLE Write the word with the hard c spelling found in each jumbled word. ctahc ____________________________ ccbreumu ____________________________ nnekel ____________________________ mcktaeech* ____________________________
*Bonus SEARCH In a book find four words with the hard c spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ WRITE Compose a sentence using two of your own hard c spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #2 Hard g Sound “g[a,o,u]” FOCUS The hard g sound heard in goose can be spelled “ga” as in gas, “go” as in got, and “gu” as in gun. SORT Write each word in the correct column. gag germ goggles gutter giant gym gallon seagull range budget genetic gong Hard g Spellings Other “g” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ JUMBLE Write the word with the hard g spelling found in each jumbled word. gtues ____________________________ noge ____________________________ ggleru ____________________________ solgneia* ____________________________
*Bonus SEARCH In a book find four words with the hard g spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ WRITE Compose a sentence using two of your own hard g spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #3 Soft c Sound “s” and “c[e,i,y]”
FOCUS The s sound heard in seagull can be spelled “s” as in see, “ce” as in receive, “ci” as in city, and “cy” as in tricycle. SORT Write each word in the correct column. customer maniac ceiling cyber checkers catch sense messy basin please spicy cucumber Soft c Spellings Other “s” and “c” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ JUMBLE Write the word with the soft c spelling found in each jumbled word. nect ____________________________ ycfna ____________________________ trcius ____________________________ cmntngeei* ____________________________
*Bonus SEARCH In a book find four words with the soft c spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ WRITE Compose a sentence using two of your own soft c spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #4 Soft g Sound “j” , “g[e,i,y]” , __dge” FOCUS The j sound heard in jackrabbit can be spelled “j” as in jump, “ge” as in gel, “gi” as in ginger, “gy” as in biology, “dge” as in badge. SORT Write each word in the correct column. gallery gentleman ridge gutter ginger goose mangy gone jellybean target gassed page Soft g Spellings Other “j” and “g” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ JUMBLE Write the word with the soft g spelling found in each jumbled word. megs ____________________________ negrela ____________________________ anitg ____________________________ nasgymium* ____________________________
*Bonus SEARCH In a book find four words with the soft g spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ WRITE Compose a sentence using two of your own soft g spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #5 “_ie” FOCUS The long e sound (/ē/) is usually spelled as “_ie” (piece). The long i sound (/ī/) can also be spelled as “_ie” (pie). SORT Write each word in the correct column. fries tied relief field lied niece replies frontier achieve tries cried belief Long /e/ “_ie” Spellings Long /i/ “_ie” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “_ie” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “_ie” spelling found in each jumbled word. esrid _______________________ sielf _______________________ lyied _______________________ sudsiertni* _______________________
*Bonus WRITE Compose a sentence using two of your own “_ie” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #6 “ei” FOCUS The long e sound (/ē/) is spelled as “_ei” following a c (receive). The long a sound (/ā/) can also be spelled as “ei” (eight). SORT Write each word in the correct column. weight conceive neighbor reins perceive conceit ceiling deceit their sleigh feint receipt Long /e/ “_ei” Spellings Long /a/ “ei” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with “ei” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the “ei” spelling found in each jumbled word. eviecer _______________________ eednrier _______________________ hgeentie _______________________ ecedvire* _______________________
*Bonus WRITE Compose a sentence using two of your own “ei” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #7 Drop Final y before Suffix FOCUS Change the “y” to “i” if there is a consonant before the “y” with a suffix beginning with any letter other than “i” (pretty + est = prettiest). SORT Write each word in the correct column.
stayed flying scariest plentiful happiness keyless fairies cherries playful driest enjoyment boyish Change Final “y” to “i” before Suffix Keep Final y before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
SEARCH In a book find four words which change the “y” to “i” that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___
JUMBLE Write the word with the drop the final y before the suffix spelling for each jumbled word. redit _______________________ ginyla _______________________ tiesabiil _______________________ nnoniyga* _______________________
*Bonus WRITE Compose a sentence using three of your own drop the final y before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #8 Keep Final y before Suffix FOCUS When adding on a suffix to a root that ends in a y, keep the “y” if there is a vowel before that “y” (stayed). Also keep the “y” if there is a consonant before the “y” with a suffix beginning with “i” (babyish).
SORT Write each word in the correct column.
employment ferrying betrayed eyed studying obeyed implying delaying carrying flying curtseyed burying
Keep “y” with Vowel–“y” Keep “y” with Consonant–“y–“i” –Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
SEARCH In a book find four words which keep the final y before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___
JUMBLE Write the word with the keep the final y before the suffix spelling for each jumbled word. ylinglub _______________________ yamsedid _______________________ kengiycoj _______________________ comaccnpaying* _______________________
*Bonus WRITE Compose a sentence using three of your own keep the final y before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #9 Drop Final e before Suffix FOCUS When adding on a suffix to a root that ends in silent final e, drop the “e” if the suffix begins with a vowel (take + ing = taking). SORT Write each word in the correct column. stolen movement homeless survival likeness making careful purely illustration pleasure nicely tickling Drop Final e before Suffix Keep Final e before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words which drop the final e before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the drop the final e before the suffix spelling for each jumbled word. nigtaws _______________________ cylkuiq _______________________ lcsoyle _______________________ tementsta* _______________________
*Bonus WRITE Compose a sentence using two of your own drop the final e before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #10 Keep Final e before Suffix
FOCUS Keep the “e” if any of these apply: 1. The suffix begins with a consonant (wisely) 2. The root ends in soft g followed by the “able” suffix (noticeable, changeable) 3. The root ends in soft c or g followed by the “ous” suffix (courageous) 4. The root ends in “ee” (seeing) 5. The root ends in “oe” (canoeing) 6. The root ends in “ye” (eyeing). shoed basement dyed traceable tiptoed goodbyes outrageous guaranteed agreeing advantageous changeable actively Suffix Begins with Consonant _______________________ _______________________ Soft “c” or “g”–able _______________________ _______________________ Soft g”–ous _______________________ _______________________ Root ends in “ee” _______________________ _______________________ Root ends in “oe” _______________________ _______________________ Root ends in “ye” _______________________ _______________________
SEARCH In a book find four words which keep the final e before suffix that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___
JUMBLE Write the word with the keep the final e before the suffix spelling for each jumbled word. reylus _______________________ teveod _______________________ eyds _______________________ ecblaeape* _______________________
*Bonus WRITE Compose a sentence using three of your own keep the final e before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #11 Double Consonant before Suffix FOCUS Double the consonant ending a base word or incomplete root when adding on a suffix if all three of these apply: 1. The accent is on the ending base word or incomplete root (com/mít) 2. The base word or root ends in a vowel then a consonant (commit) 3. The suffix begins with a vowel (commit + ed = committed). SORT Write each word in the correct column. drummer prediction unfairness stopping entered hopeless permitted baggage Double Consonant before Suffix No Double Consonant before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with double consonant before the suffix spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the double consonant spelling found in each jumbled word. tetingi _______________________ naccleeld _______________________ npohpig _______________________ utoitewtd* _______________________
*Bonus WRITE Compose a sentence using two of your own double consonant before the suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #12 Single Consonant before Suffix FOCUS Keep a single consonant ending for a base word or incomplete root when adding on a suffix if any of three of these apply: 1. The accent is on the first syllable of a multi-syllabic word (fór/est–forested) 2. The base word or root ends in two consonants (park–parking) 3. The suffix begins with a consonant (commitment). SORT Write each word in the correct column. biggest equipment weakness convention suffering admitted batteries shocking Single Consonant before Suffix Double Consonant before Suffix ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with single consonant before suffix spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the single consonant before suffix spelling found in each jumbled word. nitiwag _______________________ satbeld _______________________ reouislsy _______________________ voengremnt* _______________________
*Bonus WRITE Compose a sentence using two of your own single consonant before suffix spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #13 /ion/ “cian” FOCUS If the suffix sounds like /shun/ and indicates a person, spell “cian” (musician). SORT Write each word in the correct column. magician politician conviction pediatrician destination possession electrician dietician depression mortician national missionary /ion/ “cian” Spellings Other /ion/ Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /ion/ “cian” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /ion/ “cian” spelling found in each jumbled word. cianiutaeb _______________________ ticpoain _______________________ siicahnyp _______________________ metnaicsoci* _______________________
*Bonus WRITE Compose a sentence using three of your own /ion/ “cian” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #14 /ion/ “sion” FOCUS When a suffix sounds like /shun/ and follows an l or s, spell “sion” (expulsion, mission). Also, when the suffix sounds like /zyun/, spell “sion” (explosion). SORT Write each word in the correct column. permission confusion compulsion supervision conversion concession impression invasion decision discussion division propulsion /shun/ after l or s “sion” Spellings /zyun/ “sion” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /ion/ “sion” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /ion/ “sion” spelling found in each jumbled word. sionxelup _______________________ ssesnio _______________________ sasoinp _______________________ nocsoinluv* _______________________
*Bonus WRITE Compose a sentence using three of your own /ion/ “sion” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #15 /ion/ “tion” FOCUS The /ion/ sound is most often spelled “tion” (motion). SORT Write each word in the correct column. musician admission potion technician operation expression mention solution protection option illusion explosion /ion/ “tion” Spellings Other /ion/ Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /ion/ “tion” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /ion/ “tion” spelling found in each jumbled word. ctinoa _______________________ tannio _______________________ cutnoia _______________________ moteionla* _______________________
*Bonus WRITE Compose a sentence using three of your own /ion/ “tion” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #16 Add “s” after Vowel-“o” and “y” to Form Plurals FOCUS Most nouns form plurals by adding an “s” to the end of the word (computers), including nouns which end in a vowel then an “o” (radios) or nouns which end in a vowel then a “y” (monkeys). SORT Write each word in the correct column. rodeos ratios subways Fridays guys duos alleys jerseys bellboys stereos videos trios Vowel-“o” Plural Spellings Vowel-“y” Plural Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with vowel-o and y plurals that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the vowel-o and y plurals found in each jumbled word. ptaois _______________________ duaois _______________________ yskenod _______________________ drysouorc* _______________________
*Bonus WRITE Compose a sentence using two of your own vowel-o and y plurals spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #17 Add “es” after /x/, /ch/, /sh/, /s/, and /z/ to Form Plurals FOCUS Form plurals by adding “es” onto nouns ending in /x/ (boxes), /ch/ (riches), /sh/ (lashes), /s/ (roses), and /z/ (fizzes). SORT Write each word in the correct column. taxes glasses fizzes states houses changes gloves times ladies hives axes beaches /x/, /ch/, /sh/, /s/, and /z/ Spellings Other “es” Plural Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with /x/, /ch/, /sh/, /s/, or /z/ spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the /x/, /ch/, /sh/, /s/, or /z/ spelling found in each jumbled word. xosef _______________________ hsased _______________________ sawex _______________________ waesshrac* _______________________
*Bonus WRITE Compose sentences using each of the /x/, /ch/, /sh/, /s/, and /z/ spelling words. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #18 Change Consonant-“y” to “i” and add “es” to Form Plurals
FOCUS For nouns ending in a consonant then a “y” change the “y” to an “i” and add “es” (companies). For nouns ending in a consonant then an “o” add “es” (stereos).
SORT Write each word in the correct column.
tomatoes berries superheroes policies lassoes daisies batteries bodies echoes canoes fairies oboes sd Change y to i and add “es” Consonant-“o” add “es” ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
SEARCH In a book find two words with consonant-“y” changed to “ies” and two words with consonant-“o” then “es” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___
JUMBLE Write the words with with consonant-“y” changed to “ies” and the words with consonant-“o” then “es” spellings found in each jumbled word. tesiud _______________________ odes _______________________ sehos _______________________ viesaacnc* _______________________
*Bonus WRITE Compose a sentence using a consonant-“y” changed to “ies” and one consonant-“o” then “es” spellings. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #19 Change “fe” to “ves” to Form Plurals FOCUS For nouns ending in /f/, change the “f” to “v” and add “es” onto the end to form plurals (knives). SORT Write each word in the correct column. thieves services activities themselves families shelves supplies machines vehicles leaves wolves calves Change “fe” to “ves” Spellings Other “es” Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ SEARCH In a book find four words with change “fe” to “ves” spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ JUMBLE Write the word with the change “fe” to “ves” spelling found in each jumbled word. viles _______________________ oohves _______________________ vesseroul _______________________ wdavrse* _______________________
*Bonus WRITE Compose a sentence using two of your own change “fe” to “ves” spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet #20 Irregular Plurals
FOCUS English has many irregular plural spellings. The irregular plurals change the vowel of the singular noun (man–men); they change the word (person–people); they change the ending of the singular noun (cactus–cacti); or they keep the same spelling as the singular noun (deer-deer).
SORT Write each word in the correct column. selves women bookcases children berries treetops alumni sheep boxes fish churches matrices
Irregular Plural Spellings Regular Plural Spellings ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
SEARCH In a book find four words with irregular plural spellings that are not on this worksheet. After each new word, write the page number where you found the word. ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___ ____________________________ p. ___
JUMBLE Write the word with the irregular plural spelling found in each jumbled word. eerd _______________________ xoen _______________________ ceim _______________________ ppenaceids* _______________________
*Bonus WRITE Compose a sentence using two of your own irregular plural spelling words. ____________________________________________________________________________ ____________________________________________________________________________.
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Spelling Pattern Worksheet Answers
Spelling Sort #1 Spelling Sort #2 custom lacy gag germ capital cinnamon goggles giant kitchen cedar gutter gym snorkel cent gallon range panic cider seagull budget check cyclone gong genetic Jumble #1 Jumble #2 catch cucumber guest gone kennel checkmate gurgle gasoline Spelling Sort #3 Spelling Sort #4 ceiling customer gentleman gallery cyber maniac ridge gutter sense checkers ginger goose messy catch mangy gone basin please jellybean target spicy cucumber page gassed Jumble #3 Jumble #4 cent fancy gems general citrus cementing giant gymnasium Spelling Sort #5 Spelling Sort #6 relief fries conceive weight field tied perceive neighbor niece lied conceit reins frontier replies ceiling their achieve tries deceit sleigh belief cried receipt feint Jumble #5 Jumble #6 dries flies receive reindeer yield industries eighteen deceiver Spelling Sort #7 Spelling Sort #8 scariest stayed employment ferrying plentiful flying betrayed studying happiness keyless eyed implying fairies playful obeyed carrying cherries enjoyment delaying flying driest boyish curtseyed burying Jumble #7 Jumble #8 tried laying bullying dismayed abilities annoying jockeying accompanying
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Spelling Pattern Worksheet Answers
Spelling Sort #9 Spelling Sort #10 stolen movement basement actively survival homeless traceable changeable making likeness outrageous advantageous illustration careful guaranteed agreeing pleasure purely shoed tiptoed tickling nicely dyed goodbyes Jumble #9 Jumble #10 wasting quickly surely vetoed closely statement dyes peaceable Spelling Sort #11 Spelling Sort #12 drummer prediction equipment biggest stopping unfairness weakness suffering permitted entered convention admitted baggage hopeless shocking batteries Jumble #11 Jumble #12 letting cancelled waiting blasted hopping outwitted seriously government Spelling Sort #13 Spelling Sort #14 Spelling Sort #15 magician conviction permission confusion potion musician politician destination compulsion supervision operation admission pediatrician possession concession conversion mention technician electrician depression impression invasion solution expression dietician national discussion decision protection illusion mortician missionary propulsion division option explosion Jumble #13 Jumble #14 Jumble #15 beautician optician expulsion session action nation physician cosmetician passion convulsion auction emotional Spelling Sort #16 Spelling Sort #17 Spelling Sort #18 rodeos subways taxes states berries tomatoes ratios Fridays glasses houses stories superheroes duos guys fizzes changes marries lassoes stereos alleys ladies gloves batteries echoes videos jerseys hives times factories canoes trios bellboys axes beaches fairies oboes Jumble #16 Jumble #17 Jumble #18 patios audios foxes dashes duties does donkeys corduroys waxes carwashes shoes vacancies
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Spelling Pattern Worksheet Answers
Spelling Sort #19 Spelling Sort #20 thieves services women selves themselves activities children bookshelves shelves families alumni berries leaves supplies sheep treetops wolves machines fish boxes calves vehicles matrices churches Jumble #19 Jumble #20 lives hooves deer oxen ourselves dwarves mice appendices
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Teaching Grammar and Mechanics Interactive Notebook Grade 5 Alignment Document LC = Language Conventions; LA = Language Application; SP = Spelling Patterns; LW = Language Worksheets; GUM = Grammar, Usage, and Mechanics Worksheets; SPW = Spelling Pattern Worksheets; AA = Appendix A; AB = Appendix B; AC = Appendix C; AD = Appendix D; SW = Student Workbook; VW = Vocabulary Worksheets
Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand
Standards
Conventions of Standard English Grammar and Usage Standards
L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
LC/SW 49-51, 53, 56 LA/SW 49-51, 53 GUM 7, 8, 15, 39, 47
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
LC/SW 44-46 LA/SW 44-46 GUM 34, 36, 38
c. Use verb tense to convey various times, sequences, states, and conditions. LC/SW 30-35 LA/SW 32-35 GUM 33-40
d. Recognize and correct inappropriate shifts in verb tense. LC/SW 35 GUM 33-40
e. Use correlative conjunctions (e.g., either/or, neither/nor). LC/SW 50 LA/SW 50
Conventions of Standard English Mechanics and Spelling Standards
L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series. LC/SW 10-15, 20, 49 GUM 43, 45, 48, 66
b. Use a comma to separate an introductory element from the rest of the sentence. LC/SW 21, 22, 24, 25 GUM 44, 46
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
LC/SW 23 GUM 46
d. Use underlining, quotation marks, or italics to indicate titles of works. LC/SW 30-36 GUM 58-64
e. Spell grade-appropriate words correctly, consulting references as needed. SP/SW 1-32 SPW 1-72
Knowledge of Language Knowledge of Language Standards
L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
LA/SW 13-16, 52, 56 AA
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
LC/SW 30-36 LA/SW 17-19
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Teaching Grammar and Mechanics Interactive Notebook Grade 5 Alignment Document LC = Language Conventions; LA = Language Application; SP = Spelling Patterns; LW = Language Worksheets; GUM = Grammar, Usage, and Mechanics Worksheets; SPW = Spelling Pattern Worksheets; AA = Appendix A; AB = Appendix B; AC = Appendix C; AD = Appendix D; SW = Student Workbook; VW = Vocabulary Worksheets
Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand
Standards
Vocabulary Acquisition and Use Vocabulary Acquisition and Use Standards
L5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
VW Even and Odd
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
VW Odd
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
VW Odd
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context. VW Odd b. Recognize and explain the meaning of common idioms, adages, and proverbs. VW Even c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
VW Even
L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
VW Even
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Teaching Grammar and Mechanics Interactive Notebook Grade 5 Alignment Document LC = Language Conventions; LA = Language Application; SP = Spelling Patterns; LW = Language Worksheets; GUM = Grammar, Usage, and Mechanics Worksheets; SPW = Spelling Pattern Worksheets; AA = Appendix A; AB = Appendix B; AC = Appendix C; AD = Appendix D; SW = Student Workbook; VW = Vocabulary Worksheets
Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand *Language Progressive Skills
Grammar and Usage Standards
Mechanics Standards
Knowledge of Use Standards
Vocabulary Acquisition and Use Standards
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
LC/SW 37, 38 GUM 9-12, 21-23, 25-28
LW LA/SW 6, 7, 41, 42
L.3.3a. Choose words and phrases for effect.
LC/SW 39-41, 46, 48
LA/SW 1-4, 22, 40, 43-46
VW Even AD
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
LC/SW 9-11 GUM 17-20 LW
LW LA/SW 9-11
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
VW Odd
L.4.3b. Choose punctuation for effect. LC/SW 48, 50, 52 GUM 72
LA/SW 24
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series.
LC/SW 10-15, 20, 49 GUM 43, 45, 48, 66