Teaching Grammar and Mechanics Interactive Notebook Grade 4

Teaching Grammar and

Mechanics Interactive NotebookGrade 4

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 4

Lesson

1234

5678

9101112

1314

15

16

17

18

1920

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 to End Statements and CommandsPeriods for AbbreviationsPeriods for Acronyms

Unit Test

Periods in Roman Numeric OutlinesApostrophes for Singular Possessive Proper NounsApostrophes for Singular Possessive Common NounsApostrophes for Plural Possessive Proper Nouns

Unit Test

Apostrophes for Plural Possessive Common NounsComma Misuse

Apostrophes for Middle ContractionsApostrophes for Beginning Contractions

Unit Test

Grammar and Usage

Proper Nouns ReviewCommon Nouns ReviewPronouns ReviewAdjectives Review

Verbs ReviewAdverbs ReviewConjunctions ReviewPrepositions Review

Proper NounsCommon NounsPlural Nouns and Irregular PluralsVerbs

Verb TenseSimple Subjects

Simple Predicates

Direct Objects

**Complete Sentences

**Fragments, Phrases, and Dependent Clauses**Run-ons and Independent ClausesTypes of Sentences


* Denotes Introductory Standard for grade level. ** Denotes Language Progressive Skill.


Lesson

21222324

25262728

29

30

3132

33343536

37383940

Mechanics

Apostrophes for Ending ContractionsCommas for DatesCommas for Geographical PlacesCommas for Letters

Unit Test

Commas in AddressesCommas for NamesCommas between AdjectivesCommas and Quotation Marks with Beginning Speaker Tags and Dialogue

Unit Test

Commas and Quotation Marks with Ending Speaker Tags and DialogueCommas and Quotation Marks with Middle Speaker Tags and Dialogue*Dialogue and Direct Quotations*Punctuation of Direct Quotations

Unit Test

*In-text Citations*Indirect QuotationsCapitalization of Named PeopleCapitalization of Named Places

Unit Test

Capitalization of Named ThingsCapitalization of Named ProductsCapitalization of HolidaysCapitalization of Dates and Special Days

Unit Test

Grammar and Usage

Collective NounsPersonal PronounsPossessive Case PronounsIndefinite Singular Pronouns

Indefinite Plural PronounsReflexive Pronouns**Pronoun AntecedentsArticles

Which One? Adjectives

How Many? Adjectives

What Kind? Adjectives*Adjective Order

Short Comparative ModifiersLong Comparative ModifiersShort Superlative ModifiersLong Superlative Modifiers

Past Verb TensePresent Verb TenseFuture Verb TenseHelping Verbs




Lesson

41424344

4546

4748

49505152

53545556

Mechanics

Capitalization of TitlesCapitalization of OrganizationsCapitalization of BusinessesCapitalization of Languages

Unit Test

Capitalization of People Groups*Capitalization of Dialogue and Direct QuotationsCapitalization of Independent ClausesCapitalization of Special Events

Unit Test

Capitalization of Historical PeriodsQuestion MarksExclamation PointsColons in Business Letters

Unit Test

Commas with Beginning PhrasesCommas with Ending Phrases*Commas with Beginning Dependent Clauses*Commas with Middle and Ending Dependent Clauses

Unit Test

Grammar and Usage

Past Participle VerbsIrregular Past ParticiplesLinking Verbs*Modals

**Singular subject-verb agreement**Plural subject-verb agreement

Past Progressive Verb TensePresent Progressive Verb Tense

Future Progressive Verb TenseWhat Degree? AdverbsHow? AdverbsWhen? Adverbs

Where? Adverbs*Adverb Order*Complex Sentences/Dependent Clauses*Subordinating Conjunctions




Lesson

57

58

59

60

61626364

Mechanics

*Hyphens with Compound Words

*Dashes

*Brackets

*Commas before Conjunctions in Compound Sentences

Unit Test

*Parentheses as Comments*Parentheses as Appositives*Slashes*Numbers

Unit Test

Summative Assessment in Grammar, Usage, Mechanics, and Spelling

Grammar and Usage

Coordinating Conjunctions as Joining WordsCoordinating Conjunctions with Compound Subjects and Predicates*Coordinating Conjunctions with Compound SentencesPrepositional Phrases: Relationships

Prepositional Phrases: LocationPrepositional Phrases: Time*Relative Pronouns*Relative Adverbs




FAQs


√ 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


√ 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


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


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


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


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


Thank you for purchasing the Teaching Grammar and Mechanics Interactive Notebook Grade 4 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 Resources 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.”



Examples: cat, comb, cut, gas, go, gun

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.


Practice.

1. Re-write these sentences correctly: The kast from the hit play gained lots of new fans

when the local news station kovered their opening night.

2. Re-write this sentence correctly: The gimbler always chewed gum when he watched or

bet on golf.

3. Re-write this sentence correctly: I know President Trump lived in the White house in

Washington DC.

4. Re-write this sentence correctly: My friend, John, Jr., vacations in south Lake Tahoe, CA.

5. Identify the proper nouns in this sentence: My mom hiked in the Grand Canyon when she

and dad travelled to Arizona.

Sentence Dictations.

Mechanics:

Grammar and Usage:


Practice.

1. Re-write these sentences correctly:

The cast from the hit play gained lots of new fanswhen the local news station kovered their opening night.2. Re-write this sentence correctly:

The gambler always chewed gum when he watched orbet on golf.3. Re-write this sentence correctly:

I know President Trump lived in the White House inWashington D.C.4. Re-write this sentence correctly:

My friend, John, Jr., vacations in South Lake Tahoe, CA.

5. Identify the proper nouns in this sentence:

Grand Canyon, Arizona


Mechanics:

My mom always gets a candle from the cupboard in the garage to light,so she won’t cry when she is curring up onions.Grammar and Usage:

My friend, P.T. Smith, wants to visit the Great Mall of America inMinnesota.


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


Cartoon Response.

Identify the proper nouns in the caption.fProper Nouns: Katie, Deb ff

fgCommon Nouns: canoe, stream,ffpeace, quietf


Write a sentence or two, using all three ftypes of proper nouns.ff


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.



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.


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 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.


Practice.

1. Re-write these sentences correctly: Mark always used hair jel and it left a horrible scent

wherever he went.

2. Re-write these sentences correctly: The teacher called on the student in the center of the

circle. The student jestured, “I don’t know.”

3. Re-write these sentencse correctly: Our family save money by not eating desserts.

I eat an apple or a orange instead of ice cream.

4. Re-write this sentence correctly: A flock of birds nests in a apricot tree in our backyard.

5. Identify the common nouns in this sentence: Our principal gives us popcorn for our

Friday movie in the gym.


Mechanics:

Grammar and Usage:


Practice.


Mark always used hair gel and it left a horrible scentwherever he went.2. Re-write this sentence correctly:

The teacher called on the student in the center of the circle. The student jestured ,“I don’t know.”3. Re-write this sentence correctly:

Our family save money by not eating desserts.I eat an apple or a orange instead of ice cream.4. Re-write this sentence correctly:

A flock of birds nests in an apricot tree in our backyard.

5. Identify the common nouns in this sentence:

principal, popcorn, movie, gym


Mechanics: Write these sentences correctly:

I cinched up the saddle to make sure it was tight. I hoped my tiredhorse would have enough energy to make it back home.Grammar and Usage: Write this sentence correctly: An army of ants march back to the anthill.

An army of ants marches back to the anthill.


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


Cartoon Response.

Explain how common nouns areff

different than proper nouns.fCommon nouns are general, notf

capitalized, and include ideas.f


Write a sentence or two, using all four ftypes of common nouns.f


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.


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.


Practice.

1. Re-write these sentences correctly: Playing soccer indoors with a cieling seems strange.

I would rather play outside on the field.

2. Re-write these sentences correctly: My friend was so sad when her puppy died.

In her greif she wrote eight short poems about her feelings.

3. Re-write this sentence correctly: Our father said his job was his priority, but us

think family time is just as important for him and we.

4. Re-write this sentence correctly: That last piece of pie was mine, but I let her child

take mine dessert.

5. Identify the pronouns in this sentence: Their cookies were baked for my sister and me.


Mechanics:

Grammar and Usage:


Practice.


Playing soccer indoors with a ceiling seems strange.I would rather play outside on the field.2. Re-write these sentences correctly:

My friend was so sad when her puppy died.In her grief she wrote eight short poems about her feelings.3. Re-write this sentence correctly:

Our father said his job was his priority, but wethink family time is just as important for him and us.4. Re-write this sentence correctly:

That last piece of pie was mine, but I let her childtake my dessert.5. Identify the pronouns in this sentence:

Their, my, me.


Mechanics:

On vacation we received a text that a thief broke into our house. He stolesome things but not our our television which weighs over 100 pounds.Grammar and Usage: Write these sentences correctly: The shoes were not their. Them were

hers. We saw hers buy them. The shoes were not theirs. They were hers. Wesaw her buy them.


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


Write a sentence or two, using all threeftypes of pronouns.f


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


Write a sentence or two, using all threeftypes of pronouns.f


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.


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.


Practice.

1. Re-write these sentences correctly: The team played well. They tryed out some new

defensive strategies.

2. Re-write this sentence correctly: Tom enjoyed all of the activitys and hurried on

to the last station.

3. Re-write this sentence correctly: He was a man good inside, but he made some

poor decisions and unwise.

4. Re-write this sentence correctly: Their helpful friends worked on the challenging

and interesting project science.

5. Identify the adjectives in this sentence: The excited and adventurous young man

starred in the new play.


Mechanics:

Grammar and Usage:


Practice.


The team played well. They tried out some newdefensive strategies.2. Re-write this sentence correctly:

Tom enjoyed all of the activities and hurried onto the last station.3. Re-write this sentence correctly:

He was a good man inside, but he made somepoor and unwise decisions.4. Re-write this sentence correctly:

Their helpful friends worked on the challengingand interesting science project.5. Identify the adjectives in this sentence:

excited, adventurous, young, new


Mechanics:

When my mom married my dad, I heard that my grandmother wascrying throughout the entire wedding.Grammar and Usage: Write this sentence correctly: The final showing of the action movie

was last night Saturday.

The final showing of the action movie was last Saturday night.


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


Write a sentence or two, using all three ftypes of adjectives.f


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


Write a sentence or two, using all three ftypes of adjectives.fd


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.


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.


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: seem, 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.


Practice.

1. Re-write these sentences correctly: My parents remained hopeful that the dirt road which

led to our house would last another year. Paveing it was too expensive.

2. Re-write this sentence correctly: Living out in the country is a peaceful life, but my parents

have been eying a move to the city when I get into middle school.

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.

4. Identify the linking verbs in this sentence: It seems like it looks better than it sounds or

tastes.

5. Identify the helping verbs in this sentence: She does know what I have said I would do.


Mechanics:

Grammar and Usage:


Practice.


My parents remained hopeful that the dirt road whichled to our house would last another year. Paving it was too expensive.2. Re-write this sentence correctly:

Living out in the country is a peaceful life, but my parentshave been eyeing a move to the city when I get into middle school.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: thought Physical: jumped State of Being: was4. Identify the linking verbs in this sentence:

seems, looks, sounds, tastes.

5. Identify the helping verbs in this sentence: She does know what I have said I would do.

does, have, would


Mechanics:

My parents love to go out dancing. They are actively involved in twogroups and are saving money to go to a dance contest.Grammar and Usage: Underline the past tense verbs and bracket the conditional verbs after you

write these sentences: Dad did ask me if I helped mom water the plants and if I [would do] it again if she needed help. I [might help] her this weekend.



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


Write a sentence or two, using all threeftypes of verbs.f


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


Write a sentence or two, using all threeftypes of verbs.f


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.

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: ____________________________________________________________________

SUMMARY/REFLECTION.


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

SUMMARY/REFLECTION.


Practice.

1. Re-write these sentences correctly: The treasure was hidden on a deserted island. Escapping

from the pirate ship, the sailor buried the gold under a palm tree.

2. Re-write this sentence correctly: At the begining of the year, we elected our class

president.

3. Re-write this sentence correctly: Yesterday, the woman walked careful and slow

to the store.

4. Identify the What Degree and How adverbs in this sentence:

The runner ran less quickly here at school.

What Degree:gree: How:

5. Identify the Where and When adverbs in this sentence:

The students would soon pass by the principal’s office.

Where: When:


Mechanics:

Grammar and Usage:


Practice.


The treasure was hidden on a deserted island. Escapingfrom the pirate ship, the sailor buried the gold under a palm tree.2. Re-write this sentence correctly:

At the beginning of the year, we elected our classpresident.3. Re-write this sentence correctly:

Yesterday, the woman walked carefully and slowlyto the store.4. Identify the What Degree and How adverbs in this sentence:

What Degree: less How: quickly

5. Identify the Where and When adverbs in this sentence:

Where: by When: soon


Mechanics:

The teacher rejected our ideas. We had been planning our thirdparty, but the principal permitted only two parties per year.Grammar and Usage: Write this sentence correctly: My cousins talked loudly over there often.

Options: Often my cousins talked loudly over there.My cousins often talked loudly over there.


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


Write a sentence or two, using all four ftypes of adverbs.f


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


Write a sentence or two, using all four ftypes of adverbs.f


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.

____________________________________________________________________________

____________________________________________________________________________

SUMMARY/REFLECTION.


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.

“Conjunction Junction...What’s your function?”The all-time hit grammar song:https://www.youtube.com/watch?v=RPoBE-E8VOc©Disney Corporation

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 = so

SUMMARY/REFLECTION.


Practice.

1. Re-write these sentences correctly: Learning how to divide is challenging. You have to know

multiplicasion before long division.

2. Re-write this sentence correctly: The electrician’s decician to change the wiring was a

horrible mistake.

3. Identify the coordinating conjunctions in this sentence: Chocolate or vanilla would be fine,

but I prefer strawberry, so I may I order my favorite?

4. Identify the coordinating conjunctions in this sentence: Amari and Joseph want to succeed,

yet they don’t practice.

5. Identify the coordinating conjunctions in this sentence: Neither he, nor she was ready to

perform, so they cancelled the play.


Mechanics:

Grammar and Usage:


Practice.


Learning how to divide is challenging. You have to know multiplication before long division.2. Re-write this sentence correctly:

The electrician’s decision to change the wiring was ahorrible mistake.3. Identify the coordinating conjunctions in this sentence:

or, but, so

4. Identify the correlative conjunctions in this sentence:

and, yet

5. Identify the subordinating conjunctions in this sentence:

Neither, nor, so


Mechanics:

When she spilled the bottle of lotion, the magician’s expressionshowed her complete shock and panic.Grammar and Usage: Underline the coordinate conjunctions after you write these sentences:

I was sleepy for I had been awake for 20 hours, and I was also hungryand thirsty, so it was time to sleep, eat, and drink.


“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


Write a sentence or two, using all threeftypes of conjunctions.f


Cartoon Response.

Identify the conjunctions in the caption.fand

butfhf

sofh


Write a sentence or two, using all threeftypes of conjunctions.f


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.


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.


Practice.

1. Re-write these sentences correctly: The students loved to watch themselfes in the teacher’s

videos.

2. Re-write this sentence correctly: After all the delayes I was happy to see the foxes and wolves

being fed by the zookeepers.

3. Identify the location prepositions in this sentence: He rode his bike from school to my

house and walked in my door.

4. Identify the position prepositions in this sentence: Below the sink and under the drawer,

the cat had wrapped the yarn around the pipes.

5. Identify the time prepositions in this sentence: After the recess bell during reading,

the students completed their work before lunch.


Mechanics:

Grammar and Usage:


Practice.


The students loved to watch themselves in the teacher’s videos.2. Re-write this sentence correctly:

After all the delays I was happy to see the foxes and wolvesbeing fed by the zookeepers.3. Identify the location prepositions in this sentence:

from, to, in

4. Identify the position prepositions in this sentence:

Below, under, around

5. Identify the time prepositions in this sentence:

After, during, before


Mechanics:

Everyone talked about the new girl with such long eyelashes . Girlscame up to her at recess to see her lashes hemselves.Grammar and Usage: Underline the prepositions after you write these sentences:

Since you went home, Tim not only ate the cookies, but he also drank all of the juice, so nothing is left to eat.


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


Write a sentence or two, using all threeftypes of prepositions.f


Cartoon Response.

Identify the prepositions in the caption.fInproffnouns which take the place of thesef

downproffnounnouns. John: He, himfhf

throughproffnounKatie: She, shefhoverproffnoun


Write a sentence or two, using all threeftypes of prepositions.f


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


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


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. Capitalized to name a person, place, or thing.

____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 /g/ spelling words. ______________________________________________

_________________________________________________________________________________________________________________

10. Write a sentence including two types of proper nouns. _____________________________________________

_______________________________________________________________________________________________________________

11. Write a sentence with soft/c/ and /g/ spelling words. ______________________________________________

_______________________________________________________________________________________________________________

12. Write a sentence including two types of common nouns. ___________________________________________

_______________________________________________________________________________________________________________

13. Write a sentence, using one “ie” and one “ei” spelling word. _________________________________________

_______________________________________________________________________________________________________________

14. Write a sentence including two types of pronouns. _________________________________________________

_______________________________________________________________________________________________________________

15. Write a sentence, using a change the y to i spelling word. __________________________________________

_______________________________________________________________________________________________________________

16. Write a sentence including two types of adjectives. _________________________________________________

_______________________________________________________________________________________________________________

Grammar and Mechanics Test: Lessons 1─4


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 a 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 two different coordinating conjunctions. ______________________________

_______________________________________________________________________________________________________________

15. Write a sentence, using an “es” plural spelling word. _______________________________________________

_______________________________________________________________________________________________________________

16. Write a sentence including two types of prepositions. ______________________________________________

_______________________________________________________________________________________________________________

Grammar and Mechanics Test: Lessons 5─8


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


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.


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


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.


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


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


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


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.


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

____________________________________________________________________________________________

____________________________________________________________________________________________


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

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________


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


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.


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


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


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


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


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


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


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.


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.



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



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


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. ______________________________________________________________________________ ______________________________________________________________________________



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 _________________________________________________________________________



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. ______________________________________________________________________________ ______________________________________________________________________________



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? ___________________________________________________________________



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. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



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 ________________________________________________________________________



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. ______________________________________________________________________________ ______________________________________________________________________________



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. ______________________________________________________________________________ ______________________________________________________________________________


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


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


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.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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. ____________________________________________________________________________ ____________________________________________________________________________.


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



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



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


Teaching Grammar and Mechanics Interactive Notebook Grade 4 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.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

LC/SW 55 LA/SW 55 GUM 3, 21, 22, 23, 24

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

LC/SW 39,40,41 LA/SW 39-41 GUM 26

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. LC/SW 36 LA/SW 36-38 GUM 39

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

LC/SW 21-24 LA/SW 21-24 GUM 4

e. Form and use prepositional phrases. LC/SW 52-54 LA/SW 52-54 GUM 7

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

LC/SW 9-11 LA/SW 9-11 LW

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* VW Odd Conventions of Standard English Mechanics and Spelling

Standards L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use correct capitalization. LC/SW 27-41 GUM 49-56

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

LC/SW 20-24 GUM 41, 46, 57

c. Use a comma before a coordinating conjunction in a compound sentence. LC/SW 52 GUM 47

d. Spell grade-appropriate words correctly, consulting references as needed. SP/SW 1-32 SPW 1-72



Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Language Strand

Standards

Knowledge of Language Knowledge of Language Standards

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely. LA/SW 1, 2, 4, 5, 13-16, 21-47, 49-56 AA; VW Even and Odd

b. Choose punctuation for effect. LC/SW 43, 51 GUM 72; LA/SW 48

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

LA/SW 49, 50

Vocabulary Acquisition and Use Vocabulary Acquisition

and Use Standards L4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements 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., telegraph, photograph, autograph).

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.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

VW Odd

b. Recognize and explain the meaning of common idioms, adages, and proverbs. VW Even c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

VW Even

L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

VW Even



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

L.3.3a. Choose words and phrases for effect.

LC/SW 39-41, 46, 48

LA/SW 1-4, 24, 32-34, 39-41, 46,47, 49, 50

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 43, 51 GUM 72

LA/SW 48