Prentice Hall. All-in-One Workbook. Grade 6. Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois

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1 Prentice Hall WRITING COACH All-in-One Workbook Grade 6 Upper Saddle River, New Jersey Boston, Massachusetts Chandler, Arizona Glenview, Illinois

2 Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey Pearson, Prentice Hall, and Pearson Prentice Hall are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates. ISBN-13: ISBN-10: V Acknowledgments Grateful acknowledgment is made to the following for copyrighted material: Doubleday Child on Top of a Greenhouse, copyright 1946 by Editorial Publications, Inc., from COLLECTED POEMS OF THEODORE ROETHKE by Theodore Roethke. Used by permission of Doubleday, a division of Random House, Inc. For on line information about other Random House, Inc., books and authors, see the Internet website at Faber & Faber, Ltd. (UK) Child on Top of a Greenhouse, copyright 1946 by Editorial Publications, Inc., from COLLECTED POEMS OF THEODORE ROETHKE by Theodore Roethke. Used by permission of Faber & Faber, Ltd. Note: Every effort has been made to locate the copyright owner of material reproduced in this component. Omissions brought to our attention will be corrected in subsequent editions.

3 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P TABLE OF CONTENTS About the Texas All-in-One Workbook...TX v Part 1 Introduction... TX vi Texas Standards and Testing...TX vii Scoring Rubrics for Reading... TX viii Scoring Rubric for Writing...TX xiv Tips for Tackling Test Questions... TX xx TEKS Correlation...TX xxii Part 2 Introduction...TX 1 Texas Essential Knowledge and Skills Practice... TX 2 Part 3 and Practice Test 1 Introduction...TX 62 Reading Practice Test... TX 63 Practice Test 2 Introduction... TX 92 Reading and English Language Arts Practice Test... TX 93 Part 4 Introduction... 1A Grammar Chapter 13: Nouns and Pronouns Nouns... 1 Pronouns... 7 Chapter 14: Verbs Action Verbs Linking Verbs Helping Verbs Chapter 15: Adjectives and Adverbs Adjectives Adverbs Chapter 16: Prepositions Prepositions Chapter 17: Conjunctions and Interjections Conjunctions Interjections: Chapter 18: Basic Sentence Parts The Basic Sentence Complete Subjects and Predicates Compound Subjects and Compound Verbs Hard-to-Find Subjects Objects and Complements Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA iii TX iii

4 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Chapter 19: Phrases and Clauses Phrases Clauses Chapter 20: Effective Sentences Classifying Sentences by Structure Classifying the Four Functions of a Sentence Combining Sentences Varying Sentences Avoiding Sentence Fragments Usage Chapter 21: Using Verbs Using Regular Verbs The Six Tenses of Verbs Troublesome Verbs Chapter 22: Using Pronouns Recognizing Cases of Personal Pronouns Chapter 23: Making Words Agree Subject-Verb Agreement Agreement Between Pronouns and Antecedents Chapter 24: Using Modifiers Comparisons Using Adjectives and Adverbs Troublesome Adjectives and Adverbs Mechanics Chapter 25: Punctuation End Marks Commas Semicolons and Colons Quotation Marks, Underlining, and Italics Hyphens Apostrophes Parentheses and Brackets Ellipses and Dashes Chapter 26: Capitalization Using Capitalization Part 5 Introduction and Contents Vocabulary and Spelling Practice Part 6 Introduction and Contents Academic and Workplace Skills Activities Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA iv TX iv

5 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P About the Texas All-in-One Workbook The Texas All-in-One Workbook is designed to provide you with additional practice with the reading, writing, and grammar skills taught in Prentice Hall Writing Coach. It also provides practice with the Texas Essential Knowledge and Skills for English Language Arts and Reading for Grade 6 in order to prepare you for taking Texas standardized tests. The Texas All-in-One Workbook contains four parts: Part 1 includes information about Texas Essential Knowledge and Skills (TEKS) as well as helpful information on how to tackle questions on standardized tests. This section of the workbook also includes scoring rubrics to assess students reading comprehension and writing skills. Reading rubrics are used to rate students comprehension of literary and expository texts. Students responses to texts are given a score of insufficient, partially sufficient, sufficient, or exemplary. Writing rubrics are used to assess students written compositions in the areas of focus and coherence, organization, development of ideas, voice, and conventions. Compositions are given a score of ineffective, somewhat effective, generally effective, or highly effective. Part 2 includes two pages for each TEKS. Each TEKS is stated and explained. Examples and practice questions are provided. These practice pages will help you refine specific skills you may not have mastered. Part 3 includes two standardized tests for practice purposes. These tests include selected-response (multiple-choice) items, constructed-response items, and writing prompts. Use the scoring rubric in Part 1 to assess your response to the writing prompt. Part 4 includes worksheets that provide additional practice with the grammar skills taught in each unit of Prentice Hall Writing Coach. Part 5 includes worksheets that provide vocabulary practice with word parts and origins, synonyms, antonyms, homophones, analogies, connotations, commonly confused words, and specialized vocabulary, as well as practice with spelling rules. Part 6 includes guided activities for development of essential academic and workplace skills, including speaking and listening skills, vocabulary and spelling skills, reading skills, and study and test-taking skills. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA v TX

6 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Part 1 INTRODUCTION Part 1 of the Texas All-in-One Workbook will give you an overview of the Texas Essential Knowledge and Skills for English Language Arts and Reading for Grade 6. It will also prepare you for the standardized tests that assess these skills. This part of the book contains the following: an explanation of the purpose of the Texas Essential Knowledge and Skills for English Language Arts and Reading (TEKS); scoring rubrics to help you assess your reading comprehension and writing assignments that you complete in preparation for Texas standardized tests; advice on how to approach the types of questions you will encounter on standardized tests; and a TEKS correlation pointing you to the pages in Part 2 containing an explanation, examples, and practice for every TEKS standard. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA vi TX vi

7 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Standards and Testing What are the Texas Essential Knowledge and Skills (TEKS)? The state of Texas has developed written expectations that describe what you are expected to learn in English/Language Arts classes. These standards outline the skills and concepts that Texas educators believe you need in order to succeed. The Texas Essential Knowledge and Skills for English Language Arts and Reading are organized into five strands: Reading, Writing, Oral and Written Conventions, Research, and Listening and Speaking. Your English/Language Arts teachers are responsible for helping you to master all of the TEKS for this subject. What will you find on Texas standardized tests? As a student in Texas, your mastery of TEKS is tested through standardized tests. These tests will help your teachers to determine your strengths as well as areas in which you might require further review and practice. Standardized tests typically include selected-response (multiple-choice) items and constructed-response items. Many of the selected-response questions will be about a passage that you are asked to read before answering the questions. The constructedresponse items require you to provide an appropriate written answer to a question. You will also encounter writing prompts on standardized tests that will be scored according to rubrics such as the ones found on pages TX xiv through TX xix of this workbook. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA vii TX vii

8 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P READING RUBRIC EXPOSITORY SELECTION Score point 0 insufficient In insufficient responses, the student may draw a conclusion, offer an interpretation, or make a prediction that is not based on the text may draw a conclusion, offer an interpretation, or make a prediction that does not address the question may draw a conclusion, offer an interpretation, or make a prediction that is not reasonable may draw a conclusion, offer an interpretation, or make a prediction that is too general or vague to determine whether it is reasonable may incorrectly analyze or evaluate a characteristic of the text may not address the question in any way or may answer a different question than the one asked may offer only incomplete or irrelevant textual evidence In addition, insufficient responses may lack clarity. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 1 Partially Sufficient In partially sufficient responses, the student may draw a reasonable conclusion, offer a reasonable interpretation or make a reasonable prediction that is supported only by general, incomplete, or partially accurate/relevant textual evidence or provide no evidence at all may offer a reasonable analysis or evaluation of a characteristic of the text that is supported only by general, incomplete, or partially accurate/relevant textual evidence or provide no textual evidence at all may offer a reasonable idea, analysis, or evaluation and may provide textual evidence, but this evidence is only weakly connected to the idea, analysis, or evaluation may offer accurate/relevant textual evidence without drawing a conclusion, offering an interpretation, making a prediction, or providing an analysis or evaluation In addition, partially sufficient responses may be somewhat unclear or vague. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA viii TX viii

9 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Score point 2 Sufficient In sufficient responses, the student must draw a reasonable conclusion, offer a reasonable interpretation, or make a reasonable prediction and must support it with accurate/relevant textual evidence must offer a reasonable analysis or evaluation of a characteristic of the selection and must support it with accurate/relevant textual evidence In addition, sufficient responses must be clear and specific. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 3 Exemplary In exemplary responses, the student must offer a particularly thoughtful or insightful conclusion, interpretation, or prediction and strongly support it with accurate/relevant textual evidence must offer a particularly thoughtful or insightful analysis or evaluation of a characteristic of the text and strongly support it with accurate/relevant textual evidence In addition, exemplary responses show strong evidence of the student s depth of understanding and ability to effectively connect textual evidence to the idea, analysis, or evaluation. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA ix TX ix

10 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P READING RUBRIC LITERARY SELECTION Score point 0 insufficient In insufficient responses, the student may offer an incorrect theme, character trait, conflict or change may offer a theme, character, conflict, or change that is too general or vague to determine whether it is reasonable may incorrectly analyze a literary technique or figurative expression may offer an analysis that is too general or vague to determine whether it is reasonable may present only a plot summary may not address the question in any way or may answer a different question than the one asked may offer only incomplete or irrelevant textual evidence In addition, insufficient responses may lack clarity. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 1 Partially Sufficient In partially sufficient responses, the student may offer a reasonable theme, character trait, conflict, or change but provide only general, incomplete, or partially accurate/relevant textual evidence or provide no textual evidence at all may offer a reasonable analysis of a literary technique or figurative expression but provide only general, incomplete, or partially accurate/ relevant textual evidence or provide no textual evidence at all may offer a reasonable idea or analysis and may provide textual evidence, but this evidence is only weakly connected to the idea or analysis may offer accurate/relevant textual evidence without providing an idea or analysis In addition, partially sufficient responses may be somewhat unclear or vague. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

11 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Score point 2 Sufficient In sufficient responses, the student must offer a reasonable theme, character trait, conflict, or change and support it with accurate/relevant textual evidence must offer a reasonable analysis of a literary technique or figurative expression and support it with accurate/relevant textual evidence In addition, sufficient responses must be clear and specific. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 3 Exemplary In exemplary responses, the student must offer a particularly thoughtful or insightful theme, character trait, conflict, or change and strongly support it with accurate/relevant textual evidence must offer a particularly thoughtful or insightful analysis of a literary technique or figurative expression and strongly support it with accurate/ relevant textual evidence In addition, exemplary responses must demonstrate the student s depth of understanding and ability to effectively connect textual evidence to the idea or analysis. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xi TX xi

12 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P READING RUBRIC LITERARY/EXPOSITORY CROSSOVER Score point 0 insufficient In insufficient responses, the student may draw a conclusion, offer an interpretation, or make a prediction that is not based on the selections may draw a conclusion, offer an interpretation, or make a prediction that does not address the question may draw a conclusion, offer an interpretation, or make a prediction that is not reasonable may draw a conclusion, offer an interpretation, or make a prediction that is too general or vague to determine whether it is reasonable may incorrectly analyze or evaluate a characteristic of text based on both selections may not address the question in any way or may answer a different question than the one asked may offer only incomplete or irrelevant textual evidence from one or both selections In addition, insufficient responses may lack clarity. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 1 Partially Sufficient In partially sufficient responses, the student may draw a reasonable conclusion, offer a reasonable interpretation, or make a reasonable prediction based on both selections but supported only by general, incomplete, or partially accurate/relevant textual evidence from one or both selections. may draw a reasonable conclusion, offer a reasonable interpretation, or make a reasonable prediction based on both selections but may offer textual support from only one selection or may offer no textual support at all may offer a reasonable analysis or evaluation of a characteristic of text based on both selections that is supported only by general, incomplete, or partially accurate/relevant textual evidence from one or both selections may offer a reasonable analysis or evaluation of a characteristic of text based on both selections but may offer textual support from only one selection or may offer no technical support at all may offer a reasonable idea, analysis, or evaluation based on both selections and may provide textual evidence from both selections, but this evidence is only weakly connected to the idea, analysis, or evaluation may offer accurate/relevant textual evidence from both selections but may draw a conclusion, offer an interpretation, make a prediction, or provide an analysis or evaluation based on only one selection Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xii TX xii

13 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P may offer accurate/relevant textual evidence from both selections without drawing a conclusion, offering an interpretation, making a prediction, or providing an analysis or evaluation In addition, partially sufficient responses may be somewhat unclear or vague or may indicate that the student has difficulty making connections across selections. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 2 Sufficient In sufficient responses, the student must draw a reasonable conclusion, offer a reasonable interpretation, or make a reasonable prediction based on both selections and must support it with accurate/relevant textual evidence from both selections must offer a reasonable analysis or evaluation of a characteristic of text based on both selections and must support it with accurate/relevant textual evidence from both selections In addition, sufficient responses indicate that the student is able to make clear and specific connections across selections. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Score point 3 Exemplary In exemplary responses, the student must offer a particularly thoughtful or insightful conclusion, interpretation, or prediction based on both selections and strongly support it with accurate/relevant textual evidence from both selections must offer a particularly thoughtful or insightful analysis or evaluation of a characteristic of text based on both selections and strongly support it with accurate/relevant textual evidence from both selections In addition, exemplary responses indicate that the student is able to make meaningful connections across selections. These responses show strong evidence of the student s depth of understanding and ability to effectively connect textual evidence to the idea, analysis, or evaluation. Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xiii TX xiii

14 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P WRITTEN COMPOSITION 4 POINT RUBRIC Score point 1 Each composition at this score point is an ineffective presentation of the writer s ideas. Focus and Coherence Individual paragraphs and/or the composition as a whole are not focused. The writer may shift abruptly from idea to idea, making it difficult for the reader to understand how the ideas included in the composition are related. The composition as a whole has little, or no, sense of completeness. The introduction and conclusion, if present, may be perfunctory. A substantial amount of writing may be extraneous because it does not contribute to the development or quality of the composition. In some cases, the composition overall may be only weakly connected to the prompt. Organization The writer s progression of thought from sentence to sentence and/or paragraph to paragraph is not logical. Sometimes weak progression results from an absence of transitions or from the use of transitions that do not make sense. At other times, the progression of thought is simply not evident, even if appropriate transitions are included. An organizational strategy is not evident. The writer may present ideas in a random or haphazard way, making the composition difficult to follow. Wordiness and/or repetition may stall the progression of ideas. Development of Ideas The writer presents one or more ideas but provides little or no development of those ideas. The writer presents one or more ideas and attempts to develop them. However, this development is so general or vague that it prevents the reader from understanding the writer s ideas. The writer presents only a plot summary of a published piece or writing, a movie, or a television show. The writer omits information, which creates significant gaps between the ideas. These gaps prevent the reader from clearly understanding those ideas. Voice The writer does not engage the reader, therefore failing to establish a connection. There may be little or no sense of the writer s individual voice. The composition does not sound authentic or original. The writer is unable to express his/her individuality or unique perspective. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xiv TX xiv

15 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Conventions There is little or no evidence in the composition that the writer can correctly apply the conventions of the English language. Severe and/or frequent errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure may cause the writing to be unclear or difficult to read. These errors weaken the composition by causing an overall lack of fluency. The writer may misuse or omit words and phrases and may frequently write awkward sentences. These weaknesses interfere with the effective communication of ideas. Score point 2 Each composition at this score point is a somewhat effective presentation of the writer s ideas. Focus and Coherence Individual paragraphs and/or the composition as a whole are somewhat focused. The writer may shift quickly from idea to idea, but the reader has no difficulty understanding how the ideas included in the composition are related. The composition as a whole has some sense of completeness. The writer includes an introduction and conclusion, but they may be superficial. Some of the writing may be extraneous because it does not contribute to the development or quality of the composition as a whole. Organization The writer s progression of thought from sentence to sentence and/or paragraph to paragraph may not always be smooth or completely logical. Sometimes the writer needs to strengthen the progression by including more meaningful transitions; at other times the writer simply needs to establish a clearer link between ideas. The organizational strategy or strategies the writer chooses do not enable the writer to present ideas effectively. Some wordiness and/or repetition may be evident, but these weaknesses do not completely stall the progression of ideas. Development of Ideas The writer attempts to develop the composition by listing ideas or briefly explaining them. In both of these cases, the development remains superficial, limiting the reader s understanding and appreciation of the writer s ideas. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xv TX xv

16 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P The writer presents one or more ideas and attempts to develop them. However, there is little evidence of depth of thinking because this development may be somewhat general, inconsistent, or contrived. The writer may omit small pieces of information that create minor gaps between ideas. However, these gaps do not prevent the reader from understanding those ideas. Voice There may be moments when the writer engages the reader but fails to sustain the connection. Individual paragraphs or sections of the composition may sound authentic or original, but the writer has difficulty expressing his/her individuality or unique perspective. Conventions Errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure throughout the composition may indicate a limited control of conventions. Although these errors do not cause the writing to be unclear, they weaken the overall fluency of the composition. The writer may include some simple or inaccurate words and phrases and may write some awkward sentences. These weaknesses limit the overall effectiveness of the communication of ideas. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xvi TX xvi

17 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Score point 3 Each composition at this score point is a generally effective presentation of the writer s ideas. Focus and Coherence Individual paragraphs and the composition as a whole are, for the most part, focused. The writer generally shows the clear relationship between ideas. The composition as a whole has a sense of completeness. The introduction and conclusion add some depth to the composition. Most of the writing contributes to the development or quality of the composition as a whole. Organization The writer s progression of thought from sentence to sentence and paragraph to paragraph is generally smooth and controlled. For the most part, transitions are meaningful, and the links between ideas are logical. The organizational strategy or strategies the writer chooses are generally effective. Wordiness and/or repetition, if present, are minor problems that do not stall the progression of ideas. Development of Ideas The writer attempts to develop all the ideas included in the composition. Although some ideas may be developed more thoroughly and specifically than others, the development overall reflects some depth of thought, enabling the reader to generally understand and appreciate the writer s ideas. The writer s presentation of some ideas may be thoughtful. There may be little evidence that the writer has been willing to take compositional risks when developing the topic. Voice The writer engages the reader and sustains that connection throughout most of the composition. For the most part, the composition sounds authentic and original. The writer is generally able to express his/her individuality or unique perspective. Conventions The writer generally demonstrates a good command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Although the writer may make minor errors, they create few disruptions in the fluency of the composition. The words, phrases, and sentence structures the writer uses are generally appropriate and contribute to the overall effectiveness of the communication of ideas. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xvii TX xvii

18 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Score point 4 Each composition at this score point is a highly effective presentation of the writer s ideas. Focus and Coherence Individual paragraphs and the composition as a whole are focused. This sustained focus enables the reader to understand and appreciate how the ideas included in the composition are related. The composition as a whole has a sense of completeness. The introduction and conclusions are meaningful because they add depth to the composition. Most, if not all, of the writing contributes to the development or quality of the composition as a whole. Organization The writer s progression of thought from sentence to sentence and paragraph to paragraph is smooth and controlled. The writer s use of meaningful transitions and the logical movement from idea to idea strengthens this progression. The organizational strategy or strategies the writer chooses enhance the writer s ability to present ideas clearly and effectively. Development of Ideas The writer s thorough and specific development of each idea creates depth of thought in the composition, enabling the reader to truly understand and appreciate the writer s ideas. The writer s presentation of ideas is thoughtful or insightful. The writer may approach the topic from an unusual perspective, use his/her unique experiences or view of the world as a basis for writing, or make interesting connections between ideas. In all these cases, the writer s willingness to take compositional risks enhances the quality of the content. Voice The writer engages the reader and sustains this connection throughout the composition. The composition sounds authentic and original. The writer is able to express his/her individuality or unique perspective. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xviii TX xviii

19 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Conventions The overall strength of the conventions contributes to the effectiveness of the composition. The writer demonstrates a consistent command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. When the writer attempts to communicate complex ideas through sophisticated forms of expression, he/she may make minor errors as a result of these compositional risks. These types of errors do not detract from the overall fluency of the composition. The words, phrases, and sentence structures the writer uses enhance the overall effectiveness of the communication of ideas. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xix TX xix

20 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Tips for Tackling Questions on Standardized Tests Multiple-Choice Questions A multiple-choice item is a question that has different answer choices provided for you. In a reading section of a standardized test, there are two basic types of multiplechoice questions. One kind asks you to recall information you have read. For this type of question, you may be asked to identify a main idea, summarize information, or identify important details in a passage. Another type of multiple-choice question asks you to draw conclusions or make inferences about what you have read. In an English/language arts section of a standardized test, you will be asked questions about grammar, usage, and mechanics. Read this very brief passage, followed by an example of a multiple-choice question. Jon and Fran spent all afternoon together, practicing playing the song. They planned to perform it along with a short skit during the talent show at school on Friday evening less than 24 hours from now! 1. What did Jon and Fran do all afternoon? A. They wrote down the song s lyrics. B. They participated in a talent show. C. They practiced a short skit. D. They practiced playing the song. How do you answer the question without having to make a guess? Let s look at the answers for the item above more closely. They wrote down the song s lyrics. They participated in the talent show. They practiced a short skit. They practiced playing the song. The passage does not indicate that Jon and Fran wrote down the song s lyrics. This answer choice is incorrect. They passage says that they are practicing for a talent show that will be held Friday evening. This answer choice is incorrect. The passage does not say that Jon and Fran practiced the skit, but it does say that they plan to include one in their performance. This choice is close, but it s still incorrect. Yes! The passage clearly states that Jon and Fran spent their afternoon practicing the song. This answer is correct. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xx TX xx

21 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Constructed-Response Questions Please write your response to question 4 on the lines below. Be sure to write your answer clearly. 4. What are some of the characteristics that Abraham Lincoln possessed that you admire? Why are these characteristics important to you? Include at least three details from the passage in your response. Be sure to edit your work for correct grammar, spelling, and punctuation. By reading the assignment carefully, you can understand that you are being asked to write an informative essay. It is important that you do not rush through your task. Instead, after reading the assignment carefully, you should pick out key words in order to make sure you write about the topic exactly as stated. Then, take time to plan your essay by writing a list or an outline. This will help you write a wellorganized, logical essay. As you write, pay special attention to the first few sentences and the last few sentences of your essay. The beginning and end of your essay will likely have the most impact on the test scorer. If you finish your essay and have time left over, read over your work and neatly edit it. Writing Assessment Standardized tests usually include an independent writing prompt. An independent writing prompt is an explanation of a writing activity on a test that is not based on a selection. The prompt identifies the form your writing should take, and it describes what you should include in your response. The following prompt asks the student to complete an expository writing assignment. Expository Writing Writing Situation Effective research can take place in many different settings a library, a room with a personal computer at home, or a place where two or more people can have a conversation, such as an office or a public park. It is important to match particular resources and research methods to a given topic and assignment. Directions for Writing Write an essay in which you explain several ways of performing research using on-line resources, using a library s card catalog and books, and conducting interviews with people. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxi TX xxi

22 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P TEKS Correlation Texas Essential Knowledge and Skills Pages Reading (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or words; (C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: or pen:ink as book: ); (D) explain the meaning of foreign words commonly used in written English (e.g., RSVP, que sera sera); and (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic; (B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and (C) compare and contrast the historical and cultural settings of two literary works. (4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. TX 2 3 TX 4 5 TX 6 7 TX 8 9 Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxii TX xxii

23 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills (5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line. (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; (B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and (C) describe different forms of point-of-view, including first- and thirdperson. (7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. (8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic. Pages TX TX TX TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxiii TX xxiii

24 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (B) explain whether facts included in an argument are used for or against an issue; (C) explain how different organizational patterns (e.g., propositionand-support, problem-and-solution) develop the main idea and the author s viewpoint; and (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. (11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and (B) identify simply faulty reasoning used in persuasive texts. (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. (13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) explain messages conveyed in various forms of media; (B) recognize how various techniques influence viewers emotions; (C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and (D) analyze various digital media venues for levels of formality and informality. Pages TX TX TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxiv TX xxiv

25 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills Pages Writing (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story; and (B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length). (16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences. TX TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxv TX xxv

26 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills (17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create multi-paragraph essays to convey information about a topic that: (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader s understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs; (B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; and (D) produce a multimedia presentation involving text and graphics using available technology. (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. Pages TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxvi TX xxvi

27 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills Pages Oral and Written Conventions (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active and passive voice); (ii) non-count nouns (e.g., rice, paper); (iii) predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most); (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (e.g., while, because, although, if); and (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to); (B) differentiate between the active and passive voice and know how to use them both; and (C) use complete simple and compound sentences with correct subjectverb agreement. (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations; (ii) initials and acronyms; and (iii) organizations; (B) recognize and use punctuation marks including: (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and (C) use proper mechanics including italics and underlining for titles of books. TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxvii TX xxvii

28 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills (21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) differentiate between commonly confused terms (e.g., its, it s; affect, effect); (B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and (C) know how to use the spell-check function in word processing while understanding its limitations. Pages TX Research (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and (B) generate a research plan for gathering relevant information about the major research question. (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; (B) differentiate between primary and secondary sources; (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/ visual data (e.g., charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxviii TX xxviii

29 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; and (B) evaluate the relevance and reliability of sources for the research. (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; (C) presents the findings in a consistent format; and (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited). Listening and Speaking (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker s messages (both verbal and nonverbal) and ask questions to clarify the speaker s purpose and perspective; (B) follow and give oral instructions that include multiple action steps; and (C) paraphrase the major ideas and supporting evidence in formal and informal presentations. (27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively. (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. Pages TX TX TX TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxix TX xxix

30 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Texas Essential Knowledge and Skills Pages Comprehension Skills Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions); (D) make inferences about text and use textual evidence to support understanding. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. TX TX Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA xxx TX xxx

31 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Part 2 INTRODUCTION Part 2 of the Texas All-in-One Workbook will give you practice working with the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading. The skills are organized into five strands: Reading, Writing, Oral and Written Conventions, Research, and Listening and Speaking. There are two practice pages for each TEKS. The first page states and explains the standard, gives examples, and provides a way for you to understand the skill. The second page provides practice questions to ensure that you have mastered the standard. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

32 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Fluency (1) Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. Explanation Fluent readers read text smoothly and with expression. To read fluently, you must recognize the words and understand their meanings. Reading aloud is a good way to improve your fluency, since it gives you a chance to practice saying words clearly and correctly. Reading instructional text aloud offers specific challenges. The text may contain unknown words or words that are difficult to pronounce. If you have the time, look these up in a dictionary. Learning and practicing the pronunciation of these words will help you read with fluency. Reading fluently does not mean you must read quickly. In general, slowing your reading rate makes it easier to read difficult words and sentences without stumbling or pausing. The nature of the text will often dictate the pace at which you read. A text rich in facts and details will require you to use a slower rate. A text full of action or a text that covers a familiar topic may allow you to read at a faster pace. When you read a text, ask yourself the purpose, or goal, for your reading. When you determine the purpose for your reading, you can more easily identify the appropriate expression with which to read, where you should pause, and where you should slow down or speed up. Examples You prepare to read the following sentences from a science textbook aloud: In deciduous forests, the annual temperature is near 50 F and there is usually yearround precipitation. There are many broadleaf trees in deciduous forests. You look up the word deciduous in a dictionary ahead of time to check the pronunciation and meaning of the word. You read the words slowly and clearly as you read the text aloud. You read a math word problem aloud in class. You determine that the goal is for listeners to solve the problem. Therefore, you read slowly, emphasizing the numbers in the problem. Understand the Skill With a partner, take turns reading part of an instructional text aloud. When listening, help your partner improve his or her fluency. Give suggestions about your partner s expression, pronunciation, and reading rate. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

33 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. What should you do when reading step-by-step instructions? A Read in a serious tone. B Read with expression. C Pause after each step. D Increase your reading rate. 2. Which of the following is true of reading with fluency? F Reading with an accent makes the text more interesting. G Practicing reading aloud will help you improve fluency. H Reading aloud is more important than reading silently. J You must read quickly when you read with fluency. Directions Read the description that follows. Then, choose the best answer to each question about it. Jake and Emma are working on a school project together. They are going to write and read aloud a newscast to inform the class about their topic: the benefits of exercising for middle-school students. Jake is the announcer, and Emma is the reporter. When Jake is practicing his part with Emma, he reads as quickly as he can. When Emma reads her part, she stumbles over a difficult word in one sentence. 3. What suggestion would you give Jake? A Read your part as slowly as possible. B Slow down so the audience will understand. C Get over your stage fright. D Alternate reading quickly and slowly. 4. What advice would you give Emma? F Take out the word giving you a problem. G Read the difficult word much faster. H Do not worry about making a mistake. J Try reading the sentence more slowly. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

34 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Vocabulary Development (2) Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; (C) complete analogies that describe part to whole or whole to part (e.g., ink: pen as page: or pen:ink as book: ); (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); and (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Explanation These skills can help you understand the meanings of unfamiliar words: Words are built from roots and affixes (prefixes and suffixes). An affix is an addition to a word. A prefix is added to the beginning of a word. A suffix is added to the end of a word. Knowing the meanings of roots and affixes can help you understand the meanings of unfamiliar or foreign words. Context is the text surrounding a word. Words and sentences around an unfamiliar word sometimes give clues to its meaning. Practice with analogies, or word relationships, can help you understand the meaning of new words. Both glossaries and dictionaries give word meanings. Glossaries are found at the back of nonfiction books on specific topics. A glossary gives the meanings of words as they are used in the book. A dictionary gives definitions of words as well as other information such as syllabication and pronunciation. Examples Read the following examples of how to decipher word meanings: Roots and affixes: The word dehydrate contains the root -hydr-, meaning water. De- and -ate are affixes. The prefix de- means away and the suffix -ate makes a word a verb. When you think about the parts of dehydrate, you understand that it means to take water away from, or to dry. Context clues: The kitten s paws were diminutive, or small. In this sentence, small is a definition context clue. It tells you what diminutive means. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

35 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill Find at least three unfamiliar words in a short story or informational text. Determine their meanings. Directions Answer the questions below. Choose the letter of the best answer to each question. 1. Which of the following words from the sentence provides a clue to the meaning of the word treacherous? The slippery path was treacherous and the hikers were very tired. A path B tired C slippery D hikers 2. Which is the most likely meaning of the foreign phrase muchas gracias in the following sentence? Carlos proudly accepted the award. Muchas gracias, he said. I am truly grateful for this honor. F much friendship G much grass H much awarded J many thanks Directions Examine the affixes (prefixes and suffixes) and root below. Then, use their meanings to write definitions for the words that follow. Use a dictionary if necessary. -bio- (root): life un- (prefix): not, non -logy (suffix): the study of -ful (suffix): full of trans- (prefix): across 3. unkind: 4. meaningful: 5. transatlantic: 6. biology: Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

36 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Literary Text / Theme and Genre (3) Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic; (B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and (C) compare and contrast the historical and cultural settings of two literary works. Explanation/Examples Use the following skills to analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts: A theme is an idea about life that a work of fiction explores. Some themes are explicit, or directly stated. Some themes are implicit, or suggested. You have to infer, or make an educated guess about, an implicit theme. You make such an inference by thinking about the speech, actions, and thoughts of the characters. In contrast to theme, the topic of a work is the subject matter on which it focuses. The topic of a short story might be school experiences, while its theme might be the value of bravery. Stylistic elements are literary devices commonly found in traditional and classical literature. One such element is a magic helper, a person or animal with special powers who helps the main character. Another element is the rule of three, which might appear as three wishes, three visitors, and so on. The historical and cultural setting of a work refers to the time, place, and customs of the world described in the work. It can also refer to the time, place, and customs of the world in which the author lived. Comparing and contrasting the historical and cultural settings of two stories can help you better understand them. Note the following examples of these skills: Distinguish theme from topic: In the story The Circuit, the topic is the lives of migrant workers. An important theme, however, is that a cycle of poverty is hard to escape. Analyze stylistic elements: In The Stone, the main character meets a magical helper, who offers three wishes. The events that follow illustrate the theme that change is a necessary part of life. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

37 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the selections below. Then, choose the letter of the best answer to each question. I turned 12 in the summer of The war had been raging for more than two years. My older brother George had enlisted in the Union army in 1862, so it was just me and Ma on our small farm in southern Pennsylvania. Sometimes I dreamed of running away and joining the army as a drummer boy. But I knew Ma needed my help. There was so much to do on a farm. Sometimes I just wanted to lie on the grass and watch the clouds go by. But after a few minutes, my mother would always call me to help her with something. On a late June afternoon, our neighbor galloped up to our house on horseback. He told us that General Lee had crossed into Pennsylvania and was heading for Gettysburg, the town nearest to our farm. from Black Cowboy, Wild Horses by Julius Lester It was late afternoon when he saw them the hoofprints of mustangs, the wild horses that lived on the plains. He stopped, dismounted, and walked around carefully until he had seen all the prints. Then he got down on his hands and knees to examine them more closely. Some people learned from books. Bob had been a slave and never learned to read words. But he could look at the ground and read what animals had walked on it, their size and weight, when they had passed by, and where they were going. No one he knew could bring in mustangs by themselves, but Bob could make horses think he was one of them because he was. 1. Which details from the first text indicate that this selection is set during the Civil War? A small farm in Pennsylvania; so much to do on a farm B Union army; General Lee C joining the army; Ma needed my help D war had been raging; dreamed of running away 2. Which detail from the second text indicates that this selection may be set after the Civil War ended? F It was late afternoon when he saw them. G Bob had been a slave and never learned to read. H No one he knew could bring in mustangs by themselves. J Bob could make horses think he was one of them because he was. Directions On a separate piece of paper, answer the questions below. 3. Name one possible theme from the first passage above. Be sure to distinguish the theme from the topic. 4. Compare and contrast the historical and cultural settings of each passage. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

38 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Literary Text / Poetry (4) Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. Explanation Review the following types of figurative language to understand, make inferences, and draw conclusions about the structure and elements of poetry: Personification gives an object or an animal human characteristics. A metaphor compares two unlike things by stating that one thing is another. A simile compares two unlike things using like or as. Hyperbole is an exaggeration or overstatement used for comic effect or to heighten emotion. Examples The following are examples of figurative language and how they contribute to meaning: Personification: Let the rain sing you a lullaby. In this example from the poem April Rain Song, the rain has the human ability to sing. This personification contributes to the poem s meaning by showing that the rain is soothing, almost motherly. Metaphor: [Abuelito] whose little eyes are string can t come out to play. In this example from the poem Abuelito Who, the poet compares Abuelito s [grandfather s] eyes to string. The adjective little suggests that the metaphor means his eyes were like small pieces of string. This metaphor adds to the impression of the grandfather s illness. Simile: The willow s music is like a soprano / Delicate and thin. In this example from the poem Simile: Willow and Gingko, the sound of the willow is compared to the music of a soprano. You know this is a simile and not a metaphor because the sentence uses the word like. The comparison contributes to the impression of the willow tree s delicate beauty. Hyperbole: She washed her hands and she straightened her hair up, / Then Isabel quietly ate the bear up. In this example from the poem Adventures of Isabel, the phrase ate the bear up is hyperbole. Like the other exaggerations in the poem, this one adds to the comic description of a bold and fearless young woman. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

39 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the poem below. Then, choose the letter of the best answer to each question. Child on Top of a Greenhouse by Theodore Roethke The wind billowing out the seat of my britches, My feet crackling splinters of glass and dried putty, The half-grown chrysanthemums staring up like accusers, Up through the streaked glass, flashing with sunlight, A few white clouds all rushing eastward, A line of elms plunging and tossing like horses, And everyone, everyone pointing and shouting! 1. What is the overall feeling of the poem? A frightened and annoyed B exciting and energetic C lonely and scared D angry and irritated 2. Which of the following is an example of personification from the poem? F The wind billowing out the seat of my britches G My feet crackling splinters of glass and dried putty H Up through the streaked glass, flashing with sunlight J The half-grown chrysanthemums staring up like accusers 3. What do the elms and horses have in common in the simile A line of elms plunging and tossing like horses? A They are both kinds of animals. B They both move in a similar way. C They are both in a line. D Elms look like horses. Directions On a separate piece of paper, answer the questions below. 4. Choose an example of hyperbole from the poem. Explain how it contributes to the overall meaning of the poem. 5. Choose an example of a simile from the poem. Explain how it contributes to the overall meaning of the poem. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA TX

40 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Literary Text / Drama (5) Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line. Explanation/Examples Keep the following ideas in mind to understand, make inferences, and draw conclusions about a drama and a film based on the same story: Element Fiction Play Film Setting Described by narrator Shown with constructed set, movable props, and lighting Can use actual locations, with camera moving quickly from place to place Characters Described by narrator; some dialogue Speak lines of dialogue and dress in costumes Less dialogue; camera can focus on characters reactions and actions Plot Described by narrator Events moved forward by dialogue Less dialogue; camera shows unfolding events James and the Giant Peach, by Roald Dahl, was originally a novel. It was then adapted as a play, and later as a film. The story is set inside a peach, where James, the title character, meets a wizard. The wizard introduces him to various personified worms and insects who take him on a wondrous journey away from his two horrible aunts. Picture how the set designers of a play would use props and backdrops to show the inside of a peach. Think about how the scene could be represented in a film. Decide which kinds of characters you would include in the film. Consider whether real people in costume or cartoon characters would be more effective. Think about the plot of the story. In a film, which types of events might be best portrayed using animation or special effects? How might costumes and stage effects be used to convey magical events in a play? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 10 TX 10

41 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the selection. On a separate piece of paper, answer the questions that follow. Act One, Scene One The Red Umbrella The stage is dark and silent. Suddenly, a loud clap of thunder is heard, followed by the sound of heavy rain. City sounds are heard in the background: horns honking, engines revving, and sirens wailing. Lights up on a city street scene. Street vendors with their caps pulled low are putting plastic covers over their carts and tables. Jessica and Emily, two 12-year-old girls, are walking hurriedly down the street. Their hair is wet from the rain and they are laughing. Jessica. Well, my mom was right. It was going to rain. Emily. Wish we had an umbrella. My hair is getting soaked. Hey, what s that? [At this instant, the girls notice a beautiful red umbrella leaning against the side of a building.] Jessica. Do you think someone forgot it? Emily. Maybe we could just borrow it and bring it back later. Jessica. Yeah, this isn t funny anymore. I m freezing. [She picks up the umbrella and opens it.] The scenery behind the girls changes from the rainy street scene to a beautiful, sunny day in the country. The girls find themselves standing in a meadow. The stage is silent except for the faint sound of birdsong. Emily. [Her mouth hangs open in shock and she stutters.] Wha wha what happened? 1. Describe the props, backdrops, lighting, and sound effects you would use to stage this scene. Briefly compare your stage setting with the setting in a film version of the same scene. 2. Describe how the characters dialogue might change if this scene were part of a film. Briefly explain why dialogue might differ in a film and in a play. 3. Explain how the events in this scene might be portrayed differently in a film. Why would a filmmaker decide to alter the events in a play? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 11 TX 11

42 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Literary Text / Fiction (6) Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; (B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and (C) describe different forms of point-of-view, including first- and thirdperson. Explanation/Examples Knowing the following terms will help you understand, make inferences, and draw conclusions about the structure and elements of fiction: Plot development refers to the sequence of events or actions in a story. The rising action includes the events that increase the tension, including the introduction of the characters, setting, and conflict. The turning point, or the climax, is the moment of greatest tension, when the outcome of the plot hangs in the balance. The falling action includes the events after the climax and leads to the denouement, or the resolution of the conflict. Example of plot development: In the short story Stray, the rising action includes Doris Lacey finding a puppy on the family s doorstep; she knows the family cannot afford to keep it; the story builds to a climax, or turning point, when Mr. Lacey takes the dog to the pound. Voice refers to the way the characters speak. Authors use voice to convey details about the character s age, attitude, and beliefs. Conversational voice captures the ways people speak in real life. Dialect is the way of speaking in a specific region or by a particular group. Dialects develop over time and are based on geography and heritage. People speaking different dialects of the same language may have difficulty understanding each other because dialects vary in grammar, vocabulary, and pronunciation. Example of dialect: You ain t never had no book learning, Jeremiah Them old ways you got ain t got nothing for these young folks. ( Jeremiah s Song ) Point of view is the angle from which the story is told. In first-person point of view, the narrator is a character in the text. He or she speaks as I throughout the story. In third-person point of view, the narrator does not take part in the action but can reveal the thoughts of one or more characters. Example of third-person point of view: Ronald waited anxiously by the phone for Jamila to return his call. He was convinced that she hadn t gotten the message. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 12 TX 12

43 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the passage from a short story below. Then, choose the letter of the best answer to each question. from The Sound of Summer Running by Ray Bradbury It was June and long past time for buying the special shoes that were quiet as a summer rain falling on the walks. June and the earth full of raw power and everything everywhere in motion. The grass was still pouring in from the country, surrounding the sidewalks, stranding the houses. Any moment the town would capsize, go down and leave not a stir in the clover and weeds. And here Douglas stood, trapped on the dead cement and the red-brick streets, hardly able to move.... Somehow the people who made tennis shoes knew what boys needed and wanted. They put marshmallows and coiled springs in the soles Judging by this passage, which of the following describes the plot of the story? A A boy tries to go running outside. B Douglas buys a new pair of quiet running shoes. C Someone is running quickly through the quiet town. D A runner thinks about how people make tennis shoes. 2. Which of the following describes the point of view of the story? F narrator G voice H first person J third person Directions On a separate piece of paper, answer the following questions. 3. Find a short story in your literature book that contains dialect. Explain how the author uses dialect to convey character. 4. Find an example of conversational voice in one of the short stories in your literature book. Explain what makes the passage sound like someone really speaking. 5. Choose a short story you have read and enjoyed. Summarize the plot development in the short story, identifying the rising action, climax, falling action, and denouement. Then, describe the narrative point of view in the story. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 13 TX 13

44 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Literary Text / Literary Nonfiction (7) Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. Explanation Examples of literary nonfiction include memoirs, personal narratives, and autobiographies. Review the chart to understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction: Type of Literary Nonfiction Memoir Personal Narrative Autobiography Literary Language vivid observations of a specific historic event that the writer was involved in or witnessed details explaining why a specific experience was important to the writer; often uses reflective language, such as know or believe descriptive details about significant people, places, and events in the writer s life Literary Devices first-person point of view specific time and place may include dialogue first-person point of view long or short time span; one or more settings does not always include dialogue first-person point of view long time span; many different settings may include dialogue Examples Suppose you are studying World War II in a history class and you want to read about people active during this time period. A memoir of a young soldier could tell you about his experiences going off to war and the battles he fought. A personal narrative written by a woman working to support the war effort could tell you about how her experiences affected her life. An autobiography of Franklin D. Roosevelt, the President at the time of World War II, could tell you about the important decisions he needed to make before, during, and after the war. Reading these accounts can give you valuable, yet varied, information about this important time period. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 14 TX 14

45 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the passages below. Then, choose the letter of the best answer to the question. Memoir: from Introduction to Making Tracks on Mars by Andrew Mishkin When I was older, I was fortunate enough to become part of the team that designed the first interplanetary off-road robotic vehicle, Sojourner. This vehicle explored Mars during the Pathfinder mission in Pathfinder turned out to be a huge public event. Yet most of the individuals responsible for its success the hundreds of engineers who had worked long hours for years, solving problems, averting disaster, putting their personal touches on this marvelous machine remained invisible.... Personal Narrative: from Water by Helen Keller When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word d-o-l-l. I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly, I was flushed with pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation.... Autobiography: from Growing up in Colonial Jamaica by James Berry We grew up with the idea that all the best things came from England. On Sundays, my father liked to ride to church on an English saddle that he had sent to England for. People would save up to order shoes and wedding suits from England. At church on Sundays, we prayed for the King and the Royal Family. These were our hopeful figureheads, possible sources of influence. On Empire Day, at school, we were issued with tins of sweets with pictures of the King on them Which detail indicates that the memoir recounts a specific historic event? A The title: Introduction to Making Tracks on Mars B Pathfinder turned out to be a huge public event. C This vehicle explored Mars... D Yet most of the individuals responsible for its success remained invisible. Directions On a separate piece of paper, answer the question that follows. 2. Identify the literary language and devices used in the memoir and the personal narrative and compare them with those used in the autobiography. Provide examples from the passages above to support your response. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 15 TX 15

46 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Literary Text / Sensory Language (8) Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. Explanation Use the following skills to understand, make inferences, and draw conclusions about how authors create meaning in literary texts: Authors use stylistic elements such as refrain, sensory language, and imagery. Sensory language is language that appeals to the five senses: touch, taste, smell, hearing, and sight. When authors use sensory language to describe their subjects, such language is called imagery. A refrain is a regularly repeated line or group of lines in a poem, similar to the chorus of a song. Authors also use figurative language such as personification and hyperbole. Personification involves giving human qualities to an inanimate object or an animal. Hyperbole is an exaggeration or overstatement used for comic effect or to heighten emotion. Examples The following are examples of stylistic elements and figurative language: Sensory language and imagery: Henry nervously watched the storm outside. The screen door slammed open and then closed, the trees tossed violently, and leaves rained down as they were ripped from the tiny branches. Sensory language, such as trees tossed violently and leaves rained down create imagery and contribute to the impression of the ferocity of the storm. Refrain: Isabel, Isabel, didn t worry, / Isabel didn t scream or scurry. These two lines from the poem Adventures of Isabel are repeated in every stanza. The refrain emphasizes Isabel s fearlessness. Personification: Tortoise was very happy as he flew among the birds, and he was a great orator. This example from Why the Tortoise s Shell Is Not Smooth portrays the tortoise in human terms as a public speaker. The author s personification of animal characters helps the reader to identify with them. Hyperbole: She washed her hands and she straightened her hair up, / Then Isabel quietly ate the bear up. In this example from the poem Adventures of Isabel, the phrase ate the bear up is a hyperbole. Like the other exaggerations in the poem, this one adds to the comic description of a bold and fearless young woman. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 16 TX 16

47 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the selection below. Then, choose the letter of the best answer to each question. As Latisha and Tonia stumbled down the path, they heard the wind moaning in the trees. Tall bushes lined both sides of the path. Suddenly, they heard rustling behind them, and Latisha s heart seemed to stop! When the girls turned around, they saw a group of five deer leaping from the bushes. As she admired their grace, Latisha asked her friend, Why was I so frightened? I walk this path every day when I go to feed the horses, but the sound of the wind made me jump out of my skin. Tonia answered, Well, it s not every day that we get such a gentle welcome in the woods. With today s wind and the forest fires this past month, it s small wonder that you re jumpy. 1. Which of the following is an example of personification? A Latisha and Tonia stumbled down the path. B They heard the wind moaning in the trees. C Latisha s heart seemed to stop! D Well, it s not every day that we get such a gentle welcome in the woods. 2. Which of the following is an example of sensory language that appeals to the sense of sight? F They heard rustling behind them. G They saw a group of five deer leaping from the bushes. H The sound of the wind made me jump out of my skin. J It s not every day that we get such a gentle welcome in the woods. 3. Which of the following is an example of hyperbole? A Tall bushes lined both sides of the path. B Why was I so frightened? C I walk this path every day when I go to feed the horses. D The sound of the wind made me jump out of my skin. Directions On a separate piece of paper, answer the following question. 4. Identify an example of a stylistic element or figurative language that the author uses. Then, explain how the author creates meaning through the use of the example you have chosen. For example, show how imagery makes a description more believable or how hyperbole adds drama to a text. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 17 TX 17

48 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Informational Text / Culture and History (9) Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic. Explanation/Examples The following tips will help you analyze, make inferences, and draw conclusions about the author s purpose: Sometimes the author clearly states a purpose for writing. Other times, the author implies, or suggests, the purpose. In that case, ask yourself the following questions: For what audience is the author writing? Does the author want to inform, entertain, or persuade this audience? Understanding the author s purpose will help you decide to accept or question the author s ideas. An author who merely wants to entertain, for example, may not be as reliable as an author whose purpose is to inform. When reading multiple texts on the same topic, compare and contrast the authors purposes, as follows: Topic: Use of the Metric System of Measurement Title and Type of Text H.R. 596, 39th Congress Act / law Metric Metric: It s so nice we say it twice! / article NASA Finally Goes Metric / article Purpose inform readers that the metric system is now legally authorized in the U.S. persuade readers that the U.S. should adopt the metric system inform readers that NASA now uses the metric system Evidence based on an analysis of purposes: The article Metric Metric has a persuasive purpose and so, by itself, may not provide enough evidence to support the use of the metric system. However, the United States government has legalized its use. Also, an article whose purpose is to inform reports that NASA, a respected scientific organization, now uses metric measurement. Conclusion: Taken together, these three pieces suggest the value of the metric system. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 18 TX 18

49 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read each passage. Then, choose the letter of the best answer to each question. Owning a Pet Owning a pet teaches responsibility. Pets require regular feeding, grooming, and sometimes walking and playing. Some pets live in cages. Their cages must be cleaned, and the cage lining must be replaced. Certain animals need special care. Horses wear shoes that must be cared for. Fish must have clean water to swim in. Some fish even have to live in water that stays at a certain temperature. Pets can be great companions for children and adults alike. When pet owners go on trips, they must plan for the care of their pets while they are away. Rags and Tags This year for my birthday I would like to adopt Rags and Tags from the local animal shelter. They are healthy adult cats one male and one female. They are very playful and will cheer up the whole family. They will not be expensive because they already have all their shots and all their vet treatments. Because they have short hair, they will not shed much. Also, I will clean up after them and take care of them all by myself. It is really important that Rags and Tags be adopted together because they come from the same litter. 1. What is the common topic that both authors are writing about? A how to care for cats B owning a pet C the negative sides to caring for a pet D the difference between caring for a dog and caring for a pet 2. What is the author s purpose in the first passage? F to explain how pet ownership teaches responsibility G to persuade the audience that pet ownership is a bad idea H to inform the audience about the pitfalls of owning a pet J to explain why only adults should own a pet 3. What is the author s purpose in the second passage? A to find ways to cheer up her family B to get support for an animal shelter C to argue that short-haired cats are best D to convince her family to adopt pets Directions On a separate piece of paper, answer the following question. 4. Explain how you used evidence from each selection to draw conclusions about the author s purpose. Refer to specific words, phrases, or sentences. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 19 TX 19

50 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Informational Text / Expository Text (10) Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (B) explain whether facts included in an argument are used for or against an issue; (C) explain how different organizational patterns (e.g., proposition-andsupport, problem-and-solution) develop the main idea and the author s viewpoint; and (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Explanation/Examples Expository texts present facts, discuss ideas, or explain a process. Consider the following guidelines and tips to analyze, make inferences, and draw conclusions about expository text: After reading an expository text, write a summary to monitor your understanding. A summary of a text captures its main idea and supporting details. However, a summary does not include your opinion of the text. Example of a summary: (Main idea) Soccer is the most popular sport in the world. (Supporting details) Two hundred and sixty-five million people play soccer, and two hundred and eight member associations have teams as a part of FIFA. This summary does not include the student s opinion. Some expository texts use facts to give credibility to their arguments. However, sometimes facts are used to support an issue and sometimes facts are used to oppose an issue. First, identify the author s argument. Then, explain whether the facts support or oppose the argument. Texts follow various organizational patterns, which develop the main idea and the author s viewpoint. Text features such as headings, subheadings, lists, and photographs reveal the author s main idea. Proposition-and-support and problem-and-solution patterns reveal how the author feels about the subject, or his or her viewpoint. Example of an organizational pattern analysis: The text uses a proposition-andsupport pattern, with facts supporting an argument. Sometimes, as when you conduct research, you may need to summarize multiple sources. To do so, you will need to synthesize, or bring together, ideas and make connections among the ideas in various texts. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 20 TX 20

51 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read each passage below. Then, on a separate piece of paper, answer the questions that follow. The Ferris Wheel Since its introduction at the 1893 World s Columbian Exposition in Chicago, the Ferris wheel has played an important role in entertainment around the world. However, the Ferris wheel has undergone many changes. The first Ferris wheel, invented by George Ferris, lifted riders 250 feet above the ground. Today, Ferris wheels can lift riders to even greater heights. In 2008, a Ferris wheel called the Singapore Flyer became the tallest Ferris wheel in the world. It is 541 feet high! Even the name of the Ferris wheel has changed Ferris wheels are now commonly called observation wheels. The London Eye It took seven years, hundreds of people, and engineering skill from five countries to build it. Yet the work that went into constructing the London Eye observation wheel paid off. The wheel carries thirty-two air-conditioned capsules, each representing a London borough. Also, each can hold twenty five people who can walk freely inside. The wheel s rotation, which takes thirty minutes, is so slow that passengers can walk on and off as it is still moving. An average of 3.5 million people ride the enormous wheel each year, with 800 people riding during each revolution of the wheel. The attraction is one of the most popular tourist destinations in the United Kingdom and has been voted the most popular attraction in Europe. The London Eye also played a key role in London s winning effort to host the 2012 Summer Olympics. 1. Write a summary of the first passage. Be sure you do not include your opinion of the passage. 2. First, identify the organizational pattern of the second passage. Then, explain how that pattern develops the main idea and the author s viewpoint. 3. Synthesize and make logical connections between the ideas in the two passages. What conclusion can you draw about observation wheels? 4. Read an article in your local newspaper that makes an argument. Identify the argument. Then, identify the facts in the article and explain whether they support or oppose the argument. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 21 TX 21

52 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Informational Text / Persuasive Text (11) Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and (B) identify simply faulty reasoning used in persuasive texts. Explanation Persuasive writing is meant to convince readers to believe or act in a certain way. Use these skills to analyze, make inferences, and draw conclusions about persuasive texts: The author s viewpoint is his or her perspective on an issue. The author expresses a viewpoint by stating a claim, or main argument, and supporting it with evidence. Such evidence may include facts, statistics, examples, and expert opinions. It is useful to compare and contrast the work of two different authors whose viewpoints on an issue differ. By noting their stated claims and supporting evidence, you can reach your own conclusions about the issue. Sometimes, authors use faulty reasoning, illogical or misleading arguments, to persuade readers. When reading persuasive texts, be alert to faulty reasoning. Examples Suppose your town is debating whether to build a new supermarket in the downtown area. When you compare and contrast two opposing editorials on this issue, you find the following: The first editorial declares, Building a new supermarket will take away business from the local grocer on Main Street. Its construction will require the destruction of other local businesses. The author supports this claim with sound reasoning, facts, and examples. The second editorial states, This town needs a supermarket that is one-stop shopping and that will also use local produce and bring in more jobs. The author uses facts and examples to support the claim. However, the author also says, If we do not build this supermarket, residents will move to a town that has more conveniences. You decide that this statement is an example of faulty reasoning because this claim is unsupported and illogical. Your comparison and contrast reveals that the first editorial makes a more persuasive case. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 22 TX 22

53 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions The two persuasive speeches below express different viewpoints on the same issue. Read the speeches. Then, choose the letter of the best answer to each question. Jones Middle School needs to provide healthier drink choices for students. Students are sick of being forced to drink from water fountains if they don t want to buy the sugary drinks in the cafeteria. A 2001 state study showed that 65 percent of sixth graders in Texas drank between one and five soft drinks a day. That number has probably increased. The effects of drinking sugary drinks can lead to devastating diseases later in life. Now is the time to get rid of soda vending machines and offer healthier options instead. The solution to the vending machine issue at Jones Middle School is simple. The cafeteria should offer milk, juice, and bottled water and keep the vending machine stocked with soda. Middle-school students are old enough to make their own decisions. If we want to drink soda, we should be able to drink soda. By taking away the vending machine, you take away our freedom to choose. Most sixth graders need soda. If we do not drink enough sugar in the day, we will not be able to stay awake in our afternoon classes. 1. What is the author s viewpoint in the first passage? A The school needs to provide healthier drink choices. B Students are sick of being forced to drink from water fountains. C 65 percent of sixth graders drank between one and five soft drinks a day. D The effects of drinking sugary drinks can lead to diseases. 2. What is the author s viewpoint in the second passage? F The solution to the vending machine issue is simple. G The cafeteria should offer healthy drinks and keep the vending machine. H Middle-school students are old enough to make their own decisions. J Most sixth graders need soda. 3. Which of the following is the best example of faulty reasoning? A Jones Middle School needs to provide healthier drink choices for students. B If we do not drink enough sugar in the day, we will not be able to stay awake in our afternoon classes. C The solution to the vending machine issue at Jones Middle School is simple. D A 2001 state study showed that 65 percent of sixth graders in Texas drank between one and five soft drinks a day. Directions On a separate piece of paper, answer the following question. 4. Compare and contrast the viewpoints in each passage. In your opinion, which author provides a more persuasive argument? Why? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 23 TX 23

54 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension of Informational Text / Procedural Texts (12) Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. Explanation Procedural texts known as multi-tasked instructions explain how to complete a task, solve a problem, or perform procedures. The following skills will help you use the information in these texts: Scan text aids such as different forms of type, bullets, and headings. Words that appear in boldface (darker type), italics (slanted type), or bigger type may be essential for following the instructions. Bullets and lists indicate steps that should be followed sequentially. Headings and subheadings indicate a change in topic or direction. Interpret text features such as maps, charts, illustrations, graphs, timelines, tables, or diagrams. These text features contain factual, quantitative, and technical information information based on facts, quantities or measurements, and specialized fields. Understanding the information presented in text features will help you to complete the procedure explained in the text. Example The following chart gives quantitative information about caring for plants. Understanding the information it presents will help you answer questions on the next page. Plants Watering Feeding Kitchen Monday-Friday Monday, Wednesday, Friday Bedroom Monday-Friday Basement 2x Monday-Friday Monday, Wednesday, Friday Flower beds 2x Monday-Friday Hanging plants Monday, Wednesday, Friday Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 24 TX 24

55 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the multi-tasked instructions and interpret the chart on the previous page. Then, choose the letter of the best answer to each question. My brother is going away for the week so he asked me to take care of his house. Here are the instructions he left: Please water all the plants in the kitchen, bedroom, and basement. Give all the kitchen and basement plants one sprinkle of plant food every other day. The flower beds outside and the hanging plants on the porch need to be watered, too. The watering can is in the garage and the plant food is in the cabinet above the sink in the kitchen. Remember to lock all the doors each time you leave. Bring in the mail and put it on the counter in the kitchen. Look for any important pieces of mail, such as bills. Check my answering machine messages and call me if anything sounds urgent. 1. These multi-tasked instructions most likely describe how to A complete a task. B solve a problem. C perform procedures. D interpret information. 2. What information in the instructions does the chart clarify? F how often to water the plants G where the plants are H what to do with the mail J when to lock the door 3. Based on his instructions and the chart, which question would it be necessary to ask your brother before he left? A Where can I find the plant food? B How much plant food should I give to the plants in the bedroom? C What should I do if I find any important mail? D Should I lock the garage door? 4. What can you conclude about the information in the chart? F The plants in the kitchen require the most water. G The plants in the basement and the flower beds require the most food. H The hanging plants require the most attention. J The plants in the bedroom and flower beds and the hanging plants do not require plant food. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 25 TX 25

56 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Media Literacy (13) Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) explain messages conveyed in various forms of media; (B) recognize how various techniques influence viewers emotions; (C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and (D) analyze various digital media venues for levels of formality and informality. Explanation/Examples You can use the following skills to analyze how words, images, graphics, and sounds work together to create meaning in a media message: Explain messages conveyed in media. First, explain whether the message is about an event, issue, idea, or product. Then, explain the purpose of the message to explain, entertain, inform, persuade, or a combination of these. Recognize how media techniques influence your emotions. Such techniques include the use of music, sound effects, images, and text. Critique persuasive techniques. A critique is a critical analysis. Critically analyze such persuasive techniques as testimonials and bandwagon appeals. A testimonial is an endorsement of a product or idea by a celebrity or person with authority. Bandwagon appeal is an attempt to convince an audience that everyone enjoys a product or shares a certain belief. Analyze how the level of formality affects media messages. For example, the more formal language of news programs and government-sponsored Web sites makes their messages more believable. By contrast, the more informal language of advertisements can make their messages seem more attractive. The following chart shows some examples of how to analyze media: Type of Analysis Focus of Analysis Conclusion Explain the message. Recognize effect of techniques on emotions. Critique persuasive technique. TV ad showing car driving on beautiful mountain road Politician s home page: image of American flag; audio of national anthem Radio spot in which sports star says she enjoys a certain brand of candy bar About - product (car) Purpose - persuade (buy) Audience - viewers Designed to make you feel pride and patriotism and link them with politician Testimonial endorsement by celebrity meant to persuade listener to buy Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 26 TX 26

57 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill In a small group, discuss various types of advertisements you encounter daily. Together, identify specific examples of persuasive techniques the advertisements use. Also, explain how these techniques are meant to influence you. Directions Choose the letter of the best answer to each question. 1. Which of the following is most likely to use informal language to engage you? A a news program about finances B an article about a health crisis C a government-sponsored Web site D a blog about sports trends 2. Which of the following is an example of bandwagon appeal in a commercial? F I use this shampoo every day and it really makes my hair shine, says Jane, a famous actress. G A boy feels left out as he watches a group of teenagers playing basketball wearing the same sneakers. H Flashy images, loud music, and colorful graphics interact to promote the product. J A girl is practicing her tennis serve, but when she uses a certain racket, her skill suddenly improves. 3. Imagine the following media message: A news program features a representative from the local animal shelter. The representative shows the reporter neglected dogs and explains that the dogs need health care, grooming, and love. The dogs, surrounded by dog toys, play on the floor. A list of animal shelters and their phone numbers appears on-screen. How is this message supposed to influence your emotions? A It makes you happy to buy more dog toys for your dog. B It inspires you to be a dog groomer. C It makes you feel sympathetic and want to adopt a dog. D It makes you eager to watch more of the news program. Directions On a separate piece of paper, complete the following activities. 4. View three TV advertisements. Critique the persuasive techniques used in each. Then, explain whether or not these techniques were effective. 5. Watch a news program of your choosing. Explain the message, its purpose, and how well it achieved its purpose. Then, explain how the news program influenced your emotions. Did you feel the same way about the subject after viewing the program as you did before the program? Why or why not? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 27 TX 27

58 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Writing: Writing Process (14) Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. Explanation/Example Good writers use a writing process to create their work. Step 1 in the writing process is to plan. First, use strategies such as discussions with others or background reading to determine a writing topic. Then, decide on the best genre, or form, to convey your message about this topic. Finally, develop a controlling idea or thesis a statement of position on your topic. Step 2 is to write a draft. Before you begin writing, choose the best organizational strategy for your purpose. Possible organizational strategies include the following: Sequence of Events Present events in the order in which they occurred. Cause-Effect Analyze the causes and/or effects of an event. Compare-Contrast Show similarities and differences between two things. Step 3 is to revise. In this step, read your draft to determine whether you have achieved your purpose and met the needs of your audience. Add, delete, or rearrange sentences to add clarity to your writing and improve transitions between ideas. Also, look for opportunities to vary your sentence structure. Step 4 is to edit for grammar, punctuation, and spelling mistakes. Step 5 is to share, or publish, your work. Before you do this, ask a teacher or peer to read it. Then, make changes based on his or her feedback. If you are writing a personal narrative to entertain classmates, you might begin your process as follows: List humorous events you have experienced, and choose the most entertaining. Then, develop the controlling idea: for example, your family s bad luck with pets. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 28 TX 28

59 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose a topic for a compare-contrast essay. Then, use the following guide to walk you through the process for writing the essay. 1. On a separate sheet of paper, draw and fill in a Venn diagram. Write things that are true of only one of your subjects in the left section. Write things that are true of only your other subject in the right section. Write things that are true of both subjects in the middle section. Then, develop the controlling idea or thesis for your essay. 2. Write a draft using the information in your diagram. Keep in mind that a compare-contrast essay usually uses either point-by-point organization or subjectby-subject organization. Decide which organizational strategy will help you meet your purpose more effectively. Point-by-point organization: The first body paragraph compares both subjects, discussing just one point. The second body paragraph compares both subjects, discussing just one other point, and so on. Subject-by-subject organization: The first body paragraph describes everything you want to compare about one subject. The second body paragraph describes everything you want to compare about the other subject. 3. Reread and revise your draft. To get started, answer the following questions: What is my purpose? Who is my audience? Are any of my points unclear or confusing? Where can I add, delete, or rearrange sentences to improve transitions between ideas? What is my general sentence structure? (circle one) short long mixed 4. Edit your essay for grammar, punctuation, and spelling. 5. Share your writing. Record your readers comments here. Also, indicate how you will incorporate their suggestions. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 29 TX 29

60 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Writing: Literary Texts (15) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story; and (B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length). Explanation/Examples When writing stories, consider the following story elements: Setting is the time and place in which a story occurs. To create a specific and believable setting, use sensory details, or descriptions that appeal to the senses. Example: I felt a chill as the leaves of the dark forest trees rustled in the breeze. Plot is the sequence of events in a story. The plot is moved along by the story s conflict, or struggle between two opposing forces. A conflict can exist between a character and nature, between two characters, or within a character s mind. A story s point of view is the angle from which it is told. In first-person point of view, the narrator is a character in the story and uses the pronouns I and me. In third-person point of view, the narrator is outside the story. This narrator refers to characters by name or as he, she, or they. A third-person narrator can also reveal the thoughts of one or more than one character. Dialogue is conversation that takes place between characters. Use dialogue to show your characters feelings, thoughts, and reasons for acting. Example: Are we going to the park? she asked innocently, still unaware of our plan. Consider the following elements and techniques when composing poetry: Use these techniques to give your poem a musical quality: Alliteration the repetition of consonant sounds at the beginning of words Example: The fine, fragrant mist fell upon my skin. Onomatopoeia the use of words that imitate sounds Examples: buzz, screech, bam, pow Use figurative language, or language that goes beyond its dictionary meaning, to convey thoughts and feelings more vividly. Simile a comparison between two unlike things using like or as Example: The small boy was as brave as a lion. Metaphor something described as though it were something else Example: The moon was a spotlight on our path. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 30 TX 30

61 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill Write a short story or a poem. If you write a short story, include a clearly defined conflict that moves your plot along. Also, include sensory details to make your setting believable. Finally, use dialogue to show your characters feelings and personalities. If you write a poem, use alliteration and onomatopoeia to give your words a musical quality. Include a simile and a metaphor to make your descriptions more vivid. Finally, use graphic elements such as capital letters and varying line lengths to add drama to your poem. Directions Choose a partner who wrote a story or a poem, whichever you did not write, for the Understand the Skill activity. Review your partner s work by answering the appropriate questions below on a separate sheet of paper. Then, edit your work based on your partner s feedback. Use the following questions to evaluate a short story: 1. Does the story s conflict help move the plot along? Is the conflict finally resolved? 2. Did the writer choose the best point of view for telling the story? Why or why not? 3. Does the writer use sensory details to make the setting believable? Would additional details improve the description of the setting? Explain. 4. Does the writer effectively use dialogue to show the characters feelings, thoughts, and reasons for acting? Use the following questions to evaluate a poem: 5. Does the writer use alliteration and onomatopoeia? Do these techniques help emphasize certain words and give the poem a musical quality? Explain. 6. Where does the writer use simile and metaphor? Does the writer effectively use these elements to make descriptions more vivid? Why or why not? 7. Does the writer effectively vary line lengths and use capital letters to stress ideas and add drama to the poem? Explain. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 31 TX 31

62 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Writing (16) Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences. Explanation A narrative is a story. A personal narrative is a story based on the author s real life. When writing a personal narrative about your own experiences, you should include the following elements: A clearly defined focus: Readers will follow your narrative better if you tell about one particular episode or a related series of events. Vivid details that describe the setting: Bring readers into your narrative by describing sights, sounds, smells, even tastes. Dialogue: Words that you or others said can also help bring a narrative to life. However, do not overuse dialogue. Include it at especially dramatic moments. Reasons for your actions: Tell readers why you acted as you did and what you were thinking and feeling. Consequences, or results: Explain what happened as a result of your actions. Also, explain why what happened is important to you. Examples The following are passages from personal narratives. Notice how the writers use vivid details and dialogue (in one case, the writer s thoughts) to bring the scene to life. They also make you feel the importance of what is happening. We finally rested at the edge of a colossal boulder on the mountainside. Feeling thirsty, I rummaged through my backpack in search of my water bottle. Miguel, my water bottle is missing! I blurted out. We stared at each other in alarm. We had been hiking for a long time and we knew that hiking without water could be dangerous. When Grandpa still didn t come to the door, I bit my lip nervously. I decided to walk around his house and peer into the windows. The kitchen was spotless, and the living room was equally tidy. Maybe Grandpa s so wrapped up in his painting that he s oblivious to everything going on around him, I thought. Understand the Skill Reread the two passages above. Identify the problem or possible problem in each that adds drama to the narrative. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 32 TX 32

63 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. Which of the following best defines a personal narrative? A a made-up story in which the writer is a character B a story based on the writer s own experience C a story with dialogue and vivid details D a story in which the consequences of actions are shown 2. Which of the following would make the best subject for a personal narrative? F the story of the writer s childhood G the war experiences of the writer s father H the time when the writer rescued an abandoned puppy J the adventures of the writer s best friend 3. All of the following are elements of a personal narrative except A vivid descriptions of the time and place. B a description of actions and their results. C dialogue and the writer s thoughts. D made-up characters and places. 4. Which of the following is most likely the title of a personal narrative? F Famous Battles of the Civil War G A Description of a Firefighter s Job H The Life of Joan of Arc J My First Day in a New School Directions On a separate sheet of paper, complete the following items. 5. Create a plan for a personal narrative. First, choose an episode or a related series of episodes you will write about. Briefly explain why the events were important to you. Finally, include a few vivid descriptions and examples of dialogue that will help bring your narrative to life. 6. Use the plan you created to draft and revise a personal narrative. Read your narrative aloud to a partner, and ask your partner to make suggestions for improving it. Then, do the same for your partner. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 33 TX 33

64 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Writing: Expository and Procedural Texts (17) Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create multi-paragraph essays to convey information about a topic that: (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader s understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs; (B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; and (D) produce a multimedia presentation involving text and graphics using available technology. Explanation/Example Following are some of the different forms of expository and procedural or workrelated texts that you may use to communicate ideas and information: Essays communicate information through the following format: 1) An introduction includes a controlling idea, or a statement of your position on an issue. 2) Body paragraphs contain logically organized details, including facts and examples, as evidence to support the controlling idea. 3) A concluding paragraph restates the controlling idea and summarizes the supporting details. Example of a controlling idea: Imagine that your teacher asks you to write an essay about your favorite sport, which happens to be soccer. The controlling idea is what you want to say about soccer. Informal letters are useful for sharing news and expressing thanks. Such letters are usually written to friends or acquaintances and are more casual than essays. However, use the final paragraph of the letter to signal that you are completing it. Also, include a date at the top, a greeting to the recipient, and a closing such as Best Wishes before you sign your name. A response to literature is an essay in which you tell how a work of literature affected you. To support your points, you use evidence from the text. Multimedia presentations combine text with videos, images, and sound to convey powerful and entertaining messages. For example, using audio and visual elements, you can turn an essay into a documentary. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 34 TX 34

65 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. Which sentence of supporting details might appear in an essay describing a person who has great self-confidence and loves to compete? A Kristie volunteered to be the first to demonstrate the new gymnastics skill. B Kristie hung her head and hoped that the gymnastics teacher would not ask her to perform. C Kristie joined the gymnastics team only because her friends did. D Kristie skipped the last two gymnastics meets to watch TV. 2. Which sentence would make the best opening for an essay about passing a law requiring motorcyclists to wear helmets? F Our state needs a motorcycle helmet law now because thousands of cyclists have already died needlessly on our highways. G We need a new law, and everybody knows it. H A lot of people ride motorcycles, and some of them have accidents. J I have never ridden motorcycles, but I do read two magazines about them, and I know exactly how they work. 3. Choose the controlling idea that is best supported by the following detail. A tiger s stripes help it blend into its surroundings, making it easier for the tiger to sneak up on its prey. A Animals markings can protect them from danger. B Animals markings can be beautiful. C Animals markings can help them hide. D Animals markings can make them stand out. Directions On a separate sheet of paper, complete the following activities. 4. Suppose you wanted to use a multimedia presentation to express your reaction to a literary work you have read. Write a plan for such a presentation. In it, briefly explain how you would use video clips, images, text, music, and sound effects to express your feelings and ideas about the work. 5. Write an informal letter to a friend or family member to share some exciting news. In the final paragraph, indicate to the reader that your letter is ending. Also, remember to include a date at the top, a salutation or greeting at the beginning, and a closing such as Best Wishes at the end. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 35 TX 35

66 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Writing: Persuasive Texts (18) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. Explanation A persuasive text is a nonfiction work written to influence the attitudes or actions of an audience. Persuasive writing can take many forms, including advertisements, political speeches, editorial pages in newspapers, Internet blogs, and essays. To compose an effective persuasive essay, keep the following guidelines in mind: In your introduction, clearly present the issue you will discuss. You might begin with a lead sentence that sparks interest in the issue and that makes readers see its importance. Then, clearly state the issue and your position in a thesis statement. Choose a logical organization for your essay. One way to organize your writing is to start with your least important arguments and build up to your most important ones. In the body of your essay, each paragraph should focus on one main idea. Use these paragraphs to support your thesis statement with sound reasoning and evidence. Such evidence might include facts, statistics, examples, and anecdotes. Think of alternative viewpoints, different ways of looking at things that others might have. Consider these viewpoints in your essay. However, provide evidence to show that your viewpoint is more valid. In your concluding paragraph, restate your position and briefly summarize your supporting details. Example The following is the beginning of an effective persuasive essay: Have you heard the latest news about? Such a question is often the first spark in the uncontrollable and fiery spread of gossip. Talking about another person s personal affairs may seem like harmless fun. In reality, though, the harmful effects on victims of gossip are abundant and include loneliness, isolation, and ruined reputations. Lead sentence to spark interest; vivid, descriptive language Clear statement of position Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 36 TX 36

67 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill Identify a persuasive essay that you think is effective. Briefly explain what makes it work so well. Consider such elements as an interest-grabbing lead, a clear thesis, mention of opposing viewpoints, and use of supporting evidence and sound reasoning. Directions Choose the letter of the best answer to the following question. 1. Which item most clearly states an issue and a position on that issue? A Our leaders should push the auto industry to make hybrid cars as soon as possible. B Hybrid cars burn percent less fuel than the average gasoline-powered car. C The government should set a sensible agenda for our problems. D The biggest problem facing the world is tensions between people of different religions. Directions Read this introduction of an issue and a position on that issue. Then, choose the letter of the best answer to each question. American towns ought to make builders of strip malls and other commercial areas include a certain number of trees in their plans. 2. Which of the items below would not be an effective supporting fact or reason for the position? F The American Psychological Association has linked trees to reduced stress levels in humans. G According to British biologist Kate Klene, trees sharply reduce CO 2 in the air. H Trees are beautiful and they vastly improve people s lives, whether they know it or not. J By providing windbreaks, trees can reduce energy consumption for some buildings by 10 percent. 3. Which of these items would best serve to reject an opposing position? A A lot of tree haters call this a plot by tree huggers to halt progress. Nonsense. B One of the arguments against such a policy is that government should not interfere with businesses like that. This argument ignores the benefits of shade. C Developers argue that this increases costs. However, according to architect John Sharp, green planning of many sites would reduce costs by leaving existing trees in. D Arguments against such a policy are almost always weak and self serving. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 37 TX 37

68 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Oral and Written Conventions: Conventions (19) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active and passive voice); (ii) non-count nouns (e.g., rice, paper); (iii) predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most); (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (e.g., while, because, although, if); and (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to); (B) differentiate between the active and passive voice and know how to use them both; and (C) use complete simple and compound sentences with correct subject-verb agreement. Explanation/Examples Part of speech Definition/Function Example Predicate Adjective Follows a linking verb and describes the subject of the sentence A snake s bite can be lethal. Conjunctive Adverb Preposition Subordinating Conjunction Acts as a transition between two complete ideas Relates the noun or pronoun that appears with it to another word in the sentence Joins two ideas by making one idea subordinate, or dependent on the other Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 38 TX 38 Kara ate three ice cream bars; consequently, she got a stomach cramp. We ran across the field chasing butterflies. Let s play outside while there is still daylight. The subject and verb in a sentence both must be singular or plural. Example: The plant is on the table. The keys are also on the table. Use the active voice to make your writing and speech more direct and forceful. Active Voice: Volunteers were gathering relief supplies. Passive Voice: Relief supplies were being gathered by volunteers.

69 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill Write a paragraph that includes the four parts of speech described in the chart on the previous page. Be sure to write in the active voice and use correct subject-verb agreement. Directions Choose the letter of the best answer to each question. 1. Which of the following sentences does not contain a predicate adjective? A Emily eats peanut butter and jelly sandwiches every day. B Craig s paintings are beautiful. C The cashmere sweater feels soft against my skin. D She might be nervous about speaking in front of her classmates. 2. Which word in the following sentence is a preposition? Last summer, I enjoyed the scenery as we rode by train through Canada. F summer G enjoyed H we J through 3. Which word in the following sentence is a subordinating conjunction? I will walk the dog since you have a lot of homework to complete. A will B since C homework D to 4. Which of the following sentences contains incorrect subject-verb agreement? F Nobody wants to join the chess team. G Sam and Alex are going to the hospital to visit their grandfather. H Parades and speeches mark the importance of Veterans Day in our town. J The shouts of the mob was heard several blocks away. Directions The following sentences are written in the passive voice. On a separate sheet of paper, rewrite the sentences so that they are in the active voice. 5. The fundraiser was supported by the entire community. 6. The meeting will be run by Sonja. 7. An investigation has been conducted by the police to find the person responsible for the fire. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 39 TX 39

70 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Oral and Written Conventions: Handwriting, Capitalization, and Punctuation (20) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations; (ii) initials and acronyms; and (iii) organizations; (B) recognize and use punctuation marks including: (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and (C) use proper mechanics including italics and underlining for titles of books. Explanation/Examples As you write and edit, consider the following rules: Capitalize abbreviations, initials, acronyms, and the names of organizations. In a compound sentence, place a comma before the conjunction that separates the two main clauses. Example: I wanted to make pizza for dinner, but I did not have any flour. Use parentheses to set off dates or explanations that are not essential information. Example: Brian (he has always been an amazing cook) baked a delicious pecan pie. Use brackets to enclose a word or words you insert in a quotation. In the following example, the writer encloses the pronoun they in brackets to show that the original quotation did not include this word. Original quotation: We came home to find we had been robbed. Quotation with brackets: The family came home to find [they] had been robbed. Use ellipses to show that you have omitted some words from the beginning, middle, or end of a quotation. Example: Abraham Lincoln wrote, I claim not to have controlled events events have controlled me. Italicize the titles of books in typed compositions. However, if your composition is handwritten, use underlining instead of italics. Place quotation marks at the beginning and end of a quoted statement. Examples of correct punctuation with quotations: My mother yelled, Put your clothes away this instant! Put your clothes away this instant! yelled my mother. If you do not put your clothes away this instant, my mother warned, you will not be going out tonight. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 40 TX 40

71 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill Write a paragraph that includes at least three of the following punctuation marks: quotations, comma, parentheses, brackets, and ellipses. Directions Choose the letter of the best answer to each question. 1. Which of the following sentences contains incorrect capitalization? A The SWAT team responded to the emergency in a timely fashion. B The National Honor Society accepts only exemplary students. C The author of Charlotte s Web and Stuart Little is e. b. White. D The letter I received was stamped in a Houston, TX, post office. 2. Which of the following sentences contains incorrect punctuation? F Let s go inside, Beth whined. It s hot out here. G How many cookies are you going to eat? I asked. H I warned the cat, Shoo! Get out of here! J Be quiet, Sean whispered. I think I hear something. Directions Use parentheses to add nonessential information to each of the following sentences. 3. We had a picnic in the park on Sunday. 4. Ken s first summer job was a disaster. 5. The exhibit contained artwork by many famous artists. Directions Below is a famous quotation by John F. Kennedy. Imagine that you are using this quotation in an essay. Write the quotation as it would appear in your essay, following the instruction in the question below. And so my fellow Americans: ask not what your country can do for you ask what you can do for your country. 6. Write the quotation with ellipses to show the omission of one or more words. However, be sure the remaining quotation makes sense. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 41 TX 41

72 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Oral and Written Conventions: Spelling (21) Students spell correctly. Students are expected to: (A) differentiate between commonly confused terms (e.g., its, it s; affect, effect); (B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and (C) know how to use the spell-check function in word processing while understanding its limitations. Explanation Correct spelling makes your writing not only accurate, but also clear and easy to understand. To become a better speller, you can check correct spellings in print and electronic sources and use the spell-check function on your computer. However, you should realize that if an incorrect word is spelled correctly, a computer spell check will not tell you it is the wrong word for example, if you have incorrectly used affect for effect or it s for its. In addition, you can make a list of words you often encounter but have trouble spelling, and you can follow rules like these: Some frequently misspelled words are homophones. Homophones are words that sound the same or nearly the same as other words but have different spellings and meanings. To spell these words correctly, identify the word s meaning in the sentence before writing it. Words with the vowel combination ie or ei are often misspelled. To spell words with ei or ie correctly, remember this saying: i before e except after c, or when sounded ay, as in neighbor and weigh. Also, be aware that some words with ei do not follow this rule. The spelling of a base word often changes when a suffix is added. Words ending in the f sound may be spelled -ff or -ough. Examples The following are examples of frequently misspelled words. Homophones: I will accept his award for him. Everyone was present except him. Two dogs were too young to take part in the event. Vowel combination ei or ie: We rested for a brief time. She received his letter. The package weighed 5 pounds. Words with suffixes: funny > funniest; easy > easiest Words ending in the f sound: He was always gruff. He never eats enough. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 42 TX 42

73 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill On a separate sheet of paper, correct the spelling mistakes in the sentences below. Their sure that there are many ways to acheive they re goals. He beleeves its tuffer to train that breed of dog then the other. Directions Answer the questions below. Choose the letter of the best answer to each question. 1. Which of the following words is not spelled correctly? A freight B thief C neigh D cieling 2. All of the following forms of happy are spelled correctly except F happily. G happiness. H happyest. J happier. 3. In which of the following sentences are all words spelled correctly? A There going to make your favorite meal. B Their going to make you re favorite meal. C They re going to make your favorite meal. D They re going to make you re favorite meal. 4. Which of the following words is spelled correctly? F neice G laugh H releif J tuff 5. Which of the following sentences contains a spelling error? A Janet busied herself all weekend with the puzzle. B We brought everything except the tent and chairs. C It s going to be a cold day, so be sure to ware a jacket. D During the winter, people once rode sleighs into town. 6. All of the following words are spelled correctly except F greif. G height. H sunnier. J loneliest. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 43 TX 43

74 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Research: Research Plan (22) Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate openended questions to address the major research topic; and (B) generate a research plan for gathering relevant information about the major research question. Explanation To choose a research topic, brainstorm for subjects that interest you. Also, discuss your interests with a partner who can help you choose a suitable topic. Then, develop questions about your research topic to help you focus your work. Asking questions can help you clarify what you are researching. As you research your topic, look for answers to your questions. Asking and answering questions will help you define the direction you want your research to go. Consider the purpose of your research. Ask yourself, What do I want to accomplish? How will I use the information I gather? If you want to inform readers about the topic, the focus of your research may be facts and figures. If you want to persuade or entertain your readers, you might also include clever quotations about the topic. Write a clear statement of purpose for your research. Finally, think of the kind of resources that will help you achieve your purpose. Examples/Understand the Skill The following is an example of how to develop a research plan: Topic: Polar bears Develop questions: What does a polar bear need to survive? How many polar bears are living in the wild? How have polar bears been affected by global warming? What do I find most interesting about polar bears? Develop a statement of purpose: The polar bear lives on ice in the Arctic. The polar bear is losing its sea-ice habitat because of global warming. Global warming is a serious problem for the polar bear. This aspect of the topic is interesting to me. The purpose of my research report will be to inform readers about the threats polar bears face because of global warming. Possible resources: I need to show how global warming is affecting polar bears. I will look for information in scientific reports and articles. They might discuss global warming and how it is impacting the polar bears habitat. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 44 TX 44

75 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. Suppose that your topic for a research report is the importance of the buffalo to the Native Americans of the plains. Which question best addresses this topic? A How did the transcontinental railroad hurt the buffalo? B How did Native Americans use the buffalo they hunted? C How did white settlers and Native Americans hunt the buffalo? D How many buffalo are left in the United States today? 2. The purpose of your research is to analyze the effects of regular exercise on health. Which resource would be most helpful? F photos of people exercising at a health club G a novel about a woman who lost 100 pounds H an article linking exercise and health J an aerobics video 3. Asking and answering questions might help you A decide what aspect of the topic is most interesting to you. B narrow the topic of your research. C define the direction of your research. D do all of the above. 4. Suppose you want to inform readers about current political systems in Europe. Which of the following questions might you ask? F What political system is most common in Europe? G Which European country has the greatest population? H Which country in Europe is the closest ally of the United States? J When was the United Nations founded? Directions On a separate piece of paper, follow the directions below. 5. Prepare to do research on the American civil rights movement. List several questions to help focus your research. Think about your questions. Answer the questions you are able to answer. Then, read about your topic. Determine which aspect of the topic is most important or most interesting to you. 6. Based on your answer to the previous question, develop a statement of purpose for your research report. Include a list of resources that will help you answer your questions and achieve your purpose. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 45 TX 45

76 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Research: Gathering Sources (23) Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; (B) differentiate between primary and secondary sources; (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. Explanation/Examples As you follow your research plan, you will collect information from a variety of sources. Some may be primary sources, such as firsthand accounts of events in letters or diaries. Others will be secondary sources, which include books about a subject. In either case, take notes as you read, using a word processor if it is available. Also, identify and record important information about the sources you use: author, title, page number, copyright date or date consulted (for a Web site). Be sure that your sources are reliable. Plagiarism is the use of someone else s ideas as if they were your own. It is a form of stealing and can have serious consequences. You must therefore give credit for any borrowed ideas you include. A direct quotation is the exact words someone used. Put quotation marks around them, and give the name of the person you are quoting. A paraphrase is a restatement of someone s ideas in your own words. Explain who said or wrote what you are paraphrasing. Finally, list the sources of your information in a bibliography at the end of your report. Differentiate between primary and secondary sources. In general, a primary source is a firsthand account by someone who was there when something happened. Such sources can provide useful and colorful perspectives on historical events. However, they should be used together with secondary sources, which may provide a more balanced and objective account. Check the reliability of your sources. A book published by the author or a book with an old copyright date may not have reliable information. The most reliable Web sites are those sponsored by the government (the URL ends in.gov) or by a university (the URL ends in.edu). Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 46 TX 46

77 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. Which of the following books is most likely a primary source? A Appleton, Tom. A History of the American Revolution. New York: Alfred A. Knopf, B Jones, John Paul. My Sea Battles in the Revolutionary War. Boston: Freedom House, C American Revolution. Columbia Encyclopedia ed. D Pinyon, O. My Thoughts on the Revolution. Altoona, PA: Self-publication, Which information should you record for a book used in research? F time of day, publisher, date, condition of book, page(s) G name of librarian, date, author, title, condition of book H author, title, publisher, copyright date, library J author, title, publisher, page(s), copyright date 3. Which of these sources is probably the least reliable? A B C D 4. Which of the following is the best description of plagiarism? F stealing someone else s ideas G quoting someone else s words H paraphrasing someone else s words J crediting someone else s ideas 5. Read the sentence below. Then, choose the best paraphrase of it. Differentiate between primary and secondary sources. A A primary source is a firsthand account of events. B Show the difference between primary and secondary sources. C Primary and secondary sources differentiate events. D Know that a secondary source is a book about a subject. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 47 TX 47

78 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Research: Synthesizing Information (24) Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; and (B) evaluate the relevance and reliability of sources for the research. Explanation/Examples These tips will help you evaluate the relevance and reliability of your sources and clarify your research question: Relevance of sources: Preview the source, skimming and scanning it with your research question in mind. Based on your preview, evaluate how helpful the source will be in answering your question. Reliability of sources: If you are considering a print source, be sure the copyright date is recent and that the publisher is well known. Also, check the background of the writer, which is often summarized on the dust jacket or at the beginning or end of the book. Ask yourself whether he or she is qualified to write on this topic. If you are looking at a Web site, determine whether a reputable organization sponsored it. Clarification of research questions: You will have one major research question and a set of secondary questions that help you answer the main question. Begin by trying to answer the secondary questions. If you have a problem, you may need to refine, or slightly change, your major question. Following are examples of how to check the relevance and reliability of sources and refine a major research question: Major research question: What is the effect of global warming on penguins? Secondary questions: How does global warming affect penguin food supplies? How does warming affect the sea ice, on which penguins nest? Relevance of sources: A children s story about penguins is not helpful. Start with an encyclopedia article entitled Penguins or Global Warming. See if it has information on the questions. Look for articles on penguins in science magazines and do an Internet search for penguins + global warming. Reliability of sources: Is the encyclopedia up-to-date and published by a well-known company? Are the articles in respected magazines? Are the Web sites sponsored by the government (end in.gov), a university (end in.edu), or a well-known cultural organization (end in.org)? Refining of research question: Too much material is available to answer the major question. Narrow the question, as follows: What is the effect of global warming on penguin nesting habits? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 48 TX 48

79 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. What is the purpose of a secondary research question? A to add material to your research report B to point out things that are less important C to keep the reader guessing until the end D to help you answer your major question 2. What is the definition of a relevant source? F It helps you answer your research question. G It is a revision of an irrelevant source. H It has an up-to-date copyright. J It offers the greatest quantity of information. 3. Which of the following sources is probably the least reliable? A Web site designed to sell you a product B book with a copyright date of 2009 C article in a well-known encyclopedia D book by a scholar introducing her subject 4. Which statement about Internet sources is accurate? F Most sites are reliable sources. G Half the existing sites are unreliable. H Sites ending in.gov,.edu, and.org are more reliable. J Reliability depends on the computer you are using. 5. When do you need to refine a major research question? A Your original question is incorrectly phrased. B Your original question is too narrow. C Your original question is too broad. D All the above are true. Directions On a separate sheet of paper, complete the following activity. 6. Suppose your major research question is as follows: Are video games educational? Formulate two or three secondary questions that will help you answer this question. Then, identify four sources to answer your questions. Include examples of print and electronic sources. Preview each source, evaluating its relevance and reliability. Finally, consider the best way to refine or clarify your original question. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 49 TX 49

80 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Research: Organizing and Presenting Ideas (25) Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; (C) presents the findings in a consistent format; and (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited). Explanation/Examples Following are some tips and strategies for organizing and presenting information: 1. Remember that you cannot copy someone else s writing as your own. You can either use your own words, or you can quote. When you use quotations, you copy the exact text you are quoting, place it in quotation marks, and include the source along with the quotation. When you are presenting information, think about whether quoting a source exactly or putting it in your own words will get your point across more strongly. 2. Quotations are important to support your ideas, but if your entire report is someone else s writing, it means you have not included any original ideas of your own. Express your own main idea about the subject in a sentence or two in the first paragraph. Then, use the body of your report to summarize your findings and present supporting evidence. Make sure to keep a list of all the sources you used as well as the sources where you found specific facts. Include this list of sources under the heading Bibliography or Works Cited at the end of your report. 3. After your report is completed, think about the best way to present your material. Often an organized, written report that includes supporting evidence from trustworthy sources is best. Other times, you might need evidence that includes visuals, like photos or maps, or multimedia to support your ideas. The following ideas show a plan for presenting a report on gymnastics: Possible types of quotations to use: quotation about gymnastics from a well-known gymnast; quotation explaining the history of gymnastics from a sports historian Possible sources to include at the end: Web site about gymnastics, U.S. Olympic Web site, up-to-date book on the history of gymnastics, encyclopedia article about gymnastics Presentation: written presentation, organized chronologically, with pictures Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 50 TX 50

81 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Understand the Skill Suppose you are given an assignment to research an aspect of the weather. Explain how you would organize and present this information to make it interesting to your classmates. Directions Choose the letter of the best answer to each question. 1. What needs to be done when you use a quotation? A It must be rewritten in your own words. B It must be put at the end of the research paper. C You must explain how you feel about the quotation. D You must use quotation marks and acknowledge the source. 2. Why is it helpful to use quotations in a research paper? F They give you less writing to do. G They give an encyclopedia s opinion on the topic. H They keep readers entertained. J They support ideas with details from respected sources. 3. What do you need to do with the sources of your research? A Write down only the books you read. B Use exact words from the sources in the report. C Show them to the teacher so she knows you used books. D Keep a list of the sources and include it in the report. 4. How would you best organize a written report about two local candidates for mayor? F Compare and contrast both candidates and their qualifications. G Present the candidates in their order of importance. H Show steps in the process of becoming mayor. J Present a chronological history of both candidates. 5. If you wanted to present information on the life cycle of a butterfly, which presentation method would be best? A a written report B an oral presentation C a video found on the Internet D a written report with pictures Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 51 TX 51

82 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Listening and Speaking: Listening (26) Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker s messages (both verbal and nonverbal) and ask questions to clarify the speaker s purpose and perspective; (B) follow and give oral instructions that include multiple action steps; and (C) paraphrase the major ideas and supporting evidence in formal and informal presentations. Explanation/Examples When you listen to a speech or view a presentation, think about whether the speaker presents meaningful and logical ideas or successfully changes your mind about something. Think also about how well the speaker delivers the speech or presentation. Usually, the delivery will affect your reaction. Here are examples of questions to help you evaluate the content and delivery of a speech or presentation. Is the speaker s overall message clear? What is the speaker s purpose, or reason for speaking? What is the speaker s perspective, or point of view about the subject? Does the speaker support main ideas with facts, examples, or quotations? How would I paraphrase, or express in my own words, the main ideas and the supporting evidence? Is the speaker speaking clearly at an appropriate volume and speed? Does the speaker effectively present useful visual or audio aids? Understand the Skill Listen while a partner delivers the following speech. Then, use the questions above and the rubric on the next page to evaluate and analyze its content and the speaker s effectiveness. Each speaker can prepare or suggest visual or audio aids to accompany the speech. Dogs make excellent pets, but some canines are more than just furry companions. For people who are deaf or have hearing loss, dogs may act as their ears. These amazing animals, called hearing dogs, are trained to alert people to sounds such as a phone or doorbell. A small dog jumps on the person to announce a sound, whereas a large dog touches the person with its nose or paw. Hearing dogs improve the lives of people who are deaf or who have hearing loss. One hearing-dog owner said, My life is much more meaningful because of my relationship with Foxy. Anyone who needs a hearing dog should definitely have one. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 52 TX 52

83 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Circle the score that best represents the speaker s content and effectiveness for each of the scoring criteria with 4 being the highest score and 1 being the lowest score. Rating Scale Scoring Criteria Message: Were the speaker s overall message and purpose clear? Main Ideas and Details: Could I easily paraphrase the main idea? Did the speaker support the main ideas? Enunciation: Did the speaker pronounce words clearly? Volume: Did the speaker talk in a voice that was loud enough so that the speech was easy to hear? Rate: Did the speaker talk at a rate that helped communicate the ideas? Visual or Audio Aids: Were these aids presented or described effectively? Did they help you understand the speaker s ideas? Directions Review your ratings and explain your reason for each one. Then, write any suggestions that might improve the content and effectiveness of the speech. My explanation for each rating: Message: Main Ideas and Details: Enunciation: Volume: Rate: Visual or Audio Aids: Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 53 TX 53

84 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Listening and Speaking: Speaking (27) Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively. Explanation When delivering a formal presentation, effective speakers apply several skills and techniques. Speeches and presentations are well organized and express a specific point of view. Speakers enunciate, or speak clearly. They are loud enough to be heard by all audience members. Speakers maintain eye contact with the audience and speak slowly, so the audience can follow along easily. Speakers may also vary their volume, if appropriate. Finally, speakers use natural gestures and speak in complete and correct sentences. Examples To develop effective speaking skills, practice in front of an audience, such as your family or a small group of friends, or in front of a mirror. Speak slowly, in a clear voice. Remember to look up from your notes often and make eye contact with the audience. Change your volume, speaking louder or softer where appropriate. For example, speak louder to emphasize an important point. Understand the Skill Read the following speech aloud in front of a partner or a small group. Answer the questions on the next page to evaluate your speaking skills. Then, prepare your own speech. Some argue that art and music should be cut from the school budget. This is a bad idea. Art and music should be key parts of an education. First, art and music reflect cultural values. If children do not study the arts in school, how will they gain an appreciation for our shared culture? Second, art and music studies develop creative thinking abilities. The skills that students sharpen in art and music classes carry over into other subject areas. Many research reports support this claim. Finally, art and music provide a positive way for students to relieve stress. Why not help kids feel better while allowing them to produce creative work? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 54 TX 54

85 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Answer the questions below to evaluate your speaking skills and techniques. 1. Did you enunciate, or speak clearly? 2. Did you maintain eye contact with the audience? 3. Did you speak slowly enough so the audience could follow along easily? 4. Did you vary the volume of your voice for emphasis? If so, give examples. 5. Did you use natural gestures? 6. Were your sentences complete and correct? 7. Use the chart below to plan a speech on a topic of your choosing. Topic: Introductory Sentence: 2 or 3 Main Ideas/Points: Delivery Strategy (How I Plan to Use Delivery Techniques to Support My Points): Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 55 TX 55

86 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Listening and Speaking: Teamwork (28) Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. Explanation/Examples In small group discussions, it is critical to listen actively so that you understand a speaker s message. It is also important to consider suggestions and ideas offered by other group members. Finally, you should help the group identify points about which members agree and disagree. Here are some ground rules for working productively with others in teams: Think before you speak. Keep your comments focused on the topic. Speak clearly, listen carefully, and avoid interrupting. If possible, provide facts to support your ideas. Ask others for their ideas. Be respectful when you disagree. Ask polite questions if you do not understand someone else s ideas. Identify the points about which group members agree and disagree. Think of ways in which the disagreements can be resolved. The following excerpt comes from the minutes of a group engaged in teamwork: Group members: José, Tyrone, Kathy, and Consuela Minutes: Reported by Tyrone Assignment: Discuss and, if possible, reach agreement about the meaning of Theodore Roethke s poem Child on Top of a Greenhouse. We decided that Consuela should read the poem aloud before we started discussing it. Everyone seemed to enjoy the reading, but José was looking confused. Consuela asked him if he had a question about the poem. José said he was not completely sure what a greenhouse was. Kathy explained that it was a kind of house made mostly of glass in which delicate flowers were protected from harsh weather. Tyrone (that s me) remarked that the poem reminded him of a photograph because it captured a dramatic moment. José said that we should describe that moment to be clear about it. Consuela paraphrased the poem, highlighting the ways in which it appeals to the senses of touch, sight, and hearing. Kathy thought that the poem captured a childhood memory of the poet, a memory of a time when he climbed to the top of a greenhouse. However, José thought the poem was made up because it was too perfect a picture. Tyrone summarized this disagreement and suggested that the group discuss it further to see if it could be resolved. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 56 TX 56

87 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Choose the letter of the best answer to each question. 1. What is the best way to express your ideas in a group discussion? A Shout loudly at other speakers. B Interrupt speakers with whom you disagree. C Wait until others have finished speaking before you speak. D Stay silent and take detailed notes. 2. Suppose you and a partner are discussing a poem in class. What is the best way to convince your partner of your opinions on the poem? F Tell your partner, You re so wrong! G Find an example in the poem to support your opinion. H Change the topic and talk about something else. J Interrupt your partner whenever she tries to make a point. 3. You are participating in a small group discussion of a short story, and two group members disagree about its theme. Which of the following is the best thing for you to do? A Suggest that you move on to another topic. B Call on your teacher to decide which student is correct. C Summarize the disagreement and see if it can be resolved. D Tell the student with whom you disagree to be quiet. 4. Which of the following will not help a group work productively? F reminding the group of its assignment and goals G asking a group member to express his or her views H identifying points on which the group agrees and disagrees J interrupting a speaker when you have a better idea Directions Complete the following activities. 5. Describe a person you admire to a partner. Explain why the person is special. While you talk, ask your partner to take notes and write down two questions. When you are finished speaking, have your partner summarize your talk and ask his or her questions. Then, reverse roles. 6. Working in a small group, think of ways you could make your school more environmentally friendly. Participate productively in a discussion of this issue. Then, create a list of ideas you agree on, and present them to the class. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 57 TX 57

88 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension Skills RC-(6)(A), (B), (C), (D) Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions); (D) make inferences about text and use textual evidence to support understanding. Explanation As you read, you can use skills like these to help you understand the text: Establish a purpose, or reason, for reading. Monitor your comprehension, or check to make sure you understand what you read. Pause to ask questions about a text. Try to answer the questions to make sure you understand what you are reading. Make inferences, or combine information from your reading with your own knowledge to make a logical guess. Visualize, or form pictures in your mind based on your reading. Examples Question: An article about nutrition tells you to eat vegetables. Asking Why is it important to eat vegetables? helps you focus on a key idea. Make inferences: A character in a story volunteers at an animal shelter. You infer that this character loves animals. Paraphrase: You read a paragraph in an informational text about how plants turn sunlight into food. You rewrite the paragraph in your own words to make sure you understand the process. Understand the Skill Read an article. Use each of the reading skills above to increase your understanding of the text. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 58 TX 58

89 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the selection. Then, answer the questions that appear below. Citizens and Town Government Meet About Recent Litter Increase Last night, the newly formed Concerned Citizens for Cleanliness (CCC) and town representatives met to discuss the recent increase in litter around town. Since February, littering has become an increasing health issue and an eyesore, despite the efforts of the town sanitation department. 1. After reading the heading, what purpose for reading might you establish? 2. What picture or pictures did you form in your mind as you read this article? 3. Ask two different types of questions about this article, and explain your choices. Example: A literal question is, What committee has been formed? It is literal because it asks about something the writer says directly in the article. 4. What inference can you make, based on the last sentence of the article? Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 59 TX 59

90 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading: Comprehension Skills RC-(6)(E), (F) Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Explanation/Examples Following are skills that will help you better understand an author s message: Summarize: When you summarize a passage or a whole text, you briefly express its most important ideas and details. Summarizing is therefore a good way to remember what you have read. Paraphrase: When you paraphrase a passage or a whole text, you restate it in your own words. Paraphrasing is a good way to be sure that you understand a text. By restating the text in your own words, you make its ideas your own. Synthesize: When you synthesize a text, you pull together ideas and details from different parts of it. This process helps you better understand the author s overall message and how different passages contribute to it. Make connections: When you read different texts, you make connections between and among them. You can make connections by asking questions like these: Do the texts explore the same theme, or idea about life? If so, what point of view does each bring to the theme? Read the excerpt from an essay and the examples of the reading skills: from Growing Up in British-Ruled India by Anita Desai I went to... Queen Mary s School for Girls in Old Delhi. I was taught to read and write English before my own language, Hindi, and my first books were of English nursery rhymes and fairy tales. This was curious because they had nothing at all to do with our Indian world its plants and animals, its festivals and seasons but they did provide me with a rich, imagined world, in addition to the one we lived in... Summarize: In India, the author learned English and read English books before learning the Indian language Hindi. These English books fed her imagination. Paraphrase (second sentence): I learned English first and Hindi second, and the earliest children s books I read were in English. Synthesize the ideas: The author grew up in two different worlds: a real Indian world and an imagined English one. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 60 TX 60

91 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Directions Read the selection. Then, answer the questions that follow. When I was very young, my father would often take me to the city park on Saturdays. I remember resting on a newly painted park bench, marveling at the vibrant flowers and fresh green grass. I would fly on the swings, reaching new heights every time. After many years away, I returned to live in the city and revisited my beloved park. I was horrified at the yellowed grass, littered with trash. Only a few meek flowers peeked out among an army of tall, thorny weeds. Spray-painted markings decorated the rusty slide. The swings swayed with the wind, not with the force of an eager child. As we treasure our own possessions, we should also treasure our public possessions. Neglect of public resources is inexcusable. If we let neighborhoods die, hopes die with them, leaving emptiness. 1. Summarize this essay. 2. Paraphrase the second sentence in the first paragraph. 3. Synthesize the ideas in the third paragraph and the experience in the first two. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 61 TX 61

92 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Part 3 Part 3 of the Texas All-in-One Workbook will provide practice answering the types of questions you will encounter on Texas standardized tests. These tests consist of multiple-choice and constructed-response questions. The practice tests are designed to simulate the standardized tests in types of questions, reading passages, and length. PRACTICE TEST 1 INTRODUCTION The Reading Test (TX 63 TX 91) consists of short reading passages and 36 multiple-choice questions. You will also be asked to provide written responses to four open-ended questions. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 62 TX 62

93 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading This test has two kinds of questions: multiple-choice and open-ended. Answer each multiple-choice question by circling the letter of the correct answer. Answer each open-ended question by writing your answer on a separate piece of paper. Reading Segment 1 Abraham Lincoln is considered to be one of the nation s finest presidents. Read the following article and decide what information about young Abraham Lincoln is fact and what information is opinion. Then answer questions 1 7. Honest Abe Lincoln by Howard Nederlan Abraham Lincoln was the sixteenth president of the United States. He was born in a one-room log cabin on February 12, 1809, in Kentucky. He grew up in the prairie states of Kentucky, Indiana, and Illinois. A Good Conscience When Lincoln was a young man in his twenties, he worked in a dry goods store in a small town in Indiana. It was during his time as a store clerk that he got his nickname, Honest Abe. Lincoln could not bear the idea of cheating anyone, not even if it was done accidentally. One day a woman came into the store. She wanted to buy some supplies. The woman paid Abe the money she owed for the supplies. Then she made her way home. Later that day, at closing time, Abe added up the day s sales. He realized that he had made a mistake. Abe had overcharged the woman by six cents. Abe closed the store that night, but he couldn t shake the feeling he had. His conscience bothered him to the point that he couldn t go home. He had to bring the woman the six cents she was owed, but she lived more than two miles away. The long distance didn t stop young Abe Lincoln, though. When he knocked on her door, the woman was amazed. She couldn t believe that Lincoln had come so far to return a handful of pennies. Lincoln walked back to town, happy in the knowledge that he had done the right thing. Another time, Abe was just about to close the store when a woman came in. She wanted to buy a half-pound of tea. Lincoln weighed the tea. Then she paid what she owed. Lincoln opened the store the next morning. He realized he had made an error. He found a quarter pound weight on the scale instead of the half-pound weight. He sold the woman less tea than she had asked for. Lincoln had to fix his mistake. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 63 TX 63

94 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Lincoln walked many miles to the woman s house carrying a quarter pound of tea. This woman was also surprised by Abe s honesty. He had walked many miles to bring her the quarter pound of tea he owed her. She hadn t even noticed his error! The walk was good for Lincoln s health, but even better for his heart and mind. Everybody s Friend J. G. Holland, one of Lincoln s many biographers, wrote in his Life of Abraham Lincoln, Those who could appreciate brains respected him and those whose ideas of a man related to his muscles were devoted to him. It was while he was performing the work of the store that he acquired [got] the nickname, Honest Abe... He was everybody s friend... the most modest and unassuming, the kindest, gentlest, roughest, strongest, best fellow in all New Salem and the region round about. A President Unites the Country After Honest Abe left the dry goods store, he went on to study law and become an attorney. He entered the Illinois state legislature and then was elected president in During his presidency, the country was involved in a bloody Civil War. The war between the Northern Union states and the Southern Confederacy states was primarily about abolishing slavery. One of Lincoln s goals as president was to end slavery. Abraham Lincoln, a man of honest and high principles, could no longer allow slavery to continue in the United States. The southern states disagreed with this policy and broke away from the Union. They formed the Confederacy. In 1863, Lincoln s famous Emancipation Proclamation helped lead to the end of slavery. A few years later, in 1865, the Union won the war. During the presidency of Honest Abe Lincoln, the northern and southern states united once again to become the United States. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 64 TX 64

95 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 1 In the section called A Good Conscience, the word amazed is used. A synonym for amazed is A dull. B afraid. C shocked. D delighted. 3 The article can be considered an example of what genre? A biography B historical fiction C autobiography D mystery 2 Which of the following sentences is an example of an opinion? F Abraham Lincoln was the sixteenth president of the United States. G He was everybody s friend... the most modest and unassuming, the kindest, gentlest, roughest, strongest, best fellow in all New Salem and the region round about. H When Lincoln was a young man in his twenties, he worked in a dry goods store in a small town in Indiana. J During his presidency, the country was involved in a bloody Civil War. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 65 TX 65

96 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 4 How would you preview the article in order to prepare for reading? F read every paragraph in the article G read the title, the subtitles, and skim each paragraph H read the first sentence and last sentence of the article J read the last paragraph, then read the first paragraph 5 Which of the following best supports the idea that Abraham Lincoln was an honorable and great man? A He entered the Illinois state legislature and then was elected president in B Lincoln walked back to town, happy in the knowledge that he had done the right thing. C When Lincoln was a young man in his twenties, he worked in a dry goods store in a small town in Indiana. D Abraham Lincoln, a man of honest and high principles, could no longer allow slavery to continue in the United States. 6 What did Abraham Lincoln do in the time between his leaving the dry goods store and his being elected president? F He freed the slaves singlehandedly. G He was a general in the Civil War. H He became a lawyer and entered the Illinois legislature. J He opened his own dry goods store. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 66 TX 66

97 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Written Composition Use blank pages to prewrite. Then, write your composition on one or two lined pages. 7 What are some of the characteristics that Abraham Lincoln possesses that you admire? Why are these characteristics important to you? Include at least three details from the passage in your response. REMEMBER YOU SHOULD write an essay in which you explain why you admire characteristics that Abraham Lincoln possesses and why they are important to you make your writing interesting to the reader make sure that each sentence you write helps the reader understand your composition make sure that your ideas are clear and easy for the reader to follow write about your ideas in detail so that the reader really understands what you are saying check your work for correct spelling, capitalization, punctuation, grammar, and sentences Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 67 TX 67

98 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Buffalo Bill was a scout in the American Army during the late 1800s. It was a time in the nation s history of great western expansion. Read what Buffalo Bill s horse has to say about his life during that time, in this excerpt from a story by Mark Twain. Then answer questions Some questions may ask you about certain paragraphs. The numbers are found on the left side of the paragraphs. An excerpt from A Horse s Tale by Mark Twain 1 I am Buffalo Bill s horse. I have spent my life under his saddle with him in it, too, and he is good for two hundred pounds, without his clothes; and there is no telling how much he does weigh when he is out on the war-path and has his batteries [guns] belted on. He is over six feet, is young, hasn t an ounce of waste flesh, is straight, graceful, springy in his motions, quick as a cat, and has a handsome face, and black hair dangling down on his shoulders, and is beautiful to look at; and nobody is braver than he is, and nobody is stronger, except myself. Yes, a person that doubts that he is fine to see should see him in his beaded buckskins, on my back and his rifle peeping above his shoulder, chasing a hostile trail, with me going like the wind and his hair streaming out behind from the shelter of his broad slouch. Yes, he is a sight to look at then and I m part of it myself. 2 I am his favorite horse, out of dozens. Big as he is, I have carried him eighty-one miles between nightfall and sunrise on the scout; and I am good for fifty, day in and day out, and all the time. I am not large, but I am built on a business basis. I have carried him thousands and thousands of miles on scout duty for the army, and there s not a gorge, nor a pass, nor a valley, nor a fort, nor a trading post, nor a buffalo-range in the whole sweep of the Rocky Mountains and the Great Plains that we don t know as well as we know the bugle calls. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 68 TX 68

99 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 3 He is Chief of Scouts to the Army of the Frontier, and it makes us very important. In such a position as I hold in the military service one needs to be of good family and possess an education much above the common to be worthy of the place. I am the best-educated horse outside of the hippodrome*, everybody says, and the best-mannered. It may be so, it is not for me to say; modesty is the best policy, I think. Buffalo Bill taught me the most of what I know, my mother taught me much, and I taught myself the rest. Lay a row of moccasins before me Pawnee, Sioux, Shoshone, Cheyenne, Blackfoot, and as many other tribes as you please and I can name the tribe every moccasin belongs to by the make of it. Name it in horse-talk, and could do it in American if I had speech. 4 I know some of the Indian signs the signs they make with their hands, and by signal-fires at night and columns of smoke by day. Buffalo Bill taught me how to drag wounded soldiers out of the line of fire with my teeth; and I ve done it, too; at least I ve dragged HIM out of the battle when he was wounded. And not just once, but twice. Yes, I know a lot of things. I remember forms, and gaits, and faces; and you can t disguise a person that s done me a kindness so that I won t know him thereafter wherever I find him. I know the art of searching for a trail, and I know the stale track from the fresh. I can keep a trail all by myself, with Buffalo Bill asleep in the saddle; ask him he will tell you so. Many a time, when he has ridden all night, he has said to me at dawn, Take the watch, Boy; if the trail freshens, call me. Then he goes to sleep. He knows he can trust me, because I have a reputation. A scout horse that has a reputation does not play with it. *hippodrome: An open-air stadium in ancient Greece or Rome with an oval track that was used for horse or chariot racing. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 69 TX 69

100 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 5 My mother was all American... she was of the best blood of Kentucky, the bluest Blue-grass aristocracy, very proud and acrimonious or maybe it is ceremonious. I don t know which it is. But it is no matter; size is the main thing about a word, and that one s up to standard. She spent her military life as colonel of the Tenth Dragoons [cavalrymen], and saw a deal of rough service distinguished service it was, too. I mean, she CARRIED the Colonel; but it s all the same. Where would he be without his horse? He wouldn t arrive. It takes two to make a colonel of dragoons. She was a fine dragoon [cavalry] horse, but never got above that. She was strong enough for the scout service, and had the endurance, too, but she couldn t quite come up to the speed required; a scout horse has to have steel in his muscle and lightning in his blood. 6 My father was a bronco. Nothing as to lineage that is, nothing as to recent lineage but plenty good enough when you go a good way back. When Professor Marsh was out here hunting bones for the chapel of Yale University he found skeletons of horses no bigger than a fox, bedded in the rocks, and he said they were ancestors of my father. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 70 TX 70

101 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 8 Which context clues in the last sentence of paragraph 2 help you to understand that the word gorge is a geographical feature? A valley, fort, Rocky Mountains, Great Plains B thousands, miles, duty, army C sweep, post, army, carried D know, well, bugle calls 9 Which is the best summary of the selection? F Buffalo Bill s horse knows Indian signs and knows how to follow a fresh trail. His father was a bronco. G Buffalo Bill s horse is strong and can walk fifty miles a day. The horse has saved Buffalo Bill s life by pulling him to safety during battle. H Buffalo Bill s horse makes Buffalo Bill look good. The horse s mother was a cavalry horse who carried a colonel. J Buffalo Bill s horse feels he is as important as Buffalo Bill himself. He is a smart and strong horse and comes from good breeding. 10 Which of these best describes the character of Buffalo Bill s horse? A He is an expert in battle tactics and Indian tribes. B He is proud, strong, and considers himself very smart and well-bred. C His mother was a cavalry horse from Kentucky, and his father was a bronco. D He is part blue-grass aristocracy and part fossil. 11 The word acrimonious appears in paragraph 5 and means bitter. The horse gets the meaning of the word wrong. If you are not sure what a word means as you read, you should F use context clues to guess its meaning, then look the word up in a dictionary. G skip over the word and continue reading the rest of the selection. H stop reading the selection and move on to another one. J start reading the selection again from the beginning. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 71 TX 71

102 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 12 What is the author s purpose in having the horse say, size is the main thing about a word in paragraph 5? A to show that Buffalo Bill s horse is actually smarter than Buffalo Bill B to criticize people who do not study hard to improve their vocabulary C to poke fun at people who use big words to make themselves look smarter than they actually are D to show that Buffalo Bill s horse is very smart and has a larger vocabulary than most people 14 How does the horse feel about his reputation? A Buffalo Bill is responsible for the horse s good reputation. B His reputation has been tarnished but can be cleaned up. C A reputation is not as important as action and good breeding. D It is important for a scout horse to look after his reputation. 15 How would you describe the tone of the selection? F dull and serious G critical and sarcastic H clever and amusing J dark and mysterious 13 Which details from the selection show that it is a fantasy? F The story involves characters who use magical powers. G The narration is told from the point of view of an animal. H The story is about a mythical figure from America s past. J The narration is told as part of a series of dreams. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 72 TX 72

103 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Written Composition Use blank pages to prewrite. Then, write your composition on one or two lined pages. 16 buffalo Bill s horse is a very colorful character. Describe the horse s personality using at least three details from the passage to support your description. REMEMBER YOU SHOULD write an essay in which you describe Buffalo Bill s horse s personality using details from the passage make your writing interesting to the reader make sure that each sentence you write helps the reader understand your composition make sure that your ideas are clear and easy for the reader to follow write about your ideas in detail so that the reader really understands what you are saying check your work for correct spelling, capitalization, punctuation, grammar, and sentences Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 73 TX 73

104 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading Segment 2 Breadfruit is a starchy fruit the size of a small cantaloupe. Many people think that this unusual fruit can be the solution to the hunger problem in tropical regions. Read the article below and then answer questions Some questions may ask you about certain paragraphs. The numbers are found on the left side of the paragraphs. Breadfruit Advocates Say It Could Solve Hunger in Tropical Regions by Zulima Palacio 1 Breadfruit is widely cultivated [grown] in tropical regions of the world, especially in the Pacific. And yet, advocates say it is mostly ignored as a potential solution to hunger. They point out that breadfruit produces nutritious food comparable to rice, and a high yield of wood and other products. 2 It smells delicious, and it tastes even better. We are trying one of Diane Ragone s recipes with breadfruit. One person describes the dish as, Very tasty. It tastes exactly like a potato. 3 Diane Ragone is with the Breadfruit Institute. She demonstrates her favorite way to cook it. This is my favorite way to eat it. This is what I call Nachos. It is steamed breadfruit, then I cook it with just a very little butter or olive oil, then I brown them on one side then turn them around and then melt a little cheese on it. 4 Ragone is not just a good cook. She is the director of the Breadfruit Institute, operating in the Hawaiian island of Kauai. The study and promotion of breadfruit is her lifetime passion. Every four seconds someone dies of hunger on this planet. More than 80 percent of the world s hungry live in tropical and subtropical regions. The role that breadfruit can play in hunger is the issue of food security. Breadfruit is productive, it gives you a nutritious food and feeds people even in times of drought. 5 The origins of the breadfruit tree go back more than 3,000 years. With its more than 120 species, it is one of the highest-yielding food plants. One single tree can produce up to 200 fruits per season. In the Hawaiian islands of Maui and Kauai, the Breadfruit Institute is dedicated to the study of breadfruit, and it has the largest collection in the world of different types of breadfruit trees. 6 The nutritional level is better than white rice in many regards. It has fiber, rice has almost none; it has 16 times the fiber... It has vitamin A and other nutrients, calcium, potassium. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 74 TX 74

105 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 7 Every part of the breadfruit tree can be used. Besides fruit for food, other uses include wood for decoration and construction, and flowers (that can be used) for mosquito repellent. Breadfruit is now planted in about 80 countries, mostly in tropical islands of the Pacific region but Ragone says it is still an under-utilized crop. 8 You see the white latex coming out? They used it to caulk canoes. They used it to glue decorative items, to glue pieces of seeds and things on. 9 The main obstacle to cultivating [growing] breadfruit tree is how it is traditionally grown. Except for a few species, it is a seedless tree and new trees come only from root cuttings or suckers. And that is how when the mother tree dies, this one will grow and replace it. 10 But this natural method is very slow. And with today s international custom and agricultural regulations, the transportation of plants across national borders is nearly impossible. So Diane Ragone and her team use an old tissue culture technique for the rapid propagation [growth] of plants. 11 These are new buds and they will grow into a new branch. We harvest the tiny little buds that we use for our tissue culture. 12 Ragone says that so far the technique has been successful with some species. So, the Breadfruit Institute is working closely with two universities to further breadfruit research. 13 Chipper Wichman, director of the National Tropical Botanical Garden in Kauai, is very excited about the potential of this work. We now have it worked out so that you can produce one, 100 or 100,000 just as easily. The beauty is that we now have the ability to transport breadfruit internationally overnight under sterile conditions. 14 The first shipment of trees is already in Honduras. And institute officials hope to reach many tropical countries in Africa and the Caribbean. Ragone says it s her dream. My long term dream is that we can distribute more breadfruit widely in the areas where breadfruit can grow, areas that are very hungry and help reduce world hunger. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 75 TX 75

106 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 17 Look at the word advocates in paragraph 1. It contains the Latin root -voc-, which means voice. By knowing the Latin root and by using context clues, you can figure out that advocates are those who A speak on behalf of someone or something. B speak loudly without concern for others. C talk to animals. D talk at a whisper. 19 What happens after scientists harvest the new breadfruit buds? A They roast the buds and eat them. B They grow the buds into new plants. C They use the buds for mosquito repellent. D They use the buds to make glue. 18 Which sentence from the article is an example of an opinion? F Breadfruit is widely cultivated in tropical regions of the world. G Breadfruit produces nutritious food comparable to rice. H One single tree can produce up to 200 fruits per season. J It smells delicious, and it tastes even better. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 76 TX 76

107 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 20 What is the main idea of this article? F Breadfruit could solve the hunger problem in tropical regions. G Breadfruit tastes good and is nutritious. H Breadfruit grows in tropical regions. J Hawaii has the largest collection of different types of breadfruit trees. 21 What would you say is the author s purpose for writing this article? A to entertain readers with new and delicious breadfruit recipes B to persuade readers to eat more breadfruit C to inform readers about the benefits of growing breadfruit in tropical regions D to entertain readers with travel descriptions of the Hawaiian islands 22 Read this section of an outline about breadfruit trees. Then answer the question. I Breadfruit Trees a. widely grown in tropical regions b. c. its sap can be used for glue d. its flowers can be used as mosquito repellent Which of the following correctly completes the above outline? F its origins go back more than 3,000 years G this natural method is very slow H a shipment of trees is already in Honduras J its fruit is delicious and nutritious Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 77 TX 77

108 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 23 How can breadfruit help solve the problem of world hunger? A Breadfruit is very delicious and hungry people in tropical regions will like to eat a lot of it. B Most of the world s hungry live in tropical regions where the nutritious and high-yielding breadfruit can easily grow. C Breadfruit produces tasty food and can also be used as glue and insect repellent. D Hungry people in Hawaii have a wide variety of breadfruit trees to choose from. 24 With which statement would the author of this article probably agree? F Breadfruit could help solve world hunger except it is too hard to grow. G Breadfruit can only be grown in dry and cold parts of the world. H Breadfruit is a highly useful and productive food plant. J Breadfruit does not taste very good, and it is not very healthy to eat. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 78 TX 78

109 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P A hundred years ago, you could find a blacksmith in nearly every town. Read the following poem and learn more about the village blacksmith. Then answer questions Some questions may ask you about certain lines in this poem. The numbers are found on the left side of the poem. The Village Blacksmith by Henry Wadsworth Longfellow Under a spreading chestnut tree The village smithy stands; The smith, a mighty man is he, With large and sinewy hands; And the muscles of his brawny arms Are strong as iron bands. His hair is crisp, and black, and long, His face is like the tan; His brow is wet with honest sweat, He earns whate er he can, And looks the whole world in the face, For he owes not any man. Week in, week out, from morn till night, You can hear his bellows blow; You can hear him swing his heavy sledge, With measured beat and slow, Like a sexton [church worker] ringing the village bell, When the evening sun is low. And children coming home from school Look in at the open door; They love to see the flaming forge, And bear the bellows roar, And catch the burning sparks that fly Like chaff from a threshing floor. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 79 TX 79

110 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P He goes on Sunday to the church, And sits among his boys; He hears the parson pray and preach, He hears his daughter s voice, Singing in the village choir, And it makes his heart rejoice. It sounds to him like her mother s voice, Singing in Paradise! He needs must think of her once more, How in the grave she lies; And with his hard, rough hand he wipes A tear out of his eyes. Toiling rejoicing sorrowing, Onward through life he goes; Each morning sees some task begin, Each evening sees it close; Something attempted, something done, Has earned a night s repose. Thanks, thanks to thee, my worthy friend, For the lesson thou hast taught! Thus at the flaming forge of life Our fortunes must be wrought; Thus on its sounding anvil shaped Each burning deed and thought. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 80 TX 80

111 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 25 Which line from the first stanza contains a simile? A Under a spreading... The village smithy stands B The smith, a mighty man is he C With large and sinewy hands D And the muscles... are strong as iron bands 26 Which stanza from the poem supports the idea that the blacksmith is a hardworking man of honor and dignity? F stanza 1 G stanza 4 H stanza 6 J stanza 7 27 In the third stanza, why do you think the author compares the blacksmith s hammer to the church bell? A The village blacksmith works hard and fast like a machine. B The blacksmith is an honest, responsible, and reliable worker. C The village blacksmith has a boring and repetitive job that no one else wants. D The sound of the blacksmith s hammer is similar to the sound of the church bell. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 81 TX 81

112 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 28 The metaphor in the last stanza compares life to which of the following? F a fortune G a worthy friend H a flaming forge J a lesson 29 The Village Blacksmith was first published in How does the poem depict daily life in America during that time period? A It describes a time when the country was going through a devastating civil war. B It describes a time when a village blacksmith was an important part of the community. C It shows a time when children were able to attend church and walk home from school. D It shows a time when people worked hard to send their children to school. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 82 TX 82

113 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Written Composition Use blank pages to prewrite. Then, write your composition on one or two lined pages. 30 How do you think the poet feels about the village blacksmith? Use details from the poem to support your opinion. REMEMBER YOU SHOULD write an essay in which you describe how the poet feels about the village blacksmith make your writing interesting to the reader make sure that each sentence you write helps the reader understand your composition make sure that your ideas are clear and easy for the reader to follow write about your ideas in detail so that the reader really understands what you are saying check your work for correct spelling, capitalization, punctuation, grammar, and sentences Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 83 TX 83

114 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Reading Segment 3 Sometimes just a single person can help out an entire community. Read both selections about people who make a difference in the world and then answer questions ARTICLE 1 Anthropologist Lolan Sipan Documents, Preserves Traditional Life by Suzanne Presto Nomadic tribes roam the rugged mountains of Iraqi Kurdistan, as they have for thousands of years. For months at a time, the nomads live in tents in the highlands, grazing their livestock in remote pastures. The nomads lives are largely undocumented; their numbers on the decline. Kurdish anthropologist* Lolan Sipan is working to change those facts. I try to gather and collect data on the number of tribes, Sipan said. How many tribes are they, how many families are they, the illiteracy rate among the nomadic children, the women s position, and, their struggle for survival. Each summer, Sipan travels to the shepherds mountain pastures. Life is not as serene as it appears because of Turkish and Iranian military threats. I found an unexploded bomb near the creek down there, he said. A shepherdess explained of the danger and high costs of sheepherding. While making traditional cheese, she tells Sipan the price it fetches [brings in] is too low. The revenue [money] of cheese is not a lot, she said. And plus, we sell sheep and we get some money, but then we have to spend it on the livestock. Sipan has lobbied [asked] United Nations agencies and government officials to assist the nomads. *anthropologist: a scientist who studies people and their culture. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 84 TX 84

115 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P If we do not do something immediately... the nomadism [nomad] culture would disappear within years in Kurdistan, Sipan said. In the past 10 years, Sipan says, 50 percent of Kurdistan s nomads have permanently settled in villages, abandoning their traditional livelihoods and mountain dwellings. We are here in a traditional nomadic home, a black tent, which is made out of goats hair, Sipan said. This nomadic tent is not in the mountains. Sipan reconstructed it in Kurdistan s capital city, Irbil, on the roof of the museum he founded four years ago to showcase traditional art and weaving. Sipan says more people come here each year. There were nearly 50,000 visitors in They like the black tent because it is very decorative and very impressive, but on the other hand they are not touched very much, Sipan said. Sipan adds that it makes him feel bad. Earlier this year, Sipan lobbied for, and received, U.S. funding to help revive vanishing traditional arts. Elderly nomadic tribeswomen are now passing on their embroidery and weaving skills to younger generations of women. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 85 TX 85

116 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ARTICLE 2 Librarian Uses Donkey Cart to Bring Books to Rural Ethiopian Children by Peter Heinlein It is school-closing time in Awassa. A donkey-drawn wagon trundles [rolls] into a public square and children come. Donkey carts are common here. But a cart filled with tales of fantasy and faraway lands is unique. It s the Donkey Mobile Library, bringing books to children who have none. Donkey Library founder Yohannes Gebregiorgis holds his young audience captive with his readings. Yohannes emigrated to the United States half a lifetime ago. He became an American citizen. But he came back, giving up a comfortable life as a children s librarian in San Francisco, because it bothered him that while Ethiopian kids may go to school, they have no books. Most schools don t have libraries. Basically, that makes it very difficult for kids to get reading material, Yohannes said. The main reason there are no libraries is there are almost no children s books in any of Ethiopia s many languages. Most kids we have noticed holding a book upside down. We have taken pictures of those kids, he said. But later on we find out that those kids learn how to use the book, how to flip the pages and how to look at the pictures and then gradually to read the stories in the book. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 86 TX 86

117 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Admasu Apuye grew up in Awassa. He never had a book. Now he brings his two and a half year old son Meseker to listen, and to learn about the world inside those pages, a world Admasu never knew as a boy. With financing from American civic groups, more donkey libraries are planned. Donated English-language books are arriving. Meanwhile, Yohannes has established a publishing house to produce books in languages local kids can read. His first effort, in three languages, was a re-creation of an old folk tale about, what else, a boy and his donkey. I grew up hearing this story, Yohannes recalls. So, when I first started this organization, I wrote this story and we published it and this became really a fundraiser for us. [It is] Still sold in the United States. Oh, and the donkeys. Originally, they were a big part of drawing kids to the mobile library. But Yohannes discovered, much to his delight, that it wasn t the donkeys that excited the kids. It was the books. And they come really to read and they sit with books even if they don t know how to read, they open the book and see the pictures and just enjoy the pictures, he said. Yohannes dreams about taking his donkey mobile libraries to more Ethiopian towns and villages. After all, there are millions of eager children. The donkeys may be resting now, but there s plenty of work to be done. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 87 TX 87

118 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 31 In article 1, you can tell from reading the first paragraph that nomads are A a group of people who move from place to place. B a group of people who live by the sea. C a group of people who settle permanently in a large city. D a group of people who make traditional crafts. 32 What is the main idea of article 1? F An anthropologist has collected traditional crafts and has put them on display. G A traditional nomadic way of life in Kurdistan is being threatened. H Nomadic people in Kurdistan struggle to raise sheep and to make traditional cheese. J The Iraq war is a threat to the Kurdish people. 33 What is the author s purpose for writing article 1? A to help the Kurdish people sell their traditional cheese and crafts B to entertain readers with a story about traveling through the Kurdistan mountains C to inform people about the anthropologist s work to save a dying culture D to persuade people to support the new Kurdish museum 34 What kind of information would you expect to find in a section that is subtitled Nomad Culture? F information about how an anthropologist studies nomads G information about Kurdish nomads lives, traditions, and society H information about the Kurdish nomads role in the Iraq war J information about hiking in the Kurdish mountains Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 88 TX 88

119 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 35 In article 2, what did Donkey Mobile Library founder, Yohannes, do after he was a librarian in America? A He became a children s librarian in San Francisco, California. B He heard an old story about a little boy and his donkey. C He learned to read to children s groups all over the world. D He went back to Ethiopia to help bring books to the children there. 37 Which statement from article 2 is an opinion? A Donated English-language books are arriving. B Yohannes has established a publishing house to produce books in languages local kids can read. C After all, there are millions of eager children. D He became an American citizen. 36 According to article 2, why aren t there libraries in Ethiopian schools? F There are almost no children s books in any of Ethiopia s many languages. G The Ethiopian children visit the Donkey Cart Library instead. H The children s parents buy books, and the children read them at home. J The Ethiopian children are not interested in books or libraries. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 89 TX 89

120 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 38 The author most likely wrote article 2 to F complain about what s wrong with Ethiopia. G discuss little-known Ethiopian folk tales. H raise awareness about children s literacy in Ethiopia. J bring attention to Yohannes s achievements. 39 According to article 2, what is Yohannes s dream? A to build sturdier donkey carts to carry books B to buy up as many old books as possible C to enable all Ethiopian children to get a college education D to bring donkey mobile libraries to more places in Ethiopia Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 90 TX 90

121 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Written Composition Use blank pages to prewrite. Then, write your composition on one or two lined pages. 40 Compare and contrast the two articles. How is the information in the articles alike? How is it different? Create a graphic organizer such as a Venn diagram, concept map, or a chart to organize your ideas and record details from the articles. Then use your completed graphic organizer to write your response. REMEMBER YOU SHOULD write an essay in which you compare and contrast the two articles, noting their similarities and differences make your writing interesting to the reader make sure that each sentence you write helps the reader understand your composition make sure that your ideas are clear and easy for the reader to follow write about your ideas in detail so that the reader really understands what you are saying check your work for correct spelling, capitalization, punctuation, grammar, and sentences Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 91 TX 91 STOP!

122 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Part 3 PRACTICE TEST 2 INTRODUCTION The Reading and English/Language Arts Test (TX 93 TX 113) consists of 64 multiplechoice questions that will assess your reading comprehension, grammar, and writing skills. The test also includes a writing prompt similar to ones you may encounter on standardized tests. Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 92 TX 92

123 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P READING Read the passage and choose the best answer for each question. Diamonds The diamond has long been valued both for its endurance and beauty. Ancient Indian societies called the stones vajra, or thunderbolt. They compared its brilliance to a flash of lightning. The word diamond comes from the Greeks, who described diamonds with the adjective adamasd, meaning the hardest substance known. It is this quality that has made the diamond a symbol of enduring love. As long-lasting as diamonds are, it takes just as long to make one. Oddly enough, it all begins with a piece of luck that determines whether a substance will become a valuable diamond, or a lowly lead pencil. Far beneath the earth s surface, tremendous amounts of heat and pressure crystallize the carbon into diamonds. This takes millions of years. Some of the diamonds that are being mined now actually began life as carbon over three billion years ago. After the carbon becomes a diamond, forces under the earth push a pipe-shaped strain of diamonds toward the earth s surface. When these pipes are located, mining can begin. When the diamonds have been separated from the rock, they are sorted into three types: gem-quality, near-gem quality, and industrial quality. Diamonds are very sharp and cut many surfaces well, so the industrial quality stones will be used in tools. The other stones are cut into shapes for jewelry. The cutter studies the stone carefully to find the best and biggest piece. He or she outlines the chosen section, then saws or chips away the excess around the pattern. Cutting is a very delicate process; one wrong move can break or crack the stone. After the stone is cut, it is polished and then evaluated according to its color, shine, and other qualities. These will determine the value of the stone, as will the size and weight of the piece. The diamonds are sold and made into rings, necklaces, and earrings. Diamond ore, the rock that contains diamonds, is removed by drilling or blasting the rock into pieces that can be taken out of the earth. Sometimes this involves building shafts that go far beneath the earth, in order to gain access to the pipe. The broken pieces of rock are then sorted through a washing process. The pieces with diamonds are heavier and will fall to the bottom of the pile. The extra non-diamond rock is removed. The process is repeated over and over until there is little left but diamonds. Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 93 TX 93

124 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Diamonds are pure carbon. Diamonds occur when a carbon atom uses all its electrons to form strong bonds with other surrounding carbon atoms. If all the electrons don t bond with nearby carbon atoms, graphite, the substance used in pencils, will form instead. In other words, only a few electrons can make the difference between a diamond and a pencil. It takes millions of years to make a diamond, but only one glance to appreciate its shimmering beauty. The diamond s appeal is not just in its appearance, but also in its strength. It may be difficult to make a diamond, but once it is ready, it will be here forever. Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 94 TX 94

125 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P READING 1 Which sentence BEST describes the main idea in paragraph 2? A B C D to describe how diamonds are cut to describe how diamonds are mined to describe how carbon is mined to describe how carbon is transformed into diamonds 2 What causes carbon to crystallize into diamonds? F G H J a flash of lightning heat and pressure beneath the earth s surface cutters who polish the stone drilling or blasting into rock 3 Which of the following is the topic sentence of paragraph 5? A B C D Diamonds are pure carbon. In other words, only a few electrons can make the difference between a diamond and a pencil. Diamonds occur when a carbon atom uses all its electrons to form strong bonds with other surrounding carbon atoms. The diamond has long been valued both for its endurance and beauty. 4 Which book would probably give the BEST information about how diamonds are used? F G H J Diamonds in Industry How to Find Diamonds What to Wear With Diamonds Diamonds in the United States Pearson Education, Inc., or its affiliate(s). All rights reserved. TX GA 95 95

126 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS Segment 1 Segment 1 of this test has thirty questions. Choose the best answer for each question. 1 Which of the following words is spelled correctly? A B C D ceiling cieling ceeling cealing 2 Choose the word that best completes the sentence. F G H J The carpenter s carving of the bear was done. skill skillfulness skillful skillfully 3 Which of the following information would be LEAST relevant to include in a research paper on World War II? A B C D the tensions between countries leading up to the war the countries that fought in the war what the author thinks about battles today how the war changed society 4 Read the dictionary entry below. Other than -s, what ending would you add to make tableau plural? tab leau n, pl tab leaux also tableaus [origin: F, fr. MF tablel] 1: a graphic description or representation F -ion G -x H -el J -ses Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 96 TX 96

127 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 5 Doug is writing a short story about a valuable jewel in a museum that has a hi-tech security system. Which strategy will be MOST important for his story? A B C D suspense dialogue metaphor personification 8 Kim has just finished the rough draft of an essay on Martin Luther King, Jr. What is the BEST thing that Kim can do next to improve her essay? F G H J turn in the essay skim the essay quickly to look for spelling errors read over the essay and make revisions start thinking of new ideas to add to her essay 6 Which word below is a possessive pronoun? F G H J I ours he who 7 Which line in the paragraph below is a fragment? 1 I m going to try out for the town soccer team. 2 Because I really like to play sports. 3 I hope I wind up on a good team. 4 It will be fun to compete. A sentence 1 B sentence 2 C sentence 3 D sentence 4 Pearson Education, Inc., or its affiliate(s). All rights reserved. TX GA 97 97

128 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 9 What change should be made to the sentence below? A B C D After the concert, let s go out for sandwiches. After the concert let s go out, for sandwiches. After, the concert let s go out for sandwiches. After the concert, let s go out, for sandwiches. 10 Which of the following is the BEST keyword search to use on an Internet search engine for information on the third ice age? F G H J After the concert let s go out for sandwiches. ice age third ice age third + ice + age causes, effects, and conditions of the third ice age 11 Corey is writing an essay for his History class. What information should he include in his topic sentence? A B C D a summary of the paragraph an introduction to the paper a detail that supports the main idea the main idea of the paragraph 12 What is the correct verb to complete the sentence below? F G H J Her grandmother had for many hours to come meet her. flow flown flew flowed Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 98 TX 98

129 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 13 You have just finished your research for a paper. What is the NEXT thing you should do? A B C D write the rough draft write down the interesting details from the books you have read use the information you have collected to come up with the main idea of your paper write the final paper 15 Dennis is writing a persuasive essay. What should he do to make his essay MORE persuasive? A B C D explain why possible counterarguments are incorrect describe possible counter-arguments suggest that other arguments might be correct avoid making any strong arguments 14 Which part of the sentence below is the prepositional phrase? I found the books under my bed. 16 What is the indirect object in the sentence below? He said you should leave the keys for me. F G H J found the books under under my bed my bed F G H J he you me keys Pearson Education, Inc., or its affiliate(s). All rights reserved. TX GA 99 99

130 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 17 Jenny is researching coral reefs. She made the following outline for her class. Coral I What is coral? A B C has a skeleton has tentacles lives in groups II Locations of reefs A Australia B Philippines C Florida III A pollution B temperature changes C theft by humans What title should Jenny place at heading III? A Problems with Coral B Threats to Coral C Uses of Coral D Importance of Coral 19 Which word BEST fills in the blank in the sentence below? A B C D actors actor s actors actors s 20 Which word is the demonstrative adjective in the sentence below? F G H J The tears looked real as they fought on stage. These books are so heavy! These books so heavy 18 What is the correct coordinating conjunction to complete the sentence below? You can either clear the dishes sweep the floor. F G H J or nor and but also Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 100 TX 100

131 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 21 Which sentence BEST uses evidence from a short story to support a judgment? A B C The narrator of Sunday Morning tells a lot of stories about her grandmother. In Sunday Morning, the narrator tells a lot of stories about her grandmother and explains how she learned about her grandmother s life. The narrator of Sunday Morning tells of her grandmother s adventures as a nurse in France. D When the narrator says, I never imagined my grandmother had done so many things ( Sunday Morning 3), she suggests that children may not realize just how much their elders have accomplished. 22 Which word is the helping verb in the sentence below? F G H J We are learning about animal habitats in school. are learning about in 23 Which word below is an interjection? A B C D Where? How? Yes Hey! 24 Which word from the sentence below is the subject? F G H J Meera goats fence zoo 25 Debbie is writing a letter to a city official. Which of the following sentences contains an error? A B C D Meera fed the goats through the fence at the zoo. I am writing to ask for your support in building a new park. My friends and me have been working to design a park for our school. We would like more green space near school. Thank you for considering my proposal. Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 101 TX 101

132 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P 26 Which sentence is the most descriptive? F G H J It was hard to learn to ice skate. The first time I went ice skating, I fell many times. I fell face-forward on the hard ice and felt the cold seep through to my wet knees. I tried to stand on my skates, but they slid away from me. 27 Which of the following is a complete sentence? A B C D This weekend I went. I went to visit friends I love to travel. It was a long trip but we had fun. I ll have to go back I forgot my coat. 29 Read the paragraph below. Which sentence is the concluding sentence of the paragraph? 1 When people read, they become more aware of themselves and the world in which they live. 2 Fiction and non-fiction can both teach people about places and events. 3 They can also help people think about their lives. 4 People should try to read many different kinds of books. A sentence 1 B sentence 2 C sentence 3 D sentence 4 30 Which part of the following sentence is followed by a comma? A fluffy golden retriever, Maggie is a loyal friend. 28 Which interjection BEST completes the following sentence? F G H J, I think we re lost! Oh no And But However F G H J the appositive the subject the direct object the nouns Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 102 TX 102

133 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS Segment 2 Segment 2 of this test has thirty questions. Choose the best answer for each question. 31 What is the direct object in the sentence below? A B C D Danny put book table 32 Identify the main verb in the sentence. F G H J am running race Saturday 33 What is the BEST way to sign a formal thank-you letter? A B C D Danny put the book on the table. I am running in the race on Saturday. Bye, Rachel Sincerely, Rachel Goodman -Rachel Goodman Thanks, Rachel 34 Read the paragraph below. Which sentence contains the main idea? F sentence 1 G sentence 2 H sentence 3 J sentence 4 35 What is the purpose of the sentence below? A B C D 1 Elizabeth Barrett Browning was an important poet. 2 She was born in England. 3 And lived in Italy. 4 She was against slavery and wrote about the oppressed. I couldn t believe we almost missed the train! Stefan said. to convince an audience to ask a question to express surprise to make a statement Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 103 TX 103

134 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 36 What is the abstract noun in the sentence below? F G H J Monique deceit everybody they 37 What is the object of the preposition in the sentence below? A B C D students class attend assembly 38 Which of the following is the BEST topic Julio could choose for an expository composition? F G H J Monique s deceit surprised everybody when they found out she had lied. Most students in the class were able to attend the assembly. how animals help people the best places in the U.S. to visit why the school day should be shortened a day in the life of a student performer 39 Which sentence is correct? A B C D We are going out for greek food. We are going out for Greek Food. we are going out for greek food. We are going out for Greek food. 40 Read the paragraph below. Which idea about Sandy is stated too often? F G H J 1 Sandy was new to the city. 2 She had just moved from a town far away and was learning her way around. 3 Sandy didn t know the major streets and had to learn her way around the city. 4 Learning her way around a new city was exciting for Sandy. Sandy used to live in a town. Sandy didn t know the major streets. Sandy was learning her way around the city. Sandy was excited to be in a new city. Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 104 TX 104

135 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 41 When writing down events in chronological order, how should the events be arranged? A B C D in the order in which they occurred, with the earliest event listed first in the order in which they occurred, with the newest event listed first in alphabetical order based on the first word of the event by idea, with similar events grouped together 44 What does the word gently modify in the sentence below? F G H J The breeze flowed gently through the trees, but it was not strong enough for Rodrigo to fly his kite. flowed the trees Rodrigo Rodrigo s kite 42 Which sentence contains an intransitive verb? F G H J I put the books on the shelf. The bus left an hour late. The group found a new leader. Oops, I broke my pencil. 45 Where in a multi-paragraph essay should a concluding summary of the composition appear? A B C D at the end of the introduction at the end of the conclusion in the first body paragraph at the end of each body paragraph 43 Why is it important to include transitional phrases in sentences? A B C D They add supporting details to a sentence. They explain the main idea of a sentence. They add words to make sentences longer. They help sentences flow together. 46 Where should the semicolon go in the sentence below? F G H J I m running late and have to get to school for a meeting I ll meet you by the bus stop after class. after school after meeting after you after stop Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 105 TX 105

136 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 47 The sentence below has a spelling error. Which word is spelled incorrectly? A B C D hypothesis developement insulation climates 48 Which of the following is the MOST standard plot line for a story? F G H J He made a hypothesis that the developement of insulation helped people live in colder climates. The character that seemed good turns out to be behind the evil gang. Two people who meet and seem destined for each other never wind up together. Two people meet, experience conflicts, but eventually fall in love. Flashbacks tell the story of a family through perspectives of different generations. 49 Which word BEST fills in the blank in the sentence below? A B C D we I they our 50 What is the possessive form of the noun parent? F G H J parents parents parent s parents s 51 When do you NOT need to cite a reference? A B C D Jimmy and I are going to band s first show tonight. when stating your own opinion when taking a direct quotation from another source when writing a summary of another person s argument when describing information on a Web site Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 106 TX 106

137 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 52 Where does the underlined word in the sentence BEST fit? The singer nervously waited anxious for her cue to step on stage. 55 Which word BEST fills in the blank in the sentence below? Jan rushed through the rainy streets. F G H J before singer before waited before cue after step A B C D hurried hurriedly hurrying hurry 53 Which word in the sentences is an interjection? A B C D Wow! That jacket looks great on you! wow that jacket you 56 Which of the following is NOT Standard English? F G H J I appreciate your helping me with my homework yesterday. I had to get a x-ray when I broke my hand. He was supposed to be here an hour ago. Her music is especially popular among young people. 54 Which word in the sentence below is a conjunction? If you need anything from the library, let me know. 57 Which prepositions BEST complete the following sentence? I m going visit my cousins the beach this weekend. F G H J you from let if A B C D on, at to, for to, at at, on Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 107 TX 107

138 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P ENGLISH/LANGUAGE ARTS 58 Which of the following is NOT a state of being verb? F G H J am were being had 59 Raul is writing a comparison and contrast essay on two different stories. Which is the BEST idea he can show in the essay? A B C D Looking at the two stories together can help the reader better understand both of them. Only one of the stories is worth reading and writing about. The stories are exactly the same. The stories are the same and also have differences. 60 Which evidence is LEAST relevant to a persuasive essay that convinces readers to support a law opening a skateboard park? F G H J stories about why people like to skateboard evidence that skateboarding builds friendships facts that bike riding is good for health examples of other successful skateboard parks Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 108 TX 108

139 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Practice Writing Assessment You will now practice responding to a writing prompt similar to ones you may find on Texas standardized tests. Read the prompt below and write your response on the lined pages provided. Refer to the scoring rubrics that begin on page xxvi to help improve your writing as you prepare for the test. Persuasive Writing Writing Situation People of all ages enjoy listening to music. However, it is not common for elderly people and middle-aged people to learn to play a musical instrument. It is more common among young adults, teenagers, and younger children. Directions for Writing Write an essay in which you attempt to persuade your readers of the importance of learning how to play a musical instrument at a young age. Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 109 TX 109

140 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 110 TX 110

141 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 111 TX 111

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143 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Pearson Education, Inc., or its affiliate(s). All rights reserved. GA 113 TX 113 STOP!

144 E TEXAS MAP PRACTICE TEXAS MAP PRACTICE MAP TEXAS PRACTICE PRACTICE MAP TEXAS PRACTICE PRACTICE MAP PRACTI TEXAS P Part 4 INTRODUCTION Part 4 of the Texas All-in-One Workbook consists of worksheets that provide additional support for the skills learned in the grammar chapters of Prentice Hall Writing Coach. Each worksheet provides students with instruction on a grammar skill. The worksheets then provide two practice activities on the skill as well as a speaking and writing activity. The worksheets provide extra practice for grammar-related TEKS. The extra practice provided in these worksheets focuses on the following areas: Grammar: These worksheets provide students with practice learning how to identify and use nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. They also help students identify basic sentence parts as well as phrases and clauses. Usage: These worksheets provide practice with using verbs and pronouns, making words agree, and using modifiers. Mechanics: These worksheets give students practice with proper use of punctuation and capitalization in their sentences. Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA 1A 1A

145 1 PEOPLE, PLACES, THINGS, AND IDEAS A noun names something. There are different types of nouns. See the examples below. People Places Things Ideas Joe, sister, skateboarder, Senator Smith home, school, Chestnut Street, Earth music, tree, shelf, The Hobbit tolerance, pride, sneakiness, disappointment Practice A Identifying Nouns Read each sentence. Then, underline the nouns in each sentence. Example: Amira went to Austin last week. Answer: Amira went to Austin last week. 1. Luna is a smart cat. 2. My brother plays the guitar. 3. Chris eats blueberries every day. 4. The doctor said her courage is amazing. 5. Cedric moved to Texas from Vermont. 6. What gift are you giving your mother for her birthday? 7. The Revolutionary War was fought for freedom. 8. His favorite book is Hatchet by Gary Paulsen. 9. A method of landscaping that conserves water is called xeriscaping. 10. My uncle has no sense of humor. Practice B Labeling Nouns Read each sentence. Then, on the line provided, identify whether each underlined noun is a person, place, thing, or idea. Example: Eric kicked the soccer ball. Answer: Eric person; ball thing 1. Carlos lives on Market Street. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. I can feel the excitement in the air. 3. Her eyes sparkled like gems. 4. Rosa is the video game champ of our house. 5. Your friendship matters to Ben and me. 6. Rover got lost in the park. 7. Have you seen the painting Starry Night by van Gogh? 8. Jan looked at her watch and wished she were home. 9. Resilience is the ability to bounce back from problems. 10. The president gave the award to Joey and Deb. Writing and Speaking Application Write a two-sentence description of your favorite place, using at least four nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name the nouns you used. Switch roles with your partner. 1 Nouns and Pronouns

146 2 CONCRETE AND ABSTRACT NOUNS A concrete noun names something that can be recognized through any of the five senses. An abstract noun names something that cannot be recognized through the senses. Concrete nouns name people, places, and things. Abstract nouns name ideas. See the examples below. Concrete nouns Abstract nouns Sara, friend, airport, Galveston Bay, desk, taco, highway friendship, kindness, cruelty, suspense, guilt, love Practice A Identifying Concrete and Abstract Nouns Read each sentence. Then, underline the concrete nouns and circle the abstract nouns. Example: Jules never forgot the stranger s kindness. Answer: Jules never forgot the stranger s kindness. 1. The cruelty of bullfighting is hard to deny. 2. Rafe felt surprise when Cary spoke up. 3. Jill is known for her bravery. 4. A poet said, Beauty is truth, truth beauty. 5. My mom doesn t like cats, but she feels affection for Dot. 6. My dad says rush-hour traffic causes frustration. 7. Gid felt a spark of envy when he saw his friend s new television. 8. Da Vinci, a true artist, could find inspiration anywhere. 9. The truth of Maria s claim was never in doubt. 10. Seeing Yasmin cross the finish line gave Jim a shock. Practice B Labeling Concrete and Abstract Nouns Read each sentence. Then, on the line provided, identify whether each underlined noun is concrete or abstract. Example: Happiness arrives when you re not looking. Answer: abstract 1. His goal in life is simplicity. 2. Her thoughtfulness to her friends is appreciated. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. Do you think animals feel regret? 4. Lawrence has a passion for acting. 5. George s stubbornness will get him into trouble someday. 6. When Claude begins to feel anger, he counts to ten. 7. My dad feels compassion toward all small creatures. 8 Living on the river gives excitement to our days. 9. My intention is to become a more outgoing person. 10. A little knowledge is a dangerous thing. Writing and Speaking Application Write a two-sentence description of someone you know, using at least three abstract nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name the abstract nouns you used. Switch roles with your partner. 2 Nouns and Pronouns

147 3 COLLECTIVE NOUNS A collective noun names a group of people or things. Examples of collective nouns are audience, crowd, couple, and family. Practice A Finding Collective Nouns Read each group of nouns. On the line provided, write the word in each group that is a collective noun. Example: herd, animals, deer Answer: herd 1. fans, audience, viewers 2. father, sister, family 3. group, members, friends 4. network, signal, subscribers 5. singer, band, piano player 6. committee, workers, plan 7. point guard, team, rebounder 8. litter, kittens, mother 9. voters, citizens, public 10. vermin, mice, bugs Practice B Identifying Collective Nouns Read each sentence. Then, underline each collective noun. Example: The audience applauded after the performance. Answer: The audience applauded after the performance. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. A firefighter spoke to my class about safety. 2. The jury could not agree on a verdict. 3. The chess club meets every Friday in the quad. 4. My sister s team is selling cookies. 5. A flock of sparrows flew over our heads. 6. The board of directors voted to increase salaries. 7. A crowd gathered to watch the puppet show. 8. The committee set a date for the spring dance. 9. A school of fish swam away from the divers. 10. All kinds of vermin were living in the abandoned building. Writing and Speaking Application Write a two-sentence description of a group of animals, using at least two collective nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name the collective nouns you used. 3 Nouns and Pronouns

148 4 COUNT AND NON-COUNT NOUNS Focus on the TEKS (19)(A)(ii) Count nouns name things that can be counted. Non-count nouns name things that cannot be counted. Count nouns take an article (a, an, or the) and can be either singular or plural. Non-count nouns do not take a or an and cannot be plural. See the examples below. Count nouns Non-count nouns a pencil, an eyebrow, the books, two parties equipment, fun, knowledge, water, wheat Show that you can use and understand the function of non-count nouns by completing the following exercises. Practice A Identifying Non-count Nouns Read each sentence. Then, underline the non-count nouns. Example: My parents are buying new furniture for the family room. Answer: My parents are buying new furniture for the family room. 1. When lightning struck, the tree split in two. 2. My brother plays football at college. 3. The heat from the fire is beginning to warm me. 4. Dad added too much sugar to the cake. 5. The twins always feel excitement the first day of school. 6. Lenny cooked pasta for dinner last night. 7. Jo doesn t have enough information to make a choice. 8. I saw steam rise from the iron. 9. Pollution makes the air hard to breathe. 10. Kate picked tomatoes and lettuce in the garden. Practice B Writing With Count and Non-count Nouns Read each sentence. Then, rewrite each on the line provided, correcting the use of the non-count noun. Example: Our company provides equipments for the sports teams. Answer: Our company provides equipment for the sports teams. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. I enjoy watching a snow from indoors. 2. Natalie got her hairs cut short. 3. Luis listens to a music while he studies. 4. Add a flour to thicken the batter. 5. Sunshines always improves my mood. 6. All of Tom s favorite meals start with a rice. 7. A curiosity is a useful trait. 8. Pele listens to songs while watching soccers. 9. Sue is waiting for the mails to come. 10. Kamal lettered in a basketball last year. Writing and Speaking Application Write a two-sentence description of preparing a meal (or one dish), using at least three non-count nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name the non-count nouns you used. 4 Nouns and Pronouns

149 5 RECOGNIZING COMPOUND NOUNS A compound noun is one noun made by joining two or more words. Compound nouns can be single words, hyphenated words, or two or more separate words. Single word Hyphenated word Separate words football, backpack, blueberry, toothbrush brother-in-law, kilowatt-hour, penny-pincher, runner-up dust jacket, ice cream, dining room, West Virginia Practice A Identifying Compound Nouns Read each sentence. Then, write the compound nouns on the lines provided. Some sentences have more than one compound noun. Draw a line between the words that make up each compound noun. Example: The bookmark fell out of the novel I m reading. Answer: book mark 1. Tony baked a blackberry pie. 2. The president-elect made an inspiring speech about her plans. 6. The pilot landed on the aircraft carrier s flight deck. 7. Les and Bev are co-owners of the go-cart. 3. Becky s favorite wildflower is the bluebell. 8. We planted a blue spruce in the backyard. 4. My mom doesn t allow grape juice in the living room. 9. Frank went fly-fishing with his grandfather. 5. My great-grandmother settled in the Texas backcountry in Citizen journalism involves people covering the news in their hometowns. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing With Compound Nouns Read each sentence. Then, rewrite each, replacing the underlined words with compound nouns. Example: Tori put her books in her bag. Answer: Tori put her books in her backpack. 1. The people who put out flames saved a burning house. 2. Mom had a pain in her temples, so she took a nap. 3. The place where they pitched their tent turned out to be rocky. 4. We usually watch TV in the place where family members gather in the evening. 5. Phil didn t win first prize; he was the person who won second prize. Writing and Speaking Application Write a two-sentence description of a typical weekend event for you, using at least four compound nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name the compound nouns you used. 5 Nouns and Pronouns

150 6 USING COMMON AND PROPER NOUNS A common noun names any one of a class of people, places, things, or ideas. A proper noun names a specific person, place, thing, or idea. Common nouns are not capitalized (except at the start of a sentence or in a title). Proper nouns are always capitalized. Common nouns Proper nouns boy, river, state, movie, language, project Sam, Red River, Texas, Shrek, English, Toys for Tots Practice A Identifying Common and Proper Nouns Read each sentence. Then, underline the common nouns and circle the proper nouns. Example: My best friend is named Marta. Answer: My best friend is named Marta. 1. We walked to the park, crossing Elm Street and heading up the hill. 2. Mary Cassatt was a well-known painter of the nineteenth century. 3. My favorite poem is The Goblin Market by Christina Rossetti. 4. My younger sister, Lori, named our new cat Rowan. 5. The first pilot to fly across the Atlantic Ocean alone was Charles Lindbergh. 6. The book Biomimicry talks about products inspired by nature, like Velcro. 7. When he was president, Theodore Roosevelt started the system of national parks. 8. Some of the oldest books in the world were written in Sumer, in the Middle East. 9. Missy s favorite singer, Taylor Swift, has a new record out. 10. The history of Texas and the entire Southwest is filled with interesting people. Practice B Writing With Common and Proper Nouns Read each sentence. Then, rewrite each sentence, replacing the underlined words with proper nouns. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Deb and her friend swam in the lake. Answer: Deb and Bea swam in Sunset Lake. 1. The neighbors went to a European country last year. 2. We drove down the highway to a city. 3. I go to the museum to see the paintings. 4. Ken and his buddy planted tulips last fall. 5. Ana ran into her coach at the grocery store. 6. Chris played a role in a musical. 7. Jan sailed an ocean last summer. 8. Eric learned a new language before he traveled to a far-off country. Writing and Speaking Application Write a three-sentence description of a foreign country, using at least three common and two proper nouns. Circle the nouns. Then, take turns reading your sentences with a partner. Your partner should listen for and name the proper nouns you used. Switch roles with your partner. 6 Nouns and Pronouns

151 7 ANTECEDENTS OF PRONOUNS A pronoun is a word that takes the place of a noun or a group of words acting as a noun. An antecedent is the noun (or group of words acting as a noun) to which a pronoun refers. EXAMPLES: Chaz smiled when he opened his birthday present. antecedent pronoun Protecting wildlife is a mission for Jane. She works on it after school and on weekends. antecedent antecedent pronoun pronoun Practice A Identifying Antecedents Read each sentence or set of sentences. Then, write each pronoun and its antecedent. Example: Nate dropped his backpack. It landed on his foot. Answer: his, his Nate; It backpack 1. Maria lent Bridget her CD of Celtic music. 2. Deciduous trees lose their leaves in the fall. 3. When Brad and Amy had a war of words, he lost. 4. Carlos was happy because he scored the winning touchdown. 5. Roscoe jumped into his owner s lap. He was tired after his long walk. 6. Swimming is Diana s favorite sport. She does it every day. 7. Robert says he likes to watch the birds and see where they nest. 8. Eddie s cat had her kittens. He was surprised that they were so small. Practice B Writing Pronouns for Antecedents Read each sentence. Then, fill in the blank with the appropriate pronoun. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Austin is known for music scene. Answer: Austin is known for its music scene. 1. Sherry loved the necklace her folks gave. 2. When the light burned out, made a buzzing noise. 3. I like sweet potatoes due in part to texture. 4. Did you remember wallet? 5. Larry forgot to set alarm. 6. Don t be afraid of bats; eat hundreds of mosquitoes. 7. After Molly got her license, drove me to the mall. 8. When the comet passed, I saw tail. 9. When the rain started, made quite a noise on the tin roof. 10. Have you read the Ember books? are real page-turners. Writing and Speaking Application Write a three-sentence description of a famous person, using at least five pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the pronouns antecedents. Switch roles with your partner. 7 Nouns and Pronouns

152 8 RECOGNIZING PERSONAL PRONOUNS Personal pronouns refer to (1) the person speaking or writing, (2) the person listening or reading, or (3) the topic (person, place, thing, or idea) being discussed or written about. Singular Plural Subjective I, you, he, she, it we, you, they Objective me, you, him, her, it us, you, them Possessive my, mine, your, yours, his, her, hers, its our, ours, your, yours, their, theirs Practice A Identifying Personal Pronouns Read each sentence. Then, write each personal pronoun. Most sentences have more than one pronoun. Example: She waved to her neighbors. Answer: she; her 1. He took his dog for a walk. 2. We went shopping with our family. 6. They boarded up their house and moved away. 7. I told her to go ahead with her plans. 3. This book is mine; that one s yours. 8. Do you think they will come back next year? 4. Give us a call when you get back to town. 5. My mom went to her high school reunion last week. 9. He chose to go skating, and she chose to go swimming. 10. Lola laughed as she showed us her gymnastics routine. Practice B Choosing Personal Pronouns Read each sentence. Then, choose the appropriate pronoun from the two in parentheses and write it on the line provided. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: (We, Us) decided to hold a fundraiser. Answer: We 1. That barrette belongs to (I, me). 2. (They, Them) helped with the gardening. 3. Is that (your, yours) MP3 player on the desk? 4. The idea to decorate the gym was (their, theirs). 5. Please send (he, him) your suggestions. 6. The extra ticket is (our, ours). 7. (He, Him) fixed sandwiches for everybody. 8. Jim and (I, me) made garlands out of glow lights. 9. He thinks the stars come out just for (her, hers). 10. Kim and (she, her) both won awards for their debating skills. Writing and Speaking Application Write a three-sentence description of something you ve done recently, using at least five personal pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the pronouns. Switch roles with your partner. 8 Nouns and Pronouns

153 9 REFLEXIVE AND INTENSIVE PRONOUNS A reflexive pronoun directs the action of the verb toward its subject. Reflexive pronouns point to a noun or pronoun earlier in the sentence. An intensive pronoun simply adds emphasis to a noun or pronoun in the same sentence. To form either a reflexive or an intensive pronoun, add -self or -selves to a personal pronoun. A reflexive pronoun is essential to the sentence s meaning. An intensive pronoun is not essential to the meaning. Reflexive: Intensive: He ed himself a reminder of the meeting. I myself have made that same mistake. Practice A Identifying Reflexive and Intensive Pronouns Read each sentence. Then, identify the reflexive or intensive pronoun in each. Example: Help yourself to some juice. Answer: yourself reflexive 1. The house itself wasn t that hard to find. 2. My sister drove the car herself. 3. The athlete tests herself every day. 4. Jeff found himself too tired to go out. 5. Donna made that necklace herself. 6. Ask yourself if you feel lucky today. 7. Pablo himself has two avatars in Second Life. Practice B Writing Reflexive and Intensive Pronouns Read each sentence. Then, fill in the blank by writing the reflexive or intensive pronoun that completes each sentence. Example: Trish made that dress. Answer: herself 1. The movie wasn t that good, but we had fun anyway. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Find a seat, and we ll get started. 3. The actors were frightened during filming. 4. Devon said, I can do it! 5. The rule doesn t apply to Sonya. 6. Procrastinators may find out of luck. 7. I ve forced to exercise every day. 8. The author put in his book, though it was fiction. 9. As you know, it can be hard to keep some promises. 10. The cats weren t afraid of the dogs, but Max was worried for them. Writing and Speaking Application Write a three-sentence description of an activity a friend of yours does. Use at least two reflexive and two intensive pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify which pronouns are reflexive and which are intensive. 9 Nouns and Pronouns

154 10 DEMONSTRATIVE PRONOUNS A demonstrative pronoun points to a specific person, place, or thing. There are two singular and two plural demonstrative pronouns. This and these point to something near the speaker or writer. That and those point to something more distant. Practice A Identifying Demonstrative Pronouns Read each sentence. Then, write each demonstrative pronoun and the noun to which it refers. Example: Those are beautiful trees over there. Answer: Those, trees 1. This is today s mystery word. 2. That behavior is not funny! 3. These are the songs I purchased for the party. 4. Is that really a good idea? 5. This is my favorite route to school. 6. Those are the kids I was telling you about. 7. Mom, these are my friends. 8. Is this microphone working? 9. What is that T-shirt s message? 10. Those tomatoes don t look as fresh as these. Practice B Writing Demonstrative Pronouns Read each sentence. Then, fill in the blank with the appropriate demonstrative pronoun. Example: I threw Answer: that old shirt away. 1. crackers are better for you than those. 2. Have you seen ads? I forget what they re for. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. In troubled times, it s hard to concentrate. 4. was quite a lightning storm last night. 5. Listen; are the things I plan to say. 6. is my favorite time of day. 7. Why does anyone watch TV hosts who yell? 8. I always feel relaxed here in herb garden. 9. Look at mess across the street! 10. soap that I m holding smells better than one. Writing and Speaking Application Write three sentences giving directions to a location of your choice. Use all four of the demonstrative pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the pronouns. Switch roles with your partner. 10 Nouns and Pronouns

155 11 USING RELATIVE PRONOUNS A relative pronoun begins a subordinate clause and connects it to another idea in the same sentence. The five relative pronouns are that, which, who, whom, and whose. Practice A Identifying Relative Pronouns Read each sentence. Then, on the line provided, write each subordinate clause and circle the relative pronoun. Example: The house that Jack built is huge. Answer: that Jack built 1. My position, which I ve stated before, is that the curfew is too early. 2. The girl who collects ceramic cats is named Annette. 3. He is the singer whom Clive Davis discovered. 4. The student whose essay is chosen gets a prize. 5. The leaves that are on oak trees turn red in the fall. 6. Darryl, whom I overheard, said he was leaving. 7. The friend whom I called is not home. 8. The mouse that ran the maze is called Shep. 9. That is the author whose new book was just reviewed. 10. Photosynthesis, which lets plants turn sunlight into food, is a useful process. Practice B Writing Relative Pronouns Read each sentence. Then, fill in the blank with the appropriate pronoun. Example: Our server was the girl Answer: whose fingernails are blue. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. The newspaper I read is going out of business. 2. The filter, cleans drinking water, goes here. 3. Pat is a carpenter can build or fix anything. 4. We need a speaker our audience will like. 5. I don t know gloves those are. 6. The team takes a chance on Pablo will win. 7. The wiring, is very old, needs to be replaced. 8. Did your mother say she voted for? 9. I don t know he is. 10. The man cell phone rang was kicked out of the concert. Writing and Speaking Application Write a three- or four-sentence explanation of how to do something, using at least four relative pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the relative pronouns. Switch roles with your partner. 11 Nouns and Pronouns

156 12 INTERROGATIVE PRONOUNS An interrogative pronoun is used to begin a question. The five interrogative pronouns are what, which, who, whom, and whose. Practice A Identifying Interrogative Pronouns Read each sentence. Then, on the line provided, write each interrogative pronoun. Example: What time is it? Answer: What 1. Which movie did you see? 2. Who told you that he was guilty? 3. To whom should I address the letter? 4. Whose glasses are those? 5. What reason did he give for leaving early? 6. Which outfit do you like better? 7. Who left the gate open? 8. For whom is that gift basket intended? 9. Whose car are we using today? 10. Tell me, what does that symbol mean? Practice B Writing Interrogative Pronouns Read each sentence. Then, fill in the blank with the appropriate interrogative pronoun. Example: Answer: Which debater made the best case for her opinion? 1. adopted that cute border collie? 2. With should I register my complaint? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. idea was it to picket the cafeteria? 4. is the square root of 144? 5. laptop are you planning to buy? 6. told Denny what I said? 7. To is the song dedicated? 8. chili won first prize at the county fair? 9. is the state tree of Texas? 10. of these photos belongs to you? Writing and Speaking Application Write four questions to ask an imaginary person. Use an interrogatory pronoun in each. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the interrogatory pronouns. Switch roles with your partner. 12 Nouns and Pronouns

157 13 INDEFINITE PRONOUNS Focus on the TEKS (19)(A)(vi) An indefinite pronoun refers to a person, place, thing, or idea that is not specifically named. Singular Plural Singular or plural another, anybody, anyone, anything, each, either, everybody, everyone, everything, little, much, neither, nobody, no one, nothing, one, other, somebody, someone, something both, few, many, others, several all, any, more, most, none, some Show that you can use and understand the function of indefinite pronouns by completing the following exercises. Practice A Identifying Indefinite Pronouns Read each sentence. Then, write each indefinite pronoun and whether it is singular or plural. Example: Someone should check on Rover. Answer: Someone singular 1. Many people like mild weather. 2. Many are called, but few are chosen. 3. Few of the seedlings survived the drought. 4. Everyone brought his or her own guitar. 5. Each of the contestants was talented. 6. Some of the flowers have bloomed. Practice B Writing Indefinite Pronouns Read each sentence. Then, fill in the blank with an appropriate indefinite pronoun. Example: Answer: has a favorite movie or two. Everyone OR Everybody 1. How much homework do we have? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. knows better than I how important it is to stick to a budget. 3. Ben or Archie will have to give up something. 4. Al and Paul were there. 5. he says is treated as gospel. 6. students voted for Mike; others voted for Cindy. 7. of our neighbors (25 out of about 30) came to the block party. 8. There s you can do about the weather. 9. entries will be considered. 10. They re out of burgers, so choose entree. Writing and Speaking Application Write a three-sentence description of a field trip you d like to take. Use at least five indefinite pronouns. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the pronouns. Switch roles with your partner. 13 Nouns and Pronouns

158 14 USING TRANSITIVE VERBS An action verb is transitive if the receiver of the action is named in the sentence. The receiver of the action is called the object of the verb. EXAMPLE: Leslie watched the game. action verb object Practice A Identifying Transitive Verbs Read each sentence. Then, write each transitive verb. If a sentence has no transitive verb, write none. Example: Jamie watered the plants in the sunroom. Answer: watered 1. Molly hammered the final nail. 2. The snow piled up in the yard. 3. Lawrence petted the floppy-eared dog. 4. Reporters asked questions after the press conference. 5. Have you shown anyone your new painting yet? 6. I wonder why Maria looks so happy. 7. I love sunny days like this. 8. Julio s parents just opened a restaurant downtown. 9. My mom gave me an early birthday present today. 10. The cheetah ran across the savannah. Practice B Writing Transitive Verbs Read each pair of sentences. Then, circle A or B to show which sentence has a transitive verb. Example: A B Answer: B Shawn tripped on the step. Shawn tripped his sister. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. A That movie started a riot. B That movie started on time. 2. A The chef tasted the soup. B The soup tasted salty. 3. A Anna felt sleepy after sewing all day. B Anna felt the rough texture of the fabric. 4. A The starfish grew a new arm. B The starfish grew tired as it floated. 5. A The actor was remembered fondly. B The actor remembered his lines. Writing and Speaking Application Write a three-sentence description of your trip to school today, using at least three transitive verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the transitive verbs and the direct objects. Switch roles with your partner. 14 Verbs

159 15 USING INTRANSITIVE VERBS An action verb is intransitive if there is no receiver of the action named in the sentence. An intransitive verb does not have an object. EXAMPLES: The sun set slowly. (Slowly is an adverb, not an object.) He passed through the crowd. (Through is a preposition, not an object.) Practice A Identifying Intransitive Verbs Read each sentence. Then, underline each intransitive verb. If a sentence has no intransitive verb, write none. Example: Please listen while the flight attendant speaks. Answer: Please listen while the flight attendant speaks. 1. Tell Rover to lie down and relax. 2. Lay your cards on the table. 3. A squirrel got trapped in our attic. 4. I walked all the way to the lake. 5. That looks like fun! 6. My Internet connection crashed again. 7. Gina crashed her go-cart. 8. I watched a bluebird rise into the sky. 9. Did you know that warm air rises? 10. The moon will be full tomorrow. Practice B Labeling Transitive and Intransitive Verbs Read each sentence. Then, write each verb and label it transitive or intransitive. Example: Bill sang along to the radio. Answer: sang intransitive Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Luis calls his grandmother every week. 2. Pablo talks to his grandmother once a month. 3. Sheryl and I biked through the park. 4. Lance and Casey rode their bikes all over town. 5. Joss spoke to her graduating class. 6. Felipe gave a speech at assembly. 7. Pass the broccoli, please. 8. I ll pass the creamed onions to you. 9. My dog knows how to play dead. 10. Nate and Linda are playing video games. Writing and Speaking Application Write a three-sentence description of your future, using at least three intransitive verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the intransitive verbs. Switch roles with your partner. 15 Verbs

160 16 RECOGNIZING FORMS OF BE A linking verb is a verb that connects a subject with a word that describes or identifies it. The most common linking verb is be. The verb be has many forms, depending on its tense, number, and person. Examples include am, are, is, was, are being, were being, can be, could be, may be, might be, must be, should be, will be, would be, has been, had been, could have been, may have been, should have been, will have been, and would have been. IDENTIFIES EXAMPLES: Luisa is my friend. linking I am excited to see her. linking verb verb Practice A Identifying Forms of Be Read each sentence. Then, underline each verb that is a form of be. Example: My brothers are being noisy. Answer: My brothers are being noisy. DESCRIBES 1. This is a secret I m about to tell you. 2. Lady Bird Johnson was an environmentalist. 3. Cassie should be here any minute. 4. You could be right about training for the race. 5. Acorn might be the smartest cat in the world. 6. Our trip to Galveston may have been my best vacation ever. 7. We should have been finished by now. 8. Bob was being difficult, but now he seems fine. 9. Drama class has been a constant source of surprises. 10. Lori will be president someday. Practice B Writing Forms of Be Verbs Read each sentence. Then, write whether the word or words after the be verb identify or describe the subject. Example: I am so proud of you. Answer: describe Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. One species of tulip is Angelique. 2. Jane has been eager for spring to arrive. 3. Raptors are birds like hawks and eagles. 4. Marie Curie was always dedicated to her work. 5. This might have been a bad idea. 6. The store will be open all night. 7. You must have been exhausted after the marathon. 8. There must be a way to open this lid. 9. That assignment should have been easy. 10. George Eliot was the pen name of Mary Ann Evans. Writing and Speaking Application Write a three-sentence description of a mood you felt recently, using at least three forms of the verb be. Try using different tenses. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the forms of be. Switch roles with your partner. 16 Verbs

161 17 USING OTHER LINKING VERBS A linking verb is a verb that connects a subject with a word that describes or identifies it. Be is not the only linking verb. Other verbs that function the same way include appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb, replace it with is, am, or are. If the sentence still makes sense, then the verb is a linking verb. Jorge felt sad. Jorge is sad. Practice A Identifying Other Linking Verbs Read each sentence. Then, underline each linking verb. Example: My cashmere sweater feels soft and warm. Answer: My cashmere sweater feels soft and warm. 1. The new captain appears excessively proud. 2. Paulo looks smug; I wonder why? 3. Dad remained skeptical of my need for a cell phone. 4. Maria felt full of energy. 5. The dinner that Ed cooked tasted yummy. 6. Alonzo stayed serious even after we told our best jokes. 7. Hyacinths smell sweet, like the essence of spring. 8. The ghost story that Ruth told sounded mysterious. 9. Bessie Coleman became the first black female pilot in the world. 10. When Ellen looked more closely, the coleus plant looked dead. Practice B Writing Other Linking Verbs Read the pairs of words. For each pair, write a sentence using a linking verb to connect the words. Example: Tyra hungry Answer: Tyra grew hungry as the afternoon wore on. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. graphic novel interesting 2. brother confused 3. Susie still 4. Mom angry 5. Armando convinced 6. Anastasia positive 7. taco filling spicy 8. Lupe lawyer Writing and Speaking Application Write a three-sentence description of something you ve learned in science class. Use at least three linking verbs that are not forms of be. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the linking verbs. Switch roles with your partner. 17 Verbs

162 18 ACTION VERB OR LINKING VERB? An action verb tells what action someone or something is performing. A linking verb connects a subject with a word that describes or identifies it. While forms of be are always linking verbs, most of the other linking verbs can be either linking or action, depending on how they are used in a sentence. These verbs include appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn. To test whether a verb is a linking verb, replace it with is, am, or are. If the sentence still makes sense, then the verb is a linking verb. Linking Alicia grew quiet. (Grew links Alicia and quiet, which describes her.) Action Alicia grew herbs on a windowsill. (Alicia performed an action.) Practice A Identifying Action Verbs and Linking Verbs Read each sentence. Then, write each verb and label it action or linking. Example: Guillermo looks cool in his new outfit. Answer: looks linking 1. Do you feel all right? 2. That vegetable tastes like chocolate. 3. Look at this room! 4. Charles grows wildflowers in a rock garden. 5. That appears to be correct. 6. The king had an employee to taste his food for poison. 7. Jim grows sad whenever he hears that song. 8. Smell this perfume and tell me what you think. 9. A figure appeared through the fog. 10. Shari felt the soft texture of her dog s fur. Practice B Writing Action Verbs and Linking Verbs Read the verbs below. Write a sentence for each verb, using it in the manner described. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: look linking Answer: Elaine looks as gloomy as the weather. 1. look action 2. seem linking 3. smell linking 4. taste action 5. taste linking 6. turn action 7. feel linking 8. feel action Writing and Speaking Application Write a three-sentence description of a meal or just one dish, using at least three linking verbs and three action verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify which verbs are linking and which are action. Switch roles with your partner. 18 Verbs

163 19 RECOGNIZING HELPING VERBS Helping verbs are added before another verb to make a verb phrase. Forms of be Other helping verbs am, has been, will be, will have been, is, was being, should be, had been, might have been do, has, would, shall, can, could, may, must have, should have, might, will, have, does The chart shows some of the many helping verbs that you can combine with different main verbs to show different tenses. Here s an example using the main verb talk: am talking, have been talking, will be talking, does talk, has talked, will talk, will have talked, will have been talking, can talk, should have talked Practice A Identifying Helping Verbs Read each sentence. Then, underline the helping verbs and circle the main verbs. Example: I could have sworn I had brought my keys. Answer: I could have sworn I had brought my keys. 1. Books do furnish a room. 2. I am walking to school these days. 3. The water line must have burst. 4. I have told him not to call again. 5. Reminders were sent out last week. 6. Jolene will be decorating the gym for the costume contest. 7. Clarence should have started his research earlier. 8. May I ask for volunteers? 9. Raphael has been practicing karate since the age of ten. 10. Your hard work will not be wasted. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing Helping Verbs Read each verb phrase. Then, use it in an original sentence. Example: must have forgotten Answer: I must have forgotten my wallet at home today. 1. could try 2. did think 3. will be marching 4. was crying 5. have been joking 6. has been practicing 7. might have taken 8. must have wondered Writing and Speaking Application Write a three-sentence description of a time when you were successful at something, using at least three helping verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify which verbs are linking and which are action. Switch roles with your partner. 19 Verbs

164 20 ARTICLES The is a definite article. It points to a specific person, place, thing, or idea. A and an are indefinite articles. They point to any member of a group of similar people, places, things, or ideas. The guys want to see a movie tonight. defi nite: specifi c indefi nite: any people movie All three articles are adjectives, and all indicate that a noun will soon follow. A is used before an indefinite noun that starts with a consonant sound; an is used before a vowel sound. When the vowels o and u sound like consonants (one-way, unicorn), they should be preceded by a. When h sounds like a vowel (hour, honor), it should be preceded by an. Practice A Identifying Definite and Indefinite Articles Read each sentence. Then, write each article and label it definite or indefinite. Some sentences have more than one article. Example: I tried the game you recommended. Answer: the definite 1. Josh watched an indigo bunting build a nest. 2. I went to the last game of the season. 3. My dad competed in a triathlon. 4. The cheetah is the fastest mammal on Earth. 5. A human could not keep up with a cheetah. 6. The gift is from an anonymous donor. Practice B Writing Articles Read each sentence. Then, fill in the blank with the appropriate indefinite article. Example: I read Answer: an unforgettable book last week. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. A light year is unit of distance, not time. 2. Darryl is either uncle or a third cousin of Shelly s. 3. The ability to form memories is human trait. 4. Color guard is honorary position. 5. Mom asked me to chop onion for the sauce. 6. It s once-in-a-lifetime event. 7. Bucknell is university in Pennsylvania. 8. She wore understated scarf. 9. The workshop is opportunity to be creative. 10. hourly chime reminds everyone that time is passing. Writing and Speaking Application Write a short dialogue between two kids (real or made up, your choice). Use at least three definite and three indefinite articles. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the articles. Switch roles with your partner. 20 Adjectives and Adverbs

165 21 USING PROPER ADJECTIVES An adjective is a word that describes a noun or pronoun. A proper adjective is (1) a proper noun used as an adjective or (2) an adjective formed from a proper noun. A proper noun used as an adjective does not change its form. It is merely placed in front of another noun. Examples are March winds, Dixieland jazz, and Atlantic Coast. An adjective formed from a proper noun gets a different ending, like -n, -ian, -ese, or -ish. Examples are Texan, Nigerian, Chinese, and Irish. Some proper adjectives are irregular, like French (from France) and Danish (from Denmark). Both types of proper adjectives begin with a capital letter. Practice A Identifying Proper Adjectives Read each sentence. Then, underline each proper adjective. Example: The Haitian slave revolt was the first to succeed. Answer: The Haitian slave revolt was the first to succeed. 1. Mariel pulled her Achilles tendon. 2. The Spanish steps are actually located in Italy. 3. They say April showers bring May flowers. 4. He is a Shakespearean actor. 5. The gamelan is a Balinese musical ensemble. 6. Kevin has Canadian relatives in Ontario. 7. I ll be there in a New York minute. 8. Elvis s favorite dessert is German chocolate cake. 9. They are on the Jamaican bobsled team. 10. The Iditarod is an Alaskan dogsled race. Practice B Writing Proper Adjectives Read each group of words. Then, rewrite the words to include a proper adjective before the noun. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: the language of Russia Answer: the Russian language 1. a rug from Morocco 2. the flag of Sweden 3. cars from Italy 4. a visitor from Guatemala 5. a garden in England 6. masks from Japan 7. a person from Boston 8. furniture from Denmark 9. an epic from India 10. travelers from Sudan Writing and Speaking Application Write a brief paragraph describing places you would like to visit. Use at least five proper adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the proper adjectives. Switch roles with your partner. 21 Adjectives and Adverbs

166 22 USING NOUNS AS ADJECTIVES An adjective is a word that describes a noun or pronoun. A noun used as an adjective usually comes directly before another noun and answers the question What kind? or Which one? There are different types of nouns. See the examples below. Nouns stone drama Renoir Nouns Used as Adjectives stone wall drama class Renoir exhibit Practice A Identifying Nouns as Adjectives Read each sentence. Then, underline the noun used as an adjective. Example: Game designers are working on video games that teach science. Answer: Game designers are working on video games that teach science. 1. My great-grandmother grew up in a log cabin. 2. We just got granite countertops in the kitchen. 3. Television networks face tough competition. 4. A Douglas fir can live to be 750 years old. 5. The Tiffany show runs through June. 6. He reminded me of a character from a Chekhov play. 7. The lightning storm knocked out our electricity. 8. They stopped at a clothing store. 9. His favorite food is Rome apples. 10. The Mount Rushmore carvings are amazing. Practice B Writing Nouns as Adjectives Read each sentence. Then, fill in the blank, adding a noun as an adjective. Example: The bowl was a wedding present. Answer: The silver bowl was a wedding present. 1. Pam wore a black jacket. 2. Jan ordered (a/an) salad with anchovies. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. We re leaving for (a/an) game at 6:00 P.M. 4. Jeffrey recited (a/an) poem. 5. Michael s family has bookshelves in the den. 6. The conversation reminded me of (a/an) movie. 7. The station is empty at night. 8. Billy was (a/an) farmer before he joined the army. 9. We make tea in the summer. 10. painters have a difficult job. Writing and Speaking Application Write a paragraph describing a room, using at least three nouns as adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the nouns as adjectives. Switch roles with your partner. 22 Adjectives and Adverbs

167 23 USING COMPOUND ADJECTIVES An adjective is a word that describes a noun or pronoun. A compound adjective is made up of more than one word. Most compound adjectives are hyphenated, such as hundred-meter race, old-fashioned girl, self-taught painter, sky-blue eyes, toll-free number, twenty-one years, and well-known fact. Others are combined words, such as catlike purr, heartbreaking story, lifesaving technique, nonviolent resistance, online presence, overworked employees, prewar building, and waterborne illness. Practice A Identifying Compound Adjectives Read each sentence. Then, underline each compound adjective. Example: Manuel served overcooked pasta on Sunday. Answer: Manuel served overcooked pasta on Sunday. 1. He gazed into her emerald-green eyes. 2. Naomi never shops at big-box stores. 3. Jasper goes to a fast-food restaurant every day. 4. Our team lost, but we enjoyed the halftime show. 5. Soybeans are a soil-enriching crop. 6. Dorothea stood there dripping in her rain-soaked clothes. 7. Stephen drove the back roads in his pickup truck. 8. Roberta got a part-time job at the amusement park. 9. Don t be fooled by her childlike expression. 10. Tawni walked the counterclockwise labyrinth path. Practice B Writing Compound Adjectives Read each sentence. Then, rewrite the sentences to include compound adjectives. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: My parents are getting involved in serving slow food. Answer: My parents are getting involved in the slow-food movement. 1. Rob s story broke Hilary s heart. 2. Barb and Sue went camping for three days. 3. Marilyn does a great job of solving problems. 4. The horse that ran away was caught. 5. The organization is not for profit and works with disadvantaged kids. Writing and Speaking Application Write a paragraph about something you learned in social studies class. Use at least two hyphenated and two combined compound adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the compound adjectives and the words they modify. 23 Adjectives and Adverbs

168 24 USING PRONOUNS AS ADJECTIVES A pronoun becomes an adjective if it modifies a noun. The four demonstrative pronouns this, that, these, and those become demonstrative adjectives if they modify a noun or pronoun. Three of the interrogative pronouns which, what, and whose become interrogative adjectives if they modify a noun. MODIFIES Practice A Identifying Demonstrative and Interrogative Adjectives Read each sentence. Then, on the line provided, write the adjective in each sentence and label it Dem for demonstrative or Int for interrogative. Example: Whose notes did you borrow? Answer: Whose Int 1. Which flavor did you like better? 2. Those kids across the street aren t very friendly. 3. What ideas do you have for our project? 4. Did you see that amazing catch? 5. This hangnail is driving me crazy. 6. Whose dirty towels are on the floor? 7. These gloves are really warm. 8. Which sport will you choose? 9. There goes that fearless chipmunk. 10. Don t those cardinals know it s winter? MODIFIES EXAMPLES: Those jeans look great on you. Which shirt should I wear? demonstrative noun interrogative noun adjective adjective Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing Demonstrative and Interrogative Adjectives Read each sentence. Then, fill in the blank with an appropriate demonstrative or interrogative adjective. Example: What is Answer: that horrible noise? 1. birthday is it? 2. Here, try cookies I just baked. 3. colors does the jockey wear? 4. Do you see storm clouds in the distance? 5. mountain did Edmund Hilary climb, Everest or K2? Writing and Speaking Application Ask a partner about his or her day, using at least three demonstrative and three interrogative adjectives. Your partner should listen for and identify the adjectives. Switch roles with your partner. Then, write a paragraph summing up what you learned. 24 Adjectives and Adverbs

169 25 USING POSSESSIVE NOUNS AND PRONOUNS AS ADJECTIVES An adjective is a word that describes a noun or pronoun. Possessive nouns and pronouns name who or what owns or has something. A noun or pronoun becomes an adjective when it modifies a noun. The personal pronouns my, your, her, his, its, our, and their are often possessive adjectives. Possessive pronouns and possessive nouns function as adjectives when they come before nouns and answer the question Which one? REFERS TO MODIFIES EXAMPLES: The brown-eyed girl yawned and closed her eyes. antecedent pronoun Practice A Identifying Possessive Nouns and Pronouns as Adjectives Read each sentence. Then, underline each possessive noun or pronoun used as an adjective. Some sentences have more than one possessive. Example: The butterfly fluttered its wings. Answer: The butterfly fluttered its wings. 1. Astro s fur is brown. 2. What is his problem, in your opinion? 3. Ms. Lightcap s class is my favorite. 4. I think your song is really good. 5. Have you seen Molly s purse? 6. Our house has three bedrooms. 7. The deer s eyes shone blue in the flashlight beam. 8. It s a good thing Jorge s library card was found. 9. There is no reason their names shouldn t be listed. 10. My dog ate Rebecca s homework. Practice B Writing Possessive Nouns and Pronouns as Adjectives Read each group of words. Then, rewrite the words to include a possessive noun or pronoun. Example: a baseball mitt belonging to Esteban Answer: Esteban s baseball mitt Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. a hat belonging to Rob 2. the mane of a lion 3. a book belonging to me 4. the flowers of a plant 5. the flame of a candle 6. a car belonging to the Koestlers 7. a game for children 8. a laptop belonging to Guillermo 9. a TV belonging to them 10. the scales of a snake Writing and Speaking Application Write a paragraph describing something you or a family member collects. Use at least five possessive nouns and pronouns as adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adjectives. Switch roles with your partner. 25 Adjectives and Adverbs

170 26 USING DEMONSTRATIVE ADJECTIVES The four demonstrative pronouns this, that, these, and those become demonstrative adjectives if they modify a noun or pronoun. EXAMPLES: That ring is pretty. Those girls have good taste. Practice A Identifying Demonstrative Adjectives Read each sentence. Then, on the line provided, write each demonstrative adjective and the noun or pronoun to which it refers. Sentences may have more than one demonstrative adjective. Example: These essays are exceptional. Answer: These essays 1. This talk is really making me think. 2. Are those cards still available? 3. I think this evening will be special. 4. That argument is more convincing than Glenn s. 5. What is this tool used for? 6. If that guy calls back, tell him I m out. 7. Do these shrubs near the house have purple berries? 8. That statement is ridiculous. 9. I like these jeans better than those chinos. 10. Those mountains in the distance are mysterious. Practice B Writing Demonstrative Adjectives Read each sentence. Then, fill in each blank with an appropriate demonstrative adjective. Example: Do you like Answer: this bracelet I m wearing? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Get out serving platter, please. 2. I haven t seen posters for the concert. 3. Does anybody still watch old show? 4. My mother gave me socks. 5. message is very important; please listen. 6. Are shoes the ones you meant? 7. Look at clowns over there. 8. Here at Shadyside, we prefer colors. 9. lights shine right into my bedroom from the road. 10. dog is friendlier than one. Writing and Speaking Application Write three sentences giving directions to a location in your town. Use all four of the demonstrative adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the demonstrative adjectives. Switch roles with your partner. 26 Adjectives and Adverbs

171 27 USING INTERROGATIVE ADJECTIVES Three of the interrogative pronouns which, what, and whose become interrogative adjectives if they modify a noun. These adjectives are used to ask direct or indirect questions. EXAMPLES: What meal are you getting? I wonder whose name she picked. Practice A Identifying Interrogative Adjectives Read each sentence. Then, on the line provided, write each interrogative adjective and the noun to which it refers. Example: Which dress did you choose? Answer: Which dress 1. On what date was the U.S. Constitution signed? 2. Does a cuckoo care whose nest it steals? 3. What kinds of fish did you catch? 4. I asked which items on the list I should buy. 5. Which path shall we take at the fork? 6. Whose cellphone is that? 7. Do you know what colors a rainbow contains? 8. Which vegetable do you like best? 9. Whose idea was it to leave early? 10. I wonder what song he ll play next. Practice B Writing Interrogative Adjectives Read each sentence. Then, fill in the blank with an appropriate interrogative adjective. Example: Answer: Which pattern do you prefer, stripes or paisley? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. signature is that? 2. time was it when you got home? 3. music do you want, rock or hip-hop? 4. water pistol did you find? 5. I wonder cat knocked over the vase. 6. day is the test? 7. ancestor was the horse thief? 8. So computer do you like: Apple or PC? 9. year did World War II end? 10. pocket did I leave my change in? Writing and Speaking Application With a partner, take turns interviewing each other about your likes and dislikes. Then, write a paragraph in a question-and-answer format, telling what your partner shared. Use the interrogative adjectives at least five times. Trade papers with your partner and circle the interrogative adjectives used. 27 Adjectives and Adverbs

172 28 USING INDEFINITE ADJECTIVES Many indefinite pronouns become adjectives if they modify a noun. Among them are both, few, many, each, most, several, some, much, neither, and all. EXAMPLES: Both spellers won prizes. Many older people like warm weather. Practice A Identifying Indefinite Adjectives Read each sentence. Then, on the line provided, write each indefinite adjective and the noun to which it refers. Two sentences have more than one indefinite adjective. Example: Most dogs love to swim. Answer: Most dogs 1. All signs point to success. 2. Few kids would admit to liking all chores. 3. Each snowflake has its own unique shape. 4. Harry said that both games are challenging. 5. Most athletes work out several times a week. 6. Neither poem uses a traditional rhyme scheme. 7. In many catalogs, the photographs matter more than the words. 8. Much love to everyone, Mom wrote. 9. Some Web sites aren t worth the clicking. 10. Several blossoms on the hibiscus have opened. Practice B Writing Indefinite Adjectives Read each sentence. Then, fill in the blank with an appropriate indefinite adjective. Example: You can overcome procrastination, Answer: many experts say. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. twins like to play baseball. 2. sibling is willing to go to camp alone. 3. stores allow you to enter barefoot. 4. Web sites (three or four) had interesting links. 5. science geek who doesn t like bugs is missing out. 6. students should report to the auditorium. 7. student should choose one book. 8. A kids decided not to go to the party. 9. I like baseball nor football. 10. nights, I watch a little TV. Writing and Speaking Application Write a short persuasive essay about a controversy in your school or town. Use at least five indefinite adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the indefinite adjectives. Switch roles with your partner. 28 Adjectives and Adverbs

173 29 USING ADVERBS THAT MODIFY VERBS An adverb modifies a verb, an adjective, or another adverb. An adverb that modifies a verb answers one of these questions: Where? When? In what way? To what extent? Where? When? In what way? To what extent? verb: went verb: will talk verb: laughed adverb: almost adverb: inside adverb: later adverb: loudly verb: fi nished verb: drive verb: played verb: sew adverb: really adverb: away adverb: yesterday adverb: carefully verb: wish Negative adverbs, such as not, never, and nowhere, also modify verbs. adverb verb EXAMPLES: I did not say that. Never give up. We re getting nowhere fast. verb verb adverb adverb verb adverb adverb Practice A Identifying How Adverbs Modify Verbs Read each sentence. Then, circle the adverb and list what question it answers. (Where? When? In what way? To what extent?) Some sentences have more than one adverb. Example: He laughed crazily. Answer: He laughed crazily In what way? 1. My uncle is going away. 2. The package arrived yesterday. 3. My mom drives well. 4. Let s hang out soon. 5. Aaron pitches badly. 6. Stan waited eagerly. 7. Chris almost screamed when they squealed loudly. 8. Estefan hardly knew where he was when he awoke today. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing Adverbs That Modify Verbs Read each sentence. Then, fill in the blank with an appropriate adverb. Example: Rennie walked Answer: quickly toward the waiting bus. 1. Bob arrived; where could he be? 2. Ice melts at 35 degrees Fahrenheit. 3. I agree with everything Miley said. 4. Has anyone let the dog recently? 5. The weather changes. Writing and Speaking Application Write a paragraph describing a scene from your life, using at least five adverbs that modify verbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner. 29 Adjectives and Adverbs

174 30 USING ADVERBS THAT MODIFY ADJECTIVES When adverbs modify adjectives, they answer only one question: To what extent? MODIFIES MODIFIES EXAMPLES: That show is very silly. This is a really spectacular view. noun adverb adjective adverb adjective noun Practice A Identifying Adverbs That Modify Adjectives Read each sentence. Then, underline each adverb that modifies an adjective and circle the adjective. Do not underline adverbs that modify verbs or other adverbs. Example: The broccoli casserole was quite delicious. Answer: The broccoli casserole was quite delicious. 1. Our family car trips are rarely exciting. 2. Space exploration is often dangerous. 3. That bridge is not safe for traffic. 4. Victor is a brilliantly musical pianist. 5. That s a very impressive skateboard. 6. One critic called this movie relentlessly engaging. 7. Gina is an effortlessly talented gymnast. 8. That sauce smells awfully spicy. 9. I m not comfortable answering that question. 10. Rachel can be exhaustingly friendly, but she means well. Practice B Writing Adverbs That Modify Adjectives Read each sentence. Then, fill in the blank to add an adverb that modifies an adjective. Example: Grandma is Answer: often tired in the afternoon. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. I am upset with Richard right now. 2. Regina is full after eating her dinner. 3. This author s work is intelligent. 4. It s warm before May around here. 5. Pat is confident in a crowd of people. 6. Felipe seems keen on meeting Marta. 7. It s darkest before the dawn. 8. Jess is energetic before noon. 9. Hank mowed the lawn enthusiastically. 10. I m concerned about where Doreen went. Writing and Speaking Application Write a letter describing a place, using at least four adverbs that modify adjectives. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner. 30 Adjectives and Adverbs

175 31 ADVERBS MODIFYING OTHER ADVERBS When adverbs modify other adverbs (words that modify verbs, adjectives, or adverbs), they answer one question: To what extent? MODIFIES MODIFIES MODIFIES EXAMPLES: The river is almost always low. She petted the mouse somewhat tenderly. adverb adverb adjective verb adverb adverb Practice A Identifying Adverbs That Modify Adverbs Read each sentence. Then, underline each adverb that modifies another adverb. Do not underline adverbs that modify verbs or adjectives. Example: Everyone moved very quickly toward the exit. Answer: Everyone moved very quickly toward the exit. 1. Shane traveled more enjoyably alone. 2. Hummingbirds are quite often tiny creatures. 3. Luisa was really quite surprised to see Berta. 4. Deer glide through the forest perfectly stealthily. 5. American chestnut trees almost never survive the blight. 6. Andy very consciously decided to change his attitude. 7. Nature is fairly carefully observed in Audubon s paintings. 8. It is more completely silent in deep space than anywhere on Earth. 9. Mikey behaved less obnoxiously for the new babysitter. 10. Maria made a rather eloquently argued plea for a deadline extension. Practice B Writing Adverbs That Modify Adverbs Read each sentence. Then, fill in the blank to add an adverb that modifies another adverb. Choose your adverb from the box below. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The baby was sleeping Answer: quite peacefully last night. almost extremely too hardly more 1. I always read mysteries quickly than other books. 2. Chip spoke proudly about his family. 3. I ever see a shooting star. 4. They never visit each other. 5. Jeffrey has always won easily for his own good. Writing and Speaking Application Write a paragraph describing a state of mind, using at least four adverbs that modify adverbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner. 31 Adjectives and Adverbs

176 32 FINDING ADVERBS IN SENTENCES An adverb modifies a verb, an adjective, or another adverb. Adverbs can appear in different places in sentences. Conjunctive adverbs join two independent clauses and appear after the semicolon. Adverb Placement Beginning End Before a verb After a verb Between parts of a verb phrase Before an adjective Before an adverb After a semicolon Example Sentence Cautiously, Kyle woke the sleeping tiger. Kyle woke the sleeping tiger cautiously. Kyle cautiously woke the sleeping tiger. Kyle tussled cautiously with the tiger. Kyle had been cautiously tussling with the tiger. Kyle was rarely cautious. His sister was usually rather cautious. The tiger was sleeping; therefore, Kyle moved quietly. Practice A Locating Adverbs Read each sentence. Then, circle each adverb. Some sentences have more than one adverb. Example: The waves crashed quite powerfully against the black sand. Answer: The waves crashed quite powerfully against the black sand. 1. Does that clock run very fast? 2. Lori almost cried when she realized she had missed the most exciting concert of the year. 3. I hope the party will distract Juan slightly from his worries. 4. Danny is hardly ever quiet. 5. Katie secretly keeps a diary that she updates often. 6. Meg won the spelling bee easily; however, she had not studied at all. 7. Jane carefully pasted her most meaningful pictures in her blue scrapbook. 8. Recently, we found out that our greatly anticipated vacation would not happen. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing Adverbs in Different Locations Read each sentence. Then, rewrite each sentence to add an adverb where indicated. Example: Dinner was still warm when Lucy got home. (beginning of sentence) Answer: Amazingly, dinner was still warm when Lucy got home. 1. I have wanted to go to Paris, she said. (between parts of a verb phrase) 2. Pat threw the ball to the receiver. (before a verb) 3. Ruth s mom is satisfied. (before an adjective) 4. What? Barry said, as he fought to keep his eyes open. (after a verb) Writing and Speaking Application Write a paragraph describing an encounter with an animal, using at least five adverbs in different locations in your sentences. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner. 32 Adjectives and Adverbs

177 33 ADVERB OR ADJECTIVE? If a noun or pronoun is modified by a word, that modifying word is an adjective. If a verb, adjective, or adverb is modified by a word, that modifying word is an adverb. Some words can function as either adjectives or adverbs, depending on their use in a sentence. An adjective answers the question What kind? Which one? How many? or How much? An adverb answers the question Where? When? In what way? or To what extent? MODIFIES MODIFIES EXAMPLES: He arrived early. Let s have an early dinner. verb adverb adjective noun Not all words that end in -ly are adverbs. Words like lovely and neighborly are adjectives. MODIFIES MODIFIES EXAMPLES: Luisa earns an hourly wage. My computer files are saved hourly. adjective noun verb adverb Practice A Identifying Adverbs and Adjectives Read each sentence. Then, circle each adjective and underline each adverb. Example: The group moved slowly through the green, steamy jungle. Answer: The group moved slowly through the green, steamy jungle. 1. Tonight Edna added some cool songs to her playlists. 2. I need a new watch fast; my old one merely flashes 12: Sadly, Max just burned two batches of oatmeal cookies. 4. It s an incredibly difficult task to learn a new language. 5. I could not believe that Dwayne really liked rainy days. Practice B Writing Adverbs and Adjectives Read each sentence. Then, rewrite each sentence, adding at least one adjective and one adverb. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Jules looked at the moon. Answer: Jules looked longingly at the huge full moon. 1. William reads the newspaper. 2. June and Fred went dancing. 3. The cat lies in the sun. 4. Guillermo goes for a walk. 5. The table leg broke. Writing and Speaking Application Write a paragraph describing someone you know, using at least three adjectives and three adverbs. Then, take turns reading your sentences with a partner. Your partner should listen for and identify the adverbs. Switch roles with your partner. 33 Adjectives and Adverbs

178 34 PREPOSITIONS USED IN SENTENCES A preposition relates the noun or pronoun following it to another word in the sentence. Prepositions always introduce prepositional phrases in a sentence. Prepositional phrases include a preposition and noun and provide different types of information. See the examples below. Location in a small town Direction above the TV Time at night Provide details from my parents Show that you can use and understand prepositions by completing the exercises. Practice A Identifying Prepositions Read each sentence. Underline the prepositions. Example: We went to the movie at 8 o clock. Answer: We went to the movie at 8 o clock. Focus on the TEKS (19)(A)(v) 1. Maura s cat pushed the toy under the table in the kitchen. 2. Tom won a prize at school for his report. 3. In Prague, we walked across a bridge with interesting statues. 4. The leaves change from green to red. 5. For his birthday, Armand got a computer with a printer. 6. After school, Sheila and Jen go to soccer practice. 7. We ate at the new restaurant near the stadium. 8. I rode my bike up the big hill. 9. Mark left home without his keys. 10. During the storm, the branches rubbed against the house. Practice B Labeling Prepositions Read each sentence. Then, on the line provided, identify the function of each prepositional phrase as describing location, time, direction, or details. Example: The kite flew above the clouds. Answer: direction Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Fifi jumped into the air to get her treat. 2. We hiked near Big Bend National Park. 3. People waited for hours to get tickets. 4. The shop has been open since The ball floated through the air. 6. We got gifts from our grandparents. 7. We practice at Mayfield Park. 8. She went with her friends to see a play. 9. In the morning we baked bread. 10. A part of the essay did not make sense. Writing and Speaking Application Write a short paragraph describing something you did last weekend. Include one example of each type of prepositional phrase (location, time, direction, details). Read your sentences to a partner. Your partner should listen for and identify the prepositional phrases. Then, switch roles with your partner. 34 Prepositions

179 35 PREPOSITION OR ADVERB? A preposition in a sentence always introduces a prepositional phrase. Some words can be either a preposition or an adverb. Prepositional phrases must begin with a preposition and end with a noun or pronoun that is called the object of the preposition. Example: Dorothy looks behind the curtain. preposition object An adverb modifies a verb, adjective, or another adverb. If a word has no object, it is probably an adverb. Example: I studied daily, but I still fell behind. adverb Show that you can use and understand prepositions by completing the exercises. Practice A Identifying Prepositional Phrases and Objects Read each sentence. Then, underline the prepositional phrase and circle the object. Example: Her car is covered with dust. Answer: Her car is covered with dust. Focus on the TEKS (19)(A)(v) 1. He fell asleep on the sofa. 2. I wrote a report about satellites. 3. My ring fell down the drain. 4. I had a snack after school. 5. The class read about recent earthquakes. 6. I looked into the Grand Canyon. 7. We ate German food at the new restaurant. 8. Victoria trained for the marathon. 9. During the summer, we played basketball. 10. The football sailed through the air. Practice B Distinguishing Prepositions and Adverbs Read each sentence. Then, on the line provided, label each underlined word preposition or adverb. Example: Jerry ran down the stairs. Answer: preposition 1. We heard a loud crash outside. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. The plane flew over our house. 3. I never saw that movie before. 4. The rabbits have not been around lately. 5. A raccoon is living underneath our house. 6. We went past quickly. 7. Randall lives near the school. 8. We stayed inside for most of the day. 9. The game was almost over before we arrived. 10. Maria put the cookies inside a tin. Writing and Speaking Application Choose two of the words used as adverbs or prepositions in the sentences from Practice B. Use each word as both an adverb and a preposition in a sentence. Read your sentences aloud to a partner. Your partner should identify which sentence contains an adverb and which contains a prepositional phrase. Then, change roles. 35 Prepositions

180 36 COORDINATING CONJUNCTIONS Coordinating conjunctions connect words of the same kind, such as two or more nouns or verbs. They can also connect larger groups of words, such as prepositional phrases or even complete sentences. These words are coordinating conjunctions: and but for nor or so yet Coordinating conjunctions can connect different words. Look at these examples: Nouns Verbs Prepositional phrases Sentences Ana and Cheri took a trip. We walked or jogged the entire distance. Did you eat in a restaurant or at home? We had a big lunch, so we weren t hungry for dinner. Practice A Identifying Coordinating Conjunctions Read each sentence. Then, underline the coordinating conjunction in each one. Example: We bought apples and oranges. Answer: We bought apples and oranges. 1. You can dry your sheets on the clothesline or in the dryer. 2. She practiced her lines, yet she still forgot a few. 3. It didn t rain, nor did it snow. 4. I can ride my bike or take a bus. 5. Tina has a dog and a cat. 6. I saw that movie before, so I knew the ending. 7. Mr. Simanton raises goats and grows hay. 8. I wanted pizza for dinner, but my brother wanted pasta. 9. James wrote the essay but left it at home. 10. My mom grows herbs and vegetables. Practice B Supplying Coordinating Conjunctions Read each sentence. Then, fill in the blank with a coordinating conjunction that makes sense. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Do you prefer fruit juice milk? Answer: Do you prefer fruit juice or milk? 1. She couldn t sleep, could she eat. 2. Mountain lions javelinas both live in Big Bend National Park. 3. We missed the bus, we took the train instead. 4. We could choose to write a blog entry a letter. 5. The trip was tiring, Jin was glad he went. Writing and Speaking Application Write two or three sentences about your favorite TV show that include at least two different coordinating conjunctions. Read your sentences aloud and have a partner listen for and identify the coordinating conjunctions. Then, switch roles with your partner. 36 Conjunctions and Interjections

181 37 CORRELATIVE CONJUNCTIONS Correlative conjunctions are pairs of words that connect similar kinds of words or groups of words. These pairs of words are correlative conjunctions: both/and either/or neither/nor not only/but also whether/or Correlative conjunctions can connect different words. Look at these examples: Nouns Verbs Prepositional phrases Either Rosa or Mei-Ling will pick you up after school. We neither swim nor fi sh. Please clean both under the couch and between the cushions. Clauses Not only did Steve win, but he also set a record. Practice A Identifying Correlative Conjunctions Read each sentence. Then, underline the correlative conjunctions in each one. Example: We bought not only peaches but also plums. Answer: We bought not only peaches but also plums. 1. Whether you drive or take the train, the trip takes an hour. 2. Not only did I adopt a cat from the shelter, but I also adopted a puppy. 3. Both Stacy and Aaron volunteer at the community center. 4. At her job, she can take a break either before 11 A.M. or after 2 P.M. 5. Neither Frank nor Toni has found a new job. 6. Talia decided to both ski and snowboard in Colorado. 7. Whether beside my chair or next to my bed, my dog waits patiently for a walk. 8. I neither wanted nor needed a new bike. 9. My brother has to both wash dishes and take out the trash. 10. Not only was the scenery beautiful, but the hike was also good exercise. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Supplying Correlative Conjunctions Read each sentence. Then, fill in the blank with the correct correlative conjunction. Example: She eats dairy products nor eggs. Answer: She eats neither dairy products nor eggs. 1. Both my sister I enjoy playing the piano. 2. my cell phone nor my home phone rang all day. 3. The city is noisy not only at night, in the morning. 4. Students have to give a speech or perform a scene from a play. 5. The coach will decide whether Veronica Robin will play. Writing and Speaking Application Write two or three sentences about something you enjoy at school. Your sentences should include at least two different pairs of correlative conjunctions. Read your sentences aloud and have a partner listen for and identify the correlative conjunctions. Then, switch roles with your partner. 37 Conjunctions and Interjections

182 38 SUBORDINATING CONJUNCTIONS Subordinating conjunctions connect two ideas by making one idea dependent on the other. A subordinating conjunction connects the dependent idea in the sentence to the main idea. Look at these examples: dependent idea dependent idea EXAMPLE: We ate lunch after they arrived. EXAMPLE: When you called, I was studying. subordinating conjunction subordinating conjunction Show that you can use and understand subordinating conjunctions by completing the exercises. Practice A Identifying Subordinating Conjunctions Read each sentence. Then, on the line provided, write the subordinating conjunction. Example: We went to the store because we were out of milk. Answer: because 1. If I could have any job I want, I would be an astronaut. 2. Although we hurried, we were still late. 3. My brother hummed a tune while he washed the dishes. 4. I haven t seen my cousins since they moved to Dallas. 5. The air smells fresh after it rains. 6. Before I see a movie, I like to read the reviews. 7. When the dog sees a tennis ball, he gets very excited. 8. The students leave as soon as they can each afternoon. 9. She sang the song as if a million people were watching her. 10. I am studying Spanish so that I can visit South America someday. Focus on the TEKS (19)(A)(vii) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Subordinating Conjunctions Read each sentence. Then, on the line provided, rewrite the sentences using the subordinating conjunction so that the sentences have a dependent idea. Example: Dina will finish her report on time. (because) Answer: Dina will finish her report on time because she worked really hard. 1. My grandmother likes to knit. (while) 2. It s possible to get to the movie on time. (if) 3. Dad took his car to the mechanic. (because) 4. I wanted to buy the video game. (although) 5. Joe sent a text message to his best friend. (as soon as) Writing and Speaking Application Write two or three sentences giving directions for how to get somewhere at your school. Use at least three different subordinating conjunctions. Read your directions aloud and have a partner listen for and identify the subordinating conjunctions and dependent ideas. Then, switch roles with your partner. 38 Conjunctions and Interjections

183 39 CONJUNCTIVE ADVERBS Focus on the TEKS (19)(A)(iv), (19)(A)(vii) Conjunctive adverbs are used as conjunctions to connect complete ideas. They are often used as transitions, connecting different ideas by showing comparisons, contrasts, or results. Conjunctive adverbs can be used to show a transition between ideas, sentences, and paragraphs. Look at these examples of the different functions of conjunctive adverbs. Function To show a comparison To show a contrast To show results Examples That car is safe to drive; moreover, it gets good gas mileage. I ordered the sandwich today; however, next time, I ll get a salad. The roads have become icy; therefore, school will be cancelled today. Show that you can use and understand conjunctive adverbs by completing the exercises. Practice A Identifying and Labeling Conjunctive Adverbs Read each sentence. Then, write the conjunctive adverb and its function (to show a comparison, a contrast, or a result). Example: Snakes are fun to study; however, I wouldn t want one as a pet! Answer: however contrast 1. My Mom wanted to be a veterinarian; instead, she became a doctor. 2. The bumpy road seemed to go on for miles; finally, we arrived. 3. Maura is a talented singer; moreover, she is an excellent dancer. 4. The aquarium closed at 6 P.M.; thus, we didn t get to see the sharks. 5. It rained for hours; consequently, the streets flooded. 6. We lower the heat at night; otherwise, the gas bill would be huge. Practice B Using Conjunctive Adverbs Read each sentence. Then, fill in the blank with a conjunctive adverb from the box below that makes sense in the sentence. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: I want to see an action movie;, we saw a drama last week. Answer: I want to see an action movie; besides, we saw a drama last week. consequently besides therefore instead furthermore 1. I wanted to buy white roses;, I had to purchase yellow ones. 2. The job applicant had a lot of education;, he had a lot of experience. 3. I don t have the energy to hike up that hill;, it s getting dark out. 4. The snack bar ran out of soft drinks;, they didn t make much money. 5. It hadn t rained for months;, people were not allowed to water lawns. Writing and Speaking Application Write a short paragraph to convince someone to see a certain movie. Use at least three different conjunctive adverbs to connect ideas. Read your paragraph aloud and have a partner listen for and identify the conjunctive adverbs. Then, switch roles. 39 Conjunctions and Interjections

184 40 INTERJECTIONS An interjection expresses feeling or emotion and functions independently from the rest of a sentence. Most interjections are single words or simple phrases. Interjections can show emotions such as surprise, anger, pain, joy, and frustration. The table shows some common interjections. ah darn hey oops well aha fi n e huh ouch wow boy great oh / oh, no ugh yeah Practice A Identifying Interjections Read each sentence. Then, underline the interjections. Example: Yeah! We just scored a touchdown! Answer: Yeah! We just scored a touchdown! 1. Ow! Stop pinching me. 2. Shhh! You re going to wake the baby. 3 Fine, don t eat breakfast. But don t complain about being hungry later. 4. Oh, no! I left my phone at home. 5. Whoa! Slow down. I didn t understand you. 6. Wow! Did you see that catch? 7. Fantastic! I can t wait to see you. 8. Well, would you rather wash the dishes instead of drying them? 9. Whew, I was worried I hadn t done well. 10. Ugh! I think this milk is sour. Practice B Supplying Interjections Read each sentence. Then, fill in each blank with an interjection that makes sense with the feeling or emotion in the sentence. Example: Answer: Mmmm, this cake is delicious. 1.! I spilled my soft drink. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2.? How is that possible? 3.! I hit my elbow on the door. 4.? I hadn t heard that news. 5.! I m so glad you got an A on your test. 6., I didn t know I was supposed to take out the trash. 7.! I m so glad we made it to school on time. 8.! I think I saw a shooting star. 9.? What did Ms. Wilson say? 10., I wanted to be the first person in line for the movie. Writing and Speaking Application Write two or three sentences of dialogue between friends who are describing a sports event. Use at least three different interjections to show their emotions. Read your sentences aloud and have a partner listen for and identify the interjections. Then, switch roles with your partner. 40 Conjunctions and Interjections

185 41 THE TWO BASIC PARTS OF A SENTENCE The subject of a sentence is the word or group of words that names the person, place, thing, or idea that performs the action or is described. It answers the question Who? or What? before the verb. The verb in a sentence tells what the subject does, what is done to the subject, or what the condition of the subject is. The subject of a sentence is the person, place, thing, or idea that the sentence is about. The verb in a sentence describes an action by the subject or the condition of a subject. In the following examples, the subjects are underlined and the verbs are circled. Laurie walked to the store. The park is a nice place to eat lunch. My old stereo has broken. Practice A Identifying Parts of a Sentence Read each sentence. Then, write whether the underlined words are the subject or verb. Example: Her car is making funny sounds. Answer: subject 1. After the movie, we drove home. 2. I wrote the article quickly last night. 3. It has been raining since last Sunday. 4. For her birthday, Michelle will go to the amusement park. 5. The ripe bananas smell very sweet. Practice B Finding Subjects and Verbs Read each sentence. Then, on the line provided, write the subject and verb of each sentence. Example: Jerry jumped over the fence. Answer: Jerry, jumped 1. Vanilla ice cream is my favorite. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. The deer eat acorns in the fall. 3. The library is a good place to study. 4. After school, we will go to the movies. 5. At the Austin airport, planes can land on several runways. 6. I left just after lunch. 7. My brother got his driver s license last week. 8. Alex feels happy about his progress. 9. The game ended before noon. 10. Her imagination ran wild. Writing and Speaking Application Write two sentences describing your favorite class. Read your sentences aloud to a partner. Your partner should listen for and identify the subject and verb in each sentence. Then, change roles with your partner. 41 Basic Sentence Parts

186 42 USING SUBJECTS AND VERBS TO EXPRESS COMPLETE THOUGHTS A sentence is a group of words with a subject and a verb that expresses a complete thought and can stand by itself and still make sense. Sentences express complete ideas. They must contain a subject and a verb. Look at these examples of an incomplete and a complete thought: Incomplete thought: Complete thought: A bolt of lightning. A bolt of lightning struck a tall tree near the river. Show that you can use and understand correct subject-verb agreement in complete simple and compound sentences by completing the exercises. Practice A Recognizing Complete Thoughts Read the following groups of words. Then, write whether the words express a complete or incomplete thought. Example: About twenty minutes later. Answer: incomplete 1. Starting the lawn mower in May. 2. A bird feeder in my backyard. 3. The dog won t stop barking. 4. She speaks three languages. 5. Feeding corn to the ducks at the pond. 6. I had pancakes for breakfast. 7. She inspires her teammates. 8. The tomatoes in my garden. 9. Before the end of the school year. (19)(C) Focus on the TEKS Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 10. The student art show was a success. Practice B Expressing Complete Thoughts Read each incomplete thought below. Then, rewrite the group of words to form a complete sentence. Example: Went camping at Enchanted Rock. Answer: Our family went camping at Enchanted Rock. 1. Wants to play guitar in a rock band. 2. My favorite class at school. 3. Near the high school. 4. Sends me text messages. 5. The 7 o clock show at the movie theater. Writing and Speaking Application Write two sentences describing a food you enjoy and what you like about it. Read your sentences aloud to a partner. Your partner should listen for and explain whether the sentences are complete or incomplete thoughts. Then, change roles with your partner. 42 Basic Sentence Parts

187 43 COMPLETE SUBJECTS AND PREDICATES The complete subject of a sentence consists of the subject and any words related to it. The complete predicate of a sentence consists of the verb and any words related to it. Read the descriptions of the parts of this sentence: Students from our school had cleaned the park last year. Simple subject the noun or pronoun the sentence is about Students Complete subject the simple subject and related words Students from our school Simple predicate the verb or verb phrase had cleaned Complete predicate the verb and all words related to it had cleaned the park last year Practice A Identifying Simple and Complete Subjects Read the following sentences. Then, underline the complete subject. Double-underline the simple subject. Example: Our new computer has a built-in Web camera. Answer: Our new computer has a built-in Web camera. 1. The car in his driveway won t start. 2. The other kids played tag. 3. The train from El Paso was late. 4. People in Marfa reported strange lights. 5. The ice-cold drink tasted great. 6. My favorite painting is in that museum. 7. The house with a red door is for sale. 8. Our math teacher is really good. 9. The geography lesson was fun. 10. The mayor of our city rides his bike to work. Practice B Identifying Simple and Complete Predicates Read the following sentences. Then, underline the complete predicate. Double-underline the simple predicate. The simple predicate may be a verb or a verb phrase. Example: Tom had visited Russia before. Answer: Tom had visited Russia before. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. My sister Ellen plays the piano. 2. Five students from my class have joined the math club. 3. Rachel wrote a beautiful poem. 4. My new cell phone can send pictures. 5. We went to the clothing store after school. 6. My favorite season is fall. 7. Her fluffy kitten races around the house. 8. People can crawl through caves in that park. 9. Our family has a bat house in the backyard. 10. The principal will be a judge at the science fair. Writing and Speaking Application Write two or three sentences describing something you plan to do this weekend. Read your sentences aloud to a partner. Your partner should listen for and identify the complete subject and the complete predicate. Then, change roles with your partner. 43 Basic Sentence Parts

188 44 RECOGNIZING COMPOUND SUBJECTS A compound subject is two or more subjects that have the same verb and are joined by a conjunction such as and or or. A sentence with a compound subject will have two or more nouns or pronouns that are the subjects of the sentence. These sentences have compound subjects: You and I have the same sense of humor. Elizabeth, Mike, or Koji will become class president. If a sentence has a subject that contains only one noun, it does NOT have a compound subject, even if the noun is plural. These sentences have simple subjects: Squirrels buried nuts in the flowerpots. People from around the world visit Texas. Practice A Identifying Simple and Compound Subjects Read the following sentences. Then, underline the simple or compound subject. On the line provided, identify whether each subject is simple or compound. Example: Cars and SUVs fill the highways. Answer: Cars and SUVs fill the highways. compound 1. We grow potatoes and yams in the garden. 2. Fred and I are writing on the same topic. 3. Pen or pencil can be used to complete the form. 4. Chickens lay fresh eggs on Don s farm. 5. Ducks, geese, and swans share the pond. Practice B Recognizing Compound Subjects Read the following sentences. Then, write the compound subject on the line provided. Example: April and May have pleasant weather. Answer: April and May Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Janet or Joel will probably win. 2. You and I disagree about that movie. 3. Mice or rats must have gotten inside the shed. 4. Dallas, Houston, and San Antonio each have more than one million people. 5. Watermelons and cantaloupes ripen in summer. 6. Raccoons and possums will eat cat food. 7. Mom and I shopped at the sale. 8. Singers and dancers fill the stage. 9. The mop and broom are in the closet. 10. Determination and creativity helped her win the election. Writing and Speaking Application Write two or three sentences with compound subjects that describe something you do with a friend. Read your sentences aloud to a partner. Your partner should listen for and identify the compound subjects. Then, change roles with your partner. 44 Basic Sentence Parts

189 45 RECOGNIZING COMPOUND VERBS A compound verb is two or more verbs that have the same subject and are joined by a conjunction such as and or or. A sentence with a compound verb will have two or more verbs. The following sentences have compound verbs: Becky drafted, wrote, revised, and edited her paper. You can windsurf or water ski on the lake. If a sentence has only one verb or verb phrase, it has a simple verb. The following sentences have simple verbs: Hummingbirds have been visiting the feeder. They traveled to China last year. Practice A Identifying Simple and Compound Verbs Read the following sentences. Then, underline the simple or compound verb. On the line provided, identify whether each verb is simple or compound. Example: The road twisted and turned through the mountains. Answer: The road twisted and turned through the mountains. compound 1. That artist paints mostly landscape paintings. 2. We have borrowed and watched every video in the library. 3. Bella washed, rinsed, and waxed her car. 4. Delia likes apples as an afternoon snack. 5. The ball bounced and landed in the first row. Practice B Recognizing Compound Verbs Read the following sentences. Then, write the compound verb on the line provided. Example: She sang and danced in the school s musical. Answer: sang and danced Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. She washed or dried every dish in the kitchen. 2. We turned on the TV and watched our favorite show. 3. The children hop, skip, and jump around the room. 4. Leah jumped in the air and spiked the volleyball over the net. 5. She smiles and laughs often. 6. Ted buys or rents a lot of video games. 7. Linda considered several dresses but purchased only one. 8. Snow fell and covered the hills with a white blanket. 9. The hikers crossed the ledge, scrambled over rock, and reached the top. 10. The candidate tried but failed to win re-election. Writing and Speaking Application Write two or three sentences with compound verbs that describe things you will do during your next school break. Read your sentences aloud to a partner. Your partner should listen for and identify the compound verbs. Then, change roles with your partner. 45 Basic Sentence Parts

190 46 THE SUBJECT OF A COMMAND OR REQUEST The subject of a command or request is understood to be the pronoun you. A sentence that commands or requests someone to do something usually does not have a stated subject. In these sentences, the subject is the word you even if a person s name is included. Look at these examples: Command or Request Get moving! Please close the door. Tanisha, pass me the salt. How the Subject Is Understood You get moving! You please close the door. Tanisha, you pass me the salt. Practice A Identifying Subjects in Commands and Requests Read the following sentences. Then, write the subject of each sentence on the line provided. Example: Please turn in your homework now. Answer: you 1. Sharon, take the dog for a walk. 2. Return your library book. 3. Please turn off the computer. 4. Hurry up! 5. Eduardo, read the next paragraph. 6. Paint that wall first. 7. Run! 8. Marcus, go first. 9. Put your pencils down. 10. Go now. Practice B Rewriting Commands and Requests Read the following command and request sentences. Then, rewrite each sentence so that it includes the subject you. Example: Put the cereal back in the cupboard. Answer: You put the cereal back in the cupboard. 1. Get out of my room! Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Margaret, call me this evening. 3. Wake up. 4. Look at that beautiful sunset! 5. Start cleaning your room. 6. Chen, give Jaime the hall pass. 7. Wear a coat this morning. 8. Answer the telephone, please. 9. Tomorrow morning, give the cat its medicine. 10. By Friday, be ready to share your report. Writing and Speaking Application Write a list of three or four commands or requests you would give other people if you were planning a party. Read your sentences aloud to a partner. Your partner should listen for and identify the subject in each sentence. Then, change roles with your partner. 46 Basic Sentence Parts

191 47 FINDING SUBJECTS IN QUESTIONS In questions, the subject often follows the verb. Many questions begin with a verb, a helping verb, or a question word such as what, when, where, why, and how. To find the subject of a question, you can try rewording it as a statement. Question How did Ramon lose the race? Are the parrots sleeping in their cage? What do you think about the movie? Worded as a Statement Ramon did lose the race how. The parrots are sleeping in their cage. You do think what about the movie. Practice A Changing Questions Into Statements and Identifying the Subject Read the following questions. Then, rewrite each question as a statement. Underline the subject in each rewritten statement. Example: Are you visiting London next summer? Answer: You are visiting London next summer. 1. Do foxes eat seeds? 2. When will you finish your assignment? 3. Do small dogs like wearing sweaters? 4. Was Walter reading the same book? 5. Where should I put these flowers? 6. Does Felicia want to join us? 7. Were the packages shipped overnight? 8. Did he leave a phone number? 9. What did your teacher write? 10. How is Margo getting home? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Identifying Subjects Read the following sentences. Then, underline the subject of each question. Example: Is the test on Friday? Answer: Is the test on Friday? 1. Did Erin get a new job? 2. When will Danny finish the project? 3. Do fish sleep? 4. Where is Amarillo? 5. Is that mail important? 6. Does Melissa like chocolate? 7. Are the shops open until 10 P.M.? 8. Is Huck Finn your favorite character? 9. Did Dad use snow chains on his car? 10. Was this bread baked this morning? Writing and Speaking Application Write a list of three or four interview questions that you can ask your partner about his or her favorite place to visit. Ask your partner the questions. Your partner should listen for and identify the subject of each question. Then, change roles with your partner. 47 Basic Sentence Parts

192 48 FINDING THE SUBJECT IN SENTENCES BEGINNING WITH THERE OR HERE There or here is never the subject of a sentence. If a sentence begins with there or here, the sentence s word order is probably inverted, with the verb coming first and the subject appearing later. To find the subject, rephrase the sentence to make the subject come first. Look at these examples: Sentences With There or Here There is a mistake on my bill. Here is my new calculator. Reworded With the Subject First A mistake is on my bill. My new calculator is here. Practice A Rearranging Sentences With There or Here and Identifying the Subject Read each sentence with there or here. Then, rewrite each sentence so that the subject comes first. Underline the subject in each rewritten sentence. Example: There are five houses on our block. Answer: Five houses are on our block. 1. There are grapes in the refrigerator. 6. There are litter bags for trash. 2. Here is the best bakery in town. 7. Here are our seats. 3. There is a new action movie at the theater. 8. There is a letter for you on the table. 4. Here is your lunch money. 9. There goes the snow plow into town. 5. Here comes my cousin. 10. Here comes the teacher of the class. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Identifying Subjects Read the following sentences. Then, underline the subject of each sentence. Example: There is an owl living in the barn. Answer: There is an owl living in the barn. 1. There goes the star of the track team! 2. Here comes another friend of mine. 3. There are children on the bus. 4. There are my parents. 5. Here is the best art in the contest. 6. There is the computer I want to buy. 7. Here is the brochure about college. 8. There is a girl from Serbia in class. 9. Here is my favorite sweater. 10. Here are your tickets for the play. Writing and Speaking Application Write three or four sentences that begin with there or here. Describe things you might show a visitor to your community. Read your sentences to a partner. Your partner should listen for and identify the subject of each sentence. Then, change roles with your partner. 48 Basic Sentence Parts

193 49 FINDING THE SUBJECT IN SENTENCES INVERTED FOR EMPHASIS In some sentences, the subject follows the verb in order to emphasize the subject, or make it stand out. In most sentences, the subject comes before the verb. Sometimes writers invert sentences and put the verb first. This can help build suspense about the subject. To find the subject in a sentence with inverted word order, reword the sentence to put the subject first. Sentences With Inverted Word Order Hiding under the bed was my trembling dog. On the doorstep was a package. Reworded With the Subject First My trembling dog was hiding under the bed. The package was on the doorstep. Practice A Rearranging Sentences With Inverted Word Order and Identifying the Subject Read the inverted sentences. Then, rewrite the sentences so that the subject comes first. Underline the subject in each rewritten sentence. Example: In the dark room hid the guests at his surprise party. Answer: The guests at his surprise party hid in the dark room. 1. Galloping through the sand was a wild pony. 2. Waiting for her at home was her project. 3. Along the ledges hung beautiful icicles. 4. Near the ghost town stood an abandoned mine. 5. Racing down the field was the team s best receiver. Practice B Identifying Subjects Read the following sentences. Then, write the subject of each sentence on the line provided. Example: Hunting for bugs on the front porch was a toad. Answer: toad 1. Perching on the telephone pole was a red-tailed hawk. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. In the high desert bloomed brightly colored cactuses. 3. Far from city lights was a great view of the night sky. 4. Looking up at me were the eyes of a frightened puppy. 5. On the table lay all the uneaten food. Writing and Speaking Application Write two or three sentences about something that is exciting or amazing. Invert the sentences so that the subject follows the verb. Read aloud your sentences to a partner. Your partner should listen for and identify the subject of each sentence. Then, change roles with your partner. 49 Basic Sentence Parts

194 50 RECOGNIZING DIRECT OBJECTS A direct object is the noun or pronoun that receives the action of a verb. Direct objects follow action verbs and complete the meaning of a sentence by answering the questions What? or Whom? Look at these examples: Ginny found a ring. I helped Ms. Springer. subject verb direct object subject verb direct object A sentence may have more than one direct object. Look at this example of a compound direct object: The farmer planted beets and tomatoes. subject verb compound direct object Practice A Recognizing Direct Objects Read the following sentences. Then, write the direct object or compound direct object on the line provided. Example: Elliot wears a suit and tie. Answer: suit, tie 1. Marcus plays football, basketball, and baseball. 2. I wrote an essay about Edgar Allen Poe. 3. The principal called her parents. 4. Felicia drives a blue car. 5. My nephew followed me and my sister. 6. Our family visited Big Bend National Park. 7. My dog Rover buries his bones and toys. 8. We watched a movie. 9. Trina won the race. 10. The voters chose Mr. Kocurek to be the new mayor. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing Direct Objects Read the following sentences. Then, fill in the blanks for each sentence using direct objects that make sense. Example: Willie saw a in the sky. Answer: Willie saw a tornado in the sky. 1. Grace wrote in school this year. 2. The cafeteria serves,, and. 3. I saw at the mall last weekend. 4. Larry asked for help with his science project. 5. In the park, Macy saw. Writing and Speaking Application Write a short paragraph describing different foods people in your family make and eat. Read aloud your paragraph to a partner. Your partner should listen for and identify any direct objects. Then, change roles with your partner. 50 Basic Sentence Parts

195 51 DISTINGUISHING BETWEEN DIRECT OBJECTS, ADVERBS, AND OBJECTS OF PREPOSITIONS A direct object is never an adverb or the noun or pronoun at the end of a prepositional phrase. Sometimes action verbs are followed by direct objects, adverbs, or prepositional phrases. Sentences can also contain more than one of these parts. Compare these examples. Sentence Pattern subject/verb/direct object subject/verb/adverb subject/verb/prepositional phrase subject/verb/direct object/adverb/ prepositional phrase Example Martina grilled the fi sh. Martina grilled quickly. Martina grilled on the patio. Martina grilled the fi sh quickly on the patio. Practice A Recognizing Direct Objects Read the following sentences and look for direct objects. Then, write the direct object on the line provided. If the sentence does not have a direct object, write none. Example: My friend bought a painting at the art fair. Answer: painting 1. Ingrid buys apples at the farmers market. 2. My friend rides his bike to school quickly. 3. My cousins from El Paso stayed for a week. 4. The possum climbed up the tree. 5. Jim wore his shirt to the awards show. Practice B Distinguishing Between Direct Objects, Adverbs, and Objects of Prepositions Read the sentences. Label the underlined word direct object, adverb, or object of a preposition. Example: We climbed quickly to the top of the tower. Answer: adverb Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. My cat studies the birds outside the window. 2. We sampled the cheese from that farm. 3. Our class worked on the float for the parade. 4. We saw turtles on South Padre Island. 5. The audience clapped enthusiastically. 6. We planted cilantro in the school garden. 7. Mr. Dodd works for the city. 8. Mrs. Acres teaches geography at the community college. Writing and Speaking Application Write two to three sentences about an interesting movie or TV show you have seen. Read aloud your sentences to a partner. Your partner should listen for and identify any adverbs, prepositional phrases, and direct objects. Then, change roles with your partner. 51 Basic Sentence Parts

196 52 FINDING DIRECT OBJECTS IN QUESTIONS A direct object in a question will sometimes be found before the verb. In most statements, the direct object follows the verb. However, in a question, the direct object often appears before the verb and subject. To find a direct object in a question, you can try rewording it as a statement. Look at these examples: Question Whose laptop did you borrow for the presentation? Which room should we paint next? What do mountain lions eat? Worded as a Statement You borrowed whose laptop for the presentation. We should paint which room. next Mountain lions do eat what. Practice A Changing Questions Into Statements and Identifying the Direct Object Read the following questions. Then, rewrite each question as a statement. Underline the direct object in each rewritten statement. Example: Whom did you ask for directions? Answer: You did ask whom for directions. 1. Which movie should we see tonight? 2. Whose car is Jared driving to San Antonio? 3. What does Lucretia think about her new haircut? 4. Which recipe should I prepare for dinner? 5. Whom did you see at the soccer game? Practice B Identifying Direct Objects Read the following sentences. Then, write the direct object of each question on the line provided. Example: Wh ich class has a test on Friday? Answer: class 1. What should we read for the assignment? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. What did you add to the soup? 3. What did you write in the article? 4. Whom will you invite to t he party? 5. What reason should I give for making the appointment? 6. Whose sandwich did I eat by mistake? 7. Which costume did the actor wear in the play? 8. Whom will you ask for help on your history project? 9. Which car would you most enjoy driving? 10. Which museums did you visit in Houston? Writing and Speaking Application Write a list of three or four interview questions that you can ask your partner about his or her favorite place to visit. Ask your partner the questions. Your partner should listen for and identify the subject of each question. Then, change roles with your partner. 52 Basic Sentence Parts

197 53 RECOGNIZING INDIRECT OBJECTS An indirect object is a noun or pronoun that comes after an action verb and before a direct object. It names the person or thing to which something is given or for which something is done. Some sentences with direct objects also have indirect objects. An indirect object almost always comes after the verb and before the direct object. Indirect objects answer the question To/for what? or To/for whom? Look at these examples: Sentence Talia offered Martha water. Dad gave the chairs a wash. Question to Ask and Sentence Part Offered what? water (direct object) Offered water to whom? Martha (indirect object) Gave what? wash (direct object) Gave a wash to what? chairs (indirect object) Practice A Identifying Indirect Objects Read the following sentences. Then, underline the indirect object. Example: She showed her sister the message. Answer: She showed her sister the message. 1. My brother gave the dog a squeaky toy. 2. I loaned Gabriel my calculator. 3. The class gave their teacher a plant. 4. Judy taught the children another language. 5. The letter carrier brought us the package. 6. My grandmother sent me the photograph. 7. We gave the house a new coat of paint. 8. The rancher fed the donkey hay. 9. The coach gave the team a trophy. 10. I handed Andy the ball. Practice B Recognizing Sentences With Indirect Objects Read the following sentences. Then, decide whether each sentence has an indirect object. If it does, write it on the line provided. If there is not an indirect object, write none. Example: A hurricane struck the island. Answer: none Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Alvin wore a hat. 2. The restaurant serves tourists barbecue. 3. The company mailed employees their paychecks. 4. Sangita multiplied the large numbers. 5. Dr. Robertson wrote her patient a prescription. 6. Ivan explained the process. 7. The reporter asked the mayor some tough questions. 8. The company fed the workers lunch. Writing and Speaking Application Write a short paragraph describing a time you gave someone help with a job or project. Read your paragraph to a partner. Your partner should listen for and identify any indirect objects. Then, change roles with your partner. 53 Basic Sentence Parts

198 54 DISTINGUISHING BETWEEN INDIRECT OBJECTS AND OBJECTS OF PREPOSITIONS An indirect object never follows the preposition to or for in a sentence. Compare these examples of sentences that have an indirect object or an object of a preposition: Sentence She showed Mom her report card. She showed her report card to Mom. Sentence Part Mom is an indirect object. Mom comes after the action verb showed and before the direct object report card. Mom is an object of a preposition. Mom comes after the preposition to and follows the direct object report card. Practice A Identifying Indirect Objects and Objects of Prepositions Read the following sentences. Then, label the underlined word as an indirect object by writing IO or an object of a preposition by writing OP. Example: My friend wrote the actor a letter. Answer: indirect object 1. Dad tossed Carlos his keys. 2. Emma put the pan on the stove. 3. I mailed a letter to my best friend. 4. The guide gave the visitors a tour of the museum. 5. The quarterback passed the football to a receiver. 6. My parents offered me a choice. 7. The principal gave the students the lock combinations. 8. Our class visited MacDonald Observatory on a school trip. 9. Fiona sent the address to us. 10. Victor gave his brother the video game. Practice B Supplying Indirect Objects and Objects of Prepositions Read the sentences. Fill in the blank with either an indirect object or an object of a preposition. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Arthur bought a lunch. (indirect object) Answer: Arthur bought his best friend a lunch. 1. I made a suggestion to. (object of preposition) 2. The store manager gave a bonus. (indirect object) 3. Hank bought a gift for. (object of preposition) 4. Angie offered an umbrella during the storm. (indirect object) 5. Trina wrote an article for the. (object of preposition) Writing and Speaking Application Write two to three sentences about people participating in a sporting event or game. Read aloud your sentences to a partner. Your partner should listen for and identify any objects of prepositions and indirect objects. Then, change roles. 54 Basic Sentence Parts

199 55 SUBJECT COMPLEMENTS A subject complement is a noun, pronoun, or adjective that follows a linking verb and provides important details about the subject. A sentence with a linking verb can have one of two kinds of subject complement: A predicate noun renames or identifies the subject of the sentence: George Washington Carver was an inventor. A predicate adjective follows a linking verb. It describes the subject of the sentence: George Washington Carver was creative. A comparative predicate adjective compares two things and uses -er or more: Janet is taller than Michelle. A superlative predicate adjective compares three or more things and uses -est or most: Janet is the tallest girl in her class. Practice A Identifying Predicate Nouns and Adjectives Read the following sentences. Then, underline each subject complement. On the line provided, write whether the subject complement is a predicate noun or predicate adjective. Example: My sister is a firefighter. Answer: My sister is a firefighter. predicate noun 1. A good tree for Texas yards is the pecan. 2. My assignment was a report on famous inventions. 3. My favorite city in Texas is San Antonio. 4. Talia is happy with the results. 5. Lily s dessert tasted sweet. 6. The animal in the canyon was a bobcat. 7. The workers at that sandwich shop seem busy. 8. My new sneakers are comfortable. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Comparative and Superlative Predicate Adjectives Read the following sentences. Then, complete each sentence with the predicate adjective in either comparative or superlative form. Example: Edwin was the runner in the state. (fast) Answer: Edwin was the fastest runner in the state. 1. Bluebonnets are than tulips. (pretty) 2. The peppers in the salsa are the that I have ever tasted. (hot) 3. The Colorado River is than the Nueces River. (long) 4. The water in the springs is than the water in the creek. (clean) 5. Mom s meal tasted the of the four dishes at our table. (salty) Writing and Speaking Application Write two or three sentences comparing characters in a book you have read. Use predicate nouns and comparative and superlative adjectives. Read aloud your sentences to a partner. Your partner should listen for and identify any subject complements. Then, change roles with your partner. 55 Basic Sentence Parts

200 56 PREPOSITIONAL PHRASES A prepositional phrase has at least two parts, a preposition and a noun or pronoun that is the object of the preposition. Prepositional phrases can be used to tell about location, time, or direction, or to provide details. There are two types of prepositional phrases: An adjective (or adjectival) phrase modifies a noun or pronoun. It tells what kind or which one. Adjective phrases usually come after the noun or pronoun they modify. The noise from a rooster awakened me. The prepositional phrase from a rooster tells what kind of noise. An adverb (or adverbial) phrase modifies a verb, adjective, or adverb. It tells where, when, in what way, or to what extent. Adverb phrases aren t always near the words they modify in a sentence. Please put the chickens in the henhouse. The prepositional phrase in the henhouse tells where to put the chickens. Show that you can use and understand prepositions and prepositional phrases to convey location, time, or direction, or to provide details by completing the exercises. Practice A Identifying Adjective Phrases Read each sentence. Then, underline the adjective phrases. Example: The pool at the community center is closed. Answer: The pool at the community center is closed. Focus on the TEKS (19)(A)(v) 1. People in Texas are so friendly! 2. The roads near my house are very bumpy. 3. I saw the principal of my school. 4. I recognized the leaves of a poison ivy plant. 5. Raj purchased a sweater with green stripes. 6. My dog doesn t like the sound of sirens. 7. The diner next to the hotel serves pizza. 8. The houses along the freeway are new. 9. Information from Web sites can be helpful. 10. Facts about earthquakes are surprising. Practice B Identifying Adverb Phrases Read each sentence. Then, write the adverb phrase on the line provided. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The dog hid under the bed. Answer: under the bed 1. Muffin jumped into the empty box. 2. They hiked up Guadalupe Peak. 3. After the ice storm, many trees had damage. 4. The baby bird flew toward its mother. 5. Grandma always thinks about my comfort. 6. Donovan grew two inches since last year. 7. Before bedtime, the children brush their teeth. 8. She usually travels with her friends. Writing and Speaking Application Write two or three sentences about getting ready for school. Include at least one example of an adverbial phrase and an adjective phrase. Read aloud your sentences to a partner. Your partner should listen for and identify the prepositional phrases. Then, switch roles with your partner. 56 Phrases and Clauses

201 57 USING APPOSITIVES AND APPOSITIVE PHRASES An appositive is a noun or pronoun placed after another noun or pronoun to identify, rename, or explain the preceding word. An appositive phrase is a noun or pronoun with modifiers. It is placed next to a noun or pronoun and adds information or details. An appositive provides information about a noun or pronoun. In this example, the appositive Ms. Simpson gives more information about our teacher: Our teacher Ms. Simpson took our class on a field trip. An appositive phrase also provides information about a noun or pronoun. It includes an adjective or an adjective phrase. In this example, my youngest brother adds more information about Tito. Tito, my youngest brother, wants to be a performer. Practice A Identifying Appositives and Appositive Phrases Read each sentence. Then, underline the appositives or appositive phrases. Example: The pool, a relaxing place, was crowded. Answer: The pool, a relaxing place, was crowded. 1. Austin, the capital of Texas, is home to a huge bat colony. 2. Emily Dickinson, my favorite poet, wrote during the 1800s. 3. The hurricane, a massive storm, struck the coast near Corpus Christi. 4. My friend Glenn mows lawns in the summer. 5. She drove her truck, a real clunker, more than 200,000 miles. 6. My dog Ramsay greets me at the door every day. 7. The planet Mars fascinates me. 8. We went on a hike, my favorite outdoor activity. Practice B Combining Sentences Using Appositives Read the sentences. Then, combine each pair of sentences by using an appositive phrase. Example: We grow peaches. Peaches are my favorite fruit. Answer: We grow peaches, my favorite fruit. 1. The Great Depression was a time of hardship. The Great Depression took place in the 1930s. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. The flight attendant is the woman in the uniform. She can give you a blanket. 3. Dr. Barton is a great professor. Dr. Barton teaches English. 4. Sandra Day O Connor was the first female Supreme Court Justice. She was born in El Paso. 5. Soccer is Joey s favorite sport. Soccer is popular around the world. Writing and Speaking Application Write two or three sentences about a person you admire. Include at least two appositives in your sentences. Read aloud your sentences to a partner. Your partner should listen for and identify the appositives. Then, switch roles with your partner. 57 Phrases and Clauses

202 58 USING VERBALS AND VERBAL PHRASES A verbal is any verb form that is used in a sentence not as a verb but as another part of speech. Like verbs, verbals can be modified by an adverb or adverbial phrase. They can also be followed by a complement. A verbal used with a modifier or a complement is called a verbal phrase. A verb expresses the action in the sentence, but a verbal acts as another part of speech, such as a noun or adjective. Participles and participial phrases are examples of verbals. A participle is a form of a verb used most often as an adjective. Look at these examples: Type What It Looks Like Example Present participle ends in -ing She took a hiking trip. Past participle most end in -d or -ed; can also end in -n, -t, or -en The fi lled water bottles were heavy. Participial phrase a present or past participle with modifi ers The child, fl attered by the applause, took several bows. Practice A Identifying Participles and Participial Phrases Read each sentence. Underline the participle or participial phrase in each sentence. Example: Pulling on his leash, the dog chased the squirrel. Answer: Pulling on his leash, the dog chased the squirrel. 1. The burnt toast set off the smoke alarm. 2. I woke up to the sound of a crying baby. 3. Turning into the wind, the vulture soared above. 4. The worn jacket is still my favorite. 5. I prefer the tomatoes grown in my garden. 6. Sometimes we eat frozen meals. 7. Working quickly, we shaped the dough. 8. The taxi driver, confused by the address, drove in circles. 9. Don t wake the sleeping cat. 10. Some snakes living in Texas are poisonous. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Identifying Present and Past Participles Read the sentences. Then, write the participle on the line provided and identify it as a past participle or a present participle. Example: We like chilled watermelon. Answer: chilled past participle 1. I could not understand her mumbled words. 2. The pouring rain lasted for hours. 3. The officer gave the speeding driver a ticket. 4. A key placed under the mat is not safe. 5. I found my missing MP3 player. Writing and Speaking Application Write a two-sentence description of a trip you took, using at least two participles. Read aloud your sentences to a partner. Your partner should listen for and identify the participles. Then, switch roles with your partner. 58 Phrases and Clauses

203 59 ADJECTIVAL CLAUSES An adjectival clause or adjective clause is a subordinate clause that modifies a noun or a pronoun. Adjectival clauses act like adjectives. They explain what kind or which one. Most adjectival clauses begin with the words that, which, who, whom, and whose. The girl whose pencil I borrowed is from Peru. (tells which girl) Eugene wanted a dessert that was healthful. (tells what kind) Some adjectival clauses begin with subordinating conjunctions, such as since, where, or when. The apartment where I live is on Grove Street. (tells which apartment) You can use adjectival clauses to combine two sentences. Look at this example: We visit my grandparents every summer. My grandparents live in Fort Worth. We visit my grandparents, who live in Fort Worth, every summer. Practice A Identifying Adjectival Clauses Read each sentence. Then, underline each adjectival clause. Example: The sale, which I read about in the paper, starts tomorrow. Answer: The sale, which I read about in the paper, starts tomorrow. 1. We gave the blue ribbon to the dog that behaved best. 2. In the hour since you left, I worked a lot. 3. The spot where we planted the pecan tree gets a lot of sun. 4. The bowler whose score is highest competes again next week. 5. The pizza, which we left in the oven too long, was very crispy. 6. The girl who kicked the winning goal is Mia. Practice B Using Adjectival Clauses to Combine Sentences Read each pair of sentences. Then, combine the sentences using an adjectival clause. Example: We visited Bastrop State Park. Bastrop State Park is Andre s favorite place to hike. Answer: We visited Bastrop State Park, which is Andre s favorite place to hike. 1. The store opened last week. The store sells souvenirs from Texas. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. We put sunflower seeds in the bird feeder. Sunflower seeds are popular with cardinals. 3. The child was lost. The child was crying. 4. We decided to study at the library. We usually get a lot of work done at the library. 5. The desk is in Dad s office. The desk should be replaced. Writing and Speaking Application Write a short paragraph describing places and things in your school, using at least two adjectival clauses. Read aloud your paragraph to a partner. Your partner should listen for and identify the adjectival clauses. Then, switch roles with your partner. 59 Phrases and Clauses

204 60 ADVERBIAL CLAUSES An adverbial clause or adverb clause is a subordinate clause that modifies a verb, an adjective, or an adverb. Adverbial clauses act like adverbs. They answer questions such as Where? When? In what manner? To what extent? Under which conditions? or Why? Adverbial clauses begin with a subordinating conjunction, such as the following: after although as because before even though if in order that since so that than though unless until when whenever where wherever while Look at these examples of adverbial clauses and the words they modify: Verb: Adjective: Adverb: Joyce leaves her shoes wherever she takes them off. (leaves them where?) I am happy because I did well on my test. (happy why?) She drives slowly when she is in the school zone. (drives slowly when?) Practice A Identifying Adverbial Clauses Read each sentence. Then, underline the adverbial clause in each one. Example: I learn more when I work with a partner. Answer: I learn more when I work with a partner. 1. Our dog is happy when he has a job to do. 2. Dad moved the car so that it would be safe. 3. The bus was late because it made two extra stops. 4. Natalie can play if she finishes her chores. 5. Kai walks to school unless it is raining. 6. Before you turn in your essay, you should check it carefully. Practice B Using Adverbial Clauses to Combine Sentences Read each pair of sentences. Then, combine the sentences by changing one of them into an adverbial clause. Use the subordinating conjunction in parentheses. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: I will wash the dishes. You dry them. (if) Answer: I will wash the dishes if you dry them. 1. I want to stop writing. I m not done yet. (even though) 2. The community garden put up a fence. Rabbits could not eat the plants. (so that) 3. The movie comes out in January. I want to read the novel. (before) 4. Natasha rides the bus frequently. She bought a monthly bus pass. (because) 5. I was at the library. I wrote four pages of my report. (while) Writing and Speaking Application Write a short paragraph describing how to prepare a snack or a favorite kind of food. Use at least three adverbial clauses. Read aloud your paragraph to a partner. Your partner should listen for and identify the adverbial clauses. Then, switch roles with your partner. 60 Phrases and Clauses

205 61 THE SIMPLE SENTENCE Focus on the TEKS (14)(C), (19)(C) A simple sentence consists of a single independent clause. An independent clause contains a subject and a verb and expresses a complete idea. A simple sentence cannot have adjectival or adverbial clauses. However, a simple sentence may include adverbs, adjectives, direct and indirect objects, prepositional phrases, and compound subjects and verbs. Look at these examples of simple sentences: One subject and verb Compound subject Compound verb Compound subject and verb Carrie hikes on the trail. Carrie and Chris hike around the lake. Carrie hikes and bikes during the summer. Carrie and Chris hike and bike frequently after school. Show that you can use and understand simple sentences by completing the exercises. Practice A Recognizing Simple Sentences Read each sentence. Then, write whether the sentence is simple or not simple. Example: I eat breakfast before I go to school. Answer: not simple 1. My dog MoMo fetches the paper in the morning. 2. The subway, which runs under the city, is a fast way to travel. 3. Cici sings in the school choir. 4. Jen talks on the phone and does her homework at the same time. 5. When the train arrived, Vika boarded it quickly. Practice B Writing Simple Sentences Read the following sentences. Then, rewrite them so that they are simple sentences. You will need to leave out words to make the sentences simple. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The kids who go to that summer camp learn a new language. Answer: The kids learn a new language. 1. The snacks and drinks that Mom put on the counter disappeared quickly. 2. Even though it was summer, the weather was cool. 3. The science fair takes place in the spring so that students can complete their projects. 4. Although Randall has a job, he still plays in the band and sings in the chorus. 5. Mexican free-tailed bats, which eat mosquitoes, are actually mammals and not birds. Writing and Speaking Application Write a short paragraph describing an object in your classroom. Use only simple sentences. Read your paragraph to a partner. Your partner should listen and make sure your sentences are simple. Then, switch roles with your partner. 61 Effective Sentences

206 62 THE COMPOUND SENTENCE A compound sentence consists of two or more main or independent clauses. A main clause has a subject and a verb and can stand by itself as a complete sentence. The main clauses in a compound sentence are joined by a comma and a coordinating conjunction (and, but, for, or, nor, yet, so). They can also be joined by a semicolon (;) or a colon (:). See the examples below. My aunt watches reality TV shows, and she likes game shows. Manny can t come to school; he s got strep throat. Show that you can use and understand compound sentences by completing the exercises. Practice A Combining Simple Sentences to Form Compound Sentences Read each set of sentences. Then, combine the sentences using a comma and the coordinating conjunction in parentheses. Example: We took three pies to the potluck dinner. We came home with one. (but) Answer: We took three pies to the potluck dinner, but we came home with one. 1. Annette has a pet rat. Her sister Sammy has a lizard. (and) (20)(B)(i) Focus on the TEKS 2. We may go to New Mexico on vacation. We may go to Oklahoma. (or) 3. I had to make breakfast for myself. I got out the cereal and milk. (so) 4. She likes Broadway musicals. She doesn t like opera. (yet) 5. We had a flat tire. We were able to change it. (but) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Punctuating Compound Sentences Read each compound sentence. Then, circle the coordinating conjunction and add a comma or a semicolon to correctly punctuate the compound sentence. Example: Amy came to my house after school and we baked cookies. Answer: Amy came to my house after school, and we baked cookies. 1. Sue wasn t at home so I went to Jan s house. 2. I went to the shoe store but it was closed. 3. Patrick will go to practice or he will stay home. 4. My dad has two brothers they live in Ohio. 5. I submitted an essay in the contest yet I didn t win. 6. Lane is downtown I hope he isn t late. Writing and Speaking Application Write a paragraph about something you worked hard to learn. Use at least two compound sentences with conjunctions. Then, read your paragraph aloud to a partner. Your partner should listen for and name the conjunctions in your sentences. Then, switch roles with your partner. 62 Effective Sentences

207 63 THE COMPLEX SENTENCE A complex sentence consists of one main or independent clause and one or more subordinate clauses. In a complex sentence, the main or independent clause contains a subject and a verb and can stand alone as a simple sentence. The subordinate clause in a compound subject also contains a subject and a verb, but it cannot stand alone as a sentence. Subordinate clauses can be adjectival clauses or adverbial clauses: Adjectival: I ate the peach that was sitting on the counter. Adverbial: Before I ate the peach, I washed it. The subordinate clause can appear at the beginning or end of the complex sentence as in the examples above, or in the middle of the complex sentence: Dogs, which have an amazing sense of smell, are sometimes used to find lost people. Practice A Differentiating Between Main and Subordinate Clauses Read the following complex sentences. Underline the subordinate clause in each one. Example: I ate a healthful breakfast because I needed energy for the race. Answer: I ate a healthful breakfast because I needed energy for the race. 1. The planes, which fly just above my house, create a lot of noise. 2. Kate wore a dress that had a lot of lace. 3. Mario fell when his foot hit a tree root. 4. Because she missed class, Andrea didn t understand the assignment. 5. Sasha wrote an essay that her teacher entered in a contest. 6. Harry cleaned his bike after he got home. 7. The doctor whom she sees treats children. 8. Whenever someone knocks on the door, my dog wags her tail. Practice B Writing Complex Sentences Read the following pairs of sentences. Then, rewrite each pair to form a single complex sentence. Example: Filene was nervous. She stepped onto the stage. Answer: Filene was nervous when she stepped onto the stage. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. We were late. The theater usher showed us to our seats. 2. Marie visited her grandparents. Her grandparents live on a ranch near San Angelo. 3. The trees in our yard are live oaks. Live oaks keep their leaves most of the year. 4. Desiree wrote the messages in the cards. I addressed the envelopes. 5. I can t loan you my calculator. I need it for my test. Writing and Speaking Application Write a short paragraph describing a television show or book you enjoy. Use only complex sentences. Read aloud your paragraph to a partner. Your partner should listen and make sure your sentences are complex. Then, switch roles with your partner. 63 Effective Sentences

208 64 THE COMPOUND-COMPLEX SENTENCE A compound-complex sentence consists of two or more main or independent clauses and one or more subordinate clauses. A compound-complex sentence is a combination of a compound sentence and a complex sentence. Look at these examples of compound, complex, and compound-complex sentences. Main clauses are underlined, and subordinate clauses are double-underlined. Type What It Looks Like Example Compound 2 or more main clauses Kelly wanted to get a dog, but her brother wanted to get a cat. Complex Compoundcomplex 1 main clause, 1 or more subordinate clauses 2 or more main clauses, 1 or more subordinate clauses Kelly wanted a dog so that she could have a companion. Kelly, who loved animals, wanted a puppy, but then she decided to get a kitten. Practice A Identifying Sentence Types Read the following sentences. On the line provided, write whether each sentence is compound, complex, or compound-complex. Example: I wrote my password down because I didn t want to forget it. Answer: complex 1. The audience clapped after the orchestra finished, and the players took a bow. 2. New leaves appear on the trees, and flowers bloom in the spring. 3. The Colorado River winds through Texas before it reaches the Gulf of Mexico. 4. John washed the dishes, and Tom put them away after Deirdre dried them. 5. The lake levels are low because the region experienced a drought last summer. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Writing Compound-Complex Sentences Read the following compound sentences. Then, add a subordinate clause to each sentence to make it a compound-complex sentence. Example: Shadow brought me the ball, and I threw it. Answer: Shadow brought me the ball, which was covered with slime, and I threw it. 1. My alarm clock didn t go off, so I had to rush. 2. The market still had fresh fish, but it was sold out of shrimp. 3. The Dodds are on vacation, and Logan is caring for their pets. 4. Ed cleaned the garage, yet it still seemed messy. 5. I found a wallet, so I turned it in at the school office. Writing and Speaking Application Write a short paragraph about activities students do after school. Use a compound, complex, and compound-complex sentence in your paragraph. Read it aloud to a partner. Your partner should listen and identify the sentence types. Then, switch roles with your partner. 64 Effective Sentences

209 65 MAIN AND SUBORDINATE CLAUSES A main, or independent, clause has a subject and a verb and can stand by itself as a complete sentence. A subordinate clause, also known as a dependent clause, has a subject and a verb but cannot stand by itself as a complete sentence. It is only part of a sentence. Every sentence has at least one main clause. If a sentence also has a subordinate clause, it is called a complex sentence. Look at the main clauses (underlined once) and the subordinate clauses (underlined twice) in these examples of complex sentences: If it rains tomorrow, we will not go to the park. We will visit the museum, which has an exhibit on Texas high school football. Subordinate clauses begin with subordinating conjunctions or relative pronouns. These words are usually clues that a clause is subordinate. Relative pronoun examples: who, whom, whose, which, that Subordinating conjunction examples: if, because, when, while, where, after, since, until, although, even though, before, whenever, wherever Practice A Differentiating Between Main and Subordinate Clauses Read the following sentences. On the line provided, write whether each underlined clause is the main clause or a subordinate clause. Example: Unless I finish my homework, I can t go to the movie. Answer: subordinate clause 1. We studied the Mayan calendar, which I thought was fascinating. 2. Lyndon B. Johnson, who was born in Stonewall, became president in I felt a thrill when I solved the difficult math problem. 4. After they played basketball, the boys went home for dinner. 5. Hunter picked a report topic that turned out to be difficult. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Identifying and Using Main and Subordinate Clauses Read the clauses. Then, write main or subordinate for each clause. If the clause is a subordinate clause, add a main clause to make it a complex sentence. Example: Unless we study. Answer: subordinate; Unless we study, we won t pass the spelling test. 1. Before I go to school. 2. We heard a concert at Town Lake Park. 3. That I read for English class. 4. The principal s office is at the front of the school. 5. Although the team played well. Writing and Speaking Application Write two complex sentences about a place you like to visit. Read aloud your sentences to a partner. Your partner should listen for and identify the main and subordinate clauses in each sentence. Then, switch roles with your partner. 65 Effective Sentences

210 66 CLASSIFYING THE FOUR FUNCTIONS OF A SENTENCE A declarative sentence states, or declares, an idea. An interrogative sentence asks a question. An imperative sentence gives an order, a command, or a direction. An exclamatory sentence conveys strong emotion. Look at these examples of the four functions of a sentence: Declarative states an idea and ends with a period John walks to school. Interrogative asks a question; ends with a question mark How do you get to school? Imperative Exclamatory gives an order, command, or direction; ends with a period or exclamation mark conveys strong emotion; ends with an exclamation mark Take the bus to school today. Watch out for that car! I can t believe you ran the whole way to school! Practice A Identifying the Four Types of Sentences Read each sentence. On the line, write whether the sentence is declarative, interrogative, imperative, or exclamatory. Example: Texas became a state in Answer: declarative Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Use caution when you cross the street. 2. Where was Lyndon B. Johnson born? 3. The planet closest to the sun is Mercury. 4. What kinds of hummingbirds can you see in Texas? 5. I can t believe the dog jumped over the fence! 6. Our football team just won the state championship! 7. Please provide sources for all the information you use. 8. The Lady Bird Johnson Wildflower Center has many native plants. 9. The symphony performs at Town Lake Park on July In art class, Trish painted a bouquet of wildflowers. Practice B Punctuating the Four Types of Sentences Read the sentences. Add the correct end punctuation to each one. Example: We visited Guadalupe Mountains National Answer: We visited Guadalupe Mountains National Park. 1. Do earthquakes occur in Texas 2. The sound of sirens awakened us 3. For English class, what book will you read 4. That s a giant fire ant mound 5. Please put away your books 6. That player just made an amazing shot 7. How large is Abilene, Texas 8. When was oil discovered in Texas 9. Complete the essay later 10. Have you ever seen a javelina Writing and Speaking Application Write a paragraph describing an exciting sporting event. Use each type of sentence. Read your paragraph to a partner. Your partner should listen for and identify each sentence type. Then, switch roles with your partner. 66 Effective Sentences

211 67 COMBINING SENTENCE PARTS Sentences can be combined by using a compound subject, a compound verb, or a compound object. Join two main clauses to create a compound sentence. (20)(B)(i) Focus on the TEKS Compound subject Compound verb Compound direct object Compound sentence Terry plays soccer. Roberto plays soccer. My dog fetches the newspaper. My dog chases squirrels. We played checkers. We played chess. Storm clouds gathered. The wind whipped through the trees. Terry and Roberto play soccer. My dog fetches the newspaper and chases squirrels. We played checkers and chess. Storm clouds gathered, and the wind whipped through the trees. Show that you can use punctuation marks, including commas in compound sentences, by completing the exercises. Practice A Identifying Compound Parts in Sentences Read each sentence. Underline the compound subject, compound verb, or compound direct object. Example: Carrie bought potatoes and chicken at the market. Answer: Carrie bought potatoes and chicken at the market. 1. Shakespeare wrote plays and sonnets. 2. That musician writes and plays his own music. 3. People ski and snowboard in those mountains. 4. Foxes and snakes eat mice. Practice B Combining Main Clauses Read the sentences. Combine them to make a compound sentence using a comma and the coordinating conjunction in parentheses. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The trip took several hours. It was worth every minute. (but) Answer: The trip took several hours, but it was worth every minute. 1. We had a great time at the beach. I can t wait to go back. (and) 2. The marathon was exhausting. I d like to run another one someday. (yet) 3. We waited in line for movie tickets. They were sold out. (but) 4. You can buy a snack. You could make one yourself. (or) Writing and Speaking Application Write a paragraph about how you spent last weekend. Use a compound subject, a compound verb, and a compound sentence. Read your paragraph to a partner. who will listen for and identify the compound parts. Then, switch roles with your partner. 67 Effective Sentences

212 68 JOINING CLAUSES Sentences can be combined by changing one of them into a subordinate clause. Sentences can also be combined by changing one of them into a phrase. If an idea in one sentence depends on an idea in another, the two sentences can be combined into a complex sentence with a main and subordinate clause. Two sentences: Combined: Toni was upset. She couldn t find her cell phone. Toni was upset because she couldn t find her cell phone. If one sentence adds details to another sentence, the two sentences can be combined by changing one of the sentences into a phrase: Two sentences: Combined: Our class visited the museum. It was in Austin. Our class visited the museum in Austin. Practice A Identifying Subordinate Clauses Read each sentence. Identify and underline the subordinate clause. Example: Turn the lights out when you leave the classroom. Answer: Turn the lights out when you leave the classroom. 1. Adam studied for his science test because he wanted to do well. 2. You should turn the music down so that your brother can study. 3. Although I left the house early, the drive to work still took an hour. 4. Lena does her homework while she watches television. 5. After the game ends, we are going out for pizza. Practice B Combining Sentences Using Phrases Read the sentences. Combine them by changing one sentence into a phrase. Example: Shauna found the perfect gift. She got it at the art fair. Answer: Shauna found the perfect gift at the art fair. 1. Alexis helps people understand the exhibits. Alexis is a guide at the museum. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Settlers built new towns in Texas. They built them during the 1890s. 3. The class performed a play. The play was by Shakespeare. 4. Darlene went to the museum. She wanted to see the quilt exhibit. 5. Randall plays goalie. He plays on the hockey team. Writing and Speaking Application Write a paragraph about things you do after school. Use subordinate clauses. Read your paragraph to a partner. Your partner should listen for and identify the subordinate clauses. Then, switch roles. 68 Effective Sentences

213 69 VARYING SENTENCE LENGTH Varying the length of sentences makes writing lively and interesting to read. There are different ways to vary the length of sentences. Several short sentences can be combined to include one long and one short sentence. Short sentences: Two sentences: The air was cold. It felt as if it might snow. I checked the weather. The air was cold, and it felt as if it might snow. I checked the weather. A long sentence can be broken into shorter sentences: Long sentence: Two sentences: When I woke up, I wasn t sure what to expect, but I was pleased to see the snow. When I woke up, I wasn t sure what to expect. I was pleased to see the snow. Practice A Varying Sentence Length by Breaking Longer Sentences Read the sentences. Then, revise each one as two or more shorter sentences. Circle a comma to change it to a period. Underline a letter to show a capital letter. Cross out a word to omit it. Example: Before he went to the game, Xavier had to clean his room, and he also had to help his mom. Answer: Before he went to the game, Xavier had to clean his room, and he also had to help his mom. 1. While he was putting the toy together for his sister, Bart looked at the instructions, but he thought they were confusing because they had no pictures. 2. During our trip, we watched bats fly out of a cave, we also toured the Alamo, and we walked along the River Walk. 3. In science class we studied the planets, we also learned about the sun and moon, and we watched a video about the first moon landing. 4. On our field trip we visited the museum that opened last year, but I had the most fun when we walked on a trail along the Colorado River. Practice B Varying Sentence Length by Combining Sentences Read the sentences. Then, combine two of them to have one shorter and one longer sentence. Example: I saw a baby owl in a tree. It was cute. I decided to take a picture of it. Answer: I saw a baby owl in a tree. It was cute, so I decided to take a picture of it. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. I studied the spelling words. They were difficult. I had a hard time learning them. 2. Diane made her bed. She put the laundry away. She also swept the bedroom floor. 3. Our class read a novel. We researched the author. Then, we wrote book reports. 4. The runners put on their shoes. They warmed up. They started their workout. Writing and Speaking Application Write two long sentences. Read them aloud to a partner. Your partner should listen for and suggest ways to vary the sentence lengths. Then, switch roles with your partner. 69 Effective Sentences

214 70 VARYING SENTENCE BEGINNINGS Sentence beginnings can be varied by reversing the traditional subject verb order or starting the sentence with an adverb or a phrase. Changing the beginning of your sentences can add variety. Sentence Beginning Noun Adverb Infinitive Gerund Prepositional Phrase Example Repairs to the car will be expensive, unfortunately. Unfortunately, repairs to the car will be expensive. To repair the car, unfortunately, will be expensive. Repairing the car, unfortunately, will be expensive. For my parents, repairing the car will be expensive. Practice A Identifying Sentence Beginnings Read the sentences. Look at the underlined beginnings. On the line, write whether the sentence beginning is a noun, adverb, infinitive, gerund, or prepositional phrase. Example: After school, we plan to go to the library. Answer: prepositional phrase 1. Mr. Lambert has been coaching volleyball for 12 years. 2. Surprisingly, tickets were still available to the concert. 3. To run a mile in less than seven minutes was Ingrid s goal. 4. Paying the bill on the Internet was not an option. 5. On the sidelines, the nervous parents paced back and forth. Practice B Varying Sentence Beginnings Read the sentences. Rewrite them to vary the beginnings. Use the sentence part in parentheses. Example: Malik s goal was to attend college. (gerund) Answer: Attending college was Malik s goal. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. The thing my brother wants most is to get his driver s license next year. (gerund) 2. We could see the meteor shower in the clear night sky. (prepositional phrase) 3. The Fourth of July fireworks show, surprisingly, was short. (adverb) 4. In the morning, Dede walked to Walnut Creek Park. (noun) 5. The students put beans in water and soil to see which seeds would grow. (infinitive) Writing and Speaking Application Write two sentences about something you might see in nature. Use different sentence beginnings. Read your sentences to a partner. Your partner should listen for and think of another way to start one of the sentences. Then, switch roles with your partner. 70 Effective Sentences

215 71 CORRECTING FRAGMENTS A fragment is a group of words that does not express a complete thought. Fragments are not complete sentences. They may be missing a subject, a verb, or both: Missing Part Fragment Complete Sentence No subject Went to the store after work. Dad went to the store after work. No verb The bus at the shopping mall. The bus stops at the shopping mall. No subject, no verb At the corner market. We shop at the corner market. If a fragment lacks a subject and verb, the missing parts can be added to make a complete sentence. The fragment can also be joined to a nearby sentence. Practice A Recognizing Fragments Read the groups of words. Write whether the words are a fragment or sentence. Example: Will go to the library. Answer: fragment 1. Before the start of school. 2. Heard a funny story. 6. A plane in the sky. 7. Nancy worked on the project. 3. Drove 200 miles from Austin to Dallas. 8. Without a doubt. 4. Donna is a good manager. 5. We looked out the window. 9. The book on Ben s desk. 10. I hope Jill gets better. Practice B Correcting Phrase Fragments Read the groups of words. Rewrite them to eliminate the fragment. Use the directions in parentheses to combine the fragment with the sentence or to add a subject and verb. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Penny had a goal. To attend college. (add subject and verb) Answer: Penny had a goal. She wanted to attend college. 1. Evelyn wants to get her driver s license. In the next year. (combine) 2. Squirrels eat the tomatoes. In our garden. (combine) 3. The car was hot. Sitting in the hot sun. (add subject and verb) 4. The players practiced every day. To win the big game. (add subject and verb) 5. I have an appointment. On Tuesday afternoon. (combine) Writing and Speaking Application Write several phrases about a place. Read your phrases to a partner. Your partner should listen for and suggest ways to turn the phrases into sentences. Then, switch roles with your partner. 71 Effective Sentences

216 72 CORRECTING CLAUSE FRAGMENTS A subordinate clause should not be capitalized and punctuated as if it were a sentence. Subordinate clauses do not express complete thoughts and cannot stand alone as sentences. When a subordinate clause is capitalized and punctuated like a sentence, it is a clause fragment. The fragment can be attached to a nearby sentence or words can be added to make a complete sentence. Clause Fragment When we got home. We made dinner. That lives next door. Complete Sentence When we got home, we made dinner. The dog that lives next door is very friendly. Practice A Recognizing Clause Fragments Read the groups of words. Write whether the words are a fragment or a sentence. Example: After I saw the movie about penguins. Answer: fragment 1. Although Mrs. Lee liked driving. 2. Because we live in the city. 3. Before raccoons eat their food. 4. At the restaurant, we ordered fish. 5. Her speech was about technology. 6. That we put in the oven. 7. We studied the water cycle. 8. Which includes the plants and animals. 9. Who works on Monday afternoon. 10. Our class studied that desert. Practice B Correcting Clause Fragments Read the clause fragments. Rewrite them to form complete sentences. Example: that are on the table Answer: I read the books that are on the table. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. as soon as I finish this activity 2. before the school year ends 3. that was held in the school gym 4. which I enjoyed very much 5. where I left my jacket Writing and Speaking Application Choose three of the clauses from Practice B and use them in new sentences about school. Read your sentences to a partner. Your partner should listen for any fragments. Then, switch roles with your partner. 72 Effective Sentences

217 73 RUN-ON SENTENCES A run-on is two or more complete sentences that are not properly joined or separated. There are two types of run-ons: A fused sentence is two sentences that run together without punctuation: I took the test I did well. A comma splice is two or more sentences separated by only a comma: I saw a butterfly, it was orange and black. Practice A Recognizing Run-on Sentences Read the groups of words. Write whether the words are a run-on or a sentence. Example: She whispered I couldn t hear her. Answer: run-on 1. She bought a new car it got good mileage. 2. After I poured the cereal, I realized we had no milk. 3. We visited Toronto, it is a city in Canada. 4. Our class studied the planets, and students wrote reports. 5. Buses run on a limited schedule at night. 6. A hailstorm struck last night it did a lot of damage. 7. I walked to the courts, people were playing basketball. 8. People fish and swim in the river. 9. We went to the park to fly kites. 10. Ken built a model rocket, he launched it in the field. Practice B Identifying Types of Run-on Sentences Read the run-on sentences. Write whether the run-on is a comma splice or a fused sentence. Example: My alarm didn t go off, I woke up late. Answer: comma splice Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. I bought the CD, I really enjoyed it. 2. After we got home, we turned on the TV my sister made popcorn. 3. My aunt and uncle live in Fredricksburg the town is known for its peaches. 4. We buy the newspaper at the corner newsstand, the price went up last year. 5. For my science project, I wrote about the moon I included drawings. 6. Trina got a new cell phone, she hasn t put it down in hours. 7. The boy who lives next door plays drums, they are really loud. 8. Last weekend we saw the new comedy I thought it was very funny. 9. The squirrels in the park are busy they are collecting the pecans. 10. We went to the skate park, I tried out my new skateboard. Writing and Speaking Application Write one run-on sentence and one correct sentence about school events. Read your sentences aloud to a partner. Your partner should identify which sentence is a run-on and which is correct. Then, switch roles with your partner. 73 Effective Sentences

218 74 THREE WAYS TO CORRECT RUN-ONS Use an end mark to separate a run-on sentence into two sentences. Use a comma and a coordinating conjunction to combine two independent clauses into a compound sentence. Use a semicolon to connect two closely related ideas into one sentence. Use an end mark to divide the run-on into two sentences. Use a comma and coordinating conjunction (and, but, for, or, nor, so, yet) to make a compound sentence. Use a semicolon between independent clauses when the ideas are closely related. The cat was hungry I fed her. The cat was hungry. I fed her. It was cold outside I got my coat. It was cold outside, so I got my coat. The parts were old we replaced them. The parts were old; we replaced them. Practice A Correcting Run-on Sentences Read the run-on sentences. Add a semicolon or period where needed to correct the run-on. Circle it. If a word needs to be capitalized, underline it. Example: Lars forgot his math book he went home to get it. Answer: Lars forgot his math book. he went home to get it. 1. Boris is a great tennis player he should easily win his match. 2. My dad s company is a good place to work it treats its workers well. 3. Tonight the moon is full the sky will be bright. 4. Tara likes to write blog entries she s on the computer all the time. 5. Neptune is far from the sun it takes 165 years to go around the sun once. Practice B Rewriting Run-on Sentences Read the run-on sentences. Use a comma and a coordinating conjunction to correct each one. Example: I want to do well on my test I will study. Answer: I want to do well on my test, so I will study. 1. Our class visited McDonald Observatory we had a star-watching party. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. I went to the store I forgot to buy bread. 3. The roads were icy school was delayed an hour. 4. We can go shopping we can go for a walk. 5. Katya wants to go to the movies she has to finish her report. Writing and Speaking Application Write one run-on sentence. Read your sentence aloud to a partner. Your partner should identify two different ways to correct the run-on sentence. Then, switch roles with your partner. 74 Effective Sentences

219 75 PROPERLY PLACING MODIFIERS A modifier should be placed as close as possible to the word it describes. A modifier is a phrase or clause that acts as an adjective or adverb. When a modifier is not close to the word it modifies, a sentence may be odd or unclear. Place the modifier closer to the word it modifies: Ready to pounce, Margaret looked under her bed and saw her kitten. Margaret looked under her bed and saw her kitten ready to pounce. Practice A Identifying Misplaced Modifiers Read the sentences. Then, underline the misplaced modifier in each one. Example: I poured the milk down the drain that was sour. Answer: I poured the milk down the drain that was sour. 1. The dog belongs to my neighbor with the red collar. 2. The clown gave the child a balloon in the stroller. 3. Soaring over the canyon, the hikers saw an eagle. 4. I found a pizza shop walking through downtown. 5. Cecilia found the lost book cleaning her bedroom. Practice B Recognizing and Correcting Misplaced Modifiers Read the sentences. Then, rewrite them to correct the misplaced modifiers. You may need to add words to the sentences. Example: Answering the door, the dog wouldn t stop barking. Answer: As I was answering the door, the dog wouldn t stop barking. 1. I returned the sweater to the store that was too small. 2. We ate Mexican food after the movie that was tasty. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. Looking out the window, a deer jumped over the fence. 4. Wearing a heavy backpack, the hike seemed difficult. 5. Hopping in the garden, I saw a toad. Writing and Speaking Application Write two to three sentences describing a place you like to visit. Include at least two modifying phrases or clauses. Read your sentences aloud to a partner. Your partner should identify the modifiers and check if they are properly placed. Then, switch roles with your partner. 75 Effective Sentences

220 76 AVOIDING DOUBLE NEGATIVES Avoid writing sentences that contain double negatives. Negative words are used to deny something or to say no. Usually, a sentence should contain only one negative word or term, such as no, none, nobody, no one, nothing, never, not, and nowhere. Incorrect Double Negative I haven t told my sister nothing. Corrected With One Negative I haven t told my sister anything. I have told my sister nothing. Practice A Identifying Double Negatives Read the sentences. Then, underline any negative words or terms. On the line, write whether each sentence has a double negative or is correct. Example: I didn t have no notes to study for the test. Answer: I didn t have no notes to study for the test. double negative 1. The mayor has not heard no complaints about the new law. 2. I never visited nowhere with so many tall buildings. 3. We were at home, but we didn t hear anything strange. 4. None of the shoes I tried on at the sale fit me well. 5. None of the players on the team knew nothing about the practice. Practice B Correcting Double Negatives Read the sentences. Then, rewrite them to correct the double negatives. Example: No one couldn t answer my question. Answer: No one could answer my question. 1. Allison hadn t told her parents nothing about the award. 2. After we almost had an accident, I didn t never want to feel so scared again. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. Sydney couldn t find no one in the home improvement store to help her. 4. My family didn t go nowhere on vacation last year. 5. The band didn t have nothing left at the end of the bake sale. Writing and Speaking Application Write two to three sentences describing something you don t like to eat. Include at least two negatives in your sentence. Read your sentences aloud to a partner. Your partner should identify the negatives and check if they are used correctly. Then, switch roles with your partner. 76 Effective Sentences

221 77 AVOIDING COMMON USAGE PROBLEMS Review these common usage problems: To, Too, Two To is a preposition or part of an infi nitive. Too is an adverb. Two is a number. There, Their, They re There is an adverb or sentence starter. Their is a possessive adjective; it modifi es a noun. They re is a contraction of they are. Accept, Except Accept is a verb; it means to take something offered; to agree. Except is a preposition; it means leaving out; other than. We want to go to the store. I drank the cold water too quickly. We baked two pies instead of one. There was a car parked there. Their car is very dirty. They re buying a new car today. Jon will accept the prize. Everyone except me will attend. Practice A Choosing the Correct Usage Read the sentences. Then, circle the word in parentheses that best completes each sentence. Example: We drove (there, their, they re) in our car. Answer: We drove ( there, their, they re) in our car. 1. (There, Their, They re) are 52 weeks in a year. 2. We want (to, too, two) see the movie the day it opens. 3. The coach is going to (accept, except) the award for the team. 4. I like these shoes because (there, their, they re) very comfortable. 5. I filled out the entire form (accept, except) for the last section. Practice B Correcting Usage Problems Read the sentences. Then, rewrite them to correct the usage problems. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Everyone accept Leslie ran the mile in under eight minutes. Answer: Everyone except Leslie ran the mile in under eight minutes. 1. The college students are studying because there taking exams next week. 2. All the dogs at the animal shelter accept the terrier were adopted. 3. Edgar thinks that driving from Austin to Dallas takes to long. 4. The bus has too make a lot of stops on its downtown route. 5. The electricity went off because their was a major windstorm. Writing and Speaking Application Write two to three sentences describing an activity you tried for the first time. Use at least four of the words shown in the chart above. Read your sentences aloud to a partner. Your partner should listen for and record the sentences, checking for correct usage. Then, switch roles with your partner. 77 Effective Sentences

222 78 USING REGULAR VERBS The past and past participle of a regular verb are formed by adding -ed or -d to the present form. Most verbs are regular. To form their past and past participle forms, you just add -ed to the present form. If the verb ends in e, you just add d to the present form. With some verbs, you may need to double the last letter before adding -ed. Present Past Past Participle walk walked (have) walked change changed (have) changed drop dropped (have) dropped Practice A Writing Principal Parts of Regular Verbs Read each verb below. Then, write the past and past participle forms of the verb on the line provided. Example: clap Answer: clapped, (have) clapped 1. appear 2. name 3. stroll 4. wash 5. slip 6. end 7. chat 8. insist 9. collect 10. investigate Practice B Using Regular Verbs in Sentences Read each sentence. Then, rewrite the sentence. Replace the underlined verb with the part shown in parentheses. Example: After the game, we walk home. (past) Answer: After the game, we walked home. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. I answer the phones all day. (past participle) 2. My mother blames me for making the mess. (past) 3. The plane lands at 5 P.M. (past) 4. I slip on the wet floor. (past) 5. The Vikings challenge us to a race. (past participle) 6. The parents name their daughter Anastasia. (past participle) 7. My mother cans fruit to use in the winter. (past participle) 8. The squirrels store acorns in the tree trunk. (past) 9. I brush my hair and clean my nails. (past participle) 10. The wind whip through the trees. (past) Writing and Speaking Application Write three sentences about something you did yesterday. Use past tense regular verbs in your sentences. Read your sentences aloud to a partner. Have your partner identify each verb you used. Then, switch roles with your partner. 78 Using Verbs

223 79 USING IRREGULAR VERBS The past and past participle of an irregular verb are not formed by adding -ed or -d to the present tense form. Many common verbs are irregular. They form their past and past participle forms by changing the spelling of the present form. You may need to memorize the correct forms of irregular verbs. You can also find the principal parts listed in the dictionary entry for the verb. The chart below shows three different types of irregular verbs. Type Present Past Past Participle Same past and past participle bring brought (have) brought Same present, past, and past participle put put (have) put Change in other ways choose chose (have) chosen (19)(A)(i) Show that you understand how to use irregular verbs correctly by completing the exercises. Focus on the TEKS Practice A Writing Principal Parts of Irregular Verbs Read each group of verb forms below. Then, fill the blank by supplying the correct present, past, or past participle form of the verb. Example: speak Answer: spoke (have) spoken Present Past Past Participle 1. hurt hurt 2. spoke (have) spoken 3. fight (have) fought 4. catch (have) caught Present Past Past Participle 5. bid bid 6. drive drove 7. fly (have) flown 8. spin (have) spun Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Correcting Irregular Verbs in Sentences Read each sentence. Rewrite each sentence, replacing the underlined verb form with the correct form. Example: I finded my dress on the closet floor. Answer: I found my dress on the closet floor. 1. I have brung three sandwiches for lunch. 2. The rowboat sinked into the mud. 3. My aunt drived all night to get here. 4. The mayor has spoke to our class twice before. 5. The Bobcats have losed four games in a row. 6. More than four inches of rain have fell today. Writing and Speaking Application Write three sentences about a recent sports event. Use past or past participle forms of irregular verbs in each. Read your sentences aloud to a partner. Have your partner tell whether you used the right form of each verb. Then, switch roles with your partner. 79 Using Verbs

224 80 IDENTIFYING THE BASIC FORMS OF THE SIX TENSES The tense of a verb shows the time of the action or state of being. Verbs have six tenses. The tenses show whether an action is happening in the present, past, or future. If the verb shows that the action is going on over a period of time, you might use the present perfect, past perfect, or future perfect tense. The chart below shows the basic form of the six tenses for one regular verb and one irregular verb. Tense Regular Verb Basic Forms Irregular Verb Basic Forms Present I demand. I bring. Past I demanded. I brought. Future I will demand. I will bring. Present perfect I have demanded. I have brought. Past perfect I had demanded. I had brought. Future perfect I will have demanded. I will have brought. Practice A Identifying the Basic Forms of Verb Tenses Read each sentence. Then, write the underlined verb and its tense on the line provided. Example: The train chugged into the station. Answer: chugged past 1. The fire has burned for more than six hours. 2. The firefighters had received their orders. 3. The captain will answer any questions about the fire. 4. Each firefighter will have worked for 30 straight hours. 5. One resident nearly fell through a burning floor. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Recognizing Verb Tenses Read each sentence and find the underlined verb. Write the basic form of that verb for the tense shown in parentheses. Example: I lose my wallet. (past perfect) Answer: had lost 1. I remember this story. (future) 2. Janet painted the walls silver. (present) 3. The puppy gulps down his food. (present perfect) 4. The choir sings very loudly. (past perfect) 5. The child spins the top along the floor. (past) 6. I put the bill into my pocket. (present perfect) 7. The horses race across the plains. (past perfect) 8. The clowns perform amazing tricks. (future) Writing and Speaking Application Write three sentences about a circus. Use different verb tenses in your sentences. Read your sentences aloud to a partner. Have your partner identify each verb you used and its tense. Then, switch roles with your partner. 80 Using Verbs

225 81 CONJUGATING THE BASIC FORMS OF VERBS A conjugation is a list of the singular and plural forms of a verb in a particular tense. You already know that verbs have six tenses. Each tense has six forms that fit with first-, second-, and third-person forms of the personal pronouns in both singular (one) and plural (more than one) number. When you write out all of the forms of the verb in each of the tenses, you are conjugating the verb. The chart below shows a conjugation of the forms of the verb bring for four tenses. Tense Singular Plural Present Past Future Present perfect I bring. You bring. He, she, or it brings. I brought. You brought. He, she, or it brought. I will bring. You will bring. He, she, or it will bring. I have brought. You have brought. He, she, or it has brought. We bring. You bring. They bring. We brought. You brought. They brought. We will bring. You will bring. They will bring. We have brought. You have brought. They have brought. Practice A Conjugating the Basic Forms of Verbs Read each verb. Then, conjugate the singular and plural forms of the verb for the tense and person indicated in parentheses. Write the singular and plural form. Example: improve (past) (third person) Answer: He, she, or it improved. They improved. 1. assign (present perfect) (third person) 2. run (future) (first person) 3. follow (past) (second person) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 4. ring (present perfect) (third person) Practice B Using Conjugation Forms in Sentences Read each sentence. Then, complete the sentence by filling in the blank with the verb and conjugation form shown in parentheses. Example: The man warmly at his daughter. (smile, present tense) Answer: The man smiles warmly at his daughter. 1. Heavy winds across the coastline. (blow, past tense) 2. The boats the shore. (reach, present perfect tense) 3. The heat more than 20 degrees. (rise, present perfect tense) 4. We popcorn in the fireplace. (make, past tense) Writing and Speaking Application Write three sentences about a rainstorm or snowstorm. Use different verb tenses in your sentences. Read your sentences aloud to a partner. Have your partner identify each verb you used and its tense. Then, switch roles with your partner. 81 Using Verbs

226 82 CONJUGATING BE Be is the most common verb in the English language. Its conjugation forms are very irregular. The principal parts of be are be (present), being (present participle), was (past), and been (past participle). You must know the principal parts of be to conjugate all the basic forms of be. Practice A Conjugating the Basic Forms of Be Read each sentence. Then, complete the sentence by filling in the form of be that matches the tense shown in parentheses. Example: I alone in the house all day. (present perfect) Answer: I have been alone in the house all day. 1. I the first in my family to run a marathon. (future) 2. The children quiet for two full hours. (present perfect) 3. I lonely sitting all by myself. (past) 4. I the best musician in the class. (present) 5. I thought that the dogs in their crates. (past) 6. The first event the 100-meter run. (future) 7. My aunt mayor for two terms. (present perfect) 8. The Lynch twins in my class for three years. (present perfect) 9. You the only person that I trust. (present) 10. You the two people who mean the most to me. (present) Practice B Using Conjugation Forms in Sentences Read the sentences, which are all in the present tense. Then, rewrite each sentence, changing it to the tense indicated in parentheses. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: I am warm under the blankets. (past) Answer: I was warm under the blankets. 1. All of the runners are at the starting line at 8 A.M. (future) 2. The teachers are in a meeting all day. (present perfect) 3. I always am a good sister. (present perfect) 4. The invitations are in your mailboxes. (past) 5. He is my most devoted pen pal. (present perfect) Writing and Speaking Application Write two sentences using forms of the verb be in present tense. Then, share your sentences with three partners. One partner should read the sentences aloud, changing the verbs to past tense, one to future tense, and one to present perfect tense. Compare and correct each other s sentences. Rotate these activities among all four partners. 82 Using Verbs

227 83 RECOGNIZING THE PROGRESSIVE TENSE OF VERBS The progressive tense, or form, of a verb shows an action or condition that is ongoing. The progressive form of a verb describes an event that is in progress. You create the progressive form by using the present participle of a verb. That is the principal part that ends in -ing. You also add the form of the verb be that matches the tense and number. Progressive Tense Be + Present Participle Progressive Tense Be + Present Participle Present I am stopping. Present Perfect I have been stopping. Past I was stopping. Past Perfect I had been stopping. Future I will be stopping. Future Perfect I will have been stopping. Practice A Recognizing the Progressive Tense in Sentences Read each sentence. Circle the progressive verb form in the sentence. Then, write the tense of the verb on the line provided. Example: I was feeling tense and nervous. Answer: I was feeling tense and nervous. past progressive 1. The author has been signing autographs all afternoon. 2. My cousin was standing at the top of the steps. 3. By Wednesday, I will have been waiting for three days. 4. The fire is warming the entire room. 5. The smoke was spreading throughout the house. 6. The clerk has been adding up all of my purchases. 7. Before the game, we will be attending a pep rally. 8. My brother had been trying to open the door with the wrong key. 9. I will have been sleeping for only three hours by then. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 10. The news reporter is asking many personal questions. Practice B Using Progressive Tense Verbs in Sentences Read the sentences. Then, fill in the blank for each, using the tense of the verb in parentheses. Example: The game soon. (end, present progressive) Answer: The game is ending soon. 1. Carlos computer programming. (study, past perfect progressive) 2. Spotlights on the stage. (shine, past progressive) 3. The electrician our house for a new television. (wire, future progressive) 4. Our teacher a lot of homework lately. (assign, present perfect progressive) 5. By midnight, rain for six hours. (fall, future perfect progressive) Writing and Speaking Application Write a paragraph describing a scene from a movie you saw recently. Use past progressive tense verbs in your paragraph. Read your paragraph aloud to a partner. Have your partner identify the verbs you used. Then, switch roles with your partner. 83 Using Verbs

228 84 PROGRESSIVE TENSE OF SING To conjugate the progressive forms of a verb, add the present participle of the verb to a conjugation of the basic forms of be. With all verbs, regular or irregular, you create the progressive tense by using the present participle the one that ends in -ing with different forms of the verb be. There are six progressive tenses. Notice how the form of be changes in progressive tenses. Present progressive Past progressive Future progressive Present perfect progressive Past perfect progressive Future perfect progressive Ellen is singing in the choir. She was playing a guitar. She will be performing at next week s assembly. Carlos has been humming that song all day. Selena had been telling a story to her baby. Antonio will have been listening for days. Practice A Recognizing the Progressive Tenses in Sentences Read each sentence. Then, write the tense of the underlined verb on the line provided. Example: I was speaking as softly as I could. Answer: past progressive 1. The band will be rehearsing in our garage. 2. Nicholas has been reciting a poem. 3. By next week, I will have been living here for a year. 4. Nana is wearing a beautiful dress. 5. The water had been boiling in the kettle. 6. My partner and I will be dancing in the contest. 7. The cheer squad was performing the new pep song. 8. Toni had been singing harmony with the group. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Progressive Tense Verbs in Sentences Read the sentences. Then, fill in the blank so that each sentence contains the progressive tense of the verb shown in parentheses. Example: The Sandwich Sisters on television tomorrow. (appear, future progressive) Answer: The Sandwich Sisters will be appearing on television tomorrow. 1. Sarita an Indian folk song. (sing, present perfect progressive) 2. The children in the closet. (hide, past progressive) 3. Sean in his sleep. (walk, past perfect progressive) 4. By 8 A.M., fans up for hours. (line, future perfect progressive) 5. The wind through the trees. (whistle, present perfect progressive) 6. Lori and Micki pies for back-to-school night. (bake, past perfect progressive) Writing and Speaking Application Write three sentences describing a school concert or talent show. Use verbs in different progressive tenses in your sentences. Read your sentences aloud to a partner. Have your partner identify the tense of each verb you used. Then, switch roles with your partner. 84 Using Verbs

229 85 IDENTIFYING ACTIVE AND PASSIVE VOICE The voice of a verb shows whether or not the subject is performing the action. A verb is in the active voice when its subject performs the action. A verb is in the passive voice when its subject does not perform the action. Focus on the TEKS (19)(A)(i), (19)(B) Active voice Passive voice Halley kicked the ball over the fence. The ball was kicked over the fence by Halley. Show that you understand and can use active and passive voice by completing the following exercises. Practice A Recognizing Active or Passive Voice Read each sentence. Decide if the underlined verb is written in active or passive voice. Write AV for active voice or PV for passive voice. Example: Janet rode her bicycle. Answer: Janet rode her bicycle. AV 1. The walls were painted red. 2. A clown juggled bowling pins. 3. Shawn strummed a guitar. 4. The book was read by Steven. 5. The doctor saved her life. 6. The game was watched by 10,000 fans. 7. We cheered for hours. 8. That painting was stolen by thieves. 9. The window was opened by Mom. 10. Sammy tackled the quarterback. Practice B Using Active Voice in Sentences Read each sentence. Then, rewrite each sentence in active voice. Example: The closet was cleaned by Danita. Answer: Danita cleaned the closet. 1. The campsite was cleared by my father. 2. A stone was tossed by Sal. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. The castle was attacked by the army. 4. The story was written by Anita. 5. A hymn was sung by the choir. 6. The tire was fixed by the mechanic. 7. The cake was baked by my sister. 8. Cindy was scared by that dog. 9. The fish was caught by Anna. 10. My face was licked by the poodle. Writing and Speaking Application Write a short paragraph about making or fixing something. Use both active and passive voice. Then, read your paragraph aloud to a partner. Have your partner decide the voice of each sentence. Then, switch roles with your partner. 85 Using Verbs

230 86 TROUBLESOME VERBS Some verbs cause writers problems. You must learn to use these verbs correctly. Remember these rules about troublesome verbs. Use isn t, not ain t. Use did as the past tense of do, not done. Use saw as the past tense of see, not seen. Use raise to mean lift something, not rise. The past tense of lie is lay, not laid. The past participle of lie is lain, not laid. Use leave to mean allow to remain, not let. Use let to mean to permit, not leave. Use should have, not should of. Use said to report someone s words, not says. Practice A Using the Correct Verb Read the sentences. Then, choose the correct form of the verb from the pair in parentheses and write it on the line provided. Example: Sid should (raise, rise) the window two inches. Answer: raise 1. I plan to (lie, lay) down for a short nap. 2. My brother (laid, lay) asleep in his crib. 3. Please (leave, let) me do my job without help. 4. Katy (set, sat) the books on the table. 5. I decided to (sit, set) down for a few minutes. 6. Yesterday, Bobby (lay, laid) the bricks for the new wall. 7. Please make sure I (raise, rise) by 5 P.M. 8. My sister has (lain, laid) in bed all morning. 9. The waiter (says, said), We have several specials today. 10. I (should have, should of) left my house earlier. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Troublesome Verbs Correctly Read the sentences. If the underlined verb is used correctly, write correct. If it is not, rewrite the sentence using the correct verb. Example: I done my best to finish the puzzle. Answer: I did my best to finish the puzzle. 1. Tomas seen two men in the store. 2. Armando set the pot on the stove. 3. Then the boy says, Watch me dive. 4. There ain t any reason to complain. 5. I set down to rest for a while. 6. Trash laid on the floor of the car. Writing and Speaking Application Write a brief dialogue between a child and parent. The child uses troublesome verbs incorrectly, and the parent explains the right way to use each verb. Then, read your paragraph aloud with a partner. One of you reads the child s dialogue, and the other reads the parent s dialogue. 86 Using Verbs

231 87 THE NOMINATIVE CASE Use personal pronouns in the nominative case for (1) the subject of a verb and (2) a predicate pronoun. There are three cases of pronouns nominative, objective, and possessive. You use nominative case pronouns when the pronoun is the subject of a verb. You also use nominative case pronouns for a predicate pronoun that comes after a linking verb in a sentence. The nominative case pronouns are I, we, you, he, she, it, and they. SUBJECT: PREDICATE PRONOUN: He skated on the pond. The person skating on the pond was he. Be especially careful when a pronoun is part of a compound subject or a compound predicate nominative. To make sure you are using the right case, say the pronoun with the verb aloud or invert the sentence to put the pronoun before the verb. Example: My sister and went shopping (me went shopping or I went shopping?) Answer: My sister and I went shopping. Example: The finalists were Stan and Answer: The finalists were Stan and we. (we were finalists or us were finalists?) Practice A Identifying Nominative Case Pronouns Read each sentence. Circle the correct pronoun from the choice in parentheses. Example: The first to arrive was (I, me). Answer: The first to arrive was ( I, me). 1. Mrs. Lane and (she, her) own that store. 2. (We, Us) often shop there. 3. Delores and (her, she) bought new blouses. 4. The first customers will be Anna and (I, me). 5. Bianca and (him, he) showed up late. 6. Inside the store were Tony and (me, I). 7. Sheryl and (they, them) stocked the shelves. 8. In line were my sister and (him, he). 9. My brothers and (they, them) cleaned up. 10. The top salesperson has been (her, she). Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Nominative Case Pronouns in Sentences Read each sentence. Then, write in the blank a nominative case pronoun that makes sense in the sentence. Example: The high scorers were Chandra and. Answer: she 1. Into the ring stepped Hawk and. 2. Danny and sing well together. 3. The two people were Al and. 4. The person playing the piano was. 5. The new officers will be. 6. has been a big help. 7. It was who explained. 8. The three runners were Inez and. 9. Uncle Tomas and will be late. 10. promised to bring the fruit salad. Writing and Speaking Application Write three sentences about a competition in school. Use nominative case pronouns in your sentences. Then, read your sentences aloud to a partner. Have your partner listen for and correct any pronoun errors. Then, switch roles with your partner. 87 Using Pronouns

232 88 THE OBJECTIVE CASE Use personal pronouns in the objective case for (1) a direct object, (2) an indirect object, and (3) the object of a preposition. The objective case pronouns are me, us, you, him, her, it, and them. The examples below show how objective case pronouns are used: DIRECT OBJECT (DO): The students really respect him. INDIRECT OBJECT (IO): I asked her a question. OBJECT OF PREPOSITION (OP): Their father stood beside them. If a pronoun is part of a compound object, think of only the pronoun with the rest of the sentence. This will help you decide whether you need an objective case pronoun. Also, be careful if a question begins with a verb. In that case, invert the sentence to put the subject before the verb. EXAMPLE: The team chose Barney and as co-captains. (Chose I or Chose me?) ANSWER: The team chose Barney and me as co-captains. EXAMPLE: Did you invite Jenny and ANSWER: Did you invite Jenny and her?? (Invited her or she?) Practice A Identifying Objective Case Pronouns Read each sentence. Write the correct pronoun from the choices in parentheses. Then, label it DO (direct object), IO (indirect object), or OP (object of a preposition). Example: I sat next to Ellen and (she, her). Answer: her OP 1. I led (she, her) into the room. 2. Will you stay with Tom and (I, me)? 3. Hand Alice and (her, she) booklets. 4. The crossing guard directed (us, we). 5. Has anyone seen Tom and (she, her)? 6. That is between Steve and (him, he). 7. Mom bought Denny and (me, I) pizza. 8. Do you believe Dot or (she, her)? 9. Joe sat with Clay and (she, her). 10. He gave Kim and (we, us) jobs. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Objective Case Pronouns in Sentences Read each sentence. Then, fill in the blank with an objective case pronoun to complete it. Example: Dad served Sal and Answer: me pancakes. 1. Will you take fishing? 2. I arrived before Donna and. 3. I won t go without. 4. The table was set by Arnie and. 5. Did Dad drive Hal and home? 6. Mom woke in the morning. 7. The interview made nervous. 8. Come sit by Stevie and. 9. Our dog howled at all night. 10. The teacher gave Stu and hall passes. Writing and Speaking Application Write three sentences about a school assembly. Use objective case pronouns in your sentences. Then, read your sentences aloud to a partner. Have your partner listen for and correct any pronoun errors. Then, switch roles with your partner. 88 Using Pronouns

233 89 THE POSSESSIVE CASE Use the possessive case of personal pronouns before nouns to show possession. In addition, certain personal pronouns may also be used by themselves to indicate possession. The possessive case is used to show ownership. The chart below shows which possessive pronouns are used before nouns and which ones can stand alone. Possessive pronouns used before nouns Possessive pronouns that can stand alone my, our, your, his, her, its, our, their mine, ours, yours, his, hers, theirs She trimmed her nails. They brought their notebooks. That car is hers. The best recipe was ours. Possessive nouns, such as boy s or Helen s, usually contain an apostrophe and s. Several personal pronouns in the possessive case end in s, but they never contain an apostrophe. The word it s with an apostrophe is a contraction meaning it is. Show that you understand and can use pronouns in the possessive case by completing the following exercises. Practice A Identifying Possessive Case Pronouns Read the sentences. Then, on the line provided, write the correct pronoun from the choices in parentheses. Example: The cottage is (ours, our s). Answer: ours 1. I painted (my, mine) room red. 2. Is that book (yours, your s)? 3. (There, Their) team is undefeated. 4. The green coat is (your s, yours). 5. Did you take off (your, you re) shoes? 6. He asked for (his, his s) bill. 7. The only A paper was (her s, hers). 8. Please step into (ours, our) room. 9. The blame is all (mine, mine s). 10. Is (your, you) answer correct? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Possessive Case Pronouns Correctly in Sentences Read each sentence. Then, complete the sentence by filling in the blank with a possessive case pronoun. Example: Mr. Anson delivered Answer: our mail before noon. 1. Is that garden? 2. The best cake was. 3. Clean up room now. 4. Were those maps? 5. Every photo in the book is. 6. What are plans for Saturday night? 7. Our cat injured paw. 8. Nina changed mind about the trip. 9. The last slice of pizza is. 10. Of all the projects, was the best. Writing and Speaking Application With a partner, write a short skit about a time you did something generous. Use several possessive case pronouns in your dialogue. Then, perform your skit with your partner. Have your classmates listen for and correct any pronoun errors. 89 Using Pronouns

234 90 SINGULAR AND PLURAL SUBJECTS The subject and verb in a sentence must agree in number. A subject can be singular in number or plural in number. Singular means one, and plural means more than one. Most nouns form their plurals by adding -s or -es, so they are easy to recognize. Some other nouns change their spelling for the plural. Pronouns used as subjects in sentences can also be singular or plural. Singular nouns Plural nouns Singular pronoun subjects Plural pronoun subjects Pronouns that can be singular or plural subjects bead, bench, elephant, child, mouse, woman beads, benches, elephants, children, mice, women I, he, she, her, it, each, anyone, everyone, none, this we, you, they, all, these, those, both you, some, who, any Practice A Identifying Number in Nouns and Pronouns Read each word. Then, write whether the word is singular, plural, or both. Example: canteen Answer: singular 1. geese 2. ship 3. fireflies 4. their 5. nobody 6. any 7. contest 8. watches 9. several 10. lice Practice B Identifying Singular and Plural Subjects Read each sentence. Then, write S if the underlined subject is singular or P if it is plural. Example: The soldiers marched in front of the building. Answer: P Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. These are my favorite socks. 2. Everyone enjoys ice cream. 3. Will you be magicians? 4. Each has a bat and glove. 5. The tires went flat. 6. A stack of red bricks lay in the yard. 7. Both of you arrived late. 8. The drawer contains three red scarves. 9. Inside the box were some mice. 10. That is a funny cartoon. Writing and Speaking Application Imagine that you are looking inside your refrigerator at home. Write four sentences about different objects you might see. Use both singular and plural subjects. Read your sentences aloud to a partner. Have your partner identify each subject and its number. Then, switch roles with your partner. 90 Making Words Agree

235 91 SINGULAR AND PLURAL VERBS The subject and verb in a sentence must agree in number. Just like subjects, verbs used in sentences can be singular in number or plural in number. Presenttense verbs sometimes cause writers problems. A present-tense verb used with a singular noun subject should have an -s at the end. Also, a present-tense verb used with a third-person singular pronoun subject (he, she, it, each, someone) should have an -s at the end. Some forms of the verb be can also be singular (is, was, has been) or plural (are, were, have been). You must use a singular form with a singular subject and a plural form with a plural subject. Singular noun subjects Singular pronoun subjects Plural noun subjects Plural pronoun subjects Singular forms of be Plural forms of be The boy explains. My sister remembers. The rock sits. He explains. She remembers. It sits. The boys explain. My sisters remember. The rocks sit. They explain. They remember. They sit. He is happy. She has been sad. It was open. They are happy. They have been sad. They were open. Practice A Identifying Number in Verbs Read each group of words. Then, write whether the underlined verb is singular or plural. Example: The cow grazes. Answer: singular 1. A fire is burning. 2. She paints. 3. Children laugh. 4. They are excited. 5. Changes are coming. 6. It has been returned. 7. The boats were seen. 8. He wonders. 9. Both remember. 10. Everyone knows. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Determining Singular and Plural Verbs in Sentences Read each sentence. Then, write S if the blank should be filled with a singular verb or P if it should be plural. Example: A puppy Answer: singular 1. The watch to Lawrence. on the sidewalk. 2. Each team new uniforms. 3. The geese south in winter. 4. She soup for lunch. 5. Our taxes very high. 6. They carefully to her. 7. Both the snow will end soon. 8. Each bird red feathers. 9. We here every summer. 10. Horses around the park. Writing and Speaking Application Write three sentences about things you might see while walking home from school. Use singular and plural present-tense verbs. Read your sentences aloud to a partner. Have your partner identify each verb and its number. Then, switch roles with your partner. 91 Making Words Agree

236 92 MAKING VERBS AGREE WITH SINGULAR AND PLURAL SUBJECTS The subject and verb in a sentence must agree in number. A prepositional phrase that comes between a subject and its verb does not affect subject-verb agreement. Singular subjects are paired with singular verbs, and plural subjects are paired with plural verbs. Be careful with present-tense verbs. A present-tense singular verb often ends in -s. Remember that the singular forms of the verb be are am, is, was, and has been, and the plural forms include are, were, and have been. SINGULAR: This flashlight does not work. The gum machine is out of order. PLURAL: These flashlights sell for $2.00 each. The gum machines have been fixed. If a subject is separated from its verb by a prepositional phrase, ignore the prepositional phrase. Then make sure the verb agrees in number with the subject. The object of the preposition is never the subject. SINGULAR: PLURAL: The boards of my floor are warped. The signs on the wall warn of danger. Practice A Making Subjects and Verbs Agree Read the sentences. Write the verb in parentheses that agrees with the subject. Then, label the subject singular or plural. Example: The boys in the club (enjoy, enjoys) sports. Answer: enjoy plural 1. The carpenter (build, builds) beautiful furniture. 2. My friends never (complain, complains). 3. The items on sale (was, were) placed up front. 4. A line of icicles (hang, hangs) from the roof. 5. The message (has been, have been) sent. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Revising for Subject-Verb Agreement Read the sentences. Then, if a sentence has an error in subject-verb agreement, rewrite the sentence correctly. If a sentence has no error, write correct. Example: A puppy wait on the sidewalk. Answer: A puppy waits on the sidewalk. 1. The muscles in my shoulder is sore. 2. My sister exercise almost every day. 3. The players on the team run laps after practice. 4. The fastest runners gets to leave early. 5. The man in the bleachers cheer loudly. Writing and Speaking Application Write a paragraph about a parade going on right now. Use singular and plural subjects and present-tense verbs. Read your paragraph aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then, switch roles with your partner. 92 Making Words Agree

237 93 MAKING VERBS AGREE WITH COLLECTIVE NOUNS Use a singular verb with a collective noun acting as a single unit. Use a plural verb when the individual members of the group are acting individually. Collective nouns name groups of people or things. A collective noun that acts as one group together is singular and takes a singular verb. A collective noun in which the group members act as individuals is plural and takes a plural verb. SINGULAR: PLURAL: The audience stands and cheers. The class elects a representative. The audience are slowly taking their seats. The class admire their teacher. Practice A Identifying the Number of Collective Nouns Read the sentences. Then, label each underlined collective noun as singular or plural. Example: The committee are bringing snacks from home. Answer: plural 1. The class meets every day during second period. 2. The club has been organized since The club are responsible for the decorations. 4. The audience don t like the play s ending. 5. Our class are mostly against wearing school uniforms. 6. The band is marching down the street. 7. The band are cleaning their instruments. 8. The army is being transported in trucks. 9. The troop were pitching their tents. 10. The troop is holding a dinner for parents. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Making Verbs Agree With Collective Nouns Read the sentences. Then, circle the verb in parentheses that agrees with the subject. Example: The band (practice, practices) their instruments. Answer: The band ( practice, practices) their instruments. 1. The band (arrive, arrives) before the other students. 2. The troop (hold, holds) its meetings at the lodge. 3. The family (go, goes) to the beach every summer. 4. Our class (is, are) the first to present a gift to the school. 5. The club (plan, plans) to arrive in separate cars. Writing and Speaking Application Write a paragraph about a school club or scout troop. Use collective nouns as singular and plural subjects. Read your paragraph aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then, switch roles with your partner. 93 Making Words Agree

238 94 MAKING VERBS AGREE WITH COMPOUND SUBJECTS A compound subject consists of two or more subjects with the same verb. The subjects are usually connected by a conjunction such as and, or, or nor. When a compound subject is connected by and, the verb that follows is usually plural. PLURAL VERB: Stan and Meredith are best friends. The players and their coach are riding on the bus. When two singular subjects are joined by or or nor, use a singular verb. When two plural subjects are joined by or or nor, use a plural verb. SINGULAR VERB: My aunt or my mother is cooking dinner. PLURAL VERB: Neither the boys nor their parents are going to attend. When a compound subject is made up of one singular and one plural subject joined by or or nor, the verb agrees with the subject closer to it. SINGULAR VERB: The boys or their father plans to build the doghouse. PLURAL VERB: Neither Salaam nor his parents are feeling well. Practice A Making Verbs Agree With Compound Subjects Read the sentences. Then, circle the verb in parentheses that agrees with the subject. Example: Luci and Denise (is, are) baking cookies together. Answer: Luci and Denise (is, are) baking cookies together. 1. The boy or his brother (is giving, are giving) us a ride. 2. Wind and rain (is, are) predicted tomorrow. 3. Neither Aldo nor his sisters (remember, remembers) where I live. 4. Ronni and Anne (has been chosen, have been chosen) to sing solos. 5. The walkway and steps (is covered, are covered) with ice. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Revising for Agreement Between Verbs and Compound Subjects Read the sentences. On the line, rewrite the sentence correctly. Example: John and Steven needs new backpacks. Answer: John and Steven need new backpacks. 1. Neither Lamont nor his friends enjoys playing softball. 2. My coat and sweater is hanging in the closet. 3. Iced tea or water are being served. 4. The first-grade class or second-grade class use this room. 5. Toni and Melanie has seen the new movie. Writing and Speaking Application Write three sentences using names of your friends as compound subjects joined by and or or. Read your sentences aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then, switch roles with your partner. 94 Making Words Agree

239 95 AGREEMENT IN INVERTED SENTENCES When a subject comes after the verb, the subject and verb still must agree with each other in number. Sometimes the verb or part of the verb comes before the subject in a sentence. This often happens with questions that begin with a helping verb, such as has, have, do, or does. Also, the subject often follows the verb in sentences that begin with here, there, or where. These sentences are called inverted sentences. Notice how the subject comes after the verb or part of the verb in the inverted sentences below. To determine if the subject and verb agree, rearrange the sentence in normal order in your mind. Inverted Order Into the ring comes the wrestler. Does John know the answers? Here are the books of maps. Where is my blue coat? Rearranged in Normal Order The wrestler comes into the ring. John does know the answers. The books of maps are here. My blue coat is where. Practice A Identifying Subjects and Verbs in Inverted Sentences Read the sentences. Then, write the subject and verb on the line provided and indicate whether they are singular or plural. Example: On the tightrope balances the acrobat. Answer: acrobat, balances singular 1. Have the leaves been raked? 2. There was somebody at the door. 3. Here are your assignments for the week. 4. Does Fran have the shopping list? 5. Astride the horses were three excited children. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Revising for Agreement in Inverted Sentences Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly. If a sentence has no error, write correct. Example: Under the covers hide my new puppy. Answer: Under the covers hides my new puppy. 1. Where is the new lamps we bought? 2. There stands both of my parents. 3. Around the corner was the school and playground. 4. Here is the directions for getting to my house. 5. Have Eleanor and Paige seen your new room? Writing and Speaking Application Write three sentences or questions in inverted order about people or places in your neighborhood. Read your sentences aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then, switch roles with your partner. 95 Making Words Agree

240 96 VERB AGREEMENT WITH INDEFINITE PRONOUNS When an indefinite pronoun is the subject of a sentence, the verb must agree in number with the pronoun. The chart below shows the three different types of indefinite pronouns. Always Singular Always Plural Singular or Plural anybody everybody somebody both all anyone everyone someone few any anything everything something many more nothing nobody no one several most one each every others none either more much some Many writers have problems making sure that verbs agree with indefinite pronoun subjects. If an indefinite pronoun is followed by a prepositional phrase, mentally cross out the phrase to help you focus on the subject. Then, you can decide whether a singular or a plural is needed. EXAMPLES: Everyone on both teams stands for the National Anthem. Few in the family remember my great uncle. Practice A Making Verbs Agree with Indefinite Pronoun Subjects Read the sentences. Then, circle the verb in parentheses that agrees with the subject. Example: Each of the children (is buying, are buying) school supplies. Answer: Each of the children ( is buying, are buying) school supplies. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Most of her toys (was, were) on the floor. 2. Most of the wall (is, are) black. 3. Some of my teeth (has, have) cavities. 4. Everyone (need, needs) regular checkups. 5. If anything (happen, happens), please call me. 6. Both (was, were) correct answers. 7. Several of the plants (need, needs) water. 8. No one (has volunteered, have volunteered). 9. Neither (seem, seems) to be a good choice. 10. All of the pies (was eaten, were eaten). Practice B Revising for Agreement Between Verbs and Indefinite Pronouns Read the sentences. If a sentence has an error in subject-verb agreement, rewrite the sentence correctly. If a sentence has no error, write correct. Example: Everybody agree with your plan. Answer: Everybody agrees with your plan. 1. Some of the counter were covered with grease. 2. Each of the houses were painted green. 3. Somebody in the stands was cheering for the Wildcats. 4. Most of the jokes was not very funny. 5. Both hopes to become Olympic athletes. Writing and Speaking Application Write three sentences about rooms or objects in your home. Use indefinite pronoun subjects in your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in subject-verb agreement. Then, switch roles with your partner. 96 Making Words Agree

241 97 MAKING PERSONAL PRONOUNS AND ANTECEDENTS AGREE A personal pronoun must agree with its antecedent in person, number, and gender. Person tells whether a pronoun refers to the person speaking (first-person I or we), the person spoken to (second-person you), or the person, place, or thing spoken about (third-person he, she, it, they). Number tells whether the pronoun is singular or plural. Gender tells whether a third-person-singular antecedent is masculine, feminine, or not known. EXAMPLES: The bear rose up on its hind legs. Dmitri completed his project on time. In the first example, the pronoun its agrees with the antecedent bear in number (both are singular), in person (both are third person), and in gender (not masculine or feminine). In the second example, the pronoun his agrees with its singular, masculine, third-person antecedent, Dmitri. Practice A Making Personal Pronouns Agree With Their Antecedents Read each sentence. Then, fill in the blank with the correct personal pronoun. Example: The children visited Answer: their grandmother. 1. Either Ellen or Janice will give speech next. 2. Alonzo forgot to bring key. 3. Both Jack and Henry forgot to bring pencils with. 4. Sylvia paddled kayak to victory. 5. Candace and Madison asked all of friends. Practice B Revising for Pronoun-Antecedent Agreement Read each sentence. Then, revise each so that the personal pronoun agrees with its antecedent. Example: The girls brought her computers to school. Answer: The girls brought their computers to school. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Jeri and Tomas put drops in his eyes. 2. Each boy remembered their lines in the play. 3. One of the coins was not placed in their correct case. 4. Both of my sisters called her grandmother. 5. Do you know where to put its sleeping bag? Writing and Speaking Application Write three sentences about a trip to the zoo. Use personal pronouns in each of your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in pronoun-antecedent agreement. Then, switch roles with your partner. 97 Making Words Agree

242 98 AVOIDING PROBLEMS WITH NUMBER AND GENDER A personal pronoun must agree with its antecedent in person, number, and gender. Sometimes it is not easy to determine either the number or gender of the antecedent. The chart below provides some suggestions. Use a singular personal pronoun when... Use a plural personal pronoun when... Use a singular pronoun to refer to a collective noun... Use a plural pronoun to refer to a collective noun... To refer to both males and females at the same time... To avoid the problem of matching gender... two or more singular antecedents are joined by or or nor. two or more antecedents are joined by and. that names a group that is acting as a single unit. when the members or parts of a group are acting individually. use the phrase his or her or him or her rewrite the sentence to use a plural antecedent and plural pronoun. Either Bob or Tim will deliver his report. Bob and Tim will deliver their reports. The class will meet in its usual room. The class will bring their projects in tomorrow. Each student will bring his or her work to class. All students will bring their work to class. Show that you can use and understand correct pronoun and antecedent agreement by completing these exercises. Practice A Making Pronouns and Antecedents Agree Read the sentences. Then, write the pronoun in parentheses that agrees with its antecedent. Example: The club approved (its, their) new constitution. Answer: its 1. Luka and Tony have finished (his, their) project. 2. Neither Nancy nor Sarah brought (her, their) form. 3. Each firefighter passed (her, his or her) physical exam. 4. Everyone must complete (his or her, their) outline by Tuesday. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 5. The audience rose from (their, its) seats. Practice B Supplying Pronouns That Agree With Their Antecedents Read each sentence. Then, supply a pronoun or pronoun phrase to complete the sentence. Example: Each teacher decorated Answer: his or her classroom. 1. Dean or Andrew entered name in the contest. 2. The police captain and lieutenant deserve raises. 3. The troop are wearing dress uniforms. 4. A bluebird or robin built nest in our tree. 5. Congress will begin recess on November 18. Writing and Speaking Application Write three sentences using names of your brothers, sisters, or cousins as compound subjects. Use personal pronouns in each of your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in pronoun-antecedent agreement. Then, switch roles with your partner. 98 Making Words Agree

243 99 MAKING PERSONAL PRONOUNS AND INDEFINITE PRONOUNS AGREE Use a singular personal pronoun when its antecedent is a singular indefinite pronoun. Many indefinite pronouns are singular in number. Some examples are everyone, someone, each, every, and either. When one of these pronouns serves as an antecedent in a sentence, you must use a singular personal pronoun (his, her, its) to refer to it. You can use the pronoun phrase his or her if you want to refer to both males and females. When a plural indefinite pronoun (all, many, both, several) is an antecedent, use a plural personal pronoun, such as their or our. Remember to ignore a prepositional phrase that comes between the antecedent and the pronoun. The pronoun must match the antecedent and not the object of the preposition. EXAMPLES: Everyone built his or her own Web site. Each of the boys changed his screen name. Practice A Supplying Pronouns That Agree With Indefinite Pronoun Antecedents Read the sentences. Then, fill in each blank with a pronoun that agrees with its antecedent. Example: Each of the girls wore Answer: her school sweatshirt. 1. Some of us were asked to repeat work. 2. Each of the boys was given trophy. 3. Everybody must mail in form by Friday. 4. Hal put each of the stamps in place in the album. 5. The boss gave both employees assignments. 6. Few of the guests responded to invitations. 7. One of the bees flew back to hive. 8. Every girl was given own bracelet. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Revising for Pronoun-Antecedent Agreement Read each sentence. Then, revise each sentence so that the personal pronoun agrees with its antecedent. Example: One of the girls remembered their dreams. Answer: One of the girls remembered her dreams. 1. Every student lined up to get their ticket to the concert. 2. Several boys decided to sell his baseball cards. 3. Few of us have kept their old report cards. 4. Everybody is expected to write their autobiography. 5. All of the scouts earned his merit badges. Writing and Speaking Application Write three sentences about things that people collect. Use indefinite and personal pronouns in each of your sentences. Read your sentences aloud to a partner. Have your partner correct any mistakes in pronoun-antecedent agreement. Then, switch roles with your partner. 99 Making Words Agree

244 100 THREE FORMS OF COMPARISON Most adjectives and adverbs have three forms, or degrees, of comparison: positive, comparative, and superlative. Adjectives and adverbs are called modifiers because they change or add meaning to nouns, verbs, or other parts of speech. Modifiers can also be used to compare two or more items. Positive degree Main form; used when no comparison is being made Adj: large, important, quiet, annoying Adv: lively, quietly, slowly, well Comparative degree Superlative degree Used to compare two items or actions; often ends in -er or includes the word more Used to compare more than two items or actions; often ends in -est or includes the word most; often follows the word the Adj: larger, more important, softer Adv: livelier, more quietly, better Adj: largest, most important, softest Adv: liveliest, most quietly, best Practice A Identifying the Forms of Adjectives and Adverbs Read each word or group of words. Then, label each word or words as positive, comparative, or superlative. Example: faster Answer: comparative 1. nicest 2. most frightening 3. more bravely 4. excellent 5. tinier 6. quickly 7. milder 8. smartest 9. most unusual 10. most desperately Practice B Identifying Forms of Modifiers in Sentences Read each sentence. Then, write whether the underlined modifier is in positive, comparative, or superlative form. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The new bulb is brighter than the old one. Answer: comparative 1. This is the most exciting trip I have ever taken. 2. I wore my red shirt. 3. The boy laughed louder than his brother. 4. Please respond more quickly to the questions. 5. We used our finest dishes. 6. Narissa is even more adorable than her brother. 7. He focused on the test more carefully. 8. The most unusual thing happened yesterday. Writing and Speaking Application Write three sentences comparing people who live in your neighborhood. Use comparative and superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner identify each modifier and tell its form. Then, switch roles with your partner. 100 Using Modifiers

245 101 REGULAR MODIFIERS WITH ONE OR TWO SYLLABLES Use -er or more to form the comparative degree and use -est or most to form the superlative degree of most one- and two-syllable modifiers. Most adjectives and adverbs that contain one or two syllables are regular. With some modifiers such as adjectives that end with -ful or adverbs that end with -ly adding -er or -est would sound wrong. So the word more is used for the comparative degree, and the word most is used for the superlative degree. Degree Add -er or -est Use more or most Comparative adjectives Superlative adjectives Comparative adverbs Superlative adverbs bolder, cloudier, friendlier, harder, nicer, sillier, stricter boldest, cloudiest, friendliest, hardest, nicest, silliest, strictest faster fastest more careful, more normal, more useful most careful, most normal, most useful more easily, more highly, more quickly, more widely most easily, most highly, most quickly, most widely Practice A Identifying Degrees of Regular Adjectives and Adverbs Read the adjective or adverb. Then, write the comparative and superlative degrees on the lines. Example: fast Answer: faster fastest 1. scary 2. fine 3. slowly 4. painful 5. wildly 6. honest 7. simple 8. clever 9. kind 10. warm Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Forms of Modifiers Read the sentences. Then, complete each with the form of the modifier specified in parentheses. Example: Dan is than his brother. (strong, comparative) Answer: Dan is stronger than his brother. 1. Annie talked because her ears were clogged. (loud, comparative) 2. She is the person I know. (calm, superlative) 3. He is the man in town. (wealthy, superlative) 4. Lifting weights has made Tina. (strong, comparative) 5. Sara is the dancer in the company. (graceful, superlative) Writing and Speaking Application Write three sentences about a race or contest. Use comparative and superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner identify each modifier and tell its form. Then, switch roles with your partner. 101 Using Modifiers

246 102 REGULAR MODIFIERS WITH THREE OR MORE SYLLABLES Use more and most to form the comparative and superlative degrees of all modifiers of three or more syllables. Do not use -er or -est with modifiers of more than two syllables. Positive Comparative Superlative comfortable more comfortable most comfortable important more important most important angrily more angrily most angrily recently more recently most recently Practice A Using Forms of Longer Modifiers Read each sentence. Then, fill in the word more or most to match the degree shown in parentheses. Example: Of all my friends, Janine is the admirable. (superlative) Answer: Of all my friends, Janine is the most admirable. 1. Sean is successful than his sister. (comparative) 2. Eileen is the intelligent person in the class. (superlative) 3. Of the two stories, this one is interesting. (comparative) 4. You need to review your work carefully. (comparative) 5. This is the uncomfortable chair in the room. (superlative) Practice B Using Forms of Modifiers Read the sentences. Then, rewrite each, using the form of the modifier in parentheses. Example: Which team s uniforms are? (colorful, comparative) Answer: Which team s uniforms are more colorful? 1. Dean is the person I know. (annoying, superlative) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. The fire burned after I added a log. (brightly, comparative) 3. I think New Mexico is the state of all. (beautiful, superlative) 4. Which cell phone is the? (expensive, superlative) 5. Could you please be? (specific, comparative) Writing and Speaking Application Write four sentences about some of your favorite products. Use comparative and superlative modifiers in your sentences. Read your sentences aloud to a partner. Have the partner identify each modifier and tell its form. Then, switch roles with your partner. 102 Using Modifiers

247 103 ADVERBS ENDING IN -LY Use more to form the comparative degree and most to form the superlative degree of most adverbs ending in -ly. Positive Comparative Superlative cheaply more cheaply most cheaply intelligently more intelligently most intelligently Practice A Using Degrees of Adverbs Ending in -ly Read the adverb. Then, write its comparative and superlative degree on the lines provided. Example: successfully Answer: more successfully most successfully 1. quietly 2. neatly 3. quickly 4. carefully 5. coolly 6. deeply 7. clumsily 8. swiftly 9. positively 10. tightly Practice B Using Correct Forms of Adverbs in Sentences Read each sentence. Then, complete the sentence, filling in the form of the modifier specified in parentheses. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The new bulb burned than the old one. (brightly, comparative) Answer: The new bulb burned more brightly than the old one. 1. They are the married couple I have ever seen. (happily, superlative) 2. After his mother arrived, Parker behaved. (properly, comparative) 3. This watch keeps time the. (accurately, superlative) 4. You could have handled that problem. (smoothly, comparative) 5. He twisted the screws. (tightly, comparative) Writing and Speaking Application Write a short review of a play or music performance. Use comparative and superlative forms of adverbs in your sentences. Read your review aloud to a partner. Have your partner identify each adverb and tell its form. Then, switch roles with your partner. 103 Using Modifiers

248 104 USING LESS AND LEAST Use less with a modifier to form the decreasing comparative degree and least to form the decreasing superlative degree. When you want to show that the value of an adjective or adverb is going down, you can use less or least. Positive Comparative Superlative important less important least important tightly less tightly least tightly Practice A Identifying Decreasing Degrees of Modifiers Read the adjective or adverb. Then, write the decreasing comparative and superlative forms on the line. Example: ably Answer: less ably, least ably 1. tense 2. sensible 3. awkwardly 4. securely 5. slowly 6. modest 7. messy 8. forcefully 9. impressive 10. happily Practice B Using the Correct Form of Modifier Read each sentence. Then, complete the sentence by writing the word less or least in the blank to create the form indicated in parentheses. Example: Of all my pets, my turtle is the Answer: least active. (superlative) 1. Annie interrupts the class often than Alicia. (comparative) 2. Which of the two watches is expensive? (comparative) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. This oil is fattening than the other brand. (comparative) 4. This medicine acts the quickly. (superlative) 5. This air conditioner performs efficiently than that model. (comparative) 6. Without his mask, he looked frightening. (comparative) 7. My uncle drives the safely of anyone else in my family. (superlative) 8. Juan is the talented dancer in the show. (superlative) 9. Of all of her books, this one is the funny. (superlative) 10. This job is satisfying than my old one. (comparative) Writing and Speaking Application Write three sentences about a time when things went wrong for you. Use decreasing comparative and superlative modifiers in your sentences. Read your sentences aloud to a partner. Have your partner identify each modifier and tell its form. Then, switch roles with your partner. 104 Using Modifiers

249 105 IRREGULAR ADJECTIVES AND ADVERBS Memorize the comparative and superlative forms of adjectives and adverbs that are irregular. With some adjectives and adverbs, the comparative and superlative degrees are formed in unusual ways. There are no rules to help you. You will have to memorize the correct forms. Practice A Supplying Comparative or Superlative Degree of Irregular Modifiers Complete the chart by filling in the missing forms of the irregular adjectives and adverbs. Positive Comparative Superlative bad (adjective) badly (adverb) far (distance) worse farther worst far (extent) good (adjective) well (adverb) many much further better more best most Practice B Using Forms of Irregular Modifiers Read each sentence. Then, fill in the blank with the modifier specified in parentheses. Example: Which solution is Answer: Which solution is best?? (good, superlative) 1. Toledo is away than Columbus. (far, comparative) 2. Her performance was the I have seen. (bad, superlative) 3. He behaved than anyone else in the class. (badly, comparative) 4. Who has won the games? (many, superlative) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 5. Steve acts like me than like my brother. (much, comparative) 6. Do you feel since you took the medicine? (well, comparative) 7. Where can I find the chili in town? (good, superlative) 8. I pushed that idea out of my mind (far, comparative) 9. Which color looks on me, blue or green? (good, comparative) 10. That is the tasting toothpaste of all. (bad, superlative) Writing and Speaking Application With a partner, write and perform a dialogue in which one of you asks questions using forms of the irregular modifiers in this lesson, and the other answers the question. For example: What is the best place to buy pizza in town? Angelo s is the best place to buy pizza in town. Which team is worse, the Bulldogs or the Wildcats? The Bulldogs is the worse team. 105 Using Modifiers

250 106 USING COMPARATIVE AND SUPERLATIVE DEGREES Use the comparative degree to compare two people, places, or things. Use the superlative degree to compare three or more people, places, or things. Look carefully at the other words in the sentence to help you decide if you should use the comparative form (comparing two items) or superlative form (comparing more than two). Avoid using double comparisons, such as more better, more happier, most smartest, or worser. Show that you understand and can use comparative and superlative degrees of modifiers correctly by completing the following exercises. Practice A Determining the Correct Form of Modifier Read each sentence. Then, fill in the correct form of the modifier shown in parentheses. Example: Brooks Butter is Answer: tastier than Super Spread. (tasty) 1. Which of these two paintings is? (bad) 2. This diamond is than the one we found yesterday. (valuable) 3. You will feel after a good night s sleep. (good) 4. The pine is the tree in our yard. (tall) 5. Please speak so that you don t wake the baby. (softly) Practice B Revising for Correct Use of Modifiers Read the sentences. If a sentence contains a modifier error, rewrite the sentence correctly. If a sentence has no error, write correct. Example: The room is more quieter since Tony left. Answer: The room is quieter since Tony left. 1. Which team is badder, the Colts or the Mustangs? Focus on the TEKS (19)(A)(iii) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Dee is the most fastest reader in the class. 3. My new teacher is more stricter than my last teacher. 4. That costume is the most frighteningest of all. 5. She is the most courageous person in the platoon. Writing and Speaking Application Write a short commercial in which you compare a new product with other products. Use comparative and superlative modifiers in your commercial. Read your commercial to a partner. Your partner should listen for and correct any errors in your use of modifiers. Then, switch roles with your partner. 106 Using Modifiers

251 107 MAKING LOGICAL COMPARISONS When you make a comparison, be sure you are comparing things that have clear similarities. Also, make sure that your sentences compare only similar items. When comparing one of a group to the rest of the group, make sure your sentence contains the word other or else. Correct a comparison that is unbalanced or confusing. UNBALANCED: BALANCED: UNBALANCED: BALANCED: CONFUSING: CLEAR: My book report is better than Roberto. (What are you comparing?) My book report is better than Roberto s. Climbing a wall is harder than a tree. (What are you comparing?) Climbing a wall is harder than climbing a tree. Allie worked harder than anyone in the class. (Isn t Allie in the class?) Allie worked harder than anyone else in the class. Practice A Recognizing Logical Comparisons Read each sentence. Then, write whether the comparison is unbalanced, balanced, confusing, or clear. Example: Opening an oyster is harder than a clam. Answer: unbalanced 1. Today s test was easier than yesterday. 2. This candle is prettier than the one I brought. 3. Kurt s eyes are bluer than Ellen. 4. Len is stronger than anyone on the team. 5. Annemarie s answer was better than Sharon. Practice B Revising to Make Comparisons Logical Read the sentences. If a sentence contains an illogical comparison, rewrite the sentence correctly. If a sentence has no error, write correct. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Aunt Dot cooks better than anyone in my family. Answer: Aunt Dot cooks better than anyone else in my family. 1. I like green more than any color. 2. Sol s speech was better than Tom. 3. This beach is more crowded than any in the state. 4. Lake Superior is larger than Lake Erie. 5. Jill s nails are longer than Karen. Writing and Speaking Application Write three sentences that follow this pattern: is than. Read your sentences to a partner. Your partner should listen for and correct any illogical comparisons. Then, switch roles with your partner. 107 Using Modifiers

252 108 TROUBLESOME ADJECTIVES AND ADVERBS Use the adjective bad with a linking verb, such as feel. Use the adverb badly with an action verb, such as play. Use good with nouns or after linking verbs. Use well with action verbs or to describe health. INCORRECT: I played bad in the game. Jim felt badly about being late. CORRECT: I played badly in the game. Jim felt bad about being late. INCORRECT: Sal sang good today. That pie smells well. CORRECT: Sal sang well today. That pie smells good. Be careful where you place the word just or only in a sentence. If you mean no more than, then just or only should go right before the word it modifies. CONFUSING: I only bought two boxes of cookies. I just answered one question. CLEAR: I bought only two boxes of cookies. I answered just one question. Practice A Using Bad and Badly, Good and Well Read each sentence. Then, circle the word in parentheses that correctly completes the sentence _041 Example: The music sounded (bad, badly). Answer: The music sounded (bad, badly). 1. My voice sounds (good, well) today. 2. I felt (bad, badly) about my mistake. 3. Ms. Talbot said I did (good, well) on the test. 4. I took medicine; I ll feel (good, well) soon. 5. Don t drink the milk; it smells (bad, badly). 6. If all goes (good, well), we ll arrive early. 7. Evie performed (bad, badly) at tryouts. 8. Coach Anderson expects us to do (good, well). 9. I can t believe how (bad, badly) we sound. 10. Sleep (good, well) before the trip. Practice B Fixing Troublesome Modifiers Read the sentences. Rewrite the sentences that contain errors in the use of modifiers. If a sentence has no error, write correct. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: I only need one thing to be happy. Answer: I need only one thing to be happy. 1. This flannel shirt feels good on my skin. 2. I only have two pairs of dry socks. 3. I just visited three states on this trip. 4. I tripped and hurt myself bad. 5. The weather looks badly tonight. Writing and Speaking Application Write three sentences about a sale going on in a store in town. Use the word only or just in each sentence. Read your sentences to a partner. Your partner should listen for and correct any errors in your sentences. Then, switch roles with your partner. 108 Using Modifiers

253 109 USING PERIODS A period indicates the end of a sentence or an abbreviation. Use a period to end a declarative sentence a statement of fact or opinion. Use a period to end most imperative sentences sentences that give directions or commands. Use a period to end a sentence that contains an indirect question. Use a period after most abbreviations and initials. Declarative Sentence: Our school is closed today. Imperative Sentence: Indirect Question: Do the dishes now. Josh asked him if he made the team. Abbreviations: Ave. Ms. Inc. Ph.D. Rev. Initials: N. C. Wyeth J. F. Kennedy David M. Means Practice A Adding Periods Read each sentence. Then, add periods where they are needed. Circle each period you add. Example: Rev Peter Cutter will speak tomorrow Answer: Rev. Peter Cutter will speak tomorrow. 1. The class applauded Ms Martinez 2. Jamie lives at 123 Main St 3. The theater on the lake is closed for the winter 4. Maria asked me if I would help her 5. My favorite author is J K Rowling 6. Our teacher, Mr Carl F Smith, has his M A 7. Walk north on Pine as far as the library 8. Try the J C Anderson Co 9. Sgt Roland is from St Louis, Missouri 10. Mrs Abbott said that we will have a test tomorrow Practice B Using Periods Read each sentence. Then, on the line, rewrite the sentence correctly, adding periods. Example: He asked where Dr Freeman is today Answer: He asked where Dr. Freeman is today. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Take the Number 23 bus to Marshall Blvd 2. T J is working for his Ph D 3. Parker, Inc is on State St and First Ave 4. Supt Brown is taking a new job 5. The board chose Henry S Barry Jr 6. The card says to go directly to jail 7. Our new address is 2207 Walker Rd 8. I enjoyed the book about M C Higgins 9. Maj Thomas is stationed overseas 10. Give J B one more chance Writing and Speaking Application Write directions to a place in your city from your school. Use two kinds of sentences and at least one abbreviation. Then, find a partner and take turns reading your directions. Your partner should listen for and tell where you used periods. Then, switch with your partner. 109 Punctuation

254 110 USING QUESTION MARKS A question mark follows a word, phrase, or sentence that asks a question. Use a question mark after an interrogative sentence one that asks a direct question. Use a question mark after a word or phrase that asks a question. Interrogative Sentence: Is your cat friendly? Word: Phrase: Some cats hide from people. Why? The book is somewhere. On the top shelf? Practice A Identifying Questions Read the sentences. Then, circle a period if it should be a question mark. Example: We leave at ten o clock. Are you coming. Answer: We leave at ten o clock. Are you coming. 1. Where is the electronics store. 2. Do you like to watch television. 3. You said you agree with him. Why. 4. Let s go to a movie on Saturday. Which one. 5. He wants to come. Do you. 6. Has your dog had his shots. Mine has. 7. You said your sweater is lost. What sweater. 8. When is your dad getting his new car. 9. We can help you. When. 10. Can you tell me your reason. Practice B Writing Questions Read the items. Rewrite each one on the line. Use question marks where they are needed. Write correct if no changes are needed. Example: We are going to Craig s. Do you want to come. Answer: We are going to Craig s. Do you want to come? 1. What time are you leaving. 2. When does the performance begin. 3. They expect a crowd. How many. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 4. Can Carlos join us. 5. Try to leave early this time. 6. Are you sure. 7. He says the bus comes every half hour. What corner. 8. Mr. Jones was late today. Why. 9. Do you plan to join the new club. 10. Robert says they have a place to meet. Where is it. Writing and Speaking Application Write a conversation between two people about a movie. Use at least one question. Then, read aloud the conversation with a partner. Listen for when to read and speak with expression to show a question. Then, switch with your partner. 110 Punctuation

255 111 USING EXCLAMATION MARKS An exclamation mark at the end of a word, phrase, or sentence shows strong emotion. Use an exclamation mark after a word, phrase, or sentence that shows strong emotion or a sentence that gives a forceful or urgent command. Use an exclamation mark after an interjection that expresses strong emotion. Sentence With Strong Emotion: We shouldn t do this! Imperative Sentence: Phrase: Word: Sit down! What a beautiful sunset! Careful! Whew! Ouch! Practice A Identifying When to Use Exclamation Marks Read each sentence. Underline each word that should be followed by an exclamation mark. Example: Watch your step. There s a hole around here somewhere. Answer: Watch your step. There s a hole around here somewhere. 1. This kite is super. 2. Oh no. I got a bad grade in math. 3. Oops. I just spilled my milk. 4. Yes. I really do want to go. 5. Ugh. This book is long and has to be read by Friday. 6. What a giant tree. 7. Your plan is perfect. 8. Never, in one hundred years. 9. We heard him yelling. Goal. Goal. 10. Wow. You leave me with nothing to say. Practice B Writing Using Exclamation Marks Read each item. Rewrite it on the line. Use one exclamation mark where it is needed in each item. Example: No. I will not lie about it. Answer: No! I will not lie about it. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. I m speechless. 2. Most certainly yes. 3. You can rely on me. Absolutely. 4. Go immediately. 5. Do not return. You are not welcome here. 6. Why, there s Henry. 7. Hey. I m over here. 8. Oh. Of course, you must be right. 9. Stop. I can t keep up with you. 10. Whoa. Hold your horses while I think about it. Writing and Speaking Application Imagine receiving a phone call from your favorite celebrity. Write what you might say. Use at least one exclamation mark. Have a partner listen to what you wrote and tell where the exclamation mark belongs. Then, switch with your partner. 111 Punctuation

256 112 USING COMMAS IN COMPOUND SENTENCES A compound sentence consists of two or more main or independent clauses that are joined by a coordinating conjunction, such as and, but, for, nor, or, so, or yet. Use a comma before the conjunction to separate two main or independent clauses in a compound sentence. If the conjunction joins single words or phrases, do not use a comma. Compound Sentence: April is a dry month, and grass fires are a problem. Single Words: April and May are dry months in Florida. Phrases: We can swim in the pool or in the ocean. Show that you can use commas in compound sentences by completing the exercises. Practice A Using Commas in Compound Sentences Read each sentence. A comma is missing in each one. Underline the word that should be followed by a comma and add the comma. Example: Hyenas hunt antelope but they will eat almost anything. Answer: Hyenas hunt antelope, but they will eat almost anything. (20)(B)(i) Focus on the TEKS 1. Buffalo look a bit like cows but they are much larger. 2. Leopards climb well and they sleep in trees at night. 3. Giraffes have long legs and long necks so they eat tree leaves. 4. Zebras are plump and have round bodies yet zebras are not tall. 5. Zebra families are close and they travel in herds. 6. Great white sharks swim fast and they have strong tails. 7. Hippos do not look pretty nor do they move gracefully. 8. A female lion hunts prey and the male guards their territory. 9. Lions belong to the cat family and most live in Africa or India. 10. Black rhinos have horns but their horns are thick, strong hair. Practice B Rewriting Sentences Read each sentence. Rewrite the sentence on the line, adding a comma before the conjunction. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Bees are insects but snakes are reptiles. Answer: Bees are insects, but snakes are reptiles. 1. Ants live in a colony and bees live in a hive. 2. Silkworms make silk and bees make honey and wax. 3. Moles live underground but birds live in trees. 4. Beetles have a shell but moths do not. 5. Lizards can be tiny or they can be huge. 6. An ostrich is a bird yet it can t fly. 7. Turtles are reptiles and many live near water. 8. Storks are everywhere so they can t be extinct. Writing and Speaking Application Write a two-sentence description of animals. Use at least one compound sentence. Circle the comma. Then, take turns with a partner. First, read your sentences. Your partner listens and tells where the comma belongs. Then, switch with your partner. 112 Punctuation

257 113 AVOIDING COMMA SPLICES A comma splice occurs when two or more sentences have been joined with only a comma between them. Avoid comma splices by making sure all of your ideas are properly linked. INCORRECT: My cousin lives in the country, she has her own pony and a goat. CORRECT: My cousin lives in the country. She has her own pony and a goat. Practice A Recognizing Comma Splices Read each sentence. Decide if it is correct or if it has a comma splice. If it has a comma splice, write CS on the line. If it is correct, write C on the line. Example: Karen works at the animal shelter, every day she helps by walking dogs. Answer: Karen works at the animal shelter, every day she helps by walking dogs. CS 1. Our kitten kept sneaking out, we worried she would get lost. 2. Our turtle, Dusty, is fourteen, he eats lettuce. 3. Marcus was rescued after the hurricane. He is a very gentle pet. 4. Lily s cat sleeps all day, she wants to play all night. 5. Our bird likes to be free, we let him out of his cage whenever we can. 6. My neighbor has a bird that talks. It s really annoying. 7. Cary has always liked horses. Now she takes lessons every Saturday. 8. The people upstairs have a pet rabbit, we hear him hopping around. 9. Mom says we can get some more fish, then we ll need a new tank. 10. Mickey trained his dog. Last year the dog won a prize. Practice B Correcting Comma Splices Read each sentence. Then, on the line provided, rewrite the sentence without using a comma splice. Example: The snow fell all day, when it ended, eight inches were on the ground. Answer: The snow fell all day. When it ended, eight inches were on the ground. 1. A storm was gathering strength, hurricane warnings were posted. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. The storm passed quickly, surprisingly, the skies turned blue. 3. In the winter it is too cold here, in the summer it is too hot. 4. The snow pile made by the plow was ten feet high, we went sledding. 5. Suddenly, the house shook, then things fell off the shelves. Writing and Speaking Application Write several sentences about a storm. Avoid comma splices. Take turns reading your sentences with a partner. Your partner should listen carefully and tell how many periods you wrote. Do your numbers agree? Then, switch with your partner. 113 Punctuation

258 114 USING COMMAS IN A SERIES Use commas to separate three or more words, phrases, or clauses in a series. The comma follows each of the items except the last one in a series. The conjunction and or or is added after the last comma. There are two exceptions to this rule. If each item except the last is followed by a conjunction, do not use commas. Also, do not use a comma to separate groups of words that are considered to be one item. Series of Words: Series of Phrases: Exceptions: Angola, Egypt, and Kenya are countries in Africa. Towns spring up beside lakes, near oceans, and along rivers. We saw penguins and seals and icebergs. The sandwiches are peanut butter and jelly, ham, and egg salad. Practice A Recognizing Commas in a Series Read each sentence. On the line, write the word that should be followed by a comma. Example: Herons, egrets and storks all live in Africa. Answer: egrets 1. My dog has a collar, a leash and several toys. 2. Waldo dashes through the house out the door, and around the yard. 3. Luis walks his dog in the morning, after school and again at night. 4. I need to buy pencils a notebook, and a big eraser. 5. At the museum, we saw a gaslight a victrola, and a horse and carriage. 6. We hiked across town, through the woods and into the cave. 7. Tiffany, Christina and Paige are down the hall in Room Do you want to go to the park, to the beach or to the parade? 9. Our pets include a hamster a parakeet, and a poodle. 10. We are having chicken corn, and mashed potatoes for supper. Practice B Adding Commas Read each sentence. If it is correct, write C on the line. If it has an error in commas, underline the word that should be followed by a comma and add the comma. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Pasta is served with red sauce, with white sauce or with olive oil. Answer: Pasta is served with red sauce, with white sauce, or with olive oil. 1. The cafeteria is serving chicken soup vegetable stew, or chili. 2. Mom ordered a book for herself, curtains for the kitchen, and a desk for me. 3. Mrs. Winton sews, crochets and knits many things as gifts. 4. Baseball gymnastics, and soccer are offered by the park district. 5. Are you getting a calico a Siamese, or a Maine Coon cat? 6. The science fair features space shuttle models, robots, and original experiments. 7. Would you believe a show with singing and dancing and fireworks! 8. The drive takes you through the mountains, into a valley, and past a waterfall. Writing and Speaking Application Write about three places you want to go, using a series with commas. Then, take turns with a partner. Read your sentences aloud. Your partner should listen for and tell which words should be followed by commas. Then, switch with your partner. 114 Punctuation

259 115 USING COMMAS BETWEEN ADJECTIVES Use commas to separate adjectives of equal rank. Do not use commas to separate adjectives that must appear in a specific order. Do not use a comma to separate the last adjective in a series from the noun it modifies. To tell whether the adjectives in a sentence are of equal rank, try using the word and between the adjectives or change the order of the adjectives. Practice A Identifying Correct Comma Use Read each sentence. Identify the comma error and write Add or Omit on the line to show how to correct the sentence. Then, circle the word before the error. Example: Emily is a lively friendly person. Answer: Emily is a lively friendly person. Add 1. That shiny sleek car is new. 2. Courtney brought delicious ham turkey, and beef sandwiches. 3. We bumped along on the rough pitted road. 4. Four, sturdy chairs came today. 5. We looked out into the still black night. 6. Sadie loves fresh, ripe, watermelon. 7. A murky cold lake is not the place to swim. 8. Mom asked me to buy a fresh cut-up chicken. 9. It took Dad only ten, quick minutes to put up the shelf. 10. The gloomy overcast sky is threatening rain. Practice B Rewriting Sentences Read each sentence. Correct any misplaced or missing commas. Rewrite the sentence correctly on the line. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The little black, kitten needs a home. Answer: The little, black kitten needs a home. 1. The old restored building is downtown. 2. The moody grumpy boy is Chris. 3. Alyssa brought those, delicious muffins. 4. The plain humble cottage is quite cozy. 5. The game was short exciting, and close. 6. I m wearing my new, red sweater. 7. The loud, jarring, music is annoying. 8. Come to our grand glorious celebration! 9. Those big ugly bugs are everywhere. 10. I need a warm, lined, jacket with a hood. Writing and Speaking Application Write a brief description of a building. Use at least two sentences with adjectives in a series. Circle any commas. Then, take turns with a partner reading aloud and listening to your descriptions. Discuss where the commas belong. 115 Punctuation

260 116 USING COMMAS AFTER INTRODUCTORY WORDS, PHRASES, AND CLAUSES When a sentence begins with an introductory word, phrase, or other structure, that word or phrase is usually separated from the rest of the sentence by a comma. Use a comma after most introductory words, phrases, or dependent clauses. Introductory word Introductory phrase Introductory adverbial clause Juan, what do you think? Yes, I can come over today. To pass the test, you must study daily. In the desk, you should fi nd the pens. Because our soccer team won the game, we celebrated on the fi eld. Practice A Adding a Comma Read each sentence. Underline the word that should be followed by a comma. Then add the comma. Example: Devin you should try out for the team. Answer: Devin, you should try out for the team. 1. After school today we ll go to the mall. 2. Oh what a mess I ve made! 3. Jordan can you help me with the clean-up? 4. Although it is late we are not tired. 5. To win the contest you must enter by Friday. 6. Well that s a fine mess. 7. During the meeting of our group I was elected leader. 8. Hello is Jeremy there? 9. Until later in the week we are very busy. 10. Unless the schedule changes we will meet at four. Practice B Rewriting Sentences Read the sentences. Rewrite each sentence, adding the comma needed after the introductory word, phrase, or clause. Example: In place of a book report you may write a newspaper review of a book. Answer: In place of a book report, you may write a newspaper review of a book. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Besides I don t like your idea for the project. 2. Throughout the class I kept sneezing. 3. Since the book is due tomorrow I have renewed it. 4. Before he gave up William tried everything he could. 5. Although Jake is a good player he is arrogant. 6. James did you complete your assignment? 7. Beneath the sea you can see many interesting fish. 8. Toward the east you will see a spectacular sunrise. 9. Although she is walking slowly Monica is headed home. 10. So that all goes well please register this week. Writing and Speaking Application Write two sentences about a meeting. Use and underline one introductory word, one phrase, and one clause. Then, take turns reading your sentences with a partner. Listen and tell the introductory words, phrases, and clauses you hear. 116 Punctuation

261 117 USING COMMAS WITH PARENTHETICAL EXPRESSIONS A parenthetical expression is a word or phrase that is not essential to the meaning of the sentence. These words or phrases generally add extra information to the basic sentence. Use commas to set off parenthetical expressions from the rest of the sentence. Names of people being addressed Certain adverbs Common expressions Contrasting expressions Please, Victoria, will you sit down? You may begin now, Jake. Jason and I are going, too. They, on the other hand, will not be going. That bike, not this one, belongs to Kaitlyn. Practice A Recognizing Parenthetical Expressions Read each sentence. Then, underline the parenthetical element and add one comma if it is at the end of a sentence or two commas if it is in the middle. Example: You should for example read your assignment each day. Answer: You should, for example, read your assignment each day. 1. We re going without you Matthew. 2. I will try to do my best of course. 3. It is in my opinion a good idea. 4. Mrs. Blackstone is I think much too strict. 5. Summer camp therefore is too expensive. 6. I ordered salad not soup. 7. Your first idea Edward is your best one. 8. The math problem is not easy however. 9. You should I think wear the purple sweater. 10. Your essays students are due on Friday. Practice B Rewriting Sentences With Parenthetical Expressions Read each sentence. Then, on the line provided, rewrite the sentence. Set off the parenthetical expression with a comma or two commas. Example: Art classes for example will be held in the gym for now. Answer: Art classes, for example, will be held in the gym for now. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. My parents will volunteer of course. 2. The bus however will not run in the summer. 3. I would like a burger not a hot dog. 4. The lesson therefore is clear. 5. Caleb s answer not Mason s is correct. 6. The truth Shannon is always best. 7. Our experiments therefore didn t work. 8. The cost of replacing the window should be added I think. 9. I wanted the chicken dinner not the beef. 10. Please pick up some milk Sophia. Writing and Speaking Application Write two sentences about a school rule. Use at least one parenthetical expression and underline it. Then, take turns reading and listening to a partner s sentences. Discuss the parenthetical expressions and how commas are used. 117 Punctuation

262 118 USING COMMAS WITH NONESSENTIAL EXPRESSIONS Use commas to set off nonessential expressions from the main clause. Do not set off essential material with commas. Essential Nonessential Essential Nonessential Essential Nonessential Appositives and Appositive Phrases: The book Holes was made into a movie. Holes, a book by Louis Sachar, was made into a movie. Participial Phrases: The boy playing catch with Carl is my friend. Luke, playing catch with Carl, tripped and fell. Adjectival Clauses: We looked for someone who could take notes. We chose Adrian, who takes good notes. Practice A Labeling Essential and Nonessential Sentences Read each sentence. Then, write Essential if the phrase or clause is needed for the meaning. Write Nonessential if the phrase or clause can be left out. Example: The girl wearing the yellow T-shirt is new in our class. Answer: Essential 1. Ms. Martin, who is new this year, is my favorite teacher. 2. The book A Wrinkle in Time is about time travel. 3. Chelsea, standing in line over there, looks tired. 4. Tanner, taking one more piece of turkey, insisted he was full. 5. The turtle, hidden under its shell, looked like a rock. 6. The girl sitting in the second row looks like Kristin. 7. The series, which has run for seven years, is cancelled. 8. We need a leader who will present our side. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Commas With Nonessential Expressions Read the sentences. Rewrite the sentences, adding commas where necessary. If a sentence is punctuated correctly, write C on the line. Example: My sister smiling happily looked pleased to see me. Answer: My sister, smiling happily, looked pleased to see me. 1. Our teacher the woman with red hair is over there. 2. The girl wearing the red sweater is next. 3. The elephant a smart animal is easily trained. 4. The boy sitting in front of me is too tall. 5. My cousin who visits often will be here today. Writing and Speaking Application Write a two-sentence description of a person. Use at least one nonessential expression and underline it. Then, take turns reading and listening to your descriptions with a partner. Discuss where commas are needed. 118 Punctuation

263 119 USING COMMAS WITH DATES AND GEOGRAPHICAL NAMES When a date has several parts, use a comma after each item. When a geographical name is made up of a city and a state, use a comma after each item. Commas prevent dates from being unclear. Commas are used when both the month and the date are used as an appositive to rename a day of the week. with year: with day: Cities and states: On January 19, 2005, my baby sister was born. Saturday, March 1, is an important day for me. I have lived in Dallas, Texas, and in Bangor, Maine. Practice A Adding Commas Read the sentences. Add commas where they are needed. Example: Write July and look up the date. Answer: Write July 16, 1969, and look up the date. 1. On Saturday September 7 we will move to Newark. 2. We are going to Fargo North Dakota to visit my aunt. 3. September was a tragic day. 4. My grandparents live in Detroit Michigan most of the year. 5. They go to Phoenix Arizona every winter. 6. Labor Day was on Monday September 4 last year. 7. The package should arrive on Tuesday April 16 I think. 8. Victor moved from Austin Texas to Albuquerque New Mexico. Practice B Rewriting Sentences Read the sentences. Rewrite each one using commas correctly. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: He was born in Madison Wisconsin during a snowstorm. Answer: He was born in Madison, Wisconsin, during a snowstorm. 1. I broke my leg on January while skiing. 2. Is Ella moving to Seattle Washington soon? 3. Saturday April 25 is our first recital. 4. He is from Chicago Illinois and has family there. 5. My gift arrived on Tuesday October The house was sold on April we believe. 7. What is the temperature in Cleveland Ohio today? 8. The accident was on Thursday June 16 at 9 A.M. Writing and Speaking Application Write two sentences about a birthday in your family. Use commas in dates. Take turns reading and listening to your sentences with a partner. Discuss where you used commas. 119 Punctuation

264 120 USING COMMAS IN NUMBERS With large numbers of more than three digits, count from the right and add a comma to the left of every third digit to separate it from every fourth digit. Use commas with three or more numbers written in a series. Do not use a comma with ZIP Codes, telephone numbers, page numbers, years, serial numbers, or house numbers. Large numbers 3,849,000 people Telephone numbers (701) Numbers in a series pages 71, 86, and 101 Years 2011 ZIP codes House numbers 2502 Bay Lane Practice A Using Commas Read the items. Rewrite each item on the line provided, adding commas where needed. If no commas are needed, write correct. Example: homes Answer: 35,000 homes 1. prime numbers population of South Street 4. ZIP Code snakes lights employees rules ,000 miles in space 10. telephone number (323) Practice B Identifying Correct Comma Use Read the sentences. Underline the correctly written numbers. For numbers that do not have correct comma use, rewrite these numbers correctly on the lines. Example: His ZIP Code is 34,532. Answer: His ZIP Code is 34, Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. There are about 23,200 kinds of beetles. 2. I live at 1020 Wood Street. 3. Our community has about 2700 people. 4. My sister was born in the year There are about 8736 hours in a year. 6. Could you count specks of dust? 7. Our ZIP Code is His telephone number is (303) Look at pages 5, 9, and The library has 7840 CDs. Writing and Speaking Application Write a description of an imaginary planet. Use at least two numbers that need commas. Circle the numbers. With a partner, take turns reading your descriptions. Discuss the comma use in the numbers. 120 Punctuation

265 121 USING COMMAS WITH ADDRESSES AND IN LETTERS Use commas in addresses, salutations of friendly letters, and closings of all letters. Address of two or more parts Anne Smith lives in Destin, Florida, in the United States. Address in letter or on envelope Providence, Rhode Island Salutation Dear Anne, Closing Sincerely, Practice A Adding Commas Read each item. Find where a comma is needed in each one. Add the comma and circle it. If an item is correct, write correct on the line. Example: El Paso Texas Answer: El Paso, Texas Dear Logan Cedar Avenue 3. Waukegan Illinois Dover, Delaware Yours truly 6. Miami Florida Dear Maya First Street Practice B Identifying Missing Commas Read the letter. There are four commas missing. On the lines that follow the letter, write the word that comes before the missing comma and the comma. Example: Grand Rapids Michigan Answer: Grand Rapids, November 15, 2010 Dear Patrick Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Thank you for coming to visit. I had a wonderful time, especially the day we went to visit Vincent. You asked for his address. It is 8709 Homewood Lane Little Rock Arkansas Your friend Eric Writing and Speaking Application Write the address for an envelope for a letter to a friend, using commas correctly. Circle each comma. Then, take turns with a partner reading and listening to the addresses. Discuss where you used commas. 121 Punctuation

266 122 USING COMMAS WITH DIRECT QUOTATIONS Commas are used to separate direct quotations from other parts of a sentence. EXAMPLE: Give me five minutes, Jessie answered, and I ll be ready. Practice A Identifying Correct Comma Use With Direct Quotations Read each pair of sentences. Write correct on the line next to the one with correct use of commas. Example: The weather is terrible, she said, but we are going anyway. The weather is terrible, she said but we are going anyway. Answer: The weather is terrible, she said, but we are going anyway. correct 1. Mr. Alexander said The test will be on Wednesday. Mr. Alexander said, The test will be on Wednesday. 2. Let s study at my house, Brian said. Let s study at my house Brian said. 3. Raymond said We just had a test last Wednesday. Raymond said, We just had a test last Wednesday. 4. The first chapter is hard replied Sara but the second is easy. The first chapter is hard, replied Sara, but the second is easy. 5. If we study together responded Olivia, we should do well. If we study together, responded Olivia, we should do well. Practice B Rewriting Sentences Read each sentence. Find the comma mistake. Then, rewrite the sentence correctly on the line. Example: Our trip was great said Ethan, and we swam in the ocean. Answer: Our trip was great, said Ethan, and we swam in the ocean. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. My grandparents are coming in two weeks Luis said. 2. They will stay here Luis said, while my parents are away. 3. Cameron said My grandpa likes to go fishing. 4. Mine does, too, replied Luis and we always go early. Writing and Speaking Application Write a two-sentence conversation with a friend, using commas with direct quotations in each sentence. Circle the commas. Then, take turns reading and listening to your conversations with a partner. Discuss the commas you both used. 122 Punctuation

267 123 USING SEMICOLONS TO JOIN INDEPENDENT CLAUSES Use a semicolon to join related independent clauses that are not joined by the conjunction and, or, nor, for, but, so, or yet. Use a semicolon to join independent clauses separated by either a conjunctive adverb or a transitional expression. EXAMPLES: Streets quickly flooded; basements filled with water. The sky darkened, and the rain came down; then, the electricity went out. Some conjunctive adverbs Some transitional expressions also, besides, consequently, fi rst, furthermore, however, indeed, instead as a result, at this time, for instance, in fact, on the other hand, then Practice A Identifying Words Used With Semicolons Read each sentence. Then, underline the conjunctive adverb or transitional expression. Example: It rained steadily for five days; as a result, everyone was stuck indoors. Answer: It rained steadily for five days; as a result, everyone was stuck indoors. 1. I was happy with my grade; indeed, I was thrilled with the B. 2. There s no need to panic; at this time, it is best to wait for the test results. 3. Mom wanted to go on the trip; nevertheless, she couldn t take time off. 4. Dad wants us to learn to ski; in fact, he signed us up for lessons. 5. I didn t study; consequently, I didn t do well. 6. We shopped for the ingredients; then, we made the tacos. 7. It rained last night; therefore, we didn t go. 8. I could play a computer game; on the other hand, I might watch television. 9. Josie and I will enter the competition; that is, we will if we finish our model. 10. I need to go home now; otherwise, I should call my grandmother. Practice B Writing Sentences With Semicolons Read the two independent clauses in each item. Then, join them in one sentence, using a semicolon and a conjunctive adverb or transitional expression. Write the sentence on the line. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: It s easy to get into an exercise routine. You can listen to music. Answer: It s easy to get into an exercise routine; for instance, you can listen to music. 1. I wanted to go to the game. I had to help out at home. 2. I m much too busy to join the club. I don t play tennis well. 3. It would be fun to go with you. I still have homework to finish. 4. Mom didn t get home in time to cook dinner. We went out to eat. Writing and Speaking Application Write two closely related sentences about a game. Exchange sentences with a partner. Each partner should combine the two sentences and write them with a semicolon. Then, read the combined sentences aloud as your partner listens. Do you agree the semicolons are used correctly? 123 Punctuation

268 124 USING SEMICOLONS TO AVOID CONFUSION Consider using semicolons to avoid confusion when items in a series already contain commas. EXAMPLES: The dog, Callie; the cat, Sweet Pea; and the turtle, Molasses, are staying with us. Dad was born on May 11, 1971; Mom on May 16, 1974; and Jasper on May 24; Practice A Rewriting Sentences Read each sentence. Find the semicolon mistake. Rewrite the sentence on the line. Example: Read Section 1, pages 3 6, Section 2, pages 7 8; and Section 3, pages Answer: Read Section 1, pages 3 6; Section 2, pages 7 8; and Section 3, pages The story has interesting characters, Tom and Luisa, action; and history, a Civil War setting. 2. We finished Chapter 1, Sentences, Chapter 2, Phrases; and Chapter 3, Clauses. 3. The characters are Mary, the nasty girl; Cindy, the kind one, and Tricia, the peacemaker. 4. You should come on Thursday, December 9, Friday, December 17; and Tuesday, December 21. Practice B Writing Sentences With Semicolons Read each sentence. Rewrite it correctly, using semicolons in place of commas to avoid confusion. Example: Skating lessons will be on December 28, 2010, December 29, 2010, and January 5, Answer: Skating lessons will be on December 28, 2010; December 29, 2010; and January 5, The assignment is Chapter 20, pages , all of Chapter 21, and Chapter 22, pages Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Classes will be in the gym on Tuesday, October 5, Tuesday, October 12, and Tuesday, October The baby, Lily, the twins, Kevin and Kayla, and Mom and Dad are at the pool. 4. The store sells clothing, children s and teens, dolls, games, board and video, and books. Writing and Speaking Application Write a sentence about family. Use semicolons to avoid confusion, and circle them. With a partner, take turns reading your sentences. Then, discuss the use of semicolons. 124 Punctuation

269 125 USING COLONS Use a colon after an independent clause to introduce a list of items. Do not use a colon after a verb or a preposition. Use a colon to introduce a long or formal quotation. EXAMPLES: Some insects chew, including these: ants, beetles, and termites. Follow the rules: Do not run in the halls or use your cell phone in school. Some Additional Uses of the Colon To separate hours and minutes 8:20 A.M. 11:50 P.M. After the salutation in a business letter Dear Dr. Ellis: Dear Chairman of the Board: On warnings and labels Warning: No Swimming Note: Take 1 hour before eating. Practice A Using Colons Read the items. If an item is correct, write correct. Otherwise, rewrite it, using a colon. Example: Mammals include the following animals, pandas, dolphins, and bats. Answer: Mammals include the following animals: pandas, dolphins, and bats. 1. We bought apples, milk, and bread. 2. Warning: Slippery When Wet 3. The menu includes the following salmon, beef, and pork. 4. Gentlemen, 5. The first class begins at 8:05 A.M. Practice B Using Colons Read the items. Rewrite each item, adding the missing colon and circling it. Example: Look at #15 on the lease, No pets are allowed. Answer: Look at #15 on the lease: No pets are allowed. 1. On the first day of school, bring the following pencils, a notebook, and an eraser. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Our train leaves from downtown at 2 30 P.M. 3. To Whom It May Concern, 4. Our neighbors have quite a few pets, a collie, four cats, a lizard, and a rabbit. 5. Signs are posted all along the street, No Parking This Side. Writing and Speaking Application Write a sentence that includes a list of the furniture in a room in your home. Use a colon before the list and circle the colon. Then, with a partner, take turns reading your sentences. Your partner should listen and tell where the colon belongs. 125 Punctuation

270 126 USING QUOTATION MARKS WITH QUOTATIONS Focus on the TEKS (20)(B)(ii) A direct quotation represents a person s exact speech or thoughts. An indirect quotation reports the general meaning of what a person said or thought. Enclose direct quotations in quotation marks. Indirect quotations do not require quotation marks. Place a comma after an introductory expression. Place a comma, question mark, or exclamation mark inside the quotation mark with a concluding expression. In an interrupting expression with one sentence, use a new set of quotation marks to enclose the rest of the quotation. In an interrupting expression with two sentences, place a period after the interrupter, and then write the second quoted sentence as a full quotation. Mia said, I like to play softball. Mia said that she likes to play softball. The coach told us, Mia will pitch this season. Who will catch? asked Chloe. I will do my best, Mia said, to put our team on top. We play our fi rst game on Saturday, said the coach. Practice will be on Wednesday. Show that you can use proper punctuation for quotations by completing the exercises. Practice A Labeling Direct and Indirect Quotations Write D if the sentence contains a direct quotation. Write I if it contains an indirect quotation. Example: James said that he wants to run in the marathon. Answer: I 1. Joe said, I will run after school with you. 2. What time should we meet? asked James. 3. Joe said that he couldn t come until 4: That is fine with me, replied James. 5. John asked if he could join them. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Punctuating Expressions Rewrite each sentence on the line, adding commas and quotation marks where needed. Example: Ava asked Will you come to the play audition? Answer: Ava asked, Will you come to the play audition? 1. Daniel replied I m not sure I want to be in a play. 2. You will have fun Ava said. 3. What is the audition like? asked Daniel. 4. Ava said You have to read only a few lines. 5. That doesn t sound too hard said Daniel. Writing and Speaking Application Write a brief conversation between friends. Circle your quotation marks. With a partner, take turns reading your conversations. Then, discuss how quotation marks are used. 126 Punctuation

271 127 USING QUOTATION MARKS WITH OTHER PUNCTUATION MARKS A comma or period used with a direct quotation goes inside the final quotation mark. Place a question mark or an exclamation mark inside the final quotation mark if the end mark is part of the quotation. Place a question mark or an exclamation mark outside the final quotation mark if the end mark is part of the entire sentence, not part of the quotation. EXAMPLES: The football team, said Colin, is not playing well this year. Jon asked, Didn t you predict a winning season? Imagine that player saying, I like being behind at halftime! Show that you can use proper punctuation for quotations by completing the exercises. Practice A Identifying Correct Sentences Read each sentence. Decide if it shows quotation marks used correctly with other punctuation. Write C for correct or I for incorrect. Example: He asked, Why aren t you coming? Answer: He asked, Why aren t you coming? C 1. I have to do some homework, she said. 2. Can t you do it tonight he asked? 3. She exclaimed, That s impossible! 4. Did she really say, I can t go tomorrow? 5. I don t believe she said, I like doing homework! Practice B Rewriting Sentences Read the sentences. Decide whether the missing punctuation goes inside or outside the quotation mark. Then, rewrite the sentence correctly on the line. Example: Whew exclaimed Allie. That cleanup was hard work. Answer: Whew! exclaimed Allie. That cleanup was hard work. Focus on the TEKS (20)(B)(ii) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Can you help on Saturday asked Mel. 2. The spring cleanup will be fun said Martha. 3. Oh cried Mia. It s already five o clock. 4. I heard you say you were late said Emma. 5. Didn t Mom say, You have a guitar lesson today Writing and Speaking Application Write two sentences of a conversation about an accident. With a partner, read aloud your sentences. Then, talk about both conversations. Do you agree about the punctuation and spacing? 127 Punctuation

272 128 USING SINGLE QUOTATION MARKS FOR QUOTATIONS WITHIN QUOTATIONS Use single quotation marks ( ) to set off a quotation within a quotation. The rules for using commas and end marks with single quotation marks are the same as they are with double quotation marks. EXAMPLES: Did you say, I see mice or I see lice? asked Kimberly. She said, I heard the cry Ouch before I saw what happened. Show that you can use proper punctuation for quotations by completing the exercises. Practice A Identifying Correct Sentences Read the sentence pairs. Find the one that uses single quotation marks correctly. Write C for correct on the line after that sentence. Example: He said, To answer your question, yes, and I will help set up. He said, To answer your question, yes, and I will help set up. Answer: He said, To answer your question, yes, and I will help set up. C 1. Did you say, He s at the pool, or He s at the school? asked Pam. Did you say, He s at the pool, or He s at the school? asked Pam. 2. Jada said, I thought I heard him yell, Stop, so I came to check. Jada said, I thought I heard him yell, Stop, so I came to check. 3. Connie asked, What did you do when he said, I m here? Connie asked, What did you do when he said, I m here? 4. Did you say, Pass the cheese, or Pass the peas? asked Ian. Did you say, Pass the cheese, or Pass the peas? asked Ian. 5. Ari said, I heard her scream, Help, and came running. Ari said, I heard her scream, Help, and came running. Focus on the TEKS (20)(B)(ii) Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Rewriting Sentences Read the sentences. Rewrite each sentence, using single quotation marks where needed. Example: Chase said, Do you remember when Joe asked, Can I come? Answer: Chase said, Do you remember when Joe asked, Can I come? 1. Oscar said, Ms. Andrews asked, Who took my pen? 2. Faith asked, Did you really say, That s silly? 3. Mr. Cole said, Say, Ay if you are in favor of this rule. 4. Angel said, I thought I heard Millie calling, Here kitty. That s why I came to help. Writing and Speaking Application Write a question about something that is missing. Use single quotation marks. With a partner, take turns reading the questions. Then, discuss whether you each used single quotation marks correctly. 128 Punctuation

273 129 PUNCTUATING EXPLANATORY MATERIAL WITHIN QUOTES Sometimes it is necessary to add information to a quotation to explain it more fully. In that case, brackets tell your reader that the information did not come from the original speaker. EXAMPLE: The librarian said, We are proud of our new library and the services it provides the citizens of two counties [Logan and DeWitt]. Show that you can use proper punctuation for quotations by completing the exercises. Practice A Identifying Explanatory Material Within Quotes Read the sentences. On the line, write the word or words that explain and belong in brackets. Example: The reporter said, I have been with this newspaper the Daily Sun for twenty-five years. Answer: the Daily Sun 1. Ms. Stone said, As president of the school board District 95, I am responsible. Focus on the TEKS (20)(B)(ii) 2. The teacher wrote to parents, Jerry Spinelli has written many books Crash, Wringer, Knots in My Yo-yo String, but this year the class is reading Maniac Magee. 3. Mrs. Richards announced, The winner of the award the Pen and Ink Award is Joe Chu. Practice B Using Brackets for Explanatory Material Within Quotes Read the sentences. Rewrite each one on the lines, and enclose the explanatory material in brackets. Example: The representative said, It is my pleasure to announce that my district the 20th will receive federal funds to build the new highway. Answer: The representative said, It is my pleasure to announce that my district [the 20th] will receive federal funds to build the new highway. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. The chairperson announced, The Women s Club is awarding this year s Best Garden award to Lucille Smith for her flowers roses and gardenias. 2. We the nominating committee wish to announce our selections for club officers in the next year. 3. The television news anchor said, This is my last evening at the news desk. I have decided to take another position in broadcasting Station XYZ in Omaha. Writing and Speaking Application Write an announcement that students might make. Use brackets for explanatory material. With a partner, take turns reading your announcements. Discuss your use of brackets. 129 Punctuation

274 130 USING QUOTATION MARKS FOR DIALOGUE A conversation between two or more people is called a dialogue. In a dialogue, indent to begin a new paragraph with each change of speaker. Add quotation marks around a speaker s words. Always identify a new speaker. Show that you can use proper punctuation for dialogue by completing the exercises. Practice A Using Quotation Marks in Dialogue Read the five sentences. Write them as three paragraphs on the lines. Use quotation marks and begin new paragraphs as necessary. Example: What do you know about poetry the teacher asked. I know it has rhymes, said Matt. Answer: What do you know about poetry? the teacher asked. I know it has rhymes, said Matt. 1. The teacher asked Who can name some different kinds of poems? 2. Limericks are a kind of poem said José. 3. I like limericks because they are funny and short he explained. 4. Lauren said I know another type of poem called haiku. 5. A haiku has three lines and a certain number of syllables she added. Focus on the TEKS (20)(B)(ii) Practice B Revising Dialogue for Punctuation and Paragraphs Read the dialogue. Then, rewrite the dialogue on the lines. Add quotation marks and other punctuation, and begin new paragraphs where needed. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The teacher said you are right: A haiku has three lines. Answer: The teacher said, You are right: A haiku has three lines. Narrative poems are another kind of poetry, said Brittany. Narrative poems are my favorite kind of poetry. Dave asked What is narrative poetry? I forgot. Narrative poems tell a story said Steve. Sometimes poems have images said Rick like the poem we read about rain in April. Dave said, I remember that poem, but I thought a silly poem about Isabel was more fun. Writing and Speaking Application Write a brief dialogue between a teacher and two students. With a partner, read and listen to your dialogues. Then, discuss your use of quotation marks and paragraphs. 130 Punctuation

275 131 USING QUOTATION MARKS IN TITLES (20(B)(ii) Focus on the TEKS Use quotation marks to enclose the titles of short written works and works that are part of a collection. Use quotation marks around the titles of episodes in a television or radio series, songs, and parts of a long musical composition. Title of a short story Chapter from a book Title of a short poem Title of an article Title of an episode Title of a song Title of a part of a long musical work Stray Mrs. Whatsit from A Wrinkle in Time Dream Dust The Loch Ness Monster Extraordinary Dogs from Nature The Windmills of Your Mind Waltz of the Flowers from The Nutcracker Show that you can use proper punctuation for titles by completing the exercises. Practice A Adding Quotation Marks Read each sentence. Add quotation marks for each title. Circle the quotation marks. Example: We read the story Lob s Girl last week. Answer: We read the story Lob s Girl last week. 1. You must read the magazine article Amazing Cats. 2. Over the Rainbow is Dad s favorite song. 3. The best chapter in The House on Mango Street is Hairs. 4. The short story Jeremiah s Song is my favorite. 5. Have you seen the episode Meeting His Hero on The Simpsons? 6. I am playing Anitra s Dance from Peer Gynt at the recital. 7. I liked the song Fireflies and want to hear it again. 8. That magazine article you asked about is How to Build a Bird Feeder. 9. The assignment is to read the poem Door Number Four. 10. Have you read the story The Southpaw yet? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Quotation Marks for Titles Read the sentences. Enclose each title in quotation marks. Example: Our next story in the literature book is Zlateh the Goat. Answer: Our next story in the literature book is Zlateh the Goat. 1. I watched a rerun of Flop Goes the Joker from Batman. 2. Mom is reading Best Cell Phone Buys in that magazine. 3. Dad remembers reading The Tiger Who Would Be King. 4. Abuelito Who is on page Lawrence Yep wrote Breaker s Bridge. 6. The All-American Slurp is a funny story. 7. Did you say your favorite poem is Ankylosaurus? 8. Chapter 4 is The Black Thing. 9. How many times have you read Greyling? 10. The chapter is titled Ancient Egypt. Writing and Speaking Application Write two sentences recommending a poem to classmates. Use quotation marks for the title. Then, take turns with a partner reading and listening to your sentences. Your partner should identify the poem title. Then, discuss your use of quotation marks. 131 Punctuation

276 132 USING UNDERLINING AND ITALICS IN TITLES Underline or italicize the titles of long written works and publications that are published as a single work. Underlining is used only in handwritten or typewritten material. In printed material, italic (slanted) print is used instead of underlining. UNDERLINING: The Secret Garden ITALICS: The Secret Garden (20)(C) Focus on the TEKS Title of a book or play Title of a long poem Title of a magazine or newspaper Title of a movie or a television series Title of a long work of music or a music album Title of a painting or sculpture Air, sea, and space craft Words and letters used as names for themselves; and foreign words Everything on a Waffle, The Miracle Worker The Idylls of the King Newsweek, The Miami Herald Home Alone, line Don Juan, Yellow Submarine Water Lilies, The Pieta Air Force One How do you spell accept? He said hello in Spanish, hola. Show that you can use proper mechanics including italics and underlining for book titles by completing the exercises. Practice A Identifying Titles Read the sentences. Circle any title or foreign expression. Example: I often read Goodnight Moon to my little sister at night. Answer: I often read Goodnight Moon to my little sister at night. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Dad likes to listen to Car Talk on the radio. 2. The USS Saratoga was an aircraft carrier. 3. Dad listens to the album Free As a Bird. 4. We saw the modern sculpture Flying Dragon. 5. Have you read Hoot by Carl Hiaasen? Practice B Using Underlining for Titles Read the sentences. Then, underline each term that calls for italics. Example: We have a copy of Woman at the Piano on our wall. Answer: We have a copy of Woman at the Piano on our wall. 1. The twins like to watch Thomas & Friends. 2. This book, The Higher Power of Lucky, won an award, and it is a good read. 3. Do you mean course or coarse? 6. My pen pal sent me a Bonne Année card. 7. Uncle Ray reads The New York Times. 8. Mom went to hear Aida. 9. Mom s favorite painting is Mother and Child. 10. We watch It s a Wonderful Life every year. 4. My older sister is reading a long poem, Paradise Lost, in her college class. 5. I bought Dad an album, The Road to Ensenada, for his birthday. Writing and Speaking Application Write a two-sentence description of your favorite album. Underline the title. Then, take turns with a partner reading and listening to your sentences. Partners should identify the titles. Talk about how each of you used underlining for the title. 132 Punctuation

277 133 USING HYPHENS IN NUMBERS Hyphens are used to join compound numbers and fractions. Use a hyphen when you write two-word numbers from twenty-one through ninety-nine. EXAMPLES: thirty-three ninety-four Use a hyphen when you use a fraction as an adjective but not when you use a fraction as a noun. EXAMPLES: I ate a one-half portion of pie. One half of the seats are empty. Practice A Using Hyphens in Numbers Read the following items. Write each number, adding hyphens where needed. If an item is already correct, write correct. Example: twenty five students Answer: twenty-five 1. three quarters of a cup 2. sixty five posters 3. a two-thirds majority 4. forty eight tulip bulbs 5. ninety nine percent 6. thirty five desks 7. eighty seven DVDs 8. use one-half cup 9. one quarter pound butter 10. forty nine votes Practice B Proofreading for Hyphens Read the sentences. Rewrite words in each sentence that need a hyphen. If a sentence does not need a hyphen, write correct. Example: I read fifty two books this past year. Answer: fifty-two 1. Seventy five people came to our bake sale. 2. The casserole needs one quarter teaspoon of pepper. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. Will you please wait thirty five minutes? 4. One third of us signed up to go. 5. Three quarters of the construction is finished. 6. We need a two thirds majority to change the rule. 7. We collected twenty seven shells today. 8. Fifty nine dollars is too much to spend now. 9. Eighty three people will attend the reunion. 10. The sauce calls for one eighth teaspoon of curry powder. Writing and Speaking Application Write directions for making an easy recipe. Use three hyphens in numbers. Then, take turns with a partner reading and listening to your directions. Can you and your partner name the numbers that need hyphens? Do you both agree the hyphens are used correctly? 133 Punctuation

278 134 USING HYPHENS FOR PREFIXES AND SUFFIXES The following prefixes are often used before proper nouns: ante-, anti-, post-, pre-, pro-, and un-. Check a dictionary when you are unsure about using a hyphen. Use a hyphen after a prefix that is followed by a proper noun or adjective. EXAMPLES: pro-american group mid-march Use a hyphen in words with the prefixes all-, ex-, and self- and the suffix -elect. EXAMPLES: ex-member senator-elect Practice A Using Hyphens Read the following phrases. Then, write each phrase on the line, adding hyphens where needed. Example: pre Victorian years Answer: pre-victorian years 1. post World War II world 2. mid October exam 3. president elect of the club 4. pro Chinese trade 5. self employed photographer 6. un English behavior Practice B Proofreading for Hyphens Read the sentences. Rewrite each sentence on the line, adding hyphens where needed. Example: Emily is the ex treasurer of the Spanish club. Answer: Emily is the ex-treasurer of the Spanish club. 1. The all team rally will be on the field. 2. It was never a pro German organization. 3. Kate has shown self motivation. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 4. This is an anti Communist bill. 5. The fashion goes back to pre Civil War days. 6. She is an ex softball coach. Writing and Speaking Application Write two sentences about a team or team members. Use at least two hyphens with prefixes or suffixes. Then, read your sentences aloud to a partner. Have your partner tell which words need hyphens. Then, switch roles with your partner. 134 Punctuation

279 135 USING HYPHENS IN COMPOUND WORDS Compound words are two or more words that must be read together to create a single idea. Use a hyphen to connect two or more words that are used as one compound word, unless the dictionary gives a different spelling. EXAMPLES: great-aunt father-in-law Practice A Using Hyphens in Compound Words Read the phrases. Then, write each phrase on the line, adding hyphens in the compound nouns. Example: a game for twelve year olds Answer: a game for twelve-year-olds 1. a great grandson 2. a sister in law 3. a great great granddaughter 4. a sad good bye 5. his brothers in law 6. new T shirts Practice B Proofreading for Hyphens Read the sentences. Rewrite each sentence on the line, adding hyphens where needed. Example: Mom and her sisters in law are on a trip. Answer: Mom and her sisters-in-law are on a trip. 1. My great uncle lives in Boston. 2. Mrs. Lee s sister and brother in law are here. 3. My great great grandfather came from Sweden. 4. I saw a high rise building yesterday. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 5. The editor in chief runs the newspaper. 6. Dad is an author critic. Writing and Speaking Application In a three-sentence description of a family celebration, use two compound nouns. Circle the nouns. Read your sentences aloud to a partner. Have your partner identify the compound words that need hyphens. Then, switch roles with your partner. 135 Punctuation

280 136 USING HYPHENS WITH COMPOUND MODIFIERS Hyphens help your readers group information properly. A hyphen is not necessary when a compound modifier follows the noun it describes. However, if a dictionary spells a word with a hyphen, the word must always be hyphenated, even when it follows a noun. Use a hyphen to connect a compound modifier that comes before a noun. Do not use a hyphen with a compound modifier that includes a word ending in -ly or in a compound proper adjective. EXAMPLES: a broken-down car. an ill-prepared mechanic a seriously dented fender the New Jersey accident Practice A Using Hyphens With Compound Modifiers Read the following phrases. Then, write each phrase on the line, adding hyphens where needed. If the phrase does not need a hyphen, write correct. Example: world class runner Answer: world-class runner 1. a seven point lead 2. a neatly folded shirt 3. a two way street 4. a four year term 5. late breaking news 6. ready made clothes 7. a five pointed star 8. a well known speaker 9. a speaker who is well known 10. a New England vacation Practice B Proofreading for Hyphens Read the sentences. Rewrite each sentence on the line, adding hyphens where needed. If no hyphen is needed, write correct. Example: Mom brought home a store bought dessert. Answer: Mom brought home a store-bought dessert. 1. Uncle James is a hard working roofer. 2. Aunt Tricia is wearing a blue green dress. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 3. Mom took a well earned vacation. 4. It is a risk free trial offer. 5. The very excited child skipped off. 6. This is a nicely arranged room. 7. His singing is off key. 8. I saw a weather beaten farm. Writing and Speaking Application Write three sentences about a vacation. Use two compound modifiers with hyphens. Read your sentences aloud to a partner. Have your partner listen. Then, switch sentences with your partner. Discuss your sentences. Do you agree about the use of hyphens? 136 Punctuation

281 137 USING HYPHENS AT THE ENDS OF LINES Hyphens serve a useful purpose when they divide words at the ends of lines of text. However, avoid dividing words at the end of a line of text whenever possible. If a word must be divided, always divide it between syllables. A hyphen used to divide a word should never be placed at the beginning of the second line. It must be placed at the end of the first line of text. EXAMPLE: We were exhausted and a bit breathless at the end of the game. Practice A Identifying Correct Use of Hyphens Read the following words. Rewrite each word with a vertical line between syllables that can be divided at the end of a line. Example: squabble Answer: squab ble 1. hammer 2. command 3. brilliant 4. dreadful 5. regular 6. slumber 7. incline 8. combine 9. uphill 10. cheerfully Practice B Using Hyphens in Words Read the sentences. If a word has been divided correctly, write correct. If not, rewrite the sentence, dividing the word correctly. Example: For the first ten minutes, the game was score -less, but then we got a few breaks. Answer: For the first five minutes, the game was scoreless, but then we got a few breaks. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Our goalkeeper kept the oppo 3. The most important skill of all is pass -nents from scoring. -ing, and we held onto the ball. 2. We threw the ball in from the side- 4. Taylor passed, and the crowd s excite lines and were in charge. -ment was heard in the cheers. Writing and Speaking Application Write two sentences about a game. Use hyphens to break words at the ends of lines. Exchange papers with a partner. Discuss the sentences. Do you both agree each of you used hyphens correctly at the ends of lines? 137 Punctuation

282 138 USING HYPHENS CORRECTLY TO DIVIDE WORDS Do not divide one-syllable words even if they seem long or sound like words with two syllables. Do not divide a word so that a single letter stands alone. Avoid dividing proper nouns or proper adjectives. Divide a hyphenated word only immediately following the existing hyphen. Incorrect sc-owl stuf-fed a-muse Span-ish well-man-nered Correct scowl stuffed amuse Spanish well-mannered Practice A Identifying Hyphens Used Correctly Read the following words divided into syllables. If the word is correctly divided for the end of a line, write correct on the line. If the word cannot be divided as shown, write incorrect. Example: a-bout Answer: incorrect 1. soak-ed 2. Mex-i-can 3. ed-ge 4. abrupt-ly 5. e-clipse 6. che-wed 7. mail-ed 8. ebon-y 9. un-aware 10. twen-ty-one Practice B Using Hyphens to Divide Words Read the sentences. Rewrite each one to correct the error in the way the hyphen is used to divide the word. Example: I am teaching my dog to o-bey my command to fetch a ball. Answer: I am teaching my dog to obey my command to fetch a ball. 1. This summer we are going to U-tah to visit my uncle and aunt. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. Are you in Mrs. Nye s Eng-lish class this year? 3. Last week, Dad, Joey, and I fish-ed in the freshwater lake. 4. She is acting too goody-good-y these days. 5. The lawyer will cross-ques-tion the witness. Writing and Speaking Application Write a sentence in two or three lines about a language you want to learn. Show that you understand how to divide words with hyphens. Take turns with a partner reading and listening to each other s sentences. Discuss how each of you used hyphens to divide words. 138 Punctuation

283 139 USING APOSTROPHES WITH POSSESSIVE NOUNS Apostrophes are used with nouns to show ownership or possession. Add an apostrophe and -s to show the possessive case of most singular nouns and plural nouns that do not end in -s or -es. EXAMPLES: My cat s name is Pal. Ross s book is on the desk. The children s party was noisy. Add an apostrophe to show the possessive case of plural nouns ending in -s or -es. Do not add an -s. EXAMPLES: My friends brothers are strong. My brothers rooms are neat. Add an apostrophe and -s (or just an apostrophe if the word is a plural ending in -s) to the last word of a compound noun to form the possessive. EXAMPLE: His mother-in-law s car is ready. Practice A Using Apostrophes to Show Ownership Read each phrase. Write the possessive form of each item on the line. Example: the arguments of the politicians Answer: the politicians arguments 1. the barking of the dog 2. the game of my family 3. the car of my mom 4. the office of my aunt 5. the computer of my brother 6. the color of the apples 7. the shine of the glass 8. the fields of the farmer 9. the hats of the firemen 10. the whiskers of the cat Practice B Fixing Apostrophes Read the sentences. Then, rewrite each possessive noun, correcting its use of the apostrophe. Example: The buss engine stalled. Answer: The bus s engine stalled. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Moms purse is on the hall table. 2. The witnesses s testimony convicted him. 3. The original solo designers plans are the best. 4. Two womens jackets were left on the bus. 5. The fifteen artist s show was well attended. 6. The judges s decision seemed harsh. 7. That stores hours are ten to nine. 8. The four kitten s mother is a purebred. 9. The pianos condition is poor. 10. The hamsters s cages need to be cleaned. Writing and Speaking Application Write three sentences about a pet, using apostrophes to show ownership. Read your sentences aloud to a partner. Have your partner tell the words that have apostrophes. Then, switch roles. 139 Punctuation

284 140 USING APOSTROPHES WITH PRONOUNS Both indefinite and personal pronouns can show possession. Use an apostrophe and -s with indefinite pronouns to show possession. Do not use an apostrophe with possessive personal pronouns. Some personal pronouns act as adjectives. Others act as subjects, objects, and subject complements. Indefinite pronoun Possessive Pronouns Singular Plural somebody s gloves Personal pronouns as adjective my notebook their papers Personal pronoun as subject, object, and subject complement Mine is the red jacket. These pencils are ours. Practice A Using Apostrophes Read each phrase. On the line, rewrite the phrase to correct the mistake. Use correctly a possessive indefinite pronoun or a possessive personal pronoun. Example: somebodys dog Answer: somebody s dog 1. everyones share in the prize 2. my s role in the winnings 3. each ones part in the success 4. ours mistake 5. his s effort to do well 6. their s best idea 7. it s cage 8. dollar bill is hers Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Pronouns Read the sentences. If the pronoun in a sentence is used correctly, write correct. Example: Somebodys book was left here. Answer: Somebody s book was left here. 1. Are everybody records in order? 2. There is a mistake in my s address. 3. Is yours correct? 4. It was his idea to check. 5. Theirs is the best plan so far. Writing and Speaking Application Write three sentences about a mistake. Use one possessive indefinite pronoun and one possessive personal pronoun. Read your sentences aloud to a partner. Have your partner identify the pronouns you used. Then switch roles. Discuss how each of you used apostrophes. 140 Punctuation

285 141 USING APOSTROPHES WITH CONTRACTIONS Contractions are used in informal speech and writing, especially in dialogue, because they create the sound of speech. Use an apostrophe in a contraction to show where one or more letters have been omitted. Verb + not do not = don t should not = shouldn t Noun or Pronoun + will he will = he ll you will = you ll Noun or Pronoun + be she is = she s Cal is = Cal s Noun or Pronoun + would they would = they d you would = you d Practice A Using Apostrophes in Contractions Read the sentences. Each sentence contains a word group that can be written as a contraction. Write the contractions. Example: They will not be able to come. Answer: won t 1. We are going to the museum on Saturday. 2. Who is giving the report? 3. They will leave the decision to us. 4. He is never going to agree. 5. You would never have known. 6. She will be on time. 7. What is the score? 8. Diego is at the gym. 9. Let us go to the movie today. 10. The committee was not able to agree. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Proofreading for Apostrophes Read the sentences. Rewrite each sentence, adding apostrophes where needed. Example: Mimi isnt ready to leave. Answer: Mimi isn t ready to leave. 1. Theyll meet us later. 2. Hes already 20 minutes late. 3. Jia cant be here today. 4. I had hoped theyd agree. 5. Wheres the puppy now? 6. Wed have come earlier if we could. Writing and Speaking Application Write two sentences about getting together with a friend. Use apostrophes correctly with contractions. Circle the apostrophes. With a partner, take turns reading and listening to your sentences. Then, talk about how each of you used apostrophes with contractions. 141 Punctuation

286 142 USING APOSTROPHES TO CREATE PLURALS Do not use an apostrophe to form plurals, except in specific instances. Use an apostrophe and -s to create the plural form of a letter, numeral, or word used as a name for itself. EXAMPLES: Remember to say your thank you s. Be sure to cross your t s. People are ordering in groups of 2 s and 3 s. Practice A Using Apostrophes Read the sentences. On the line, write the plural. Add an apostrophe only if it is needed. Example: My little sister is learning her a, b, c s. Answer: a, b, c s 1. There are three es in the word receive. 2. How many Lauras do you know? 3. He uses too many ands when he writes. 4. Johnny is learning to form his ds better. 5. There are two ss in my last name. 6. The cat s nighttime meows are keeping me awake. 7. Do you spell your name with one l or two ls? 8. You should write your os more clearly. 9. Underline all the cs that sound like the letter k. 10. My address begins with three 2s. Practice B Proofreading for Apostrophes Read the sentences. Rewrite each sentence on the line, adding an apostrophe only where it is needed. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: How many 7s are in your address? Answer: How many 7 s are in your address? 1. Has your little brother learned to write zs yet? 2. How many ss are in Mississippi? 3. Always dot your is when you write. 4. Will all the Ws line up behind Walter? 5. Does accept have one c or two cs? 6. There are four 3s in My shirt has two Rs on the collar for Ray Roland. 8. Our class has four Johnsons in it. Writing and Speaking Application Write two sentences about an interesting address. Use an apostrophe to create a plural. Circle the apostrophe. Then, with a partner, take turns reading and listening to your sentences. Discuss your use of apostrophes. Do you agree? 142 Punctuation

287 143 PARENTHESES Focus on the TEKS (20)(B)(iii) Parentheses are used to separate information from the rest of a sentence or paragraph. Set off explanations or other information loosely related to the rest of the sentence. Do not begin a parenthetical sentence within another sentence with a capital letter. End a parenthetical sentence within a sentence with a question mark or exclamation mark but not a period. On its own, a parenthetical sentence begins with a capital letter and ends with an end mark. Hatshepsut (ruler of Egypt from 1473 B.C. to 1458 B.C.) was a woman and a pharaoh. A map (click here to see map) shows the location of the Ancient Egypt exhibit. A map (it s interactive!) shows the location of the Ancient Egypt exhibit. A map shows the location of the Ancient Egypt exhibit. (Click here to see the map.) Show that you can recognize and use parentheses in the following exercises. Practice A Using Parentheses Read the sentences. Add parentheses where they are needed in the sentence. Example: There were two kinds of land fertile and barren in Ancient Egypt. Answer: There were two kinds of land (fertile and barren) in Ancient Egypt. 1. Ancient Egyptians had many gods and goddesses for example, Osiris, Isis, Thoth to guide them. 2. Osiris was protector of the dead lord of the underworld and often pictured as a green-skinned man. 3. Isis wife of Osiris watched over women and children. 4. Ancient Egyptians preserved bodies this was thousands of years ago! by wrapping them in linen. 5. Thoth was god of wisdom. He watched over writing and knowledge. Practice B Proofreading for Parentheses Read the sentences. Rewrite each sentence on the lines, using parentheses where appropriate. Example: Two twentieth-century presidents Theodore and Franklin were Roosevelts. Answer: Two twentieth-century presidents (Theodore and Franklin) were Roosevelts. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Most insurance policies life and auto will be canceled if the premium is not paid on time. 2. The best months for pleasant weather here are in the fall October and November. 3. Students can register for elective courses courses art, theater, music on Wednesday. 4. Choose a free magazine. Choices include People in the News and Teens. Writing and Speaking Application Write three sentences about history. Use parentheses to separate information. With a partner, take turns reading and listening. Partners should try to identify the words in parentheses. 143 Punctuation

288 144 BRACKETS Use brackets to enclose an explanation in a quote to show that the explanation was not part of the original quote. Use brackets to enclose an explanation already in parentheses. EXAMPLES: The teacher said, I have been at Edison for forty years [since 1971]. John F. Kennedy (President of the United States [ ] during the crisis in Cuba) was assassinated early in his first term. Show that you can recognize and use brackets in the following exercises. Practice A Using Brackets Read the sentences. Add brackets where they are needed in the sentence. Example: The Art League president said, It is my pleasure to give this award best new artist of the year to Jon Chang. Answer: The Art League president said, It is my pleasure to give this award [best new artist of the year] to Jon Chang. 1. My granddad said, I always admired Ronald Reagan because he played football, acted in films, and was President The woman said, I don t ever remember such a grand parade on this holiday Fourth of July. 3. The mayor announced, This project the new stadium will bring business to our town. 4. Mom asked, How many of these pointing to the muffins left on the plate did you eat today? Practice B Proofreading for Brackets Read the sentences. Rewrite each sentence on the line, using brackets where appropriate. Focus on the TEKS (20)(B)(iii) Example: Our history teacher said, John Kennedy was on a navy PT patrol torpedo boat that was struck by a Japanese destroyer in World War II. Answer: Our history teacher said, John Kennedy was on a navy PT [patrol torpedo] boat that was struck by a Japanese destroyer in World War II. 1. The team captain said, The victory today March 30, 2010 is the greatest in our team s history. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. How many times have you read this book The Hobbit by J. R. R. Tolkien? Mr. Martinez asked me. 3. The company president said, Due to less demand for our product designer clothing, we must lay off a hundred employees. 4. The speaker said, This series of books Harry Potter ensures the author J. K. Rowling a legacy. Writing and Speaking Application Write two sentences about an announcement by a person in sports. Use brackets. With a partner, take turns reading your sentences. Each listener should tell the word or words that the other person put in brackets. 144 Punctuation

289 145 USING THE ELLIPSIS An ellipsis (... ) shows where words have been omitted from a quoted passage. It can also mark a pause in dialogue. An ellipsis consists of three evenly spaced periods, or ellipsis points, in a row. There is a space before the first ellipsis point, between ellipsis points, and after the last ellipsis point. The plural form of the word ellipsis is ellipses. Shows words are omitted from the middle or end of a quoted passage. Use an end mark after an ellipsis at the end of a sentence. Marks a pause in a dialogue or speech. We the people... in order to... secure the blessings of liberty... establish this Constitution for the United States.... Preamble to the Constitution Your invitation is kind... but I can t come if Janie will be there. Shows an incomplete statement. Sharon said, I d like to go, but.... Show that you can recognize and use ellipses by completing the following exercises. Focus on the TEKS (20)(B)(iii) Practice A Using Ellipses Read the sentences. On the line, write whether the ellipses are used to indicate an omission or a pause. Example: RESOLVED by the Senate and House of Representatives of the United States of America, in Congress... that the following Articles be proposed... as amendments.... Answer: omission 1. Please... don t go yet. 2. I heard you say, Listen to Station XYZ..., but I didn t hear the rest. 3. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise Hey... I am talking to you! 5. No person shall be held to answer for a capital, or otherwise infamous crime, unless Excessive bail shall not be required, nor... cruel and unusual punishments inflicted. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Ellipses Read the sentences. On the line, write whether ellipses are used to indicate a pause or an incomplete statement. Example: Well... if I think about it, I may come up with an answer. Answer: pause 1. I... I can t believe you said that. 2. Enough Sure... but do you really think it is a good idea? 4. In a minute No... it s my final answer. 6. Where did you say Let s agree... or not, and say we did. 8. How many did you say? Was it three... or thirty-three? 9. I don t know what to say Hooray... We won! Writing and Speaking Application Write a two-sentence dialogue about a conflict. Use ellipses. Exchange dialogues with a partner and take turns reading and listening to your sentences. Pause to show where the ellipses are in the dialogue. Discuss your use of ellipses with your partner. 145 Punctuation

290 146 DASHES A dash ( ) shows a strong, sudden break in thought or speech. Like commas and parentheses, dashes separate certain words, phrases, or clauses from the rest of the sentence or paragraph. A dash may also take the place of certain words before an explanation. Use to show a sudden break in thought or speech. Use in place of in other words, namely, or that is before an explanation. Use to set off nonessential appositives or modifiers. I chose the paint it s a yellow for my room. Sam came for one reason he loves a good time. We need help we need volunteers at 3:00. The team led by Ryan is headed for the fi eld. Practice A Using Dashes Read the sentences. Rewrite each sentence on the lines, adding dashes where they are needed to show a break in thought or nonessential modifiers. Example: It was wrong one hundred percent wrong if he took the money. Answer: It was wrong one hundred percent wrong if he took the money. 1. There were five ducks did you see them? slowly crossing the road. 2. Rosie Spoonbills look for these birds near ponds have a bill shaped like a spoon. 3. Rosie in the bird s name comes from its color a pinkish red. 4. Wading birds ibises, egrets, and herons are found all over the world. Practice B Using Dashes to Set Up Explanations Read the sentences. Rewrite each sentence on the lines, adding dashes where they are needed. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: Dad said there is one thing he expects of us that we be honest with him. Answer: Dad said there is one thing he expects of us that we be honest with him. 1. A vacation can be an adventure a chance to explore other cultures. 2. Then, I came back I had to because I had forgotten my jacket. 3. Sea turtles are interesting animals they lay their eggs in the sand. 4. The teacher gave one last instruction don t forget to proofread your essay. Writing and Speaking Application Write a two-sentence explanation of something that interests you. Use at least one dash. With a partner, take turns reading and listening to your explanations. Can you identify the places that need dashes in your partner s sentences? 146 Punctuation

291 147 THE WORD I A capital letter is used for the word I, whatever its position in a sentence. The pronoun I is always capitalized. EXAMPLE: I lived in Louisiana for two years before I moved to Texas. Practice A Supplying Capitalization Read the sentences. On the line, rewrite each sentence adding the missing capitals. Example: i will ask Mom what she needs before i go to the store. Answer: I will ask Mom what she needs before I go to the store. 1. How many times do i need to ask you? 2. She and i will be a little late. 3. If i am not back in an hour, i may be lost. 4. i will never be a good baseball player. 5. Mary, LaToya, and i are in the same group. 6. Do Jeremy and i need to help clean up? 7. i will do well on the test if i study tonight. 8. My brother and i have 15 cousins. 9. When i miss the bus, i have to walk. 10. Grace and i are already ten minutes late. Practice B Proofreading for Capitalization Read each sentence. Circle the letters that should be capitalized. Example: i am beginning to wonder when i will finish. Answer: i am beginning to wonder when i will finish. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. James and i made the team. 2. If i go, will you go, too? 3. How much time will i need to study? 4. When i exercise, i feel better. 5. i like macaroni and cheese for lunch. 6. She and i are in the same ballet class. 7. If i give you this ten-dollar bill, can you give me change? 8. i would like to go, but i have to do chores. 9. Did you think i would believe you? 10. How many tomatoes should i get? Writing and Speaking Application Write an explanation of what you did last Saturday. Use the word I three times. Then, read your explanation aloud to a partner. Have your partner raise a hand when you say the word I. Switch roles. Then, discuss if each of you always capitalized the word I. 147 Capitalization

292 148 SENTENCES The first word in a sentence must begin with a capital letter. Capitalize the first word in declarative, interrogative, imperative, and exclamatory sentences. Declarative Interrogative The icy streets were treacherous. When is your birthday? Imperative Walk the dog at 5:00. Exclamatory Part sentences with the rest understood That s a beautiful sunset! Of course. Practice A Supplying Capitalization Read the sentences. Rewrite each sentence on the line, adding the missing capitalization. Example: when is the gymnastics meet? Answer: When is the gymnastics meet? 1. the McCabes asked me to stay for lunch. 2. what a great idea! 3. see me after school to talk about the grade. 4. where? 5. we need someone to take care of the cat while we are away. 6. what do you know about cats? 7. it s an easy job to do. 8. how many? 9. the concert is this weekend. 10. do you want to serve refreshments? Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Proofreading for Capitalization Read the sentences. Circle the letter or letters that should be capitalized. Example: do you think the story really happened? Answer: d o you think the story really happened? 1. okay. 2. open your books to page the photograph shows the Washington Monument. 4. how can we all fit in this small car? 5. the windshield wipers don t work, do they? 6. read twenty pages for tomorrow. 7. whew! 8. it is time to get a haircut. 9. who will be the first to volunteer? 10. be careful. Writing and Speaking Application Write a three-sentence description of a photograph, using capital letters to begin sentences. With a partner, read your descriptions. Partners should listen and name the first words in the sentences. Then, switch roles with your partner. Do you agree which words should begin with capitals? 148 Capitalization

293 149 QUOTATIONS A capital letter signals the first word in a direct quotation, a person s exact words. Capitalize the first word in a complete sentence. Capitalize only the first part of a complete sentence quoted in two parts. Capitalize the first word in each sentence in the quotation. Erin and Kate cheered, Go, team, go! Let s get some hot dogs, said Erin, at halftime. There s a party after the game, said Kate. Do you want to go? Practice A Correcting Capitalization Read the sentences. Circle each letter that should be a capital. Then, write the word or words correctly. Example: Our neighbor said, your dog barks loudly. Answer: Our neighbor said, you our dog barks loudly. Your 1. The principal announced, school is closing early because of the storm. 2. do you want to go skating? asked Michelle. 3. it s time to leave, said Mom, because the show starts in ten minutes. 4. you should choose your topic from this list, the teacher said. 5. how many, asked Brian, are in your group for the project? 6. Adam said, we are writing about King Tut. 7. your reports are due in a week, said Ms. Kane. how many have started? 8. can we use Internet sources? asked Ben. Practice B Proofreading for Capitalization Read the sentences. Rewrite each sentence on the line, adding the missing capitals. Example: mom is making a special meal tonight, said Alison. it s roast beef. Answer: Mom is making a special meal tonight, said Alison. It s roast beef. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. how many do you think will be at dinner? asked William. 2. Elizabeth said, my music lesson is tonight, so I ll be late. 3. the duet Valeria and I are practicing is hard, said Elizabeth. 4. when is the recital? asked Dad. we should all come. 5. that s all right, said Elizabeth, because I get scared playing for people. Writing and Speaking Application Write a two- or three-line conversation between family members. Use capital letters correctly and then circle them. Take turns reading and listening to your conversations with a partner. Then, discuss how each of you used capital letters in quotations. 149 Capitalization

294 150 USING CAPITALIZATION FOR PROPER NOUNS An important use of capital letters is to show that a word is a proper noun. Proper nouns name specific people, places, or things. Capitalize all proper nouns. Maria Martinez Brooklyn Bridge Lake Street Rocky Mountains Matt McMahon Lincoln Memorial Capitalize each part of a person s full name, including initials. Suzanne Lynne Palmer Joseph T. Madden Practice A Using Capitalization for Names of People Read the sentences. Write each name, adding the missing capitals. Example: The top students are kevin mcconnell and martina orr. Answer: Kevin McConnell, Martina Orr 1. We are reading poems by emily dickinson. 2. My best friend is k. c. walton. 3. roger t. smith lives in the apartment upstairs. 4. The television show was produced by sydney j. bennett. 5. The three girls sitting with hannah are rachel, vicky, and sofia. 6. One of the founding fathers of our country was john adams. 7. Have you read any books by e. b. white? 8. One of the great composers is johann sebastian bach. Practice B Using Capitalization for Names of Places and Things Read the sentences. Write the proper nouns, adding the missing capital letters. Example: We took a boat down the mississippi river last year. Answer: Mississippi River Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. We are going to see the white house in washington, d.c. 2. The highway runs between los angeles and san francisco. 3. My aunt and uncle live in wilmington, delaware. 4. The dentist s office is on third street. 5. Abraham Lincoln was a lawyer in springfield, illinois. 6. Have you seen buckingham fountain in chicago? 7. Dad went to a convention in denver, colorado. 8. The country libya borders egypt. Writing and Speaking Application Write a three-sentence description of a city, using proper nouns. Circle the capital letters. With a partner, take turns reading your sentences. Your partner should listen for and name the nouns that need capitalization. Then, switch roles. 150 Capitalization

295 151 USING CAPITALIZATION FOR PROPER ADJECTIVES When a proper noun or a form of a proper noun is used to describe another noun, it is called a proper adjective. Proper adjectives usually need a capital letter. Proper adjectives Japanese American Proper adjective modifying common noun French cooking Canadian bacon Brand names used as adjectives Chewy Crisp bars Practice A Using Capitalization for Proper Adjectives Circle the proper adjectives. Then, write the proper adjectives, adding the correct capitalization. Example: The sandwich was made with cuban bread. Answer: The sandwich was made with cuban bread. Cuban 1. Mom has to have colombian coffee every morning. 2. The caribbean weather is nearly perfect this time of year. 3. The museum has an exhibit of african gold jewelry. 4. The italian tenor is recognized throughout the world. 5. Edward Danby is a canadian citizen. 6. Do you like this bunches of crunch cereal? 7. We love boston baked beans at our house. 8. RMS Queen Elizabeth 2 is a british ship. Practice B Using Capitalization for Proper Adjectives Read the sentences. Circle the proper adjectives. Then, on the lines, write the proper adjectives, adding the correct capitalization. Example: They are on a greek cruise right now. Answer: They are on a greek cruise right now. Greek Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. A russian plane was hijacked yesterday. 2. Would you like to order a belgian waffle? 3. This restaurant serves good mexican food. 4. Our family loves georgia peaches when they are in season. 5. Have you tasted washington cherries in the summer? 6. Jupiter was a roman god. Writing and Speaking Application Write a two-sentence description of your favorite ethnic food. Use a proper adjective and circle it. With a partner, take turns reading your descriptions. Your partner should listen for and name the proper adjective. Then, switch roles. 151 Capitalization

296 152 USING CAPITALIZATION FOR TITLES OF PEOPLE Whether a title is capitalized often depends on how it is used in a sentence. Capitalize the title of a person when it is followed by the person s name or when it is used in direct address. Do not capitalize titles that are used alone or that follow a person s name. With family relationships, capitalize titles used with the person s name or as the person s name, except when the title comes after a possessive noun or pronoun. Social and professional titles Government official s titles Family relationship titles At 2:00, Superintendent Brown will speak in the auditorium. Yes, Superintendent, the auditorium is available. Howard Brown, the superintendent, will speak. Mayor Daley works to beautify Chicago. The mayor is running for reelection. Is Aunt Em visiting? Is our aunt here yet? Practice A Using Capitalization for Titles of People Read the sentences. If the title is correctly capitalized, write correct. If it is not, rewrite the title. Example: In fact, major O Rourke is not scheduled to take leave. Answer: Major 1. Write your representative and tell her your opinion. 2. We wanted rabbi Morton to marry us. 3. We read about general MacArthur in our history textbook. 4. My appointment tomorrow is with Dr. Delgadio. 5. May I have a minute of your time, governor? Practice B Writing Titles of People Correctly Read the sentences. Rewrite each sentence correctly, capitalizing the title. Example: Since 2001, professor Smith has taught at our junior college. Answer: Since 2001, Professor Smith has taught at our junior college. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 1. Do you think, sister Anne, that I might sing in the choir? 2. When will you give the test, ms. Morgan? 3. How well is general Sinclair containing the enemy? 4. Do you plan, senator, to run for another term? Writing and Speaking Application Write sentences about members of your family. Use at least two titles. Circle the titles. Then, with a partner, take turns reading and listening to your sentences. Can your partner name the titles that need capitalization? Then, switch roles. 152 Capitalization

297 153 USING CAPITALIZATION FOR TITLES OF WORKS Capital letters are used for the titles of things such as written works, pieces of art, and courses. Capitalize the first word and all other key words in the titles of books, newspapers, magazines, short stories, poems, plays, movies, songs, and artworks. Capitalize the title of a school course when it is followed by a course number or when it refers to a language. Note that some titles take italics (or underlining); others take quotation marks. Books, newspapers, magazines Short stories Plays, movies Songs Artworks A Single Shard, Miami Herald, Boys Life The Circuit Napoleon Dynamite Stars Fell on Alabama Mother and Child by Mary Cassatt School courses French, a math class, Math 8 Practice A Using Capitalization for Titles of Things Write the title with correct capitalization. If no capitalization is needed, write correct. Example: I found the story in the magazine cricket. Answer: Cricket 1. They watched the movie the princess bride many times. 2. Have you seen the painting the old guitarist? 3. Mom always used to read the magazine better homes and gardens. 4. I liked the story mowgli s brothers by Rudyard Kipling. 5. Have you signed up for spanish class yet? 6. I will take an art class next year. Practice B Using Capitalization for Titles of Things On the line, write the title correctly, adding the correct capitalization. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Example: The painting chrysanthemums in the gallery reminds me of Mom s painting. Answer: Chrysanthemums 1. My favorite book in the series so far is harry potter and the goblet of fire. 2. Granddad whistles turkey in the straw all the time. 3. My family went downtown to see a performance of the nutcracker. 4. Did you ever see the movie march of the penguins? 5. Arnold Adoff writes poems about sports, like alone in the nets. 6. The teacher says the statue apollo and daphne is about a story from mythology. Writing and Speaking Application Write a summary of a book you enjoyed when you were little. Use capital letters in the title. With a partner, take turns reading your sentences. Do you agree which words should be capitalized? Then, switch roles. 153 Capitalization

298 154 USING CAPITALIZATION IN LETTERS Several parts of friendly and business letters are capitalized. In the heading and inside address, capitalize the street, city, two-letter state abbreviation, and month. EXAMPLES: First Avenue Albuquerque NM June In the salutation, capitalize the first word, any title, and the name of the person or group mentioned. In the closing, capitalize the first word. SALUTATIONS: Dear Natasha, Dear Mr. Spencer: CLOSINGS: Sincerely, With love, Practice A Identifying Correct Capitalization in Letters Read the items. If the capitalization is correct, write correct. If it needs to be revised, rewrite the item correctly on the line. Example: Sincerely Yours, Thomas A. Pierce Answer: Sincerely yours, Thomas A. Pierce Howard Street 2. Westmont, Mi August 12, dear aunt bea, 5. Love and kisses, Annie Practice B Using Capitalization in Letters Read each sentence. Circle the mistakes in capitalization. Then, rewrite the sentence correctly. Example: My uncle signed the letter, your uncle. Answer: My uncle signed the letter, y our uncle. My uncle signed the letter, Your uncle. 1. The letter is addressed to me at 2220 marbella bay road, tampa, fl Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. 2. The salutation dear customer: began the letter from XYZ Company. 3. I signed my letter to Andre, your best friend. 4. Letters to my aunt should be sent to 120 division street, chicago, il Writing and Speaking Application Write a salutation and a closing for a letter to a friend. With a partner, take turns talking about your examples. Do you and your partner agree about the way you used capitalization? Then, switch roles. 154 Capitalization

299 155 USING CAPITALIZATION IN ABBREVIATIONS, ACRONYMS, AND INITIALS Focus on the TEKS (20)(A)(i) (20)(A)(ii) An abbreviation is a shortened form of a word or phrase. An acronym is an abbreviation of a phrase that takes one or more letters from each word in the phrase being abbreviated. In general, capitalize abbreviations, acronyms, and initials if the words or names they stand for are capitalized. Initials Titles Academic degrees Acronyms Most abbreviations for units of measure are not capitalized Two-letter state abbreviations followed by a ZIP Code J. N. Castle Dr. Julian Prince Jr. Claire Lightfoot, D.V.M UNESCO 1 qt. milk Gurnee, IL Show that you can use capitalization by completing the exercises. Practice A Using Capitalization for Abbreviations Read the sentences. Write each abbreviation, adding the missing capitals. Example: Our new address will be Phoenix, az Answer: AZ 1. Harry Connick jr. sings the old songs. 2. The first shots of the Civil War were fired at ft. Sumter. 3. Angelina Lawrence, m.d., is my mom s surgeon. 4. Grandfather Adams went to school in st. Paul. 5. Vanessa lives on Fourth st. in Oklahoma City. Copyright Pearson Education, Inc., or its affiliates. All Rights Reserved. Practice B Using Capitalization for Initials and Acronyms Read the sentences. Then, on the lines, write the initials and acronyms, adding the missing capitals. Example: Alfred e. Smith was a governor of New York. Answer: Alfred E. Smith 1. You must want to speak to Harrison t. Dodge. 2. My best friend in North Carolina is j. b. Ray. 3. The cia is investigating the terrorist attack. 4. One of the best Web sites for space news is nasa. 5. My uncle reads jama (Journal of the American Medical Association). Writing and Speaking Application Write a sentence about a person. Use initials and the person s title. With a partner, talk about your sentences. Do you agree on the capitalization? Then, switch roles. 155 Capitalization

300 TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS PRACTICE TEXAS P Part 5 Introduction Part 5 of the Texas All-in-One Workbook will help you develop vocabulary skills by giving you practice with elements of vocabulary and with applying spelling rules. Contents Vocabulary Development Vocabulary Practices 1 6: Prefixes Vocabulary Practices 7 10: Suffixes Vocabulary Practices 11 14: Word Roots Vocabulary Practices 15 16: Synonyms Vocabulary Practices 17 18: Antonyms Vocabulary Practices 19 20: Homophones Vocabulary Practice 21: Analogies Vocabulary Practice 22: Connotations Vocabulary Practice 23: Commonly Confused Words Vocabulary Practices 24 29: Specialized Vocabulary Spelling Applications Using Spelling Rules Spelling Practice 1: Short Vowel Spellings Spelling Practice 2: The Vowel-Consonant-e Pattern Spelling Practice 3: Other Long Vowel Spellings Spelling Practice 4: Vowel Digraphs Spelling Practice 5: More Vowel Digraphs Spelling Practice 6: Vowels Before r Spelling Practice 7: Compound Words Spelling Practice 8: Unstressed Endings Spelling Practice 9: The VC/CV Syllable Pattern Spelling Practice 10: Breaking Words by Syllable Spelling Practice 11: Words Ending with -ed or -ing Spelling Practice 12: More Words Ending with -ed or -ing Spelling Practice 13: Silent Consonants Spelling Practice 14: Unusual Spellings Spelling Practice 15: Single and Double Consonants Copyright Pearson Education, Inc., or its affiliates. All rights reserved. CA

301 Vocabulary Practice 1: Prefixes Prefixes: uni-, bi-, tri- A prefix is a word part that is added to the beginning of a base word. A prefix changes the meaning of the word. Listed below are some number prefixes. Example: The number prefix tri- means three. Adding the prefix tri- to the base word cycle, meaning circle, makes the word tricycle. A tricycle is a children s riding vehicle with three wheels. uni- = one bi- = two; twice tri- = three Read the sentences. Use context clues and the number prefix in the underlined word to help you determine the word s meaning. Then, write a definition for each underlined word. Check your definition in a dictionary. 1. Everyone is singing at different times. Let s try to sing in unison. Definition of unison: 2. Keep the camera steady by placing it on a tripod. Definition of tripod: 3. The biannual meetings take place in January and June. Definition of biannual: 4. Each competitor will have to swim, bicycle, and run in the triathlon. Definition of triathlon: 5. These homes have the same design because the architect likes uniformity. Definition of uniformity: 6. Mia is bilingual because she can speak Japanese and English. Definition of bilingual: 7. I have read two stories from this trilogy, but I still have to read the last one. Definition of trilogy: 8. This painting is different from all of the others. It is unique. Definition of unique: 9. Mike can write with his left or right hand because he s ambidextrous. Definition of ambidextrous: 10. The two countries will unify their armies to fight against the enemy. Definition of unify: Pearson Education, Inc. All rights reserved. 157

302 Vocabulary Practice 2: Prefixes Prefixes: sub -, super- A prefix is a word part that is added to the beginning of a base word. A prefix changes the meaning of the word. Sub- and super- are two prefixes with opposite meanings. Example: A superhuman is a human with more abilities than an ordinary person. The prefix super- means above or more than. sub- = under super- = above; over; more A. Read the definition in the left-hand column. Then, add the prefix sub- or super- to the base word in the second column to form a word that matches the definition. Write the word in the last column. Definition Base Word Base Word with Prefix 1. faster than the sonic 1. speed of sound 2. to cut into smaller divide 2. parts 3. to sink beneath merge 3. water 4. beyond or above natural 4. normal 5. less important or ordinate 5. lower in rank B. Read each question. Write the word from the box that answers the question. Circle the prefix in each word. You may wish to use a dictionary for help. subdue submission supervise superfluous subconscious 1. Which word means to watch over or overlook? 2. Which word describes the part of the mind that has hidden thoughts or feelings you re not aware of? 3. Which word has to do with surrendering to someone else? 4. Which word means more than is needed? 5. Which word means to conquer or to bring under control? Pearson Education, Inc. All rights reserved. 158

303 Vocabulary Practice 3: Prefixes Prefixes: ex-, e- A prefix is a word part that is added to the beginning of a base word. A prefix changes the meaning of the word. Ex- and e- are two prefixes that mean out. Example: Exit means to go out. Eject means to push something out. A. Complete each series with a word from the box. Write the word on the line and circle the exor e- prefix. evacuate exempt evict exterminate erosion extinct extremity estrange evasive evolve 1. corrosion; wearing away; 2. to change slowly; to develop; 3. excused; not having to take part in something; 4. to empty out; to leave; 5. to cast out; to force out; 6. to wipe out; to destroy; 7. died out; vanished; 8. outer point; an end; 9. to purposely leave out; to alienate; 10. intentionally vague; misleading; B. Choose five words from the box above. Write a sentence for each word Pearson Education, Inc. All rights reserved. 159

304 Vocabulary Practice 4: Prefixes Prefixes: dis- A prefix is a word part that is added to the beginning of a base word. A prefix changes the meaning of the word. Example: The word dismount contains the prefix dis-. Dismount means to get off something. When you get off something, you move away from it. dis- = apart; away; reverse A. Think about the meaning of each prefix and base word. Then, write a definition for the word shown in bold type. Check your definition in a dictionary. 1. dis- + integrate (to combine several things into one) = disintegrate Definition: 2. dis- + obedience (doing what you are told to do) = disobedience Definition: 3. dis- + qualify (to reach a level that allows you to do something) = disqualify Definition: 4. dis- + regard (to take notice of; to respect or look closely at) = disregard Definition: 5. dis- + oriented (familiarized or adjusted with something) = disoriented Definition: B. Read each pair of words. The boldfaced words are vocabulary words with the prefix dis-. Decide if the words are synonyms or antonyms. Use a dictionary if you need help. 1. disheartened / discouraged 2. dislodge / remove 3. disperse / gather 4. dismantle / disassemble 5. discord / agreement Synonyms or Antonyms? C. Find three more examples of words with the prefix dis-. Use a dictionary to help you Pearson Education, Inc. All rights reserved. 160

305 Vocabulary Practice 5: Prefixes Prefixes: trans- A prefix is a word part that is added to the beginning of a base word. A prefix changes the meaning of the word. Example: Transcontinental means across a continent. The prefix trans- means across. If you were to take a transcontinental trip, you might travel from Massachusetts to California. trans- = across A. Read the following paragraph. Complete the paragraph by adding a word from the box in each blank space. transform transition transfer transatlantic transpire Last week, we received a [1] telephone call. My aunt in England told us that my cousin, Elizabeth, would be coming to visit us in New York for the summer. I m so excited, but my mom is worried that Elizabeth might have to make a difficult [2]. This will be the first time that Elizabeth is away from home. My dad, though, said not to worry about what could [3]. He suggested that we concentrate on making plans for Elizabeth s arrival. First, we need to [4] the bed in my room into a bunk bed. Then, I ll need to [5] some of the clothes in my dresser to a storage box in the attic. That way, Elizabeth will have room for her clothing. We ve already decided that we re going to visit the Statue of Liberty, tour Manhattan, and spend time at the beach. I can t wait for my cousin to arrive. B. Replace the underlined word or phrase in each sentence with a word from the box. transplant transgression translucent transcend transaction 1. After I lied, I felt as if I had committed a terrible sin. 2. The bank teller will complete this exchange of money. 3. I can see light through this material because it is nearly clear. 4. Let s relocate this bush to the side of the house. 5. It is difficult to rise above one s physical limitations. Pearson Education, Inc. All rights reserved. 161

306 Vocabulary Practice 6: Prefixes Prefixes: pre-, post- A prefix is a word part that is added to the beginning of a base word. A prefix changes the meaning of the word. Pre- and post- are two prefixes with opposite meanings. Example: Preseason and postseason have opposite meanings. Preseason means before the season and postseason means after the season. pre- = before post- = after A. Read the definition in the first column. Then, add the prefix pre- or post- to the base word in the second column to form a word that matches the definition. Write the word in the last column. Definition Base Word Base Word with Prefix 1. a short message script 1. added to the end of a letter 2. something you do to caution 2. prevent something bad from happening 3. after a war war happening too mature 4. soon 5. built or constructed fabricated 5. in advance B. Read the sentences. Use context clues and the prefix in the underlined word to help you determine the word s meaning. Then, write a definition for each underlined word. Check your definition in a dictionary. 1. Our Constitution begins with a preamble that explains the Constitution s purpose. Definition of preamble: 2. As he stepped onto the icy sidewalk, he had a premonition that he might fall. Definition of premonition: 3. Although the war hero died in battle, he was awarded a posthumous medal. Definition of posthumous: 4. Since you are usually on time, I presume that you have an excuse for being late. Definition of presume: 5. If a missile is fired, the network will preempt the regularly scheduled program with a special news report. Definition of preempt: Pearson Education, Inc. All rights reserved. 162

307 Vocabulary Practice 7: Suffixes Suffixes: -ology A suffix is a word part that is added to the end of a base word. A suffix changes the meaning of a word and how it is used in a sentence. Example: The suffix -ology means study or science. Biology is the study of living things. Use the definitions to fill in the blanks with the words from the box. Refer to a dictionary if you need help matching the words and their definitions. anthology anthropology archaeology ecology geology mythology pathology sociology theology zoology Definitions 1. a collection of poems or stories 2. the study of the earth s soil and rocks 3. the study of the relationship between plants, animals, and their environment 4. the study of diseases 5. the study of the origin, behavior, and development of human beings _ 6. the study of the way people live and interact with each other 7. a collection of myths; the field of study dealing with myths 8. the study of the past using artifacts and materials from past human life 9. the study of religion 10. the science that deals with the study of animal life _ Now, copy the boxed letters onto the lines below. The word is one more example of a word with the suffix -ology. Write a sentence using this word. Sentence: Pearson Education, Inc. All rights reserved. 163

308 Vocabulary Practice 8: Suffixes Suffixes: -ity, -ism A suffix is a word part that is added to the end of a base word. A suffix changes the meaning of a word and how it is used in a sentence. Examples: The suffix -ity means quality or state of. Something with clarity has the quality of being clear. The suffix -ism means "characteristic, condition, manner, or system. A person who displays heroism shows the characteristic of courage or bravery. -ity = quality or state of -ism = characteristic, condition, manner, or system Write the base word and suffix for each word below. (A few words will require a slight spelling change.) Then, write the letter of the description that belongs with each word. The first one is an example. Letter of the Matching Word Base Word Suffix Definition Definition Communism Commune -ism B A. the quality of being steady, balanced, or established 1. idealism B. a system in which everything belongs to the group and is shared by the members 2. diversity C. likeness or resemblance 3. mobility D. optimism; picturing something in a perfect or ideal state 4. punctuality E. the quality of being aware of one s own or other people s feelings 5. similarity F. the ability to move 6. stability G. the quality of kindness and sympathy toward others 7. sensitivity H. timeliness, promptness 8. symbolism I. the representation of things as they actually are 9. humanity J. variety; the quality of being different 10. realism K. the practice or system of representing things by symbols Pearson Education, Inc. All rights reserved. 164

309 Vocabulary Practice 9: Suffixes Suffixes: -ous, -ile A suffix is a word part that is added to the end of a base word. A suffix changes the meaning of a word and how it is used in a sentence. Examples: The suffix -ous means full of, or having. Something spacious is full of room or space. The suffix -ile means relating to, suited for, or capable of. Juvenile means relating to or suited for young children. -ous = full of; having -ile = relating to, suited for, capable of preposterous hilarious fragile fertile treacherous mobile strenuous furious fictitious prosperous A. Write the vocabulary word from the box that completes each series of words or phrases. 1. movable; unfixed 2. imaginary; made-up 3. very funny; hysterical 4. far-fetched; ludicrous 5. delicate; breakable 6. extremely angry; violent 7. successful; fortunate 8. disloyal; not to be trusted 9. bountiful; good for growing crops 10. physically difficult; needing a lot of energy B. Find a vocabulary word from the box that is an antonym for each of the words in the first column. 1. easy 2. unsuccessful 3. barren 4. durable 5. real Antonym Vocabulary Word Pearson Education, Inc. All rights reserved. 165

310 Vocabulary Practice 10: Suffixes Suffixes: -able, -ible A suffix is a word part that is added to the end of a base word. A suffix changes the meaning of a word and how it is used in a sentence. Examples: The suffixes -able and -ible both mean able or can do. Something that is visible is able to be seen. -able = able; can do -ible = able; can do audible capable comparable edible feasible incredible irritable legible permissible reversible A. Replace the underlined word or phrase in each sentence with a word from the box. 1. This task seems quite difficult. Do you think that it is able to be done? 2. She is speaking so softly that her voice is barely able to be heard. 3. The flowers on top of the cake are actually able to be eaten. 4. Your handwriting in your note was not clear. What did you want to know? 5. A qualified person should have no trouble handling this job. 6. I like this jacket because it is able to be turned inside out. 7. The tremendous damage caused by the tornado was unbelievable. 8. You can enter the building through this door. It is allowed. 9. These two restaurants are totally different. They re not able to be compared. 10. Usually I am cheerful, but today I am feeling grumpy. B. Choose three words from the box. Write a sentence for each word Pearson Education, Inc. All rights reserved. 166

311 Vocabulary Practice 11: Word Roots Word Roots: -meter-, -graph-, -gram- Word roots form the basic part of a word and give the word its primary meaning. Prefixes and suffixes add specific meanings to roots. If you know the meaning of a root, you can often figure out the meaning of the whole word. Examples: The root -meter- means measure. A thermometer is an instrument that measures temperature. The roots -graph- and -gram- mean write or written. An autograph is a person s signature. -meter- = measure -graph- and -gram- = write or written perimeter monogram diameter graphic odometer geometric epigram barometer Use the words from the above box, and the clues below, to complete the crossword puzzle. Across Down 3. an instrument that measures air 1. a straight line through the center of a pressure circle 5. an instrument that measures the 2. a design made from someone s initials distance traveled by a vehicle 4. having to do with geometry, which is the 7. the distance around the edge of a shape branch of mathematics that deals with or area lines, angles, and shapes 8. having to do with design or handwriting 6. a joke or a short, witty saying Pearson Education, Inc. All rights reserved. 167

312 Vocabulary Practice 12: Word Roots Word Roots: -bio-, -mort- Word roots form the basic part of a word and give the word its primary meaning. Prefixes and suffixes add specific meanings to roots. If you know the meaning of a root, you can often figure out the meaning of the whole word. The roots -bio- and -mort- are roots that have opposite meanings. Examples: The root -bio- means life. Biorhythm is the natural rhythm of the human body. The root -mort- means death. The word mortality means death rate. -bio- = life -mort- = death autobiography mortal mortician antibiotic biopsy immortality biography mortify mortgage biology A. Answer these questions with a vocabulary word from the box. 1. What might a doctor prescribe to help cure an infection? 2. What type of book tells about someone s life? 3. What word means the ability to live forever? 4. What is another name for a funeral director? 5. What is the removal and examination of body tissue called? B. Answer these questions to explain the meaning of each underlined word. Use a dictionary to help you. 1. How is an autobiography different from a biography? 2. When would people need the services of a mortician? 3. What would happen to a person with a mortal wound? 4. What happens if you mortify someone? 5. What is the focus of the scientific field of biolo gy? C. Look in a dictionary to find three more words with the root -bio-. Circle the root in each word. Then, write a short definition for the word. 1. Definition 2. Definition 3. Definition Pearson Education, Inc. All rights reserved. 168

313 Vocabulary Practice 13: Word Roots Word Roots: -mit-, -mis- Word roots form the basic part of a word and give the word its primary meaning. Prefixes and suffixes add specific meanings to roots. If you know the meaning of a root, you can often figure out the meaning of the whole word. Some word roots have the same meaning. Example: The roots -mit- and -mis- both mean send. A missile is a weapon that is sent or thrown at a target. A. Match each vocabulary word with a definition. Write the letter of the matching definition on the line. 1. submit a. a statement that is accepted as being true 2. omit b. send out; give off 3. missionary c. ambassador or representative sent on a mission 4. emit d. to leave out 5. remittance e. send from one place to another 6. emissary f. a person who is sent out to teach the religion of a group 7. permission g. to agree or confess that something is true 8. transmit h. to send in or hand in 9. admit i. consent or authorization for something 10. premise j. the sending of money to someone B. Circle the letter of the correct ending to each open-ended statement. 1. If there is a detail that you don t want to include in a story, you a. admit the detail b. omit the detail c. emit the detail 2. When you hand in your homework, you a. transmit it b. admit it c. submit it 3. When a king sends a messenger to represent his views, he sends a. a missionary b. an emissary d. a remittance 4. The stove is hot because it is able to a. emit heat b. omit heat c. admit heat 5. My whole argument is based on this one idea, which is my a. remittance b. permission c. premise Pearson Education, Inc. All rights reserved. 169

314 Vocabulary Practice 14: Word Roots Word Roots: -man-, -ped- Word roots form the basic part of a word and give the word its primary meaning. Prefixes and suffixes add specific meanings to roots. If you know the meaning of a root, you can often figure out the meaning of the whole word. Examples: Manufacture, which has the root -man-, means to make or produce something by hand or machinery. The word pedal, which has the root -ped-, is a foot lever. -man- = hand -ped- = foot emancipate manacle pedestrian pedigree manicure manipulate expedite pedestal maneuver manuscript Read the problem in the first column. Complete the solution in the second column by writing a word that solves the problem. PROBLEM SOLUTION 1. Jenny wants her nails to be shaped and Suggest that she should get a. polished. 2. That statue needs a base to stand on. Place the statue on top of a. 3. This process is taking too long. Ask someone in charge if there is a way to the process. 4. We want to buy a pure German Ask the breeder to see the dog s. shepherd, not a mutt. 5. This next play is critical if we want We need to figure out a that to win the championship. will score us a point. 6. I can t figure out where to go. Stop the car and ask a local for directions. 7. The editor wants to check the author s Give the editor the author s. original handwritten pages. 8. The policewomen need to arrest the They need to place the criminal s hands in a criminal.. 9. It bothers me when my friend tries to Tell him that you don t want him to control me. you. 10. The slaves in the kingdom want to be They must beg the king to set free. them. Pearson Education, Inc. All rights reserved. 170

315 Vocabulary Practice 15: Synonyms A synonym is a word similar to or exact in meaning to another word. Knowing synonyms will improve your vocabulary and writing. Example: Courage is a synonym for bravery. barbarous coerce commonplace distinctive estimate frivolous locale lofty propose remnant A. Each of the numbered words below is a synonym for one of the vocabulary words from the box. Write the correct vocabulary word next to its synonym. 1. suggest 2. unusual 3. savage 4. place 5. important; noble 6. threaten; force 7. remainder 8. ordinary 9. guess 10. unimportant B. Write the vocabulary word from the box that answers each riddle. 1. I m not kind. I m cruel and brutal. Which word am I? 2. I describe people s attitudes when they think they re better than other people. Which word am I? 3. I m a rough guess. Which word am I? 4. I m a specific spot. Which word am I? 5. I describe something that s trivial and insignificant. Which word am I? C. Choose two words from the box. With the help of a thesaurus, write down as many synonyms for these words as you can find. Word Word Synonyms Synonyms Pearson Education, Inc. All rights reserved. 171

316 Vocabulary Practice 16: Synonyms A synonym is a word similar to or exact in meaning to another word. Knowing synonyms will improve your vocabulary and writing. Example: Humorous is a synonym for comical. agonizing congested fatigued immerse sloth laborious option pitfalls reiterate shrewd A. Read the passage below. Each underlined word is a synonym for a vocabulary word from the box. Write the correct word on the line. Not all of the words in the box will be used. Use a dictionary or thesaurus if necessary. It was midterm time and I had had a difficult (1) day at school. I couldn t wait to get home and relax. Little did I know when I stepped onto the crowded (2) school bus, packed with kids who were all tired (3) like me, that we were in for a surprise. We weren t getting home too quickly. Just as we approached the local train tracks, we saw that a train had derailed. We had no choice (4) but to wait, but after an hour, the wait became excruciating (5). The police were already on the scene trying to redirect traffic. Every few minutes, the bus driver would repeat (6) that we were making progress, but we would all need to have patience. Patience? I was out of patience. I needed a really clever (7) idea to get out of this one. B. Now, write an ending for this story using at least two vocabulary words from the box. Write your ending on the back of this sheet or a separate piece of paper. C. Complete the chart by writing a vocabulary word for each synonym. 1. cover 2. painful 3. traps 4. laziness 5. repeat Synonym Vocabulary Word Pearson Education, Inc. All rights reserved. 172

317 Vocabulary Practice 17: Antonyms An antonym is a word that is opposite in meaning to another word. Knowing antonyms will improve your vocabulary and writing. Example: Cheerful is an antonym for gloomy. camouflage commence drab endorse homely mature mediocre ornate surly trivial Read each pair of sentences. In the second sentence, write the word from the vocabulary box that is an antonym for the underlined word or words in the first sentence. 1. One of my friends is a very pretty girl. My other friend, however, is rather plain looking and. 2. The first pair of earrings that I like is plain and simple. This other pair of earrings is and richly decorated. 3. The grandchildren look beautiful in their colorful holiday outfits. Why is grandma wearing such a dull, dress? 4. The soldiers were careful not to expose themselves to the enemy. Their special uniforms help them to themselves. 5. We must complete this project within one month. Everyone should be ready to with the project on Monday. 6. During the speech, please do not act disruptive or childish. Behave in a and grown-up manner. 7. Study only the important facts for your social studies test. Don t spend time memorizing details. 8. The first group of students we met were polite and well-behaved. We were shocked by the second group s rowdy and behavior. 9. The food in this restaurant is exceptional and delicious. The food we were served in the other restaurant was. 10. My parents disapprove of us eating candy and unhealthy food. They only eating healthy snacks. Pearson Education, Inc. All rights reserved. 173

318 Vocabulary Practice 18: Antonyms An antonym is a word that is opposite in meaning to another word. Knowing antonyms will improve your vocabulary and writing. Example: Tiny is an antonym for enormous. agitated anonymous brutish despair elegant eliminate extravagant inferior petty A. Find a vocabulary word from the box that is an antonym for each word listed below. 1. add Antonym Vocabulary Word 2. stingy 3. hope 4. important 5. well-known 6. peaceful 7. superior 8. gentle 9. unrefined B. Write at least two antonyms for the vocabulary words listed below that are different from the antonyms used in the above chart. You may wish to use a thesaurus to help you. 1. agitated 2. eliminate 3. extravagant 4. inferior 5. brutish Pearson Education, Inc. All rights reserved. 174

319 Vocabulary Practice 19: Homophones Homophones are words that have the same pronunciation, but have different spellings and different meanings. Example: The words right and write are homophones. peace piece serial cereal its border boarder principal principle it s A. Complete each pair of sentences with the correct pair of homophones. 1. Mr. Bailey is the of our school. Freedom of the press is a key of our democratic form of government. 2. My little brother cried since he wanted my of pie. I decided to give it to him to make. 3. The new box of breakfast that I opened was stale. When I called customer service, the operator asked me for the ten-digit number on the back of the box. 4. Marco, an exchange student from Mexico, was a at our family's home. He came from a town near the of Mexico and Texas. 5. not going to be easy to win against the opposing team. Our team, however, has heart set on winning. B. Write a definition for each homophone. 1. flair 2. flare 3. peace 4. piece 5. yolk 6. yoke 7. pour 8. poor C. Look in a book, magazine, or newspaper for examples of other homophones. Make a list of as many homophones as you can find. Pearson Education, Inc. All rights reserved. 175

320 Vocabulary Practice 20: Homophones Homophones are words that have the same pronunciation, but have different spellings and different meanings. Example: The words red and read are homophones. dyeing steal idle fir hangar peddle prey dying steel idol fur hanger pedal pray Use the clues to complete the crossword puzzle with the homophones listed above. Across Down 3. an image or statue 1. a hard, strong metal 4. about to die 2. you do this in a house of worship 7. to travel around selling goods 3. not active; not busy 8. an evergreen tree 4. coloring 9. you hang clothes on this 5. an animal hunted by another 10. aircraft are kept here 6. rob 7. you push this with your foot to make a bicycle move 8. animals are covered with this Pearson Education, Inc. All rights reserved. 176