Name _ Date Build Vocabulary Using the Suffix -able The suffix -able means capable of or tending to. It is usually added to verbs to turn them into adjectives. For example, the verb disagree means to argue. When you add -able, you get the adjective disagreeable, tending to argue. A. DIRECTIONS: Complete each sentence with an adjective formed from the verb in parentheses. Write the adjective on the line provided. 1. (predict) Mrs. Jones s behavior was not very. 2. (understand) She thought Roger s crime was. 3. (manage) She thought that despite his crime he was still a boy. 4. (present) She told Roger to comb his hair so he would look _. 5. (work) Do you think her approach would be in real-life situations? Using the Word Bank presentable mistrusted latching barren barely B. DIRECTIONS: On the line before each statement, write T if the statement is probably true and F if it is probably false. 1. Everyone else at a formal dinner will find you presentable if you go in T-shirts and shorts. 2. In the month of November, the new year has barely begun. 3. Compared to the Earth, the moon has a barren landscape. 4. In football, latching on to another player may result in a holding penalty. 5. If viewers mistrusted a TV commercial, they would rush out to buy the product. Analogies C. DIRECTIONS: For each related pair of words in CAPITAL LETTERS, choose the lettered pair that best expresses a similar relationship. Circle the letter of your choice. 1. BARELY : COMPLETELY :: a. somewhat : entirely b. fully : substantially c. reasonably : thoughtfully d. naked : clothed 2. BARREN : DESERT :: a. dry : forest b. cold : Arctic c. hilly : flatland d. fertile : soil 3. PRESENTABLE : DISGRACEFUL:: a. polite : proper b. gift : generous c. absent : ill d. right : wrong 4. TRUST : MISTRUSTED:: a. flame : burnt b. value : concerned c. doubt : believed d. puzzle : wondered 5. TOUCHING : LATCHING:: a. nibbling : devouring b. opening : closing c. clasping : fastening d. hugging : tapping Prentice-Hall, Inc. Thank You, M am 61
Name _ Date Build Spelling Skills: Spelling Words with mis- Spelling Strategy The prefix mis- means bad; badly; wrong; wrongly. When adding mis- to a word, keep the original spelling of the word. Examples: mis- + spell = misspell mis- + use = misuse mis- + manage = mismanage A. Practice: For each item, add the prefix to the word and write the new word on the line provided. 1. mis- + trusted 5. mis- + stated 2. mis- + spoken _ 6. mis- + trial 3. mis- + pronounce _ 7. mis- + place 4. mis- + shapen _ 8. mis- + handle B. Practice: Complete each sentence with a word formed by adding a prefix to the word in parentheses. 1. (deed) Roger performed a serious when he took Mrs. Jones s purse. 2. (behavior) His could have been severely punished. 3. (step) Taking Mrs. Jones s purse was more than a small. 4. (understanding) It could have led to a serious between them. 5. (trust) You might have expected her to _ Roger after the incident. 6. (guided) Instead, she showed some sympathy for the boy. Challenge: In general, the suffix -able is added to words that are complete (presentable) or in which only a final e is dropped (usable), whereas -ible is added to roots that are not complete words (terrible). However, there are many exceptions to this general rule, so when you are in doubt, you ll need to check a dictionary. On the lines provided, add -able or -ible to the following words or roots. Then check the spellings in a dictionary, and correct any words you misspelled. Circle the words that do not follow the general rule. 1. comfort 4. incred 7. suggest 10. accept 2. predict 5. horr 8. leg 11. deduct 3. sense 6. poss 9. move 12. invis 62 Selection Support Prentice-Hall, Inc.
Name _ Date Build Grammar Skills: Principal Parts of Irregular Verbs An irregular verb is one in which the past or past participle form does not end in ed. Instead, the basic form of the verb either changes spelling or does not add any letters at all. Here is a list of some common irregular verbs. Basic Form Past Past Participle Basic Form Past Past Participle be was, were been lead led led begin began begun leave left left bend bent bent lose lost lost break broke broken make made made buy bought bought put put put come came come run ran run cut cut cut say said said do did done see saw seen eat ate eaten set set set fall fell fallen shake shook shaken fly flew flown shut shut shut get got got or gotten sit sat sat give gave given sling slung slung go went gone speak spoke spoken have had had take took taken hear heard heard teach taught taught hold held held tell told told know knew known think thought thought A. Practice: Complete each sentence with the correct past-tense form of the verb in parentheses. Write the verb on the line provided. 1. (be) She a large woman with a large purse. 2. (sling) She it across her shoulder. 3. (have) She everything in it but hammer and nails. 4. (run) A boy had up behind her. 5. (give) He had the strap a single tug. 6. (break) The strap had. 7. (fall) He had then from the weight of the purse. 8. (take) The woman him home with her. 9. (make) She him a meal. 10. (teach) She him a lesson. B. Writing Application: Using the indicated verb forms, write five sentences about Mrs. Luella Bates Washington Jones and Roger. 1. (past of see): 2. (past participle of know): 3. (past participle of have): _ 4. (past of go): _ 5. (past of tell): _ Prentice-Hall, Inc. Selection Support 63
Name _ Date Reading Strategy: Responding to Characters Actions When you read a work of literature, you ll get more out of it if you respond to characters actions, deciding what you think of the things characters do and say. Here are some questions you might ask yourself about a particular action. Do I understand the action? If so, what might be the motives behind it? Do I approve of the action? Why or why not? How would most others probably behave if they were in the same situation as the character? How would I probably behave if I were in the same situation as the character? DIRECTIONS: Fill in the following chart to show your responses to characters actions in Thank You, M am. Use the four questions listed above to help prompt your responses. Three actions are given. Character s Action Your Response Roger tries to steal the purse. Roger is prevented from stealing the purse. Mrs. Jones takes Roger home. 64 Selection Support Prentice-Hall, Inc.
Name _ Date Literary Analysis: Theme A theme is a general message about life or human nature that a writer conveys in a work of literature. A work may have more than one theme. Sometimes the theme is directly stated within the work. More often it is unstated, and readers themselves must determine the theme. To determine a story s theme, think about the story s characters, settings, and events. Then ask yourself, What aspect of life does the author want me to think about? and What does the story seem to be saying about that aspect of life? DIRECTIONS: Create word webs listing details about the story s characters, settings, and events. Then answer the questions below the word webs. Characters Roger Mrs. Jones Street/neighborhood Settings Mrs. Jones s apartment Purse snatching Events Taking Roger home 1. Based on the details you listed above, what aspects of life do you think the author is asking you to think about when you read this story? _ 2. Based on the details you listed above, what does the story seem to be saying about those aspects of life? Prentice-Hall, Inc. Selection Support 65