GRADE 3

Grammar Transparencies
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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. These transparencies may be displayed in a classroom setting for use with Treasures, provided such display includes a copyright notice in the name of The McGraw-Hill Companies. No other use of these transparencies is permitted without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Contents
Grammar
Unit 1
First Day Jitters
• Sentences Transparency 1, 2, 3, 4, 5

Unit 3
Author: A True Story
• Action Verbs Transparency 51, 52, 53, 54, 55

Unit 5
Penguin Chick
• Pronouns Transparency 101, 102, 103, 104, 105

Amazing Grace
• Commands and Exclamations Transparency 6, 7, 8, 9, 10

Dear Juno
• Present-Tense Verbs Transparency 56, 57, 58, 59, 60

Animal Homes
• Subject and Object Pronouns Transparency 106, 107, 108, 109, 110

Time for Kids: Earth Smart
• Subjects Transparency 11, 12, 13, 14, 15

Time for Kids: Messaging Mania
• Past-Tense Verbs Transparency 61, 62, 63, 64, 65

Time for Kids: Call of the Wild
• Pronoun-Verb Agreement Transparency 111, 112, 113, 114, 115

Wolf!
• Predicates Transparency 16, 17, 18, 19, 20

What Do Illustrators Do?
• Future-Tense Verbs Transparency 66, 67, 68, 69, 70

Wilbur’s Boast
• Possessive Pronouns Transparency 116, 117, 118, 119, 120

My Very Own Room
• Compound Sentences Transparency 21, 22, 23, 24, 25

The Jones Family Express
• entence Combining S with Verbs Transparency 71, 72, 73, 74, 75

Unique Animals of the Southwest
• Pronoun-Verb Contractions Transparency 121, 122, 123, 124, 125

Unit 2
Boom Town
• Common and Proper Nouns Transparency 26, 27, 28, 29, 30

Unit 4
Seven Spools of Thread
• Verbs Be, Do, and Have Transparency 76, 77, 78, 79, 80

Unit 6
Stone Soup
• Adjectives and Articles Transparency 126, 127, 128, 129, 130

Home-Grown Butterflies
• Singular and Plural Nouns Transparency 31, 32, 33, 34, 35

Nacho and Lolita
• Linking Verbs Transparency 81, 82, 83, 84, 85

The Strongest One
• Adjectives that Compare Transparency 131, 132, 133, 134, 135

Time for Kids: Go West!
• Irregular Plural Nouns Transparency 36, 37, 38, 39, 40

Time for Kids: A Growing Interest
• Contractions with Not Transparency 86, 87, 88, 89, 90

Time for Kids: Tales of the Trickster
• Adverbs Transparency 136, 137, 138, 139, 140

Here’s My Dollar
• Possessive Nouns Transparency 41, 42, 43, 44, 45

Ramona and Her Father
• Main and Helping Verbs Transparency 91, 92, 93, 94, 95

Cook-a-Doodle-Doo!
• repositions P Transparency 141, 142, 143, 144, 145

A Castle on Viola Street
• entence Combining S with Nouns Transparency 46, 47, 48, 49, 50

Out of This World! The Ellen Ochoa Story
• Irregular Verbs Transparency 96, 97, 98, 99, 100

One Riddle, One Anwer
• entence Combining with S Adjectives and Adverbs Transparency 146, 147, 148, 149, 150

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sentence fragment 3. sentence fragment Introduce the Concept Grammar Transparency 1 Sentences and Sentence Fragments © Macmillan/McGraw-Hill . sentence 4. My class is very big. 3. sentence 2. 1. Do the first two items with students. 5. then assign the remaining items. Practice: Identify sentences and sentence fragments. 3. ANSWERS 1. A brown puppy. Many children. Connect to writing. 2. Use the fragment on my first day to create two different complete sentences. Provide clear examples. Model/Guided Practice Routine 1. Review answers and provide corrective feedback. Sentence Fragment: Third grade student. (Work with English Learners and Approaching Level students to complete all items. 2.Review Sentence: The first day of school can be fun. This is my new house. 4. 6.) 4. Define explicitly. Have students reread the sentences to a partner to develop fluency.

Provide clear examples. Do the first two items with students. 6. 3. Who is your new friend? 3. Practice: Identify statements and questions. statement Teach the Concept Grammar Transparency 2 Statements and Questions © Macmillan/McGraw-Hill . then assign the remaining items. Connect to writing. Then find and write the answer as a statement. Have students reread the sentences to a partner to develop fluency. question 4. 5. statement 2. Do you know the rules? 4. question 3. (Work with English Learners and Approaching Level students to complete all items. I like my new friends. 2. Question: Why does Sara stay in bed? Model/Guided Practice Routine 1. Write a question you have about your new classroom. Review answers and provide corrective feedback. Yes. ANSWERS 1.) 4. 2.Review Statement: Sara stays in bed. I know the rules. Define explicitly. 1.

is jenna excited about school 3. 3. Model/Guided Practice Routine 1. then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items. 5. 2. summer vacation was over 2. Who is the new teacher? 5. who is the new teacher 5. 1. Do the first two items with students. Review and Practice Grammar Transparency 3 Capitalizing Sentences and End Punctuation © Macmillan/McGraw-Hill .Review Example Sentence: today is the first day of school Answer: Today is the first day of school. Then write down how your teacher answers the question. Connect to writing. Practice: Capitalize and punctuate each item. Define explicitly. Science is my best subject. Summer vacation was over. Is Jenna excited about school? 3.) 4. Is Alex in your class? 4. Review answers and provide corrective feedback. is Alex in your class 4. 2. Have students reread the sentences to a partner to develop fluency. science is my best subject ANSWERS 1. Provide clear examples. 6. Write a question you would like to ask your teacher.

Connect to writing. ANSWERS We have a new baby in our family. can I talk to her? She is too little to talk. Our New Baby we have a new baby in our family. 3. 2. Then she will go to sleep. 6. Have students reread the sentences to a partner to develop fluency. Define explicitly.) 4. Try to include at least one question. What can I do with her? Can I talk to her? She is too little to talk. 5. Write a short paragraph that describes the best part of starting a new school year. She makes a mess. Review and Proofread Grammar Transparency 4 Sentences © Macmillan/McGraw-Hill . then she will go to sleep Model/Guided Practice Routine 1. Do the first two items with students. (Work with English Learners and Approaching Level students to complete all items. I can sing a song to her. She makes a mss. What can I do with her. then assign the remaining items. I can sing a song to her.Practice: Correct errors in the following passage. Provide clear examples. Review answers and provide corrective feedback.

On the way to school 3. 6. can you play baseball Model/Guided Practice Routine 1.) 4. Provide clear examples. Do you like music? 8. Statements and questions 4. or end marks. ANSWERS 1. Sarah ate breakfast. fragment 3. Can you play baseball? Assess and Reteach Grammar Transparency 5 Sentences © Macmillan/McGraw-Hill . fragments. Sentences and fragments 1. 2. (Work with English Learners and Approaching Level students to complete all items. statements. statement 5. Have students reread the sentences to a partner to develop fluency. capitals. Connect to writing. Do the first two items with students. statement 7.Practice: Identify sentences. Capitals and end marks 7. Try to include at least one question. questions. I have a new teacher. 3. do you like music 8. 5. I like my classmates. Define explicitly. Write a short e-mail to a friend telling about your first week in school. question 6. I am in the third grade. then assign the remaining items. Ellen is good at spelling. What grade are you in? 6. 5. sentence 2. 2. ellen is good at spelling 9. Review answers and provide corrective feedback. 9. sentence 4.

Provide clear examples. Connect to writing.Review Command: Write a letter to your grandmother. Practice: Identify commands and exclamations. 1. Make a list of three things you need to do at the start of each school year. 6. What a fast computer this is! 2. command 3. What a surprise your visit was! ANSWERS 1. Have students reread the sentences to a partner to develop fluency. Define explicitly. command 5. exclamation 4. 3. exclamation 2. Draw a picture for the art teacher. 5. Do the first two items with students. 5. exclamation Introduce the Concept Grammar Transparency 6 Commands and Exclamations © Macmillan/McGraw-Hill . (Work with English Learners and Approaching Level students to complete all items. 2. Write each item as a command. Exclamation: What a wonderful letter this is! Model/Guided Practice Routine 1. What a great artist you are! 4. 3. then assign the remaining items. Send your friend an e-mail.) 4. Review answers and provide corrective feedback.

Think of two things that surprised you over the summer. command 4. Don’t be late for the party. 6. (Work with English Learners and Approaching Level students to complete all items. 1. Write each one as an exclamation. exclamation 3. Do the first two items with students. Model/Guided Practice Routine 1. Provide clear examples. Define explicitly. Walk me to school. 5.) 4. command Teach the Concept Grammar Transparency 7 Commands and Exclamations © Macmillan/McGraw-Hill . 4. exclamation 5. Connect to writing. Help me with my homework. What a hot day it is! 6. Have students reread the sentences to a partner to develop fluency. 2. How easy this homework is! 5. What a surprise that party was! 3. ANSWERS 1. 3.Practice: Identify commands and exclamations. exclamation 6. Review answers and provide corrective feedback. then assign the remaining items. 2. command 2.

Practice: Identify the correct end punctuation for each item. then assign the remaining items. period 3. Connect to writing. period Review and Practice Grammar Transparency 8 Punctuating Commands and Exclamations © Macmillan/McGraw-Hill . Put your backpack here! Model/Guided Practice Routine 1. Do the first two items with students. Have students reread the sentences to a partner to develop fluency. Define explicitly. Provide clear examples. 3. ANSWERS 1. 5. 6. What a fun day we had 2. exclamation point 2. (Work with English Learners and Approaching Level students to complete all items. Write a short note that commands a friend to read a particular book.) 4. exclamation point 4. 1. What a sunny day it is? 4. Review answers and provide corrective feedback. Come to the zoo 3. 2. Use an exclamation to explain why you like the book so much.

Review and Proofread Grammar Transparency 9 Commands and Exclamations © Macmillan/McGraw-Hill . Provide clear examples.) 4. A New Movie Did you see the new movie! it’s about the life of Christopher Columbus. Go see it soon. Then call me. 2.Practice: Correct errors in the following passage. Write a short note asking your school’s librarian to buy a book you would like to read. 3. Connect to writing. Do the first two items with students. Define explicitly. (Work with English Learners and Approaching Level students to complete all items. Use at least one command and one exclamation. then assign the remaining items. 5. Go see it soon? then call me. Review answers and provide corrective feedback. Model/Guided Practice Routine 1. ANSWERS Did you see the new movie? It’s about the life of Christopher Columbus. 6. Have students reread the sentences to a partner to develop fluency.

Review answers and provide corrective feedback. question ? 6. Mail the photograph today 5. Exclamations. Practice: Name the type of sentence. Have students reread the sentences to a partner to develop fluency. Provide clear examples. She likes getting letters Model/Guided Practice Routine 1. statement . 5. ANSWERS 1. 5. Use the correct punctuation. exclamation 3. (Work with English Learners and Approaching Level students to complete all items. command 2. Assess and Reteach Grammar Transparency 10 Commands.Practice: Identifying commands and exclamations. 6. 1.) 4. 2. Write a short review of the book you enjoyed the most over the summer. 4. Encourage your friends to read it as well. Open the envelope now. and Questions © Macmillan/McGraw-Hill . Look up at the night sky. command 4. Connect to writing. What a great artist you are 7. exclamation ! 7. What did she say 6. 3. Use both commands and exclamations in your review. Define explicitly. then assign the remaining items. command . Do the first two items with students. 2. What a great surprise she sent me! 3.

Do the first two items with students. 3. Define explicitly. The gym had the latest exercise equipment.Review Who or what is the sentence about? A person: Billy had a good idea. 1. Wildlife needs to be carefully protected. Connect to writing. Wildlife 2. Practice: Identify the subject in each sentence. A place: A thing: Broadway is the longest street. Review answers and provide corrective feedback. 2.) 4. 5. 4. Write a sentence in which our school is the subject. Homework takes time to do. Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. Provide clear examples. Martin Introduce the Concept Grammar Transparency 11 Subjects © Macmillan/McGraw-Hill . gym 3. ANSWERS 1. Model/Guided Practice Routine 1. Harlem is a neighborhood in New York City. Martin wants to go bowling. Harlem 4. then assign the remaining items. 3. 2. 6.

Some animals 4. Practice: Identify the subject in each item. then assign the remaining items. Review answers and provide corrective feedback. Subject: Dogsled race Model/Guided Practice Routine 1.Review Example: The dogsled race is exciting. Winters 2. 5. 3. Garbage trucks can make a lot of noise. ANSWERS 1. 5. Define explicitly. 6. Have students reread the sentences to a partner to develop fluency. Yellowstone National Park Teach the Concept Grammar Transparency 12 Subjects © Macmillan/McGraw-Hill . Write three different sentences that all use the word people as a subject. 6. (Work with English Learners and Approaching Level students to complete all items. Do the first two items with students. Winters are very cold in Alaska. 3. Yellowstone National Park is home to many animals. 4. 1. Provide clear examples. Connect to writing. Mushers are the people who drive dogsleds. Everyone has the right to an education. Everyone 5. Mushers 3. Garbage trucks 6. 2. 2. Some animals interact well with people.) 4.

5. 2. No 3. Model/Guided Practice Routine 1. 6. Yes 4. is my favorite pizza topping. 3. are required by law to attend school. Define explicitly. 4. 7. No 2. is a very famous American ANSWERS 1. 5. Practice: Add a subject to complete each sentence. Answers will vary. (Work with English Learners and Approaching Level students to complete all items. Each item should be a complete sentence with the words our school as the subject. Boys and girls all benefit from school. Is an organization for helping children. Have students reread the sentences to a partner to develop fluency. The river. Review and Practice Grammar Transparency 13 Correcting Sentence Fragments © Macmillan/McGraw-Hill . Answers will vary. 3. 6. Linda Brown talked about that famous day. then assign the remaining items. Provide clear examples. Answers will vary. 7. 2.Review Sentence Fragment: At the beach. 6. Review answers and provide corrective feedback. The park is very. Connect to writing. Yes 5.) 4. Do the first two items with students. Practice: Is it a complete sentence? 1. Make a list of three things your school does to help the environment. Complete Sentence: I dig at the beach.

With nowhere else to go. when human communities expand into animal habitats there is often trouble. black bears and elk.Practice: Correct errors in the following passage. Provide clear examples. Do the first two items with students. Review answers and provide corrective feedback. Write a short paragraph that tells about how your school helps your local community. 3. Define explicitly. Wander through peoples’ yards and even into towns. Have students reread the sentences to a partner to develop fluency. then assign the remaining items. With nowhere else to go. What would you do if you saw a bear in your neighborhood? Review and Proofread Grammar Transparency 14 Subjects © Macmillan/McGraw-Hill .) 4. black bears and elk wander through peoples’ yards and even into towns. 6. ANSWERS When human communities expand into animal habitats there is often trouble. Connect to writing. 5. (Work with English Learners and Approaching Level students to complete all items. 2. What would you do if you saw a bear in your neiborhood? Model/Guided Practice Routine 1.

2. ran downstairs. 5. has many friends. Have students reread the sentences to a partner to develop fluency. 3. Review answers and provide corrective feedback. Elena’s family lives in Miami. 2. animals 2. Provide clear examples. (Work with English Learners and Approaching Level students to complete all items. 8. Answers will vary. Practice: Add a subject to make a complete sentence. our community 3. ANSWERS 1. Assess and Reteach Grammar Transparency 15 Sentence Subjects © Macmillan/McGraw-Hill . 4. Model/Guided Practice Routine 1. Do the first two items with students. Answers will vary.) 4. 7. 6. Connect to writing. 3. Define explicitly. Use the name of each one as the subject of a separate sentence. then assign the remaining items. 7. 6. Our community has many artists. Elena’s family 4. has warm fur. Answers will vary. we 5. 5.Practice: What is the subject of the sentence? 1. Answers will vary. Think of three people who help out in your school. 8. We want good schools. won the race. 6. Animals need their habitats.

) 4. 2. Some mother penguins hunt for food. 6. Model/Guided Practice Routine 1. Penguins and seals live in Antarctica. Define explicitly. live in Antarctica 2. Many penguins come to Antarctica in October. come to Antarctica in October 3. drew pictures of whales 4. Do the first two items with students. 1. Yesterday we drew pictures of whales. 3. Practice: Identify the predicate in each item. 3. 2. hunt for food Introduce the Concept Grammar Transparency 16 Predicates © Macmillan/McGraw-Hill . (Work with English Learners and Approaching Level students to complete all items. 4. 5. Provide clear examples. Connect to writing. then assign the remaining items. Review answers and provide corrective feedback. ANSWERS 1. Write a sentence that contains the predicate read the same book. Have students reread the sentences to a partner to develop fluency. Seabirds arrive in early spring. 5.Review Subject: Penguins Subject with a predicate: Penguins swim in the ocean. arrive in early spring 5.

Baby penguins hatch from eggs. Connect to writing. 2. live in South America Teach the Concept Grammar Transparency 17 Predicates © Macmillan/McGraw-Hill . then assign the remaining items. Write two sentences that both contain the same predicate. 4. Provide clear examples. Model/Guided Practice Routine 1. Antarctica has a cold climate. (Work with English Learners and Approaching Level students to complete all items. 2. is a flying sea bird 3.Practice: Identify the predicate in each item. 5. Do the first two items with students. ANSWERS 1. has a cold climate 4. Review answers and provide corrective feedback.) 4. can dive 700 feet 2. Humboldt Penguins live in South America. hatch from eggs 5. 3. 6. The albatross is a flying sea bird. Have students reread the sentences to a partner to develop fluency. Define explicitly. Some penguins can dive 700 feet. 3. 5. 1.

4.Review Sentence Fragment: Dove in the water. Then they eat them. Some whales were nearby. 2. Run on sentence: Seals played in the water they dove for fish. 6. Practice: Complete the sentence fragments and fix run-on sentences. 5. Answers will vary. Define explicitly. Model/Guided Practice Routine 1. 2. The fish swam fast. ANSWERS 1. Next write a new sentence using the same subject. 2. Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. Answers will vary. then assign the remaining items. Review and Practice Grammar Transparency 18 Complete Sentences © Macmillan/McGraw-Hill . 3. They tried to get away. 5. Penguins catch fish in the water. The fish swam fast they tried to get away. They dove for fish. 3. To the North Pole. 4. All kinds of fish. 1. Penguins catch fish in the water then they eat them. Answer: Seals played in the water.) 4. 5. Review answers and provide corrective feedback. Do the first two items with students. Some whales were nearby they were tired. Then write a new sentence using the same predicate. 3. Write a sentence about your favorite book. Connect to writing. Provide clear examples. They were tired.

Write a short paragraph about the first book you ever read. (Work with English Learners and Approaching Level students to complete all items. Have students reread the sentences to a partner to develop fluency. they protect their chicks from the cold and the sno. They protect their chicks from the cold and the snow. 2. Emperor Penguins a scientist went to Antarctica he Wanted to see Emperor Penguins. Review and Proofread Grammar Transparency 19 Predicates © Macmillan/McGraw-Hill . 6. Underline the predicate in each sentence when you are finished.Practice: Underline the predicate in each sentence. Review answers and provide corrective feedback. The scientist liked watching Emperor Penguins Model/Guided Practice Routine 1. He wanted to see Emperor Penguins. Then correct errors in the following passage. then assign the remaining items. 3.) 4. Do the first two items with students. Provide clear examples. The scientist liked watching Emperor Penguins. They are the largest penguins in the world. 5. ANSWERS A scientist went to Antarctica. they are the largest penguins in the world. Connect to writing. Define explicitly.

Practice: Identify each sentence as complete. Write a short letter to the author of your favorite book. or run-on. whips through Antarctica 6. Do the first two items with students. 2. ANSWERS 1. fragment. 4. then assign the remaining items. We 3. The weather is cold. The iceberg 4. 5. Provide clear examples. Define explicitly. In South America Assess and Reteach Grammar Transparency 20 Model/Guided Practice Routine 1. 1. The mother penguin hunts for food. The mother penguin 2. We are reading a book about penguins. (Work with English Learners and Approaching Level students to complete all items. The albatross is a large bird. 7. The fierce wind whips through Antarctica. 3. 3. is cold 5.Subjects and Predicates Practice: Identify the subject in each item. Review answers and provide corrective feedback. Connect to writing. Practice: Identify the predicate in each item.) 4. fragment Predicates and Complete Sentences © Macmillan/McGraw-Hill . 5. run-on 9. The penguins huddle together they stay warm that way 9. keeps the egg warm. The male penguin keeps the egg warm. The iceberg will soon melt. 2. Have students reread the sentences to a partner to develop fluency. 8. Draw one line under the subject and two lines under the predicate in each sentence. 6. 6. 7. complete sentence 8.

Review
Example Sentence: The students saw the fish in the bowl. They were excited. Answer: The students saw the fish in the bowl, and they were excited.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write two sentences that have the same subjects. Then combine the sentences into one.

Practice: Identify how to combine the items below to form compound sentences. 1. A dog is in the yard. It is running to the fence. 2. He takes food to the doghouse. The dog eats it all. 3. There is a cat in the kitchen. The cat is drinking water. 4. It drinks water. It plays with string.

ANSWERS
1. A dog is in the yard, and it is running to the fence. 2. He takes food to the doghouse, and the dog eats it all. 3. There is a cat in the kitchen, and the cat is drinking water. 4. It drinks water, and it plays with string.

Introduce the Concept Grammar Transparency 21

Compound Sentences
© Macmillan/McGraw-Hill

Practice: Form compound sentences with the items below. 1. We saw a dog named Fluffy. We did not see the owner. 2. The owner’s name was on the dog tag. The tag had a phone number. 3. My brother tried to call Mrs. Flint. Mrs. Flint was not home. 4. Later she picked up Fluffy. She was glad Fluffy was okay. 5. Mrs. Flint said Fluffy is a great pet. She sometimes runs away.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write two sentences about the books you have at home. Combine the sentences into one compound sentence.

ANSWERS
1. We saw a dog named Fluffy, but we did not see the owner. 2. The owner’s name was on the dog tag, and the tag had a phone number. 3. My brother tried to call Mrs. Flint, but Mrs. Flint was not home. 4. Later she picked up Fluffy, and she was glad Fluffy was okay. 5. Mrs. Flint said Fluffy is a great pet, but she sometimes runs away.

Teach the Concept Grammar Transparency 22

Compound Sentences
© Macmillan/McGraw-Hill

Review
Example Sentence: The pet store is new. Mr. Philips is about to open the doors. Answer: The pet store is new, and Mr. Philips is about to open the doors.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Choose two friends or family members. Write a sentence that tells about the books each one likes to read. Then combine the sentences into one compound sentence.

Practice: Identify how to form compound sentences using commas. 1. The customers are excited. They have to wait. 2. The customers run inside. The animals are happy. 3. My hamster is sick. I don’t know what is wrong. 4. I gave her lettuce today. She did not eat any.

ANSWERS
1. The customers are excited, but they have to wait. 2. The customers run inside, and the animals are happy. 3. My hamster is sick, but I don’t know what is wrong. 4. I gave her lettuce today, but she did not eat any.

Review and Practice Grammar Transparency 23

Using Commas in Compound Sentences
© Macmillan/McGraw-Hill

I liked the elephants the best My father liked the lions best because they are such proud. A Trip to the Zoo My father and i went to the oakville zoo.Practice: Correct errors in the following passage.) 4. We really want to see the elephants and the lions again. then assign the remaining items. Provide clear examples. Have students reread the sentences to a partner to develop fluency. Connect to writing. We really want to see the elephants and the lions again? Model/Guided Practice Routine 1. (Work with English Learners and Approaching Level students to complete all items. My father liked the lions best because they are such proud. Do the first two items with students. 2. 5. 3. We liked all of the animals. Define explicitly. We might go back to visit the animals. Use at least one compound sentence. beautiful creatures. ANSWERS My father and I went to the Oakville Zoo. We liked all of the animals. We mite go back to visit the animals. Review answers and provide corrective feedback. 6. Review and Proofread Grammar Transparency 24 Compound Sentences © Macmillan/McGraw-Hill . I liked the elephants the best. beautiful creatures. Write a short paragraph that describes the kind of library you might like to have in your own home.

Review answers and provide corrective feedback. She just had four puppies. (Work with English Learners and Approaching Level students to complete all items. Bob ties his dog to the fence. Do the first two items with students. Mike has a dog. but you can’t teach them tricks. then assign the remaining items. Define explicitly. Cats are good pets you can’t teach them tricks. Carolyn wants a horse. Dogs bark. Practice: Changing run-on sentences to compound sentences. 4. Mr. 5. Assess and Reteach Grammar Transparency 25 Compound Sentences © Macmillan/McGraw-Hill . 1. Mr. The yard is too small. Think of a book that you liked but that someone else did not. 2. 3. Bob ties his dog to the fence she still tries to run free. 2. Dogs bark they are loud. 5. but she still tries to run free. Cats are good pets. He had to walk the dog. but the yard is too small. 3. but he had to walk the dog. Model/Guided Practice Routine 1. ANSWERS 1. 6. 5. Tell about it in a compound sentence using the word but to join the two parts. 6. and she just had four puppies. 6. 2.Practice: Combining sentences using and or but. and they are loud. 3. Jones wanted to read the paper. Provide clear examples. Jones wanted to read the paper. Connect to writing. Mike has a dog.) 4. Have students reread the sentences to a partner to develop fluency. Carolyn wants a horse. 4.

Make a list of a person. song/thing 2. 3. gym/place Model/Guided Practice Routine 1. The show has lively music. Identify the nouns in the sentence: girls/person. store/place Introduce the Concept Grammar Transparency 26 Nouns © Macmillan/McGraw-Hill . man/person. Have students reread the sentences to a partner to develop fluency. music/thing 5. Define explicitly. The man liked the new song. Practice: Identify the nouns and whether they are a person. lake/place 4. Provide clear examples.) 4. (Work with English Learners and Approaching Level students to complete all items. show/thing. Review answers and provide corrective feedback. ANSWERS 1. then assign the remaining items. 2. The actor lives in the city. or thing. Then write one or two sentences containing those nouns. cousin/person. 5. His father drove to the store. My cousin swims in a lake. 6. father/person. a place. 5. 1.Review Example Sentence: Two girls sat in the gym. 4. place. city/place 3. actor/person. 2. 3. and a thing in your town. Connect to writing. Do the first two items with students.

Friday. 2. Use common nouns in a sentence to tell about two places in your town. Review answers and provide corrective feedback. The Fountain Theater has two hundred chairs. Define explicitly. proper: Houston. Provide clear examples. Connect to writing. 1. 2. Ortiz is the director. Stacey and Jordan went to a show on Friday. December.Common girl state day month holiday historical period Proper Keisha Florida Tuesday November Thanksgiving Middle Ages Model/Guided Practice Routine 1. ANSWERS 1. common: show Teach the Concept Grammar Transparency 27 Common and Proper Nouns © Macmillan/McGraw-Hill . Ms. Do the first two items with students. Practice: Identify whether each noun is common or proper. Use proper nouns in another sentence to name those places or the people you might find there. proper: Stacey. Have students reread the sentences to a partner to develop fluency. then assign the remaining items. 5. proper: Fountain Theater. Ortiz. 3. common: chairs 2. common: show 4. proper: Ms. The show was also in Houston last December. (Work with English Learners and Approaching Level students to complete all items. Jordan. 6.) 4. common: director 3. 3. 4.

Write a sentence or two telling about one of the founders of your town or state. North Carolina 4. Atlantic Ocean 3. President Lincoln 2. Do the first two items with students. ANSWERS 1. Model/Guided Practice Routine 1. We will visit north carolina soon. (Work with English Learners and Approaching Level students to complete all items. Have students reread the sentences to a partner to develop fluency. Tomorrow is labor day. Connect to writing. Mount Everest Review and Practice Grammar Transparency 28 Capitalization of Proper Nouns © Macmillan/McGraw-Hill . 5. In 1861 president lincoln took office. Provide clear examples. 5.) 4. Practice: Capitalize the proper nouns in each sentence. Review answers and provide corrective feedback. She wants to climb mount everest. 2. 1. then assign the remaining items.Review Example: We live in the united states of america. Labor Day 5. The boat crossed the atlantic ocean. 6. Answer: We live in the United States of America. Define explicitly. 4. 3. 3. 2.

then assign the remaining items. what is my part.) 4. 3. Write a short paragraph about someone who has helped your community to grow. 2. (Work with English Learners and Approaching Level students to complete all items. I can buy wood at Happy Hammer Hardware. either today or in the past. Connect to writing. ANSWERS Our school play opens next Friday. Have students reread the sentences to a partner to develop fluency. My job is to build the Set. What is my part? My job is to build the set. Review answers and provide corrective feedback. Provide clear examples. What a wonderful show it is! My friend Andy plays the deer. Review and Proofread Grammar Transparency 29 Common and Proper Nouns © Macmillan/McGraw-Hill . Define explicitly. 6. Getting Ready for Our Play our school play opens next friday. What a wonderful showe it is? My friend andy plays the dere.Practice: Correct errors in the following passage. 5. Do the first two items with students. Model/Guided Practice Routine 1. I can by wood at Happy hammer Hardware.

Do the first two items with students.Practice: Identify each noun as a person. New Mexico 5. In october we can dress up for Halloween. 5. 6. then assign the remaining items. 7. person: teacher. thing: roles. common: lesson. the wind. Joe 7. Review answers and provide corrective feedback. play 2. common: paint. The snow. story 4. Write a short paragraph that describes your town or region for a tourist. Common and Proper Nouns © Macmillan/McGraw-Hill . face. Connect to writing. The teacher decorated their shirts with symbols. In October we can dress up for Halloween. Provide clear examples.) 4. scarf. Define explicitly. 5. proper: “The Strongest One” 6. Practice: Identify each noun as a common or proper noun. 3. The Zunis live in pueblos in New Mexico. common: pueblos. and the sun are in the story. Students play different roles in the play. 6. thing: snow. proper: Zunis. 4. 8. or thing. “The Strongest One” teaches a lesson. wind. Does teresa live in north america? 9. 2. Assess and Reteach Grammar Transparency 30 Model/Guided Practice Routine 1. 8. (Work with English Learners and Approaching Level students to complete all items. person: students. and Joe ties a scarf. Judy puts paint on her face. 3. Have students reread the sentences to a partner to develop fluency. 1. Draw one line under all common nouns and two lines under all proper nouns. The elmwood theater is located on main street. proper: Judy. thing: shirts. Does Teresa live in North America? 9. 2. Practice: Capitalize the proper nouns. sun. ANSWERS 1. The Elmwood Theater is located on Main Street. place. symbols 3.

sandwiches) to the ducks. Provide clear examples. Answer: glass + es = glasses Model/Guided Practice Routine 1. Circle the plural nouns on your list. then use them in a sentence that tells about the store. 2. Do the first two items with students. 4. Review answers and provide corrective feedback. month + s = months 3. 5.glasses) to read the library books. monthes). 3. April and May are spring (months. 1. then assign the remaining items. Connect to writing. 2. Make a list of things for sale in a local store. box + es = boxes 2. ANSWERS 1. 6.) 4. The boys feed (sandwichs. Rabbits live in (hutches. Practice: Choose the correct way to form the plural of the noun in parentheses. hutch + es = hutches 4. hutchs). sandwich + es = sandwiches Introduce the Concept Grammar Transparency 31 Singular and Plural Nouns © Macmillan/McGraw-Hill . boxes). Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. Define explicitly. 3. The baby chicks sleep in (boxs.Review Example Sentence: Wolf wears big (glass.

Wolves have big (mouthes. Three classes saw the wolf at the zoo. 6. Connect to writing. Do the first two items with students. Then write the same sentence using plural nouns.) 4. 3. 5. Practice: Choose the correct plural noun for each item. 2. Wolves have big mouths. Foxes sometimes climb on tree branches. 2. Have students reread the sentences to a partner to develop fluency. mouths). stores. 2. branches. Pat writes (storys. ANSWERS 1. 3. (Work with English Learners and Approaching Level students to complete all items. 3. Provide clear examples. Three (class. branchs). 4. Foxes sometimes climb on tree (branch. stories) about animals. Teach the Concept Grammar Transparency 32 Plural Nouns © Macmillan/McGraw-Hill . 1. mouth. Define explicitly. 4. then assign the remaining items. classs. Write a sentence that uses singular nouns to tell what you would find in a restaurant. Review answers and provide corrective feedback. Pat writes stories about animals.Review den + s = dens bush + es = bushes baby babi + es = babies Model/Guided Practice Routine 1. classes) saw the wolf at the zoo.

5. ? question 2. Define explicitly. statement 3. ! exclamation Review and Practice Grammar Transparency 33 Review of End Marks and Sentences © Macmillan/McGraw-Hill . command 4. Practice: Choose the correct end punctuation for each item and identify what type of sentence it is. Have students reread the sentences to a partner to develop fluency. Do the first two items with students. Pups are born in the spring 3. 6. then assign the remaining items. Review answers and provide corrective feedback. .Review Command: Watch this movie about wolves. Provide clear examples. 1. How many wolves are in a pack 2. Write a sentence or two that tell about your local theater. . Question: What color is that wolf? Exclamation: What a big pack of wolves this is! Model/Guided Practice Routine 1. (Work with English Learners and Approaching Level students to complete all items. 3. Read this wolf story 4. What a great story it is ANSWERS 1. Statement: I like to read stories about wolves. Draw one line under singular nouns and two lines under plural nouns.) 4. Connect to writing. 2.

3. What fun it is to share the reports! Review and Proofread Grammar Transparency 34 Singular and Plural Nouns © Macmillan/McGraw-Hill . Provide clear examples. Define explicitly. What are the two reports about? One class wrote about where foxes live. ANSWERS This week Mr. Our class wrote about what they eat. Review answers and provide corrective feedback. 6. Model/Guided Practice Routine 1. Do the first two items with students. Rose asked his two classes to write about foxes.Practice: Correct errors in the following passage. Two Reports on Foxes This weak mr. Connect to writing. Write a short article for your local paper that tells about a new business that might be needed in your town. Our class wrote about what they eet? What fun it is to share the reports. (Work with English Learners and Approaching Level students to complete all items. 2. One classes wrote about where foxis live.) 4. Rose asked his two class to write about foxs. Underline the plural nouns in your article. What are the two report about. then assign the remaining items. Have students reread the sentences to a partner to develop fluency. 5.

The mother fox had three little (fox. glasses) to read. Which animals eat (berrys. two Practice: Add –es for plurals 4. What cute little (bunnys. 5. one duck. 6. Provide clear examples. claws 4. babyes. Connect to writing.) 4. bunnies)! Assess and Reteach Grammar Transparency 35 Model/Guided Practice Routine 1. hutchs. one claw. 7. berries)? 9. 10. Review answers and provide corrective feedback. Red (wolfs. Then rewrite the paragraph and change all the singular nouns to plural nouns. Have students reread the sentences to a partner to develop fluency. Do rabbits live in (hutch. 6. hutches)? Practice: Change –y to –i and add –es 8. babies) are called pups. wolves) live in dens in North Carolina. Do the first two items with students. The wolf (babys. (Work with English Learners and Approaching Level students to complete all items. sandwiches 3. 3. wolves 7. ducks 2. glasss. foxes 6. ANSWERS 1. 2. one sandwich. two 2. hutches 8. foxs. Which business in your town is most important to you? Write a short paragraph that tells why. 5. babies 10. two 3. foxes). Define explicitly. The wolf wore (glass. bunnyes. glasses 5. bunnies Singular and Plural Nouns © Macmillan/McGraw-Hill . berries 9. then assign the remaining items.Practice: Singular and plural nouns 1.

children goose. Five (man) were working on the ranch. women child. 5. 2.) 4. teeth 2. 3. Define explicitly. teeth foot. 1. 5. mice 4. mice tooth. Connect to writing. 2. Provide clear examples. Four (mouse) were spotted on the golf course! 4.Review Irregular Plural Nouns man. then assign the remaining items. Practice: Tell the plural of each noun in parentheses. Review answers and provide corrective feedback. (Work with English Learners and Approaching Level students to complete all items. 3. Have students reread the sentences to a partner to develop fluency. There are three (foot) in a yard. men 5. Do the first two items with students. My little brother still has all of his baby (tooth). men woman. geese mouse. feet Model/Guided Practice Routine 1. 6. Write a sentence that contains as many irregular plural nouns as possible. geese Introduce the Concept Grammar Transparency 36 Irregular Plural Nouns © Macmillan/McGraw-Hill . ANSWERS 1. feet 3. The (goose) flew in the sky.

Those have lots of wool. Write a sentence that contains the plural forms of the animals’ names. fish 5. 5. Connect to writing. (fish. then assign the remaining items. 3. sheep Teach the Concept Grammar Transparency 37 Irregular Plural Nouns © Macmillan/McGraw-Hill . 2. Define explicitly. fish 2. (fish. 3. sheeps) We cooked for the party. 1. Provide clear examples. Do the first two items with students. (Work with English Learners and Approaching Level students to complete all items. (deer. (moose. in Model/Guided Practice Routine 1. 6. fishes) 2. deer 3. Have students reread the sentences to a partner to develop fluency.) 4. mooses) There are many in Alaska. 4. moose 4. deer.Practice: Supply the correct plural form of the noun for each sentence. deers) I saw some the pond. Make a list of three animals you might find in your state. ANSWERS 1. (sheep. Review answers and provide corrective feedback. fishes) 5. The mother was caring for two baby .

class + es = Practice: Adding –ies 7. houses 3. octopuses 6. then assign the remaining items.Practice: Adding –s 1. Make a list of the people. Define explicitly. ANSWERS 1. fish Spelling Plural Nouns © Macmillan/McGraw-Hill . Use the plural forms to write a sentence or two that tell about them. Connect to writing. classes 7. story + ies = 9. Have students reread the sentences to a partner to develop fluency. Do the first two items with students. 2. house + s = 3. Review answers and provide corrective feedback. and other nouns have the same singular and plural form. or things that make your community special. school + s = Practice: Adding –es 4. families 10. mice 11. Provide clear examples. boss + es = 5. octopus + es = 6. (Work with English Learners and Approaching Level students to complete all items. party + ies = 8. schools 4. 6. parties 8. stories 9. family + ies = Irregular plurals Some nouns have special plural forms. books 2.) 4. bosses 5. book + s = 2. fish = Review and Practice Grammar Transparency 38 Model/Guided Practice Routine 1. mouse = 1 1. places. 10. 3. 5.

Do you think children in Ancient Egypt could have imagined video games? Review and Proofread Grammar Transparency 39 Irregular Plural Nouns © Macmillan/McGraw-Hill . people have always wondered what the future would be like. 2. 3. no one could have dreamed of airplanes or computers. Do the first two items with students. 5. Use as many plural nouns as possible. Define explicitly. Hundredes of year ago.Practice: Correct errors in the following paragraph. Provide clear examples. Have students reread the sentences to a partner to develop fluency. Hundreds of years ago. then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items. Review answers and provide corrective feedback. Do you think child in Ancient egypt could have imagined video games! Model/Guided Practice Routine 1. Write a short paragraph that might convince someone from another part of the state to come and visit your town. 6. ANSWERS People have always wondered what the future would be like. no one could have dreamed of airplanes or cumpoters. Connect to writing.) 4.

Do the first two items with students. Review answers and provide corrective feedback. men. woman) All and equal rights.) 4. 1. 3. Practice: Choose the correct way to make the irregular noun plural. (tooth) She will soon lose two 6. Explain why. mice hurt from the long . (mouse) They were as quiet as Assess and Reteach Grammar Transparency 40 Irregular Plural Nouns © Macmillan/McGraw-Hill . (child) There are twenty class. 3. children 3. (goose) A flock of flew overhead. Write a short paragraph about a town in your state that you would like to visit. feet 5. Underline all of the plural nouns in your paragraph. children Model/Guided Practice Routine 1. 5. women child. 6. . mice tooth. Connect to writing. Provide clear examples. 5. in my have 2. then assign the remaining items. ANSWERS 1. teeth 6. (man. 2.Review foot. (foot) Her walk. feet goose. Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. 4. men woman. women 4. Define explicitly. geese 2. geese mouse. teeth man.

singular possessive noun: boy’s Model/Guided Practice Routine 1. Connect to writing. Practice: Identify the singular possessive noun in each item.) 4. Omar’s Introduce the Concept Grammar Transparency 41 Possessive Nouns © Macmillan/McGraw-Hill . star’s 2. planet’s 4. I learned the planet’s name. Review answers and provide corrective feedback. Use a singular possessive noun in your sentence. 1. Do the first two items with students. 3. Mr. Write a sentence that tells about something that belongs to your town. ANSWERS 1. then assign the remaining items.Review The boy’s name is Jim. 5. Mr. Provide clear examples. 2. 3. sun’s 3. 6. (Work with English Learners and Approaching Level students to complete all items. The star’s light is bright. 5. We can feel the sun’s heat. 4. 2. Chung’s favorite planet is Mars. That is Omar’s bike. Chung’s 5. Have students reread the sentences to a partner to develop fluency. Define explicitly.

5. parents’. children’s. Review answers and provide corrective feedback. Define explicitly. 1. 3. 4. 5. men’s. women’s. 6. plural Teach the Concept Grammar Transparency 42 Possessive Nouns © Macmillan/McGraw-Hill . 3. The women’s spacesuits were ready. 2. Do the first two items with students. Connect to writing. plural The star’s color is blue. Complete this sentence: The bottle drive of our school will help . We drove there in the parents’ cars. friend’s.Review The men’s guide took them to the museum. Practice: Identify the possessive noun as singular or plural. ANSWERS 1.) 4. singular Model/Guided Practice Routine 1. My friend’s assignment was to read about the stars. singular 2. 2. Have students reread the sentences to a partner to develop fluency. Now rewrite the sentence using a possessive noun in the subject. plural 3. The planet’s nickname is the Evening Star. The children’s field trip was to a planetarium. star’s. singular 4. planet’s. then assign the remaining items. plural 5. (Work with English Learners and Approaching Level students to complete all items. Provide clear examples.

6. Provide clear examples. Meg’s project 5. the two boys’ telescopes Review and Practice Grammar Transparency 43 Apostrophes in Possessive Nouns © Macmillan/McGraw-Hill . 5. 3. Review answers and provide corrective feedback. the planets’ movements 2. Write two or three sentences that compare the work of two groups in your community. (Work with English Learners and Approaching Level students to complete all items. the Earth’s orbit 3. Connect to writing. the children’s books 4.) 4. the movements of the planets 2. Do the first two items with students.Review Singular: the light of a star a star’s light Plural: the paths of the planets the planets’ paths Model/Guided Practice Routine 1. Define explicitly. the books of the children 4. Practice: Practice using apostrophes in possessive nouns with the following items. 1. then assign the remaining items. the project of Meg 5. Have students reread the sentences to a partner to develop fluency. the orbit of the Earth 3. 2. the telescopes of the two boys ANSWERS 1. Use possessive nouns wherever you can.

what a great movie it was? have you seen it? It is about a girls’ trip to the moon. last week john and I saw a movie called An Astronauts Adventure. See this movie now? Model/Guided Practice Routine 1. Have students reread the sentences to a partner to develop fluency. She is sttrong and Brave.) 4. Write a letter to your friends and neighbors asking them to join a group to help raise money. The rocket’s flight is exciting. Do the first two items with students. Connect to writing. See this movie now. The rockets flight is exciting. 6. The astronaut is John’s new hero. What a great movie it was! Have you seen it? It is about a girl’s trip to the moon. Define explicitly. 5. Review answers and provide corrective feedback. then assign the remaining items. ANSWERS Last week John and I saw a movie called An Astronaut’s Adventure. 3. The astronaut. Review and Proofread Grammar Transparency 44 Possessive Nouns © Macmillan/McGraw-Hill . 2. is Johns’s new hero. Provide clear examples.Practice: Correct errors in the following passage. Use possessive nouns as you explain why they should help. She is strong and brave. (Work with English Learners and Approaching Level students to complete all items.

The (students’s. 6. The (girls’s. planets’) names come from ancient myths. Do the first two items with students. The moon is (Earth’s. planets’ 3. ANSWERS 1. mens) club is studying the stars. Earths’) satellite. students’ 7. 7. (Work with English Learners and Approaching Level students to complete all items. 3. The (planet’s. Draw one line under all singular possessive nouns and two lines under plural possessive nouns. 5. Neptune is within a (telescope’s.) 4. then assign the remaining items. children’s 6. men’s 5. Provide clear examples. 2. telescopes’) view. children’s) school is near the house. Practice: Possessive of plural words that do not end with s: 4. 5.Practice: Singular and plural possessive nouns: 1. Write a letter or article for your local newspaper that persuades people to give money to a worthy cause. students’) teacher is Mr. Model/Guided Practice Routine 1. Connect to writing. Have students reread the sentences to a partner to develop fluency. Define explicitly. girls’ Assess and Reteach Grammar Transparency 45 Possessive Nouns © Macmillan/McGraw-Hill . Brown. The (men’s. 3. telescope’s 2. The (childrens’. Review answers and provide corrective feedback. girls’) homework is to read about the solar system. 2. Earth’s 4. Practice: Possessive of plural words that end with s: 6.

then assign the remaining items. Girls like picture books. Boys like picture books. Tim studied science. Dogs make good pets. Rosa studied science. (Work with English Learners and Approaching Level students to complete all items. 5.Practice: Combining Sentences 1. Provide clear examples. 2. Model/Guided Practice Routine 1. 2. Define explicitly. Write two sentences that tell about the people who are building homes in your town or community. Do the first two items with students. Have students reread the sentences to a partner to develop fluency. Women are teachers.) 4. Dogs and cats make good pets. Mia walked into school. Gabe walked into school. Rosa and Tim studied science. Review answers and provide corrective feedback. 3. 3. Connect to writing. Then combine the two sentences into one. Cats make good pets. Men are teachers. 4. 5. Introduce the Concept Grammar Transparency 46 Sentence Combining with Nouns © Macmillan/McGraw-Hill . Mia and Gabe walked into school. 5. ANSWERS 1. Boys and girls like picture books. 2. 6. 4. Women and men are teachers. 3.

) 4. 2. Mr. Mr. Have students reread the sentences to a partner to develop fluency. Young writes poems. 5. then assign the remaining items. 4. Haki bought books. 2. Mr. Haki bought tapes. Provide clear examples.Review The woman teaches science. 6. Mel likes art. The woman teaches math. 3. Use the list to write a sentence about carpenters. Young writes stories. Teach the Concept Grammar Transparency 47 Combining Sentences © Macmillan/McGraw-Hill . Review answers and provide corrective feedback. Do the first two items with students. 3. Define explicitly. The farmer grows corn. 4. Mel likes music and art. Practice: Combine the sentences below. Haki bought books and tapes. Mel likes music. 3. The farmer grows corn and berries. (Work with English Learners and Approaching Level students to complete all items. 1. Young writes stories and poems. 2. Model/Guided Practice Routine 1. The farmer grows berries. Make a list of the things a carpenter builds. The woman teaches science and math. Connect to writing. ANSWERS 1.

health and wellness Model/Guided Practice Routine 1. Provide clear examples.Practice: Correct the book titles below. 1. 5. ANSWERS 1. Review answers and provide corrective feedback. My Book of African Folk Tales 3. Connect to writing. my book of african folk tales 3. Where the Wild Things Are 4. where the wild things are 4. Do the first two items with students. Define explicitly. Health and Wellness Review and Practice Grammar Transparency 48 Book Titles © Macmillan/McGraw-Hill . then assign the remaining items. The Cat in the Hat 2. Have students reread the sentences to a partner to develop fluency. a bright day and a scary night 5. 2. the cat in the hat 2. A Bright Day and a Scary Night 5. 3.) 4. 6. Write a sentence that tells the name of a book that you might give to a new neighbor as a gift. (Work with English Learners and Approaching Level students to complete all items.

Dogs and cats are good pets.Practice: Correct errors in the following passage. then assign the remaining items. 3.) 4. Marco’s cousin sent him a book called People and Pets. marco red the book. then he rote his own book. 6. Marcos’ cousin sent him a book called people and pets. the title is Marco’s pet Care. ANSWERS Marco and Pets Marco cares for dogs and cats. Do the first two items with students. Connect to writing. marco cares for cats. (Work with English Learners and Approaching Level students to complete all items. The title is Marco’s Pet Care. Write a short story about a storm that ruins someone’s home. Dogs are good pets. Review and Proofread Grammar Transparency 49 Sentence Combining with Nouns © Macmillan/McGraw-Hill . Tell how the community helps to rebuild the home. Marco and Pets marco cares for dogs. 2. Cats are good pets. Provide clear examples. Review answers and provide corrective feedback. 5. Then he wrote his own book. Model/Guided Practice Routine 1. Marco read the book. Define explicitly. Have students reread the sentences to a partner to develop fluency. Combine sentences that have the same noun in the subject or predicate.

Emily writes grocery lists. Jimmy saw owls. The stories and the poems are about animals. Plants need light. The poems are about animals. 4. Reteach/Practice Grammar Transparency 50 Model/Guided Practice Routine 1. Review answers and provide corrective feedback. (Work with English Learners and Approaching Level students to complete all items. Trees begin as seeds. The stories are about animals. Example: Josh likes stories. then assign the remaining items. Jimmy saw hawks and owls. Jane wrote a story. Try to use as many compound subjects and predicates as possible. Define explicitly. Plants need water. Emily writes letters. Eagles eat fish. 6. Practice: Combine sentences with the same predicate nouns.Practice: Combine sentences with the same subject nouns. Example: Al liked the book. Al and Jenny liked the book. Have students reread the sentences to a partner to develop fluency. 2. Flowers and trees begin as seeds. Cranes and eagles eat fish. Jane wrote a story and a title. 5. Emily writes letters and grocery lists. Jenny liked the book. Connect to writing. Sentence Combining with Nouns © Macmillan/McGraw-Hill . 1. 4. 2. Jimmy saw hawks. 7. 7. Do the first two items with students. Plants need water and light. Write a paragraph about the steps involved in building a home. Josh likes poems. Cranes eat fish. 3. 5. Josh likes stories and poems. 5. Jane wrote a title. 6. Provide clear examples.) 4. ANSWERS 1. 2. 6. Flowers begin as seeds. 3. 3.

Use all three in two or three sentences. then assign the remaining items. Action Verb: baked Model/Guided Practice Routine 1. Connect to writing. ANSWERS 1. Provide clear examples.Review Example: Carol baked the potaoes in the oven. The children ate chicken for lunch. Nina eats three pieces of fruit. cooked 2. 4. 2. 5. ate Introduce the Concept Grammar Transparency 51 Action Verbs © Macmillan/McGraw-Hill . eats 4. stirs 5. Make a list of three action verbs related to a play. 6.) 4. 1. (Work with English Learners and Approaching Level students to complete all items. Have students reread the sentences to a partner to develop fluency. We cooked tacos for dinner. Define explicitly. 3. Do the first two items with students. fell 3. 3. Mother stirs the soup. The pot fell onto the floor. 5. Review answers and provide corrective feedback. 2. Practice: Identify the action verb in each item.

Paul boiled the rice. Practice: Identify the verb and name if it is an action that you can or can’t see. then assign the remaining items. opened.) 4. I felt full after lunch. 5. Example: Emily likes blueberries. thinks. Model/Guided Practice Routine 1.Review Some action verbs tell about actions that are hard to see. Have students reread the sentences to a partner to develop fluency. can see 4. Do the first two items with students. Define explicitly. 1. Don thinks about dinner. can’t see 2. ANSWERS 1. hope. 2. We cut the sandwiches in half. The students opened their lunchboxes. can see 3. Review answers and provide corrective feedback. cut. 4. Connect to writing. boiled. Provide clear examples. felt. 3. 5. feel. 3. 6. can see Teach the Concept Grammar Transparency 52 Action Verbs © Macmillan/McGraw-Hill . Write a sentence using one or more of these action verbs: think. can’t see 5. 2. like. (Work with English Learners and Approaching Level students to complete all items.

1978 4. Florida 12 Oak Street. Lander. The next fair is on June 6 2008. Write a sentence that tells the exact date that you did something special. December 11. San Francisco. 3. WY Model/Guided Practice Routine 1. San Francisco California 3. 2. (Work with English Learners and Approaching Level students to complete all items. Define explicitly. December 11 1978 4. The party is at 3 Ridge Street. 2000 2. Provide clear examples. then assign the remaining items.Review Examples: July 4. Practice: Place commas in the correct place in each item. NC Review and Practice Grammar Transparency 53 Commas in Dates and Places © Macmillan/McGraw-Hill . Review answers and provide corrective feedback. June 6. 2004 Tampa. Do the first two items with students. April 12. April 12 2000 2. Have students reread the sentences to a partner to develop fluency. Charlotte NC.) 4. Charlotte. California 3. 2008 5. 5. Connect to writing. ANSWERS 1. 1. 6. 5.

October 9 2006 Dear Jen. Joe Model/Guided Practice Routine 1. Joe Review and Proofread Grammar Transparency 54 Commas in Dates and Places © Macmillan/McGraw-Hill . Last Sunday was Tim’s birthday. We played in the yarde. 3. ANSWERS October 9. We had a party for him. It was in Reno. Correct errors in the following passage. 1998. Have students reread the sentences to a partner to develop fluency. Last sunday was Tim’s birthday He was born on October 4 1998 We had a party for him. then assign the remaining items. Connect to writing.) 4. 2. It was in Reno nevada. Review answers and provide corrective feedback. Be sure to include at least one date in the letter.Practice: Proofread. Your friend. 2006 Dear Jen. Do the first two items with students. 5. (Work with English Learners and Approaching Level students to complete all items. He was born on October 4. Write a short letter to the author of an autobiography. We played in the yard. 6. Provide clear examples. Nevada. Define explicitly. Did you see the photos. Did you see the photos? Your friend.

Main Street. 1999 Assess and Reteach Grammar Transparency 55 Action Verbs © Macmillan/McGraw-Hill . invited 2. 4. I bought some tacos. 3. Have students reread the sentences to a partner to develop fluency. Tampa. 5. baked 3. John will move to 401 Main Street Tampa Florida. The guests went to a big banquet on December 31 1999. 6. Include a date in your narrative. Review answers and provide corrective feedback. Do the first two items with students. Did you eat spicy food in San Francisco California? 7. (Work with English Learners and Approaching Level students to complete all items. Practice: Name where commas belong. 2. California 7. Florida 6.Practice: Name the action verbs. Provide clear examples. if necessary. 1. December 31. drank 4. Connect to writing. bought 5. Model/Guided Practice Routine 1. San Francisco. then assign the remaining items. ANSWERS Teachers: Use the following additional practice for reteaching purposes. Write a short paragraph about a day in your life when you learned something important. Her mother baked cookies. 3. 2. Maya invited everyone to the party. We drank juice. 5. Define explicitly.) 4. 6. 1.

gives Introduce the Concept Grammar Transparency 56 Present-Tense Verbs © Macmillan/McGraw-Hill . Connect to writing. Dad (like) puzzle books. Write a sentence that tells about something that is happening around you right now. ANSWERS 1. Provide clear examples. (Work with English Learners and Approaching Level students to complete all items. The student (solve) the problem. Define explicitly. 5. 1. solves 5. Sally always (give) the right answer. knows 3. Review answers and provide corrective feedback. Have students reread the sentences to a partner to develop fluency. 5. then assign the remaining items. Do the first two items with students. 3. Mike (know) the answer. Practice: Name the correct present-tense verb for each verb in parentheses. The teacher (tell) riddles every day.) 4. Model/Guided Practice Routine 1. 3. 2. 4. 2. likes 4. 6. tells 2. Grandpa reads the newspaper.Review Examples: Jan rides her bike.

but use the present tense to tell about it. 3. watches 5. Connect to writing. 1. Provide clear examples. friend. likes. then assign the remaining items. 4. Write a sentence or two about something that happened to you early this morning. 6. 2.Review Examples: The boy runs to the store. 5. (Work with English Learners and Approaching Level students to complete all items. My friend (buy) a book of riddles. Define explicitly. buys 3. ANSWERS 1. The cat watches the dog. Practice: Identify the subject in each item and change the verb in parentheses to the present-tense form. The girl (try) jokes and riddles. Have students reread the sentences to a partner to develop fluency. tries 2. Model/Guided Practice Routine 1. 5. 3. Do the first two items with students. 2. boy. Review answers and provide corrective feedback. My brother (fix) the broken puzzle. fixes 4. teacher. Teach the Concept Grammar Transparency 57 Present-Tense Verbs © Macmillan/McGraw-Hill .) 4. The boy (watch) the game show. girl. The teacher (like) math tricks. brother.

3. 5. 2. 4. Provide clear examples. singular. The girls (know/knows) the answer to that riddle. know Review and Practice Grammar Transparency 58 Present-Tense Verbs © Macmillan/McGraw-Hill . Have students reread the sentences to a partner to develop fluency. 1. Do the first two items with students. then assign the remaining items.) 4. plural. Justin (answers/answer) the riddle to win the game. solve 3. The boys finish their puzzles. Define explicitly. 6. singular. Connect to writing. The teacher (buy/buys) a book of riddles. ANSWERS 1. buys 2. Review answers and provide corrective feedback.Review Examples: The boy finishes his puzzle. Practice: Identify whether the subject is singular or plural. Model/Guided Practice Routine 1. plural. (Work with English Learners and Approaching Level students to complete all items. answers 4. 2. Write a sentence about something a friend of yours does. Four students (solve/solves) the riddle of the day. Determine which verb in parentheses to use. Now write another sentence about something two or more of your friends do. 3.

2. (Work with English Learners and Approaching Level students to complete all items. Model/Guided Practice Routine 1. Aziza want a smart husband. Correct errors in the following passage. One day her father tell her to marry. Use the present tense in your explanation. Review answers and provide corrective feedback. One Riddle. Provide clear examples. Aziza wants a smart husband. Have students reread the sentences to a partner to develop fluency. He must share her love for riddles. Many men meets Aziza. Define explicitly. One Answer is a book about Princess Aziza. but only one likes riddles. One day her father tells her to marry.) 4. He must shair her love for riddles. Write a short letter to someone that explains how to do or make something. Connect to writing.Practice: Proofread. 6. ANSWERS One Riddle. Do the first two items with students. but only one like riddles. Review and Proofread Grammar Transparency 59 Singular and Plural Present-Tense Verbs © Macmillan/McGraw-Hill . 5. Many men meet Aziza. then assign the remaining items. 3. one answer is a book about Princess aziza.

marries 7. 1. 10. tries) to solve the puzzle. Write an e-mail to a friend that describes a typical Saturday in your home or community. ANSWERS Teachers: Use the following additional. 3. The students (give. 8. fixes) broken bikes. are Assess and Reteach Grammar Transparency 60 Present-Tense Verbs © Macmillan/McGraw-Hill . fixes 4. (Work with English Learners and Approaching Level students to complete all items. plays) the game. if necessary. 2. Use the present tense to tell about what happens. 6. The princess (marry. Frank (finish. Do the first two items with students. finishes 9. 5. Provide clear examples. touches) the cat. The farmer (try. tries 6. We (play.Practice: Choose the correct verb for each subject. 3. Define explicitly. 9. asks 2. like 10. 2. The cat and the dog (is. Model/Guided Practice Routine 1. 1. play 8. Connect to writing. 7. Review answers and provide corrective feedback. touches 5. marries) the winner. likes) that game. My brother (fix. I (like.) 4. Have students reread the sentences to a partner to develop fluency. asks) a riddle. The teacher (ask. give 3. Sally (touch. finishes) the puzzle. 5. are) playing. 6. then assign the remaining items. practice for retouching purposes. gives) an answer. 4.

I walked along the path. Model/Guided Practice Routine 1. The boys and girls (remove) the trash. The animals live together. 2. filled 3. 3. learned 4. They (stay) at the beach. 3. 5. Review answers and provide corrective feedback. Have students reread the sentences to a partner to develop fluency. painted 5. She (learn) good ways to preserve the dunes. 4. stay. then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items. stayed 2. paints. 5. Do the first two items with students. fill. Connect to writing. The class (paint) a mural. learns. 1. Provide clear examples. remove. save. We (fill) the trench with old Christmas trees. 6. Then write the same sentence in the past tense. 2.Review I walk along the path. removed 6.) 4. They (save) the habitat. Write a sentence about something that someone is doing right now. 6. saved Introduce the Concept Grammar Transparency 61 Past-Tense Verbs © Macmillan/McGraw-Hill . ANSWERS 1. The animals lived together. Practice: Name the verb in both the present and past tense. Define explicitly.

Have students reread the sentences to a partner to develop fluency. copied. then assign the remaining items. begged 3. Practice: Name the verb in both the present and past tense. cried 5. (Work with English Learners and Approaching Level students to complete all items.Review Examples: Present: The dogs wag their tails.) 4. Use the past tense. I (bag) groceries at the supermarket. 4. Review answers and provide corrective feedback. Model/Guided Practice Routine 1. 2. copies. We (carry) all the equipment from the gym to the bus. bagged 2. Define explicitly. ANSWERS 1. is. Compose a text message to a friend about something you did last night. 5. begs. Provide clear examples. Connect to writing. Past: I dried the dishes. carried 6. 2. 6. cries. was Teach the Concept Grammar Transparency 62 Past-Tense Verbs © Macmillan/McGraw-Hill . Do the first two items with students. The baby (cry) for hours. She (copy) the poem onto the card she (is) making. 5. 3. They (drag) the birdbath into the garden. bag. dragged 4. Present: I dry the dishes. 6. 3. 1. Past: The dogs wagged their tails. drag. He (beg) for permission to go to the movies. carry.

Review and Practice Grammar Transparency 63 Commas in a Series © Macmillan/McGraw-Hill . ANSWERS 1. 5. Trains planes boats bicycles and cars are kinds of transportation. Review answers and provide corrective feedback. The class voted to put Hugh Jodi and Ann in charge of the bake sale. Judy liked lions tigers and bears. boats. 3. 3. Judy liked lions. 2. Model/Guided Practice Routine 1. Practice: Write each sentence. 6. planes. and bears. and Evan all went to Danny’s party. Zoey. 2. Michael. 2. and Ann in charge of the bake sale. The class voted to put Hugh. Martin. Stephanie Marina and Katie were the first ones at the party. 3. Define explicitly. Stephanie. (Work with English Learners and Approaching Level students to complete all items. Alana.) 4. tigers. and Emma had pizza after the movie. Connect to writing. 6.Review Example: Three numbers are one. and ten. Lisa Alana Martin and Evan all went to Danny’s party. Have students reread the sentences to a partner to develop fluency. Add commas where they are needed. Trains. Jodi. 4. Zoey Michael and Emma had pizza after the movie. and cars are kinds of transportation. 5. 1. Do the first two items with students. 6. 5. Provide clear examples. 4. Lisa. Then write a sentence that includes those three things. five. then assign the remaining items. and Katie were the first ones at the party. bicycles. Make a list of three ways that you learn about the news in your community. Marina.

The dunes suferred from the violent waves and wind. Provide clear examples. (or protected. then assign the remaining items. Define explicitly.) 4. Write a Weblog entry that tells about your earliest memory.) Review and Proofread Grammar Transparency 64 Past-Tense Verbs © Macmillan/McGraw-Hill . planting old fir trees in the dunes protects them from storms. 3.Practice: Proofread the following paragraph and correct any errors. large storms have damaged sand dunes. Connect to writing. Have students reread the sentences to a partner to develop fluency. In the past. 6. The dunes suffered from the violent waves and wind. Use the past tense. Model/Guided Practice Routine 1. 5. Planting old fir trees in the dunes protects them from storms. 2. (Work with English Learners and Approaching Level students to complete all items. Do the first two items with students. ANSWERS In the past. large storms have damage sand dunes. Review answers and provide corrective feedback.

Write a short note apologizing for something that you did.Practice: Identify the past tense of each verb. (like) I learning how to the seeds in the habitat. Use the past tense to describe what you did. 4. saved 6. 5. filled 3. 3. 2. 5. ANSWERS Teachers: Use the following additional reteaching purposes if necessary. Review answers and provide corrective feedback. (place) We the ground. (ask) I him about the habitat. 6. for its mother. asked 2. 1.) 4. Model/Guided Practice Routine 1. enjoyed 4. (enjoy) She save the dunes. Provide clear examples. then assign the remaining items. (save) His work 6. (fill) We the trench with old Christmas trees. the desert. liked Assess and Reteach Grammar Transparency 65 Past-Tense Verbs © Macmillan/McGraw-Hill . Define explicitly. carried 8. placed 5. the cub by its neck. Do the first two items with students. cried 7. Have students reread the sentences to a partner to develop fluency. Connect to writing. (cry) The cub 7. 3. (Work with English Learners and Approaching Level students to complete all items. (carry) She 8. 1. 2.

I watch the boats. 4. Past: Pat cleaned her car. We will drive to school every day. then assign the remaining items. visited. 6. will need. past 3. Write a sentence that describes a painting or drawing that you like. 2. future 2. Maggie will need a new bag for the trip. Do the first two items with students. watch. Future: Pat will clean her car.) 4. 3. We walked to the lake. walked. Last week my aunt visited me. ANSWERS 1.Review Present: Pat cleans her car. future 4. Practice: Identify the verb in each sentence. 1. (Work with English Learners and Approaching Level students to complete all items. 5. Review answers and provide corrective feedback. 2. Connect to writing. Have students reread the sentences to a partner to develop fluency. Then identify and write down the tense of your sentence. 5. 3. present Introduce the Concept Grammar Transparency 66 Verb Tenses © Macmillan/McGraw-Hill . will drive. Model/Guided Practice Routine 1. Define explicitly. Provide clear examples. Name its tense. past 5.

will take Teach the Concept Grammar Transparency 67 Future-Tense Verbs © Macmillan/McGraw-Hill . 2. Do the first two items with students. Gary (take) to Alabama.Review Example: Grandpa will read the book to us. The train (arrive) 2. for their his vacation ANSWERS 1. 3. 6. will plan 5. Practice: Change the verb in parentheses to the future tense. We (pack) 4. Provide clear examples. tonight. the bus for our trip. will pack 4. (Work with English Learners and Approaching Level students to complete all items. Connect to writing. 1.) 4. My friend (take) next week. Use the future tense. Model/Guided Practice Routine 1. 3. then assign the remaining items. The family (plan) trip to New York. 5. will arrive 2. Review answers and provide corrective feedback. will take 3. Write a sentence or two about something that will take place next summer. Have students reread the sentences to a partner to develop fluency. Define explicitly. 5.

Grandpa said. My older brother will visit in June. 3. Mother said. 2. I will come later. “Will you visit soon?” 2. “I will come later. Model/Guided Practice Routine 1. then assign the remaining items.” 5. “We will return next week. Define explicitly.) 4. Have students reread the sentences to a partner to develop fluency. “My older brother will visit in June.” 4. 4. 3. Will you visit soon? 2. We want to! said Peter and Tara. 5. Write a short interview between yourself and a painter or other artist. ANSWERS 1. Provide clear examples.” Review and Practice Grammar Transparency 68 Quotation Marks © Macmillan/McGraw-Hill . Review answers and provide corrective feedback. Do the first two items with students.” “Where will we go?” asked Margo. Connect to writing. 5. “We want to!” 3. (Work with English Learners and Approaching Level students to complete all items.Review Examples: He said. Practice: Place quotation marks in the items below. He said. We will return next week. “We will go on a trip. 1. Think of questions you might ask and use quotations to show how he or she might reply. 6. said Father.

i hope to see some myools. I hope to see some mules. On our next trip we will go to Yellowstone Park. Hopefully. too. 3. I do! Model/Guided Practice Routine 1. Dad asked. Use at least one quotation in your story. ANSWERS My family loves to travel.) 4. we will see a herd of buffalo. Hopefully. too. then assign the remaining items. 5. “Who wants to camp in the woods?” We all said. Who wants to camp in the woods? We all said. My family loves to travel On our next trip we go to yellowstone park. 6. Have students reread the sentences to a partner to develop fluency.Practice: Proofread the following paragraph and correct any errors. Write a short story based on a painting or illustration you have seen. Review answers and provide corrective feedback. Do the first two items with students. “I do!” Review and Proofread Grammar Transparency 69 Future-Tense Verbs © Macmillan/McGraw-Hill . Provide clear examples. Connect to writing. Dad asked. (Work with English Learners and Approaching Level students to complete all items. 2. Define explicitly. we see a hird of buffalo.

will be. When will you arrive? 8. Donna asked. 6.) 4. past 3. 7 . like. present 5. Come and get it! Donna yelled. 1. 2. future 4. ANSWERS Teachers: Use the following additional practice for reteaching purposes. 3. future 2. Define explicitly. Practice: Place quotations in the correct places. Many people will travel in July. 6. “Come and get it!” 7. then assign the remaining items. 1. 4. Review answers and provide corrective feedback. Think of the different ways that people create art. Use the future tense. Grandma arranged her annual visit. We will walk on the beach. Connect to writing. I like airplanes.Practice: Identify the verb in each sentence and name its tense. Provide clear examples. will walk. if necessary. Do the first two items with students. Write a short paragraph that tells about what kind of artist you will be when you get older. (Work with English Learners and Approaching Level students to complete all items. How are you feeling? asked Mom. arranged. 5. Have students reread the sentences to a partner to develop fluency. “When will you arrive?” 8. will travel. 3. “How are you feeling?” Assess and Reteach Grammar Transparency 70 Verb Tenses © Macmillan/McGraw-Hill . future 6. The weather will be good. 2. Model/Guided Practice Routine 1. 5.

The boy laughed. Sal reads and writes poems. 3. Model/Guided Practice Routine 1. Erin drew a tiger. 2. Connect to writing. Write two sentences that begin with the subject The artist. Erin drew a tiger and colored the page. Tyrone read it. 5. then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items. Sal writes poems. 3. 6. The boy smiled. 4. Erin colored the page. Provide clear examples. Introduce the Concept Grammar Transparency 71 Combining Sentences © Macmillan/McGraw-Hill . 2. Tyrone bought a book. 1. Review answers and provide corrective feedback.) 4. Tyrone bought a book and read it. The museum sells gifts. Do the first two items with students. ANSWERS 1. 4. The boy smiled and laughed. Then combine the two sentences. The museum sells gifts and displays paintings. Define explicitly.Review Examples: Sal reads poems. Have students reread the sentences to a partner to develop fluency. The museum displays paintings. 2. 3.

1. 4. Practice: Combine the two sentences. Define explicitly. then assign the remaining items. Ben likes museums. Adams likes pets. The dancer jumped. Review answers and provide corrective feedback.Review Examples: Ms. Have students reread the sentences to a partner to develop fluency. Ben likes museums and visits galleries. Connect to writing. Make a list of things that a friend of yours can do. 5. The dancer twirled. Teach the Concept Grammar Transparency 72 Sentence Combining with Verbs © Macmillan/McGraw-Hill . Ms. 2. 4. Provide clear examples. 6. 2. Do the first two items with students. 3. (Work with English Learners and Approaching Level students to complete all items. Ms. 2. Adams likes pets and builds doghouses. ANSWERS 1. We drew cats and painted dogs. 3. Judy illustrates stories. 3. Ben visits galleries.) 4. Judy writes plays and illustrates stories. Adams builds doghouses. Use two of these things in one sentence that tells about your friend. Judy writes plays. We drew cats. Model/Guided Practice Routine 1. We painted dogs. The dancer twirled and jumped.

Review
Examples: I live at 677 Rose Street, Madison, New Mexico. They saw each other on March 10, 2008. We have soup, salad, and sandwiches on the menu for lunch.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write an e-mail that invites someone to send you something in the mail. Include your address in your note.

Practice: Place the commas where they belong. 1. The illustrator chooses textures colors and styles. 2. The address is 4208 West Farmingdale Road Emory West Virginia. 3. She uses pencils pens and paints. 4. Dave will celebrate his fifteenth birthday on December 22 2009. 5. Mom drew pictures of furniture houses and plants.

ANSWERS
1. The illustrator chooses textures, colors, and styles. 2. The address is 4208 West Farmingdale Road, Emory, West Virginia. 3. She uses pencils, pens, and paints. 4. Dave will celebrate his fifteenth birthday on December 22, 2009. 5. Mom drew pictures of furniture, houses, and plants.

Review and Practice Grammar Transparency 73

Commas
© Macmillan/McGraw-Hill

Practice: Proofread the following items and correct any errors. 1. The author will visit our class on September 20 2008. 2. She is coming all the way from Los Angeles California. 3. She will visit have lunch and talk about her book. 4. Jan Jones writes stories. Jan Jones illustrates other people’s books. 5. Wendy reads her stories. Wendy enjoys her illustrations.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. If you put on an art show, what would it be like? Write a short review of your artwork and give the dates of the display.

ANSWERS
1. September 20, 2008. 2. Los Angeles, California. 3. She will visit, have lunch, and talk about her book. 4. Jan Jones writes stories and illustrates other people’s books. 5. Wendy reads her stories and enjoys her illustrations.

Review and Proofread Grammar Transparency 74

Sentence Combining with Verbs-Commas
© Macmillan/McGraw-Hill

Practice: Combine the two sentences. 1. Kathy sings. Kathy dances. 2. The artist lives in this building. The artist works in this building. 3. Jack saw the beanstalk. Jack climbed the beanstalk. 4. Mr. Adams studied the birds. Mr. Adams sketched the birds. Practice: Place the commas. 5. The illustrator uses paper pencil and ink. 6. He likes to draw bears lions and dinosaurs. 7. On August 13 2009 we will move to 500 West 43rd Street New York City New York.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write a short narrative about someone in your family who creates art or makes things. Use at least one sentence with a compound predicate.

ANSWERS
1. Kathy sings and dances. 2. The artist lives and works in this building. 3. Jack saw and climbed the beanstalk. 4. Mr. Adams studied and sketched the birds. 5. The illustrator uses paper, pencil, and ink. 6. He likes to draw bears, lions, and dinosaurs. 7. On August 13, 2009 we will move to 500 West 43rd Street, New York City, New York.

Reteach/Practice Grammar Transparency 75

Sentence Combining with Verbs
© Macmillan/McGraw-Hill

Answer: has.) 4. 2. then assign the remaining items. ANSWERS 1. Define explicitly. Review answers and provide corrective feedback. 1. Rewrite the sentence twice: first with a new singular subject. Answer: is. 4. 3. then with a plural subject. Write a sentence that begins with the words I am. Have students reread the sentences to a partner to develop fluency. Connect to writing. Do the first two items with students. has. Mike does a great job in the kitchen. 5. Answer: does. form of be 3. form of be 2.Review Examples: She is my friend. and have © Macmillan/McGraw-Hill . Provide clear examples. have. form of do 5. 3. Practice: Identify the verb and the original form it comes from. form of have Introduce the Concept Grammar Transparency 76 Verbs be. form of have The student does her homework. form of have 4. The chef has all of the pots on a rack. 5. am. 2. (Work with English Learners and Approaching Level students to complete all items. does. form of be The boy has a puppy. do. 6. is. form of do Model/Guided Practice Routine 1. I am a good cook. The boys have a salad with dinner. The pot’s handle is hot.

had. The food was too cold.Practice: Name the verb. ANSWERS 1. Now write a sentence that describes your mood yesterday. 6. was. The pies were good. form of do 4. Do the first two items with students. Provide clear examples. form of be Teach the Concept Grammar Transparency 77 Verbs be. Write a sentence that describes your mood today. 2. was. 4. form of be 5.) 4. 1. form of have 3. form of be 2. What was in the soup? 5. Review answers and provide corrective feedback. and its original form. (Work with English Learners and Approaching Level students to complete all items. Jennifer had no salt left. 3. 5. 2. 3. Cooper did most of the work. were. and have © Macmillan/McGraw-Hill . then assign the remaining items. did. Model/Guided Practice Routine 1. Connect to writing. Define explicitly. do. Have students reread the sentences to a partner to develop fluency.

and have in your sentences. did 4. (Work with English Learners and Approaching Level students to complete all items. Define explicitly.) 4. Jim (do) eat the eggs this morning. and have © Macmillan/McGraw-Hill . 3. This salad (have) just enough dressing on it. Use the verbs be. Provide clear examples. had 3.Practice: Identify the correct form of the verb in parentheses that belongs in the sentence. 2. has 5. 5. Have students reread the sentences to a partner to develop fluency. do. was 2. 5. Do the first two items with students. Last night the family (be) at home. 1. Model/Guided Practice Routine 1. 6. Yesterday Anna (have) potato soup. Last night the rolls (be) not hot. Review answers and provide corrective feedback. were Review and Practice Grammar Transparency 78 Verbs be. 4. 3. 2. Connect to writing. ANSWERS 1. do. then assign the remaining items. Write about a time when you settled an argument with a friend.

Practice: Proofread the following paragraph and correct any errors. do.) 4. We was surprised. Keith did the shopping and the cooking. Keith taught me how to toss the pizza. 3. Tell how the matter got settled. 6. Define explicitly. Keith did the cooking. Keith tawght me how to toss the pizza Model/Guided Practice Routine 1. Provide clear examples. (Work with English Learners and Approaching Level students to complete all items. What a great job Keith did! He made a salad and a pizza. Connect to writing. Have students reread the sentences to a partner to develop fluency. What a great job keith did? He made a salad and a pizza. 5. 2. Review answers and provide corrective feedback. Write a paragraph about a time when your family disagreed about something. Do the first two items with students. keith do the shopping. then assign the remaining items. We were surprised. Review and Proofread Grammar Transparency 79 Verbs be. and have © Macmillan/McGraw-Hill . ANSWERS Last Monday we went to Keith’s house for dinner. Keith Can Cook! last monday we went to Keiths house for dinner.

Harry (do. 9. The oven (is. does 6. have 8. then assign the remaining items. Have students reread the sentences to a partner to develop fluency. They (was. ANSWERS Teachers: Use the following additional practice for reteaching purposes. are) ready. had Assess and Reteach Grammar Transparency 80 Verbs be. does) the dishes. I (has. 6. done) a great job in the kitchen. Do the first two items with students.Practice: Use the correct forms of be. did 7. We (had. 7. do. has 9. 3. has) fun baking. 1. Write a letter to your local paper about a project your local community could work on together. am. 1. 5. are 4. do. My mother (has. 8. is 3. He (did. have) a good recipe. am 2. 5. Define explicitly. 3. and have in the items below. 2. are) hungry. 2. Model/Guided Practice Routine 1. The cookies (is. I (is. were) tasty. 4. if necessary. and have © Macmillan/McGraw-Hill . were 5. have) the ingredients.) 4. Review answers and provide corrective feedback. are) hot. 6. Connect to writing. (Work with English Learners and Approaching Level students to complete all items. Provide clear examples.

Review answers and provide corrective feedback. ANSWERS 1. 3. Define explicitly. 2. 2. are. is. (Work with English Learners and Approaching Level students to complete all items. 6. The father is unhappy. linking 5. 3. The boys are greedy. Practice: Identify the verb as a linking verb or an action verb.Review Example: He is not well today. action 4. was. then assign the remaining items. Write a sentence that uses a linking verb to tell something about a person you admire. Answer: action verb Model/Guided Practice Routine 1. 5. Have students reread the sentences to a partner to develop fluency. action Introduce the Concept Grammar Transparency 81 Linking Verbs © Macmillan/McGraw-Hill . The father was disappointed. linking 2. Do the first two items with students. sees. works.) 4. Answer: linking verb Example: She moves the heavy furniture. Jordan sees his uncle during Kwanzaa. 5. The oldest son works on the farm. Connect to writing. 4. 1. linking 3. Provide clear examples.

) 4. Define explicitly. were) glad to be at home. Use linking verbs in each sentence. were 5. (Work with English Learners and Approaching Level students to complete all items. The bus driver (were. Do the first two items with students. Provide clear examples. This thread (is. 3. Answer: is Model/Guided Practice Routine 1.Review Example: He (am. was) late today. am) soft. 2. 5. were) good friends. Write a pair of sentences that tell about the talents you might bring to a team. am 3. Connect to writing. Have students reread the sentences to a partner to develop fluency. is) a kind person. were 2. ANSWERS 1. 2. then assign the remaining items. I (am. The children (was. Practice: Choose the verb that agrees with the subject. Paul and Tamika (was. 5. 3. 6. 4. Review answers and provide corrective feedback. is) afraid of lions. was Teach the Concept Grammar Transparency 82 Linking Verbs © Macmillan/McGraw-Hill . is 4. 1.

They worked very hard together Model/Guided Practice Routine 1. Spin the thread into gold 2. 2. Write a question that you might ask the member of a team.Practice: Identify whether the words are a sentence or a sentence fragment. How happy the brothers 5. question. Did the Chief like the cloth 4. ? 4. Define explicitly. If a sentence. Review answers and provide corrective feedback. 3. Then write how that person might respond to the question. . Connect to writing. Provide clear examples. Do the first two items with students. Review and Practice Grammar Transparency 83 End Punctuation and Complete Sentences © Macmillan/McGraw-Hill . 1. (Work with English Learners and Approaching Level students to complete all items. 2. . sentence fragment 3. identify the kind of sentence and punctuate it correctly. 5. then assign the remaining items. command.) 4. 6. The oldest son 3. Have students reread the sentences to a partner to develop fluency. ANSWERS 1. statement. sentence fragment 5.

Practice: Proofread the following paragraph. Correct any errors. Will they turn thread into gold. then assign the remaining items. 6. Review answers and provide corrective feedback. I found the story in my reading book. ANSWERS Seven Spools of Thread is a good story.) 4. (Work with English Learners and Approaching Level students to complete all items. Review and Proofread Grammar Transparency 84 Linking Verbs © Macmillan/McGraw-Hill . Then they learned how to work together. Connect to writing. then theye learned how to work together. 3. 5. Have students reread the sentences to a partner to develop fluency. Define explicitly. 2. i will keep reading. Will they turn thread into gold? I will keep reading. A Good Story Seven spools of Thread are a good story. The seven brothers were fighting. Do the first two items with students. Provide clear examples. I fouwnd the story in my reading book The seven brothers was fighting. Model/Guided Practice Routine 1. Write a short story that tells how someone’s special talent helps his or her team achieve a goal.

Practice: Name the verb. Is it a linking verb or action verb? 1. The brothers argued all day. 2. They were greedy. 3. The chief spoke to them. 4. They made a beautiful cloth. 5. The brothers are happy now. 6. Juan is a classmate. Practice: Use linking verbs. 1. Mary and Lucy 2. 3. I my friends.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write a news article about a team that works well together. Draw one line under all action verbs and two lines under all linking verbs.

ANSWERS
Teachers: Use the following additional practice for reteaching purposes, if necessary. 1. argued; action verb 2. were; linking verb 3. spoke; action verb 4. made; action verb 5. are; linking verb 6. is; linking verb 1. are 2. Is 3. am 4. is

she your sister? kind to animals. !

4. How helpful he

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Review
Contractions with Not has not ➞ hasn’t do not ➞ don’t have not ➞ haven’t cannot ➞ can’t are not ➞ aren’t were not ➞ weren’t will not ➞ won’t

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write a sentence that tells about a need in your community. Use a contraction with not to describe the problem.

Practice: Identify the contraction and the words that it is made from. 1. The boys weren’t in school last week. 2. She doesn’t know how to dance. 3. I haven’t seen the movie. 4. We can’t come to the game. 5. Beth isn’t at home today. 6. The store won’t be open tonight.

ANSWERS
1. weren’t, were not 2. doesn’t, does not 3. haven’t, have not 4. can’t, cannot 5. isn’t, is not 6. won’t, will not

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Contractions with not
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Contractions with Not Practice: Name the contraction that is created from the underlined words. 1. We are not eating at home tonight. 2. I do not want to clean my room. 3. We have not built our clubhouse yet. 4. My room has not been cleaned in days. 5. Jamal was not in my class last year.

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Complete this sentence: Litter will not disappear unless . Now rewrite the sentence using a contraction.

ANSWERS
1. aren’t 2. don’t 3. haven’t 4. hasn’t 5. wasn’t

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Correct any mistakes. Provide clear examples. 6. didn’t 5. aren’t 6.) 4. no. 5. 3. hasn’t 7. hav’ent 8. i’snt 4. do’nt 3. Use as many contractions as you can. no. isn’t 4. yes 7. 2. Do the first two items with students. (Work with English Learners and Approaching Level students to complete all items. 1. yes 5. Connect to writing. wa’snt Model/Guided Practice Routine 1. Have students reread the sentences to a partner to develop fluency. don’t 3. can’t 2. Write two or three sentences that tell how your community works together during an emergency. Review answers and provide corrective feedback. no.Apostrophes in Contractions Practice: Tell if the apostrophe is in the correct place in each item. haven’t 8. are’nt 6. then assign the remaining items. Define explicitly. wasn’t Review and Practice Grammar Transparency 88 Apostrophes In Contractions © Macmillan/McGraw-Hill . no. yes 2. ANSWERS 1. no.

It isn’t on her table and it isn’t under her bed. it was they’re. 5. Gina forgot that she gave it to Jim. Review answers and provide corrective feedback. Define explicitly. Use as many contractions as you can. Connect to writing. ANSWERS Gina can’t find her book about cities. Write a letter that thanks a group of people for helping your community. Model/Guided Practice Routine 1. 6.Practice: Correct errors in the following passage. Review and Proofread Grammar Transparency 89 Contractions with not © Macmillan/McGraw-Hill . It was there. Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. 3. Where Is My Book? Gina ca’nt find her book about citys. mom told her to look in jim’s room. 2.) 4. Do the first two items with students. it isnt on her table and it isnt under her Bed. Provide clear examples. gina forgot that she gived it to Jim. Mom told her to look in Jim’s room. then assign the remaining items.

5. Write a short proposal that explains how you and your friends might solve a problem in your school. doesn’t 8. 2. 3. hasn’t Assess and Reteach Grammar Transparency 90 Contractions with not © Macmillan/McGraw-Hill . hadn’t 5. Use at least three different contractions in your paragraph. 6. (Work with English Learners and Approaching Level students to complete all items. 1. 4. 2. Have students reread the sentences to a partner to develop fluency. The boys arent in the way now. 8. Do the first two items with students. She hasnt had a separate room before. don’t 2. 7. couldn’t 4. wasn’t 3. She had not thought of that. Define explicitly. 6. Her family could not afford it. I havent ever felt luckier. 3. didn’t 7. 10. 1.) 4. It is not hard to dream. She was not happy. if necessary. 5. Connect to writing. 9. Provide clear examples. ANSWERS Teachers: Use the following additional practice for reteaching purposes. then assign the remaining items. Practice: Put apostrophes in the contractions. aren’t 9.Practice: Create a contraction with not in each item below. She didnt want to bother her brothers. haven’t 10. isn’t 6. Review answers and provide corrective feedback. Her uncle doesnt need the bed. Model/Guided Practice Routine 1. I do not have my own room.

We had asked for help with our homework. Provide clear examples. helping verb: has 4.) 4. helping verb: had Introduce the Concept Grammar Transparency 91 Main and Helping Verbs © Macmillan/McGraw-Hill . 2. main verb: asked. (Work with English Learners and Approaching Level students to complete all items. helping verb: had Model/Guided Practice Routine 1. 6.Review Example: The teacher had helped the class with their project. Answer: main verb: helped. main verb: rained. main verb: borrowed. All the puppies have barked at me. 7. 1. My brother has borrowed my bike. Review answers and provide corrective feedback. main verb: climbed. helping verb: have 2. Define explicitly. 6. It has rained all day. 3. main verb: gone. 3. Practice: Tell which word is the main verb and which is the helping verb. I have climbed that tree. Connect to writing. main verb: barked. helping verb: had 5. main verb: visited. Do the first two items with students. ANSWERS 1. My cousins have visited us before. Have students reread the sentences to a partner to develop fluency. then assign the remaining items. Use a helping verb in your sentence. Write a sentence that tells about a specific job you have in your family. 2. 5. helping verb: have 7. They had gone shopping already. 5. helping verb: have 6. helping verb: has 3. 4.

ANSWERS 1. Tell me when they (is. am) parked in front of the school. 2.Review Example: Mom and Dad (have. has 7. has) gathered for track and field practice. 8. Do the first two items with students. are) leaving. (Work with English Learners and Approaching Level students to complete all items. 5. Tony (have. is 2. I wonder if Janell (have. are 6. Practice: Choose the correct helping verb for each sentence. John. 4.) 4. has) won first place. has) arrived yet. Use helping verbs to tell about a time when your family worked together on a project. have 3. The chef (have. has 4. are 8. has 5. and Oko (am. 3. The children (have. has) eaten all the pizza. 1. 5. has) added too much salt to the soup. Review answers and provide corrective feedback. The gym class (have. Connect to writing. 3. 7. Tina. are) finished. has) planned a surprise. then assign the remaining items. has Teach the Concept Grammar Transparency 92 Helping Verbs © Macmillan/McGraw-Hill . 6. 6. Answer: have Model/Guided Practice Routine 1. Define explicitly. The bus (is. Have students reread the sentences to a partner to develop fluency. Provide clear examples. 2.

I don’t know. “Is everyone ready to go?” 2. “I think the baby’s asleep. asked Conrad. I think the baby’s asleep. 5. The teacher asked. Have you ever flown a kite. 4. 3. Answer: “The water is freezing!” Maria cried. then assign the remaining items. Write a short dialogue between yourself and a family member during an emergency.Review Example: The water is freezing! Maria cried. Have students reread the sentences to a partner to develop fluency. 3. (Work with English Learners and Approaching Level students to complete all items. “I’ve never seen so many birds!” shouted Tony. Model/Guided Practice Routine 1. I’ve never seen so many birds! shouted Tony. The teacher asked. Practice: Identify where the quotation marks belong. Use as many sentence types as you can.) 4. Carlos replied. “I don’t know. Review answers and provide corrective feedback. Provide clear examples. 6. Do the first two items with students. 2. 3. Define explicitly. 5. ANSWERS 1. 6. 5.” Review and Practice Grammar Transparency 93 Quotation Marks in Dialogue © Macmillan/McGraw-Hill . Is everyone ready to go? 2. 4. The babysitter whispered. 6. “Have you ever flown a kite?” asked Conrad. Hip hip hooray! the crowd cheered. Connect to writing.” Carlos replied. 1. The babysitter whispered. “Hip hip hooray!” the crowd cheered.

then assign the remaining items. It be terrible when nattive plants and animals is threatened said Lenny the Park Ranger. Model/Guided Practice Routine 1.” said Lenny the Park Ranger. “We have tried to stop this from happening here. Use helping verbs when possible. Do the first two items with students. Review and Proofread Grammar Transparency 94 Main and Helping Verbs © Macmillan/McGraw-Hill . Review answers and provide corrective feedback. Lenny led the whole class on a nature walk through the forest.Practice: Proofread the following paragraph and correct any errors.” Then. ANSWERS “It is terrible when native plants and animals are threatened. We has tried to stop this from happening here Then Lenny lead the hole class on a nature walk through the forest. 3. 6. Connect to writing.) 4. Write a poem that expresses thanks for something your family has done for you. Provide clear examples. Have students reread the sentences to a partner to develop fluency. 2. 5. Define explicitly. (Work with English Learners and Approaching Level students to complete all items.

3. 6. They are taking care of the beach. has carried 3. have visited 7. have walked 4. Model/Guided Practice Routine 1. 2.Practice: Identify the main and helping verb in each. We have walked in the forest. 2. He has carried trash off the sand. 7. 5.) 4. Use helping verbs in your writing. Write a short poem or story that has helping as its theme. We are going on a trip. 8. if necessary. She is watching the lizard on the rock. 3. Have students reread the sentences to a partner to develop fluency. Provide clear examples. is watching Assess and Reteach Grammar Transparency 95 Main and Helping Verbs © Macmillan/McGraw-Hill . Define explicitly. They have visited the Grand Canyon. Review answers and provide corrective feedback. 1. 5. are taking 2. have lived 5. 4. are going 6. Do the first two items with students. Connect to writing. 6. The trees have lived there a long time. 1. (Work with English Learners and Approaching Level students to complete all items. then assign the remaining items. Your family is hiking in the hills. is hiking 8. ANSWERS Teachers: Use the following additional practice for reteaching purposes.

came 3. Carol and John (sing) 5. ate 4.) 4. lunch. 2. 2. (Work with English Learners and Approaching Level students to complete all items. 6. 5. 3. 1. went 7. Connect to writing. not want to to the ANSWERS 1. saw 8. then assign the remaining items. They (come) 3. Provide clear examples. Emri (run) for Vice President of the music club last term. Define explicitly. Sue and I (eat) 4. Sammy (do) eat yesterday.Review Example: He (wear) a brand new suit. to the zoo. Do the first two items with students. Answer: wore Model/Guided Practice Routine 1. Grandpa and John (run) home. Introduce the Concept Grammar Transparency 96 Irregular Verbs © Macmillan/McGraw-Hill . Review answers and provide corrective feedback. Sheila and Tony (go) market for Mom last week. Use the past tense of the verb in your sentence. 7. Hey! You (see) didn’t you? the new movie. Practice: Name the correct past tense for each item. sang 5. did 6. a song. Have students reread the sentences to a partner to develop fluency. ran 6. Write a sentence about a group of people who sing or run. ran 2. 8.

6. Answer: been Model/Guided Practice Routine 1. 5.) 4. We have (sing) animals before. 2. We had (go) year. All of us had (say) watching the seals. given 3. 5. Have students reread the sentences to a partner to develop fluency. My class had (see) the zoo. said Teach the Concept Grammar Transparency 97 Irregular Verbs © Macmillan/McGraw-Hill . 1.Review Example: I have (be) to the circus. Review answers and provide corrective feedback. 6. 3. animals at money to to see the to wake the to the zoo last we liked ANSWERS 1. sung 5. then assign the remaining items. Define explicitly. Practice: Choose the correct verb form to use with have. 2. 4. 3. (Work with English Learners and Approaching Level students to complete all items. Provide clear examples. gone 6. We had (give) help the zoo. Do the first two items with students. run 4. I have (run) elephants. or has. too. Connect to writing. had. Rewrite this sentence using three different verbs: Our team has more than any other. seen 2.

4. seen) a bear and a tiger. ate) in the picnic area. 3. Carter and I (saw. Review answers and provide corrective feedback. Connect to writing. ran) in the field. Jillian has (did. (Work with English Learners and Approaching Level students to complete all items. ANSWERS 1. sung Review and Practice Grammar Transparency 98 Correct Verb Forms © Macmillan/McGraw-Hill . Camrynn (eat. Define explicitly. saw 3. Have students reread the sentences to a partner to develop fluency. 6. done) a lot for the zoo. Answer: given Model/Guided Practice Routine 1. Write a short article that uses imagery to describe a team eating competition. I have (come. 2. The giraffe (run.) 4. Do the first two items with students. 5. given) a lot to help the zoo. then assign the remaining items. Provide clear examples. sung) to the baby animals since they were born. came) to watch the monkeys. ran 4. Practice: Choose the correct form of the verb. come 5. 2. 5. Moriah had (sing. Use the past tense. ate 6. 3. done 2. 1. 6.Review Example: Jim had (give.

3. Review and Proofread Grammar Transparency 99 Irregular Verbs © Macmillan/McGraw-Hill . Have students reread the sentences to a partner to develop fluency. Our School Fair Our school have a fair last may. All of my friends comed.) 4. Connect to writing. Define explicitly. I played tag. What a great time we had! Our school also made money. 6. Provide clear examples. (Work with English Learners and Approaching Level students to complete all items. ANSWERS Our school had a fair last May. I played tag. Our school also made money Model/Guided Practice Routine 1. All of my friends came. Write a narrative poem that tells how a group of people solved a problem in the past. We had a bake sail.Practice: Proofread. catch. 2. What a great time we had. Do the first two items with students. Review answers and provide corrective feedback. catch and horseshoes. 5. and horseshoes. We had a bake sale. Correct the errors. then assign the remaining items.

Provide clear examples. 6. Model/Guided Practice Routine 1. Use as many irregular past-tense verbs as possible. a wonderful gift. 1. (give) The show 7. (say) He for help. said 8. 5. (begin) Mrs. came 3. to his rescue. Do the first two items with students. Thomas 9. (come) Tom 3. then assign the remaining items. to the parade. brought Assess and Reteach Grammar Transparency 100 Irregular Verbs © Macmillan/McGraw-Hill . went 4. grew 10. (Work with English Learners and Approaching Level students to complete all items. at the play. 3. Have students reread the sentences to a partner to develop fluency. began 9. us a thrill. ran 2. Connect to writing. 1. (run) She 2. if necessary. sang 5. (grow) The corn 10. Write a short news story about a group or team that you admire. (sing) The volunteers the hospital. the class. tall. saw 6. 8. (go) Everyone 4. Define explicitly. 2. Review answers and provide corrective feedback.Practice: Write the correct past tense. (see) My grandfather 6. 5. it out loud. (bring) You ANSWERS Teachers: Use the following additional practice for reteaching purposes.) 4. gave 7.

me Introduce the Concept Grammar Transparency 101 Singular Pronouns © Macmillan/McGraw-Hill . Review answers and provide corrective feedback. Mom asked him to buy bread. Then rewrite the sentence using a singular pronoun. ANSWERS 1. 2. 6. He 4. 5. Practice: Identify the singular pronoun. You are. it 3. (Work with English Learners and Approaching Level students to complete all items. Write a sentence that tells about a baby animal. Did you get a muffin from Jason? 6. Ask her. 1. Have students reread the sentences to a partner to develop fluency. him 5. Define explicitly. Connect to writing.) 4. 5.Review Examples: I am. The teacher put it on the table. He is. Jesse talked to me at the fair. Ask him. then assign the remaining items. He didn’t have a pie to sell. 3. I made a pie for the school fair. Provide clear examples. Model/Guided Practice Routine 1. you 6. Do the first two items with students. 4. She is. 3. I 2. 2.

Mike and I live in the city. They) 2. (She. they) 5. Have students reread the sentences to a partner to develop fluency. Her) 6. plural 5. Tell whether it is singular or plural. us) 4. She) She. (It. Review answers and provide corrective feedback. 2. (us. Define explicitly. Tina and Bill play basketball. Connect to writing. (We. them. 1. Practice: Identify the pronoun that can replace the underlined words. 6. plural 4. Write a sentence that tells what a young animal and its parent might do together. us. (them. We) ANSWERS 1. singular 3.) 4. It. (We. (Her. 5. plural 2. Provide clear examples. Brad showed the birdhouse to Tina and me. plural Give the toy to Hannah and me. They) They. singular Model/Guided Practice Routine 1. They. we) us. I invited Brad and Mike to the game. The ball was on the table. plural Teach the Concept Grammar Transparency 102 Plural Pronouns © Macmillan/McGraw-Hill . (He. 3.Review Examples: Joey and Molly are here. (we. plural Meghan is here. She. Tina is my friend. singular 6. then assign the remaining items. Do the first two items with students. (Work with English Learners and Approaching Level students to complete all items. They) 3. Then rewrite the sentence using a plural pronoun. We.

Tim and i play on a team with ben. Fourth of July 3. 2. i feel very strongly about the detroit tigers team. Detroit Tigers Review and Practice Grammar Transparency 103 Capitalizing I and Proper Nouns © Macmillan/McGraw-Hill . Provide clear examples. San Diego Zoo 6. (Work with English Learners and Approaching Level students to complete all items. Connect to writing. 5. 3. I. 1. 2. ANSWERS 1. I. then assign the remaining items. Do the first two items with students. Ben 5. Answer: I Example: new york city is a very large town. North Carolina 4. On monday i went to the san diego zoo. Mom and i watch fireworks on the fourth of july. 3. 6. I. 5. Define explicitly. 4. I. You and i live in north carolina. Write a sentence that tells in which state or country a particular kind of animal makes its home. I. Empire State Building 2. Practice: Capitalize each proper noun or pronoun. Monday. 6.) 4. Review answers and provide corrective feedback.Review Example: i am going home soon. I. i built a model of the empire state building. Answer: New York City Model/Guided Practice Routine 1. Have students reread the sentences to a partner to develop fluency.

Raising Money for the Band Eric. 6. lisa is selling her baseball cards. 2. Provide clear examples. and I want to raise money for the carver elementary school band. lisa. Use as many pronouns as possible. 5. What a great sale this will be? Model/Guided Practice Routine 1. Lisa.Practice: Proofread. Have students reread the sentences to a partner to develop fluency. 3. Define explicitly. We want to raise money for the Carver Elementary School band. Correct all errors. What a great sale this will be! Review and Proofread Grammar Transparency 104 Plural Pronouns © Macmillan/McGraw-Hill .) 4. Lisa is selling her baseball cards. then assign the remaining items. Review answers and provide corrective feedback. Do the first two items with students. Connect to writing. and I are having a sale. Write a short paragraph that summarizes what you know about a particular animal. (Work with English Learners and Approaching Level students to complete all items. ANSWERS Eric. Eric and I have a model airplane to sell. Eric. Eric and i has a model airplain to sell. Substitute a plural pronoun where necessary. and i is having a sale. Lisa.

My mother took care of the children. 2. He made clothes. Provide clear examples. We 4. It 3. We sang while we worked. The tailor moved to the town. Write a short story about a baby animal and its parents. She took care of the children. then assign the remaining items. Define explicitly. They 5. A barber and a trader came to the town. She 2.Practice: Replace the noun with a pronoun. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 7. Model/Guided Practice Routine 1. 6. 1. Connect to writing. 7. (Work with English Learners and Approaching Level students to complete all items. ANSWERS Teacher the following additional practice for reteaching purposes. Assess and Reteach Grammar Transparency 105 Pronouns © Macmillan/McGraw-Hill . 6. Do the first two items with students. 3. 3. Billy and I helped. The pies were delicious. A barber and a trader liked it there. Pa and I sang while we worked. They liked it there. Amanda had a good idea. Pa and I made pies. 2. Use both singular and plural pronouns in your tale. 8. 4. 6. 8. 5. 1. if necessary. The tailor made clothes.) 4. My mother was too busy. The town began to grow.

Do the first two items with students. Samantha put away the bags. Provide clear examples. Review answers and provide corrective feedback. Sandy and I picked up litter. 3. The acorn fell from the tree. Practice: Replace the subject with a subject pronoun. 2. then assign the remaining items. It 3. He 2.Review Example: Mike and Tina ran to school that day. Connect to writing. They 4. We Introduce the Concept Grammar Transparency 106 Subject Pronouns © Macmillan/McGraw-Hill . Two teachers taught me how to read. 3. Define explicitly. (Work with English Learners and Approaching Level students to complete all items. She 5. ANSWERS 1. The boy helps me after school. 5. 2. 4. 6. 1. Have students reread the sentences to a partner to develop fluency. 5. Use a subject pronoun to write a sentence about why an animal might live underground.) 4. Answer: They Model/Guided Practice Routine 1.

Sally brought fruit for Roger and me. Our friends watered the plant. Review answers and provide corrective feedback. 4. us Teach the Concept Grammar Transparency 107 Subject and Object Pronouns © Macmillan/McGraw-Hill . Do the first two items with students. Write a sentence that uses an object pronoun to tell what an animal’s home provides for the animal. ANSWERS 1.Review Example: The girl brought him home some oatmeal cookies. Provide clear examples. Answer: She. Connect to writing. We. him 3. him Model/Guided Practice Routine 1. her 5. Have students reread the sentences to a partner to develop fluency. She. He/She. 5. Diego and I brought food to Grandpa. Practice: Replace the subject and the object with a subject pronoun and an object pronoun. They. The teacher helps the students learn to read. 2. them 2. The baker made a pie for Mom. 3. then assign the remaining items. 6. 5. She/He. 2.) 4. 3. it 4. 1. (Work with English Learners and Approaching Level students to complete all items. Define explicitly.

We gave Jed a new puppy. Connect to writing. 6. Tyra wished the class a happy Thanksgiving. 6. The nurses helped them get well. Answer: object noun. then assign the remaining items. 3. subject noun. Change each to the correct pronoun. He is never too busy to help me and Abby. object noun. Practice: Name the underlined as a subject noun or an object noun. 4.Review Example: Andy thought the test went well. She Review and Practice Grammar Transparency 108 Subject and Object Nouns © Macmillan/McGraw-Hill . They 4. 5. 5. We 2. Ted and I planted red flowers. ANSWERS 1. her 6. Answer: subject noun. subject noun. 2. him 3. Have students reread the sentences to a partner to develop fluency. him Model/Guided Practice Routine 1. Write two or three sentences about an animal that lives in your area. Review answers and provide corrective feedback. 3. She saved Rebecca from the fire. Provide clear examples. 2. Circle any subject pronouns you use and underline any object pronouns. (Work with English Learners and Approaching Level students to complete all items.) 4. object noun. us 5. 1. Define explicitly. Do the first two items with students. object noun. He Example: Melissa gave Jimmy an anniversary card. subject noun.

Connect to writing. Define explicitly. There are a lot of jobs to do.) 4. Model/Guided Practice Routine 1. 2. 6. then assign the remaining items. They like to help others. Some children help pack boxes. ANSWERS My family volunteers at the food bank. Some people collect food. Provide clear examples. some children help pack boxs. Have students reread the sentences to a partner to develop fluency. Review and Proofread Grammar Transparency 109 Pronoun Usage © Macmillan/McGraw-Hill . (Work with English Learners and Approaching Level students to complete all items.Practice: Proofread. 5. Helping at the Food Bank my family volunteer at the food bank. My family like to help others. Review answers and provide corrective feedback. There are a lot of jobs to do? Sume people collect food. Write a short paragraph that describes what it might be like to live in an animal’s home. Correct the errors. Use as many pronouns as you can. Do the first two items with students. We always help on Thanksgiving. Us always help on thanksgiving. 3.

Do the first two items with students. Beatrice talked to the boys. Define explicitly. 6. 2. Her brothers drank the milk. then assign the remaining items. Connect to writing. subject: milk. She loved books. subject: goat. Father fixed the roof. subject: She. 2. object: milk 3. Have students reread the sentences to a partner to develop fluency.) 4. She talked to them. Assess and Reteach Grammar Transparency 110 Subject and Object Pronouns © Macmillan/McGraw-Hill . 4. Provide clear examples. We like our new house. Model/Guided Practice Routine 1. The milk helped the children. 5. (Work with English Learners and Approaching Level students to complete all items. 3. Write a short paragraph that explains how animals use plants to build their homes. object: children 4. 6. 3. 1. Practice: Change the subjects and objects to subject pronouns and object pronouns. 3. He fixed it. subject: Mother. object: books 5. The goat produced milk. Review answers and provide corrective feedback. ANSWERS Teachers: Use the following additional practice for reteaching purposes. subject: Beatrice. object: me 1. Beatrice had a gift. The goat’s milk helped them. 7. 1. Circle the subject pronouns and underline the object pronouns in your writing. object: them 6. subject: We object: house 7. 1. if necessary. 2. Mother cooks for me. subject: milk.Practice: Name the subject and object. 2. 3. 5. object: gift 2. They drank it.

Model/Guided Practice Routine 1. Do the first two items with students. 3. 5. then assign the remaining items. 6. Define explicitly. Provide clear examples. He (like/likes) newspaper hats. Write a sentence that tells where you would live if you could choose a new home. Review answers and provide corrective feedback. Answer: She enjoys the music. She (walk/walks) to the printing press. listen Introduce the Concept Grammar Transparency 111 Pronoun-Verb Agreement © Macmillan/McGraw-Hill . Connect to writing. Write another sentence that tells why. (Work with English Learners and Approaching Level students to complete all items. Have students reread the sentences to a partner to develop fluency. Practice: Choose the correct verb in parentheses to agree with the pronoun. ANSWERS 1.) 4. 5. 3. They (work/works) very hard.Review Example: She (enjoy/enjoys) the music. watch 5. likes 2. We (watch/watches) too much television. walks 3. 1. 2. 4. 2. I (listen/listens) to my parents. work 4.

2. read Teach the Concept Grammar Transparency 112 Pronoun-Verb Agreement © Macmillan/McGraw-Hill . 4. He really (love/loves) his job. loves 3. Model/Guided Practice Routine 1.) 4. 3. 5. They (work/works) hard all day long. ANSWERS 1. 2. 1. 3. Define explicitly. 6. Provide clear examples. washes 4. work 2. Do the first two items with students. (Work with English Learners and Approaching Level students to complete all items. look 5. She (wash/washes) her dog in the morning. 5. Have students reread the sentences to a partner to develop fluency. Review answers and provide corrective feedback. then assign the remaining items. Use a pronoun in the second sentence. Write two sentences that tell about an animal that moves from place to place in your area. We (read/reads) every night before bed. You (look/looks) a little tired today. Connect to writing.Practice: Choose the correct verb in parentheses to agree with the pronoun in each sentence.

Use at least one subject pronoun. Review answers and provide corrective feedback. stand 2. sees 5. ANSWERS 1. 4. He (fold/folds) the paper into a hat. then assign the remaining items. 1.) 4. Define explicitly. 5. Model/Guided Practice Routine 1. Write two sentences about an animal you would expect to find in the country but not in the city. 2. Connect to writing.Practice: Choose the correct verb in parentheses to agree with the pronoun. Do the first two items with students. Have students reread the sentences to a partner to develop fluency. 3. 3. feel Review and Practice Grammar Transparency 113 Pronoun-Verb Agreement © Macmillan/McGraw-Hill . They (speak/speaks) with their hands. (Work with English Learners and Approaching Level students to complete all items. You (stand/stands) tall and proud. She (see/sees) the fire. folds 4. 6. Provide clear examples. speak 3. 2. We (feel/feels) through the soles of our shoes. 5.

Connect to writing. 3. (Work with English Learners and Approaching Level students to complete all items. We are always afraid. Then we gives he a big bowl of milk Model/Guided Practice Routine 1.) 4. We is always afraid then Clarence helps us He chase them away. He chases them away. Write a short story that tells what happens when a new kind of animal moves into your local community. ANSWERS Can a cat be a hero? I think my cat Clarence is one. 5. 2.Practice: Correct errors in the following passage. Provide clear examples. Clarence Is Our Hero Can a cat be a hero. Define explicitly. Review and Proofread Grammar Transparency 114 Pronoun-Verb Agreement © Macmillan/McGraw-Hill . Use as many pronouns as possible. Every summer a number of field mice come into our house. Have students reread the sentences to a partner to develop fluency. Then Clarence helps us. Then we give him a big bowl of milk. I think my cat clarence is one. then assign the remaining items. 6. Every summer a numbr of field mice come into our house. Review answers and provide corrective feedback. Do the first two items with students.

His friend climbed up high. Review answers and provide corrective feedback. 3. 3. We (make. Practice: Rewrite the sentence with a subject pronoun. ANSWERS Teachers: Use the following additional practice for reteaching purposes. 2. His fingers screamed to the workers. 3. Have students reread the sentences to a partner to develop fluency.) 4. It (catch. 2. make 1. The paper burned. 4. It burned. escapes) the fire. 5. speaks 4. escape 3. (Work with English Learners and Approaching Level students to complete all items. 4. Connect to writing. He/She climbed up high. if necessary. Mother and I admired him. catches 2. We admired him. Do the first two items with students. Provide clear examples. 3. Assess and Reteach Grammar Transparency 115 Pronoun-Verb Agreement © Macmillan/McGraw-Hill . speaks) with his hands. 6. He (speak. catches) on fire.Practice: Use the correct form of the verb to make pronouns and verbs match. 4. 1. 2. They (escape. 2. Define explicitly. 1. Model/Guided Practice Routine 1. They screamed to the workers. Write a letter to your local paper that describes how people’s actions are affecting local wildlife. then assign the remaining items. 1. makes) hats from newspaper.

Review
Example: The book about airplanes belongs to (Olga). Answer: her

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write a sentence that uses a possessive pronoun to tell about a special animal.

Practice: Substitute a possessive pronoun for the words in parentheses. 1. (Kevin’s) grandfather was in the army. 2. (The cat’s) whiskers are long. 3. They sent (Roger and Donald’s) class outside during the fire drill. 4. (Bernadette’s) puppies are cute. 5. (Peter’s) bike is bigger than (Maureen’s) bike.

ANSWERS
1. His 2. Its 3. their 4. Her 5. His; her

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Review
Example: You should not judge a book by (it, its) cover. Answer: its

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write a sentence that tells about a pet a friend of yours owns. Then rewrite the sentence using a possessive pronoun.

Practice: Choose the correct possessive pronoun for each sentence. 1. How do we know it’s (hers, her) jacket? 2. A dog can chase (it, its) own tail. 3. They got lost on (their, theirs) way to the concert. 4. We voted to make (ours, our) uniforms blue. 5. I don’t know where to park (mine, my) bicycle. 6. (Her, Hers) birthday is on a Saturday this year. 7. Which is (theirs, his) favorite story? 8. They decided which of the books was (her, hers).

ANSWERS
1. her 2. its 3. their 4. our 5. my 6. Her 7. his 8. hers

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Review
Example: This is my grandmother’s favorite meal. Answer: grandmother’s; her

Model/Guided Practice Routine
1. Define explicitly. 2. Provide clear examples. 3. Do the first two items with students, then assign the remaining items. (Work with English Learners and Approaching Level students to complete all items.) 4. Review answers and provide corrective feedback. 5. Have students reread the sentences to a partner to develop fluency. 6. Connect to writing. Write a sentence that shows who owns a talented animal you have read about. Then rewrite the sentence using a possessive pronoun.

Practice: Identify the possessive noun in the sentence. Name the possessive pronoun that can replace it. 1. Do you think the bird’s feathers are beautiful? 2. Abdul’s bicycle tires are nearly flat. 3. Which one of these Halloween costumes is Tanya’s? 4. The school’s gym was in need of major repairs. 5. Pablo’s house is at the top of the hill. 6. Those are Angela’s watermelons.

ANSWERS
1. bird’s; its 2. Abdul’s; His 3. Tanya’s; hers 4. school’s; Its 5. Pablo’s; His 6. Angela’s; her

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you should write to lawmakers about the problem.Practice: Proofread the following paragraph and correct any errors. (Work with English Learners and Approaching Level students to complete all items. Review answers and provide corrective feedback. There are many ways to approach a problem.) 4. you should research all you can about it. then assign the remaining items. Provide clear examples. Finally. you should reserch all you can about it. and work with local authorities on it. Use as many possessive pronouns as you can. Finally. ANSWERS There are many ways to approach a problem. Define explicitly. First. Write a short fantasy story in which animals have special talents. you should share yours knowledge with the community. Have students reread the sentences to a partner to develop fluency. and work with local authorities on its Model/Guided Practice Routine 1. First. 2. Connect to writing. you should share your knowledge with the community. Review and Proofread Grammar Transparency 119 Possessive Pronouns © Macmillan/McGraw-Hill . 6. 5. Next. Do the first two items with students. Next. 3. you should write to lawmakers about the problem.

Mother’s recipe makes a great pie. 3. mine 2. Do the first two items with students. 3. Our family travels in summer. He went his way. The snake’s belly moves along the ground. Hers 4. (Her. mine). Practice: Choose the correct possessive pronoun that can stand alone. Their 2. My bicycle has wide tires. Write the sentence again but replace the possessive pronoun with a possessive noun. his 1. Ours) is about birds. if necessary. 6. ANSWERS Teachers: Use the following additional practice for reteaching purposes. 4. Her 3. 5. Provide clear examples. Theirs) stays home. Theirs Assess and Reteach Grammar Transparency 120 Possessive Pronouns © Macmillan/McGraw-Hill . Use a possessive pronoun to write a sentence about an animal performing a trick. 1. 1. (Our. The brothers’ sneakers are different colors. 2. 2. Its 4. Review answers and provide corrective feedback. Hers) has narrow ones. 2.Practice: Identify the possessive pronoun that can replace the possessive noun. and I went (my.) 4. Model/Guided Practice Routine 1. 1. I went to Andy’s house. Your book is about bears. Define explicitly. (Their. Have students reread the sentences to a partner to develop fluency. 4. Connect to writing. 3. Ours 3. (Work with English Learners and Approaching Level students to complete all items. then assign the remaining items.

Define explicitly. You’re 2. 3. 6. Have students reread the sentences to a partner to develop fluency. Answer: I’m going to the park. It’s 3.Review Example: I am going to the park. then assign the remaining items. 2. Connect to writing. 2. You are standing near a rabbit hole. 5. 4. Model/Guided Practice Routine 1. They’ve Introduce the Concept Grammar Transparency 121 Pronoun-Verb Contractions © Macmillan/McGraw-Hill . 3. He’s 5. Use a pronoun-verb contraction to write a sentence about an animal you have seen in the wild. They have got to feed the animals. Review answers and provide corrective feedback. Provide clear examples. Do the first two items with students. Practice: Replace the pronoun and verb with a contraction. We have been learning about bear caves. 1. He is going to the zoo tomorrow. (Work with English Learners and Approaching Level students to complete all items. 5. It is a pond with many fish. We’ve 4.) 4. ANSWERS 1.

Review answers and provide corrective feedback. Now rewrite the sentence using a pronoun-verb contraction. Finish this sentence: The animals will . then assign the remaining items. You’ll.) 4. ANSWERS 1. She’ll. Practice: Identify the contraction and name the two words that make up the contraction. 6. I will 3. 5. Do the first two items with students. I’ll. Model/Guided Practice Routine 1. 2. She’ll watch birds later. 5. Now he’ll catch fish in the ocean. 4. You’ll need to watch the puppy. 3.Review Example: We’ll go to the museum tomorrow. 2. Define explicitly. I’ll feed him. he’ll. 1. It’ll. She will Teach the Concept Grammar Transparency 122 Pronoun-Verb Contractions © Macmillan/McGraw-Hill . Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. he will 5. It’ll be a nice day. Provide clear examples. Answer: We + will = We’ll. You will 2. It will 4. Connect to writing. 3.

Have students reread the sentences to a partner to develop fluency. Their. You’re going to the horse ranch tomorrow? ANSWERS 1. Connect to writing. 5. contraction 3. possessive pronoun 2. It’s fun to watch the baby elephants. you’re/your. 2. 3.Review Example: they’re/their. possessive pronoun 4. 5. 6. then assign the remaining items. Your monkey likes to swing from the trees. Then tell which one it is. Their fish is very colorful. Your. Review answers and provide corrective feedback. it’s/its Model/Guided Practice Routine 1. Write two or three sentences that summarize how an animal’s traits help it survive. Provide clear examples.) 4. It’s. contraction Review and Practice Grammar Transparency 123 Possessive Pronouns and Contractions © Macmillan/McGraw-Hill . contraction 5. 1. Do the first two items with students. You’re. 2. They’re watching the tigers run. They’re. Practice: Identify the contraction or possessive pronoun in each item. (Work with English Learners and Approaching Level students to complete all items. 3. Define explicitly. Use at least one pronoun-verb contraction. 4.

Provide clear examples. It’s not big enough for him. He’s tired of his old lily pad. Combine two sentences.Practice: Correct errors in the following passage. (Work with English Learners and Approaching Level students to complete all items. it’s not big enough for he. 6.) 4. Connect to writing. 5. Use at least one pronounverb contraction. The new pond is warmer and bigger. Do the first two items with students. then assign the remaining items. Define explicitly. They are many other frogs their. 2. The new pond is bigger. Review and Proofread Grammar Transparency 124 Pronoun Contractions © Macmillan/McGraw-Hill . There are many other frogs there. Write a short paragraph that compares how two animals survive in the same habitat. 3. ANSWERS Henry’s Moving Day Henry Frog is moving to a new pond. Review answers and provide corrective feedback. Henrys Moving Day Henry Frog is moveing to a new pond. Model/Guided Practice Routine 1. Hes tired of his old lily pad. Have students reread the sentences to a partner to develop fluency. The new pond is warmer.

10. It’ll need a shelter. if necessary. 4. We’re watching the birds. contraction 9. You’ll hear a drum. Have students reread the sentences to a partner to develop fluency. 5. Your map is put away.) 4. He has found a worm. 3. It will need a shelter. 6. 3. Review answers and provide corrective feedback. ANSWERS Teachers: Use the following additional practice for reteaching purposes. They’re. Provide clear examples. 1. It’s. Practice: Identify contractions and possessive pronouns. They’re going to Oregon. They’ve built a dam. Do the first two items with students. 7. He’s found a worm. Its home is in a tree. Your. 5. Use as many pronouns and contractions as you can. You will hear a drum. possessive pronoun 8. (Work with English Learners and Approaching Level students to complete all items. They have built a dam. Model/Guided Practice Routine 1. contraction Assess and Reteach Grammar Transparency 125 Pronoun-Verb Contractions © Macmillan/McGraw-Hill . Write several sentences about an adaptation that might help an animal survive even better in its habitat. 8. then assign the remaining items. 2. 3. 6. 5. Define explicitly. 1. 2. They’re building nests. Its. 7. It’s going to be a fun ride. Connect to writing. possessive pronoun 10. They are building nests. We are watching the birds. 6. 9. 2. 4.Practice: Form contractions.

2. Anne swept the dirty sidewalk. ANSWERS 1. There are five people in the family. They live in a small house. 1. We folded the dry laundry. 5. Provide clear examples. (Work with English Learners and Approaching Level students to complete all items. 4. Practice: Identify the adjective in each item and the noun it describes. Define explicitly. Connect to writing. adjective: brown noun: bags 5.Review Example: The loud dog is barking. Review answers and provide corrective feedback. adjective: small noun: house 2. 3. 3.) 4. adjective: dirty noun: sidewalk 3. then assign the remaining items. 6. adjective: five noun: people 4. Model/Guided Practice Routine 1. 5. Do the first two items with students. Have students reread the sentences to a partner to develop fluency. We put our lunch in brown bags. 2. Write a sentence that uses an adjective to describe your town or city. adjective: dry noun: laundry Introduce the Concept Grammar Transparency 126 Adjectives © Macmillan/McGraw-Hill . Answer: adjective: loud. noun: dog.

The Teach the Concept Grammar Transparency 127 Articles © Macmillan/McGraw-Hill . (An. Provide clear examples. ANSWERS 1. an. the) walls. Use at least one article. Write a sentence that tells about a meal you recently enjoyed. a) break. 1. 3. Have students reread the sentences to a partner to develop fluency. a 4. Practice: Identify the correct article in each item. 6. Define explicitly. 5. The) job will be done soon. and the are special adjectives called articles. He painted (a. 5. Do the first two items with students. the 3. (Work with English Learners and Approaching Level students to complete all items. 2. Jake worked on (a.) 4. 4. an 5. Denise took (an. 2. She decided to eat (an. a 2. 3. Connect to writing. Review answers and provide corrective feedback. Model/Guided Practice Routine 1. a) apple. an) project.Review The words a. then assign the remaining items.

(Work with English Learners and Approaching Level students to complete all items. Ave. 5. The party is at 25 Pine Street. 1. Define explicitly. 5. Dr.Practice: Abbreviate the underlined words below. Do the first two items with students. Review and Practice Grammar Transparency 128 Titles and Abbreviations © Macmillan/McGraw-Hill . St. Mr. Mister Kelly took me to the doctor. 4. Have students reread the sentences to a partner to develop fluency.) 4. Doctor Jones will be here soon. We stayed at 1260 River Avenue. Include a return address and use abbreviations whenever possible. then assign the remaining items. Mr. 3. Provide clear examples. Connect to writing. Model/Guided Practice Routine 1. 2. 3. 4. ANSWERS 1. Write a short letter of thanks to a local author or storyteller. 6. 2. 5. Review answers and provide corrective feedback. 2. 3. Mister Kirkland is my teacher.

Practice: Correct errors in the following passage. Please come and help out. Define explicitly. ANSWERS We are collecting new gifts for the children at a local hospital. We will begin on Monday. Can you donate some sneakers? Dr. Review and Proofread Grammar Transparency 129 Adjectives and Articles © Macmillan/McGraw-Hill . 6. 3. Can you donate some sneakers! Dr Martin is going to dress up as an clown and pas out the gifts Please come and help owt. Connect to writing. (Work with English Learners and Approaching Level students to complete all items. then assign the remaining items. 2. We will begin on Monday. Review answers and provide corrective feedback. Have students reread the sentences to a partner to develop fluency. Write a short folk tale based on an event from your own life. we are collecting neu gifts for an children at an local hospital. 5. Martin is going to dress up as a clown and pass out the gifts. Do the first two items with students. Model/Guided Practice Routine 1. Provide clear examples.) 4. Use as many adjectives as possible.

Do you have a lady gave me a gift. Have students reread the sentences to a partner to develop fluency. Review answers and provide corrective feedback. Write a short description of a character from a folk tale you enjoy. The) apples are juicy. (Work with English Learners and Approaching Level students to complete all items. I see (a. 3.) 4. 1. birdhouse. a 2. or thing. nice. The Assess and Reteach Grammar Transparency 130 Adjectives and Articles © Macmillan/McGraw-Hill . Possible answers: rich. Provide clear examples. We folded the clean laundry. Practice: Choose an adjective that names “what kind of” person. old 2. an. three 1. red 3. 6. place. Connect to writing. 5. dog? Model/Guided Practice Routine 1. 2.Practice: Name the adjective. 3. noisy. 2. if necessary. Possible answers: new. Do the first two items with students. Use adjectives to help readers visualize the character. an) nest. Look at the 3. It has (a. little 1. Teachers: Use the following additional practice for reteaching purposes. the) egg inside it. an 3. 1. Define explicitly. 1. ANSWERS Practice: Choose the correct article. The three brothers live here. (An. 2. 3. big. That 2. 1. kind 2. Possible answers: beautiful. then assign the remaining items. clean 3. The old house needs repair.

Use an adjective that compares to tell about them. 5. Practice: Choose the correct adjective. Define explicitly. older 2. 5. Do the first two items with students. biggest) elephant in the zoo. saddest 3. smallest) than a shark. 1. 3. older) than the hamster. Connect to writing. Have students reread the sentences to a partner to develop fluency. smartest) than the yellow one. She is the nicest friend I have. 3. biggest 4. ANSWERS 1. 2. Bobo is the (bigger.Review Examples: An ant is smaller than a cricket. smarter 5. 4.) 4. That puppy has the (sadder. smaller Introduce the Concept Grammar Transparency 131 Adjectives that Compare © Macmillan/McGraw-Hill . Write a sentence about two characters from a play or movie. 6. A goldfish is (smaller. The blue parrot seems (smarter. (Work with English Learners and Approaching Level students to complete all items. 2. Review answers and provide corrective feedback. The guinea pig is (old. then assign the remaining items. Model/Guided Practice Routine 1. Provide clear examples. saddest) eyes I have ever seen.

Keiko’s ferret is (lazy) than mine. 2. happier 6. Connect to writing. 1.) 4. 6. ANSWERS 1. Hummingbirds seem (happy) than owls. Have students reread the sentences to a partner to develop fluency. whiter 2. 5. 5. Seals are usually the (wet) animals in the zoo. Review answers and provide corrective feedback. The brontosaurus was one of the (big) dinosaurs. wettest 3. lazier 4. Make the correct spelling changes for adjectives that compare. 6. 3. Then rewrite the sentence using another adjective. A cat has (fine) fur than a tiger. 2. Provide clear examples. (Work with English Learners and Approaching Level students to complete all items. then assign the remaining items. finer Teach the Concept Grammar Transparency 132 Adjectives that Compare and Change Spellings © Macmillan/McGraw-Hill . Use an adjective that compares to finish this sentence: This year’s school play will be the ever. Model/Guided Practice Routine 1. Define explicitly. 4. biggest 5. Do the first two items with students.Review Example: That peach was the juiciest I have ever eaten. 3. The dove seems (white) than the mouse. Practice: Add -er or -est to each adjective in parentheses.

Have students reread the sentences to a partner to develop fluency. 3. more 2. (Work with English Learners and Approaching Level students to complete all items. Which of the new pups eats the (many) food? 5. 2. Do the first two items with students. The hyena’s food smells (bad) than the zebra’s food. This pet store has (many) rabbits than the pet store down the street. then assign the remaining items. Of all the dogs. 3. Connect to writing. Use the comparative form of good or bad in one of your sentences. best 4. ANSWERS 1. 5. Review answers and provide corrective feedback. better Review and Practice Grammar Transparency 133 Adjectives that Compare © Macmillan/McGraw-Hill . 2. Write two or three sentences about an actor or actress you admire. 1. Provide clear examples. 4. I think the brown one has the (good) nose.Practice: Change the adjective in parentheses to its correct form. 6.) 4. The lioness is a (good) hunter than the lion. worse 3. most 5. Model/Guided Practice Routine 1. Define explicitly.

2. Do the first two items with students. Have students reread the sentences to a partner to develop fluency. Review and Proofread Grammar Transparency 134 Adjectives that Compare © Macmillan/McGraw-Hill . 3. Define explicitly. Model/Guided Practice Routine 1. She are a gooder friend than Templeton. Charlotte teach Wilbur many important lessons? I think wilbur is the happy pig on the farm. other animals seem to dislke Wilbur. Connect to writing. Review answers and provide corrective feedback.) 4. but not Charlotte. She is a better friend than Templeton. ANSWERS Charlotte’s Web is about a spider named Charlotte and a pig named Wilbur. 6. Charlotte’s Web Charlotte’s Web is about a spider named Charlotte and an pig named Wilbur. Use as many comparative adjectives as possible. (Work with English Learners and Approaching Level students to complete all items. I think Wilbur is the happiest pig on the farm.Practice: Correct errors in the following passage. Write a short review of a play for your school newspaper. 5. Charlotte teaches Wilbur many important lessons. Other animals seem to dislike Wilbur. Provide clear examples. then assign the remaining items. but not Charlotte.

smartest) than the goldfish. 3. (many) Joe scored than Billy did. The turtle is (slower. prettiest 6. smarter 3. 4.) 4. then assign the remaining items. 1. Practice: Change the adjective in parentheses to its correct form. best 8.Practice: Choose the correct comparative adjective. (lucky) He is the 7. The kitten is (smarter. than dress boy in the world. fastest 2. (pretty) She wore her of all. 5. 6. 9. Review answers and provide corrective feedback. Assess and Reteach Grammar Transparency 135 Model/Guided Practice Routine 1. (big) The whale is the elephant. 1. (Work with English Learners and Approaching Level students to complete all items. Have students reread the sentences to a partner to develop fluency. Write a short scene from a play in which two characters are making a comparison. (bad) Her cold is than yesterday. Do the first two items with students. slower 4. 2. more Adjectives that Compare © Macmillan/McGraw-Hill . fastest) horse will win the race. Use the proper forms of comparative adjectives. slowest) than the rabbit. luckiest 7. The (faster. friend on today baskets ANSWERS Teachers: Use the following additional practice for reteaching purposes. if necessary. worse 9. 8. 5. Define explicitly. bigger 5. Connect to writing. 3. 2. 6. (good) She is my the team. Provide clear examples.

verb: laughed 2. verb: came Introduce the Concept Grammar Transparency 136 Adverbs that Tell How © Macmillan/McGraw-Hill . Roger laughed happily at the joke. adverb: certainly. Then use those adverbs in two or three sentences. verb: opened 4. I opened the door. She suddenly realizes that she is lost. verb: realizes 5. Connect to writing. adverb: excitedly. Practice: Identify the adverb that tells how in each sentence. then assign the remaining items. Slowly. Do the first two items with students. and name the verb that it tells more about. Have students reread the sentences to a partner to develop fluency. The kittens jumped excitedly. verb: jumped 3. The news certainly shocked them! 6. The music came slowly to a stop. Answer: adverb: softly. adverb: suddenly.) 4. verb: played Model/Guided Practice Routine 1. 5. adverb: slowly. verb: shocked 6. 4. adverb: happily. Provide clear examples. adverb: slowly.Review Example: The band played softly. 3. 1. (Work with English Learners and Approaching Level students to complete all items. 2. Define explicitly. 2. 3. ANSWERS 1. Review answers and provide corrective feedback. 6. List three adverbs that might tell how someone speaks. 5.

Connect to writing. 5. Write a sentence that uses adverbs to tell about an action you do every day. 1. or how. smoothly (how) 5. Provide clear examples. The plane landed smoothly. yesterday (when) 2. They finally let us into the movie theater. 3. Do the first two items with students. The waiter carefully served our food.) 4. ANSWERS 1. inside (where) 4. 2. Define explicitly. She went shopping yesterday. Name whether it tells when. 2. (Work with English Learners and Approaching Level students to complete all items. The doctor was waiting inside. where. 5. Review answers and provide corrective feedback. Answer: quickly (how) Model/Guided Practice Routine 1.Review Example: Hungry dogs eat quickly. Practice: Choose the adverb. 6. 4. carefully (how) 3. finally (when) Teach the Concept Grammar Transparency 137 Adverbs © Macmillan/McGraw-Hill . Have students reread the sentences to a partner to develop fluency. then assign the remaining items. 3.

upstairs. Define explicitly. adjective 4. 5. Practice: Identify the adverb or adjective. 3. She quickly agreed to join the team. 2. (Work with English Learners and Approaching Level students to complete all items. I am certain that is the correct answer. adverb 6. 2. silly. I like to tell silly stories. Have students reread the sentences to a partner to develop fluency.Review Example: Mira easily answered the questions. Circle the adjectives you use and underline the adverbs. 6. Frank and Tim baked a fancy cake for the party. Molly happily opened her present. adjective Review and Practice Grammar Transparency 138 Adjectives and Adverbs © Macmillan/McGraw-Hill . adverb 2. happily. adverb Model/Guided Practice Routine 1. adverb 5. 6. correct. Do the first two items with students. and tell which one it is. Review answers and provide corrective feedback.) 4. 1. then assign the remaining items. 5. quickly. ANSWERS 1. Provide clear examples. adjective 3. They searched upstairs for the cat. Answer: easily. 4. fancy. 3. Write a short description of a character from a trickster tale. Connect to writing.

) 4. Use as many adjectives and adverbs as possible. 2. 3. 5. ANSWERS To become a United States citizen. 6. Review answers and provide corrective feedback. They have to be able to speak read and write ordinary English. Define explicitly. They must also pass a test about United States history and government. Have students reread the sentences to a partner to develop fluency. (Work with English Learners and Approaching Level students to complete all items. immigrants must meet certainly requirements. Correct any errors. Provide clear examples. Review and Proofread Grammar Transparency 139 Adjectives © Macmillan/McGraw-Hill . To become a united states citizen. then assign the remaining items. They have to be able to speak. They must also pass a test about United States history and government Model/Guided Practice Routine 1. immigrants must meet certain requirements. and write ordinary English. Write a short story in which someone tries to trick someone else.Practice: Proofread the following paragraph. read. Do the first two items with students. Connect to writing.

2. ANSWERS Teachers: Use the following additional practice for reteaching purposes. 2. then assign the remaining items. Write a summary that describes how a particular trickster tale might explain something in nature.Practice: Change the adjectives in parentheses into adverbs. 6. happily 5. Provide clear examples. Use both adjectives and adverbs in your paragraph. if necessary. nervously 3. (nervous) The man talked to the policeman . honestly 4. 5. what Model/Guided Practice Routine 1. 1. 3. 5. Define explicitly. 4. (honest) We told them we thought. (happy) We worked together . 3. Do the first two items with students.) 4. Review answers and provide corrective feedback. 1. (Work with English Learners and Approaching Level students to complete all items. Have students reread the sentences to a partner to develop fluency. (merry) They sang . merrily Assess and Reteach Grammar Transparency 140 Adverbs © Macmillan/McGraw-Hill . carefully 2. (careful) She crossed the street . Connect to writing.

prepositions: of. objects: flight. I felt ill during the flight. preposition: above. we buckled our seat belts. 6. 7. The airplane rose high in the sky. 4. (Work with English Learners and Approaching Level students to complete all items. Use prepositions in your sentences and underline their objects. preposition: under. Connect to writing. object: flight 3. Model/Guided Practice Routine 1. Define explicitly. then assign the remaining items. 8. 5. Early airplanes barely flew above the ground. preposition: to. ANSWERS 1. object: seat 4. Do the first two items with students. object: report 6. 5. object: announcement 5. Have students reread the sentences to a partner to develop fluency.) 4. I researched the history of flight at the library. Provide clear examples. 2. object: sky 2.Review A preposition is a word that shows the relationship between a noun or pronoun and another word in a sentence. 2. library 8. preposition: in. Practice: Identify the prepositions and the objects of the prepositions in the following sentences. 3. 1. Before the take-off. preposition: during. preposition: with. Please listen to the announcement. The noun or pronoun that follows a preposition is the object of the preposition. Write about a scientific experiment that you once performed. object: ground 7. 3. 6. preposition: Before. I put my bag under my seat. Review answers and provide corrective feedback. at. She included photos with her report. object: take-off Introduce the Concept Grammar Transparency 141 Prepositions © Macmillan/McGraw-Hill .

I am scared of flying. I went to watch the airplanes with Keisha. in the library Prepositions © Macmillan/McGraw-Hill .) 4. 6. Between you and me 3. Practice: Correct the errors in the prepositional phrases in the following sentences. Underline any prepositional phrases you use. Pronouns that follow a preposition should be objective pronouns: between you and me Model/Guided Practice Routine 1. Between him and her. 1.Review A prepositional phrase includes a preposition. 3. Provide clear examples. At the airplane exhibit. To him and her 4. Between him and her. 5. then assign the remaining items. flying was a new experience. with Keisha 2. Teach the Concept Grammar Transparency 142 ANSWERS 1. 3. 2. (Work with English Learners and Approaching Level students to complete all items. Define explicitly. 4. 2. Review answers and provide corrective feedback. 3. and any words in between. The book about early airplanes was in library. Tell what you learned from the experience. Do the first two items with students. 1. The pilot looked carefully at controls. Write a journal entry about a time when something did not go as planned. about the history of airplanes 1. Connect to writing. To he and she. we learned a great deal. the object of the preposition. Between you and I. at the controls 2. Have students reread the sentences to a partner to develop fluency. 2. At the airplane exhibit 3. Practice: Identify the prepositional phrases in the following sentences. he knows more about the history of airplanes.

Review answers and provide corrective feedback. 4. 4. 2. 6. Next we will go see the alligators. 6. then assign the remaining items. Oh. Provide clear examples. Yes. 2. 5. Do the first two items with students. 3. Use an introductory word in a sentence that expresses surprise at meeting a character from a folk tale.Review Example: No we cannot come tomorrow. 5. 6. First. Shelly please stay with the class. Connect to writing. Model/Guided Practice Routine 1.) 4. 1. Correct: No. 5. Greg do you like the pig pen? ANSWERS 1. Greg. 3. Shelly. First we will look at the giraffes. Yes the dolphin can be trained. 3. (Work with English Learners and Approaching Level students to complete all items. 2. Next. Have students reread the sentences to a partner to develop fluency. Review and Practice Grammar Transparency 143 Commas after Introductory Words © Macmillan/McGraw-Hill . Practice: Correctly punctuate the sentences below. Define explicitly. we cannot come tomorrow. Oh swimming looks like fun.

possible answer: Besides us. 6. 5. possible answer: The boys ran behind the small plane as it took off. then assign the remaining items. Connect to writing. I’m actually taking flight lessons. 5. we wouldn’t have been able to complete the report. Have students reread the sentences to a partner to develop fluency. ANSWERS 1. 2. 3. possible answer: They were working under the plane. 4. 6. toward Model/Guided Practice Routine 1. possible answer: Without her. possible answer: The passengers filed slowly onto the plane. between 6. possible answer: He tossed the model plane toward me. Review answers and provide corrective feedback. Write a short dialogue between two scientists with different ideas about a problem. Use a variety of prepositional phrases. (Work with English Learners and Approaching Level students to complete all items. 2. 8. 3. Include pronoun(s) as the object(s) of some of the prepositions. besides 7. Do the first two items with students.Practice: For each item. onto 3. 1. under 4. without 8. possible answer: Between you and me.) 4. Define explicitly. Review and Proofread Grammar Transparency 144 Prepositions © Macmillan/McGraw-Hill . Provide clear examples. possible answer: The flight was bumpy during the thunderstorm. behind 5. during 2. no one in the class has flown before. write a sentence that includes the preposition. 7.

Model/Guided Practice Routine 1. 8. 3. preposition: Until. ANSWERS 1. She gave us a book about airplanes. she has flown the most. Connect to writing. 4. 2. on. preposition: Among. Write a proposal that tells how you would conduct an experiment to help solve a problem. preposition: inside.) 4. object: airplanes 3. 3. object: help Assess and Reteach Grammar Transparency 145 Prepositions © Macmillan/McGraw-Hill . Define explicitly. 7.Practice: Identify the prepositions and the objects of the prepositions in the following sentences. 1. prepositions: with. 2. preposition: about. object: airplane 8. object: us 5. I was nervous. object: liftoff 7. objects: me. preposition: Without. Will you sit with me on the flight? 6. (Work with English Learners and Approaching Level students to complete all items. they never would have built the plane. object: store 2. then assign the remaining items. 5. 5. Until the liftoff. Among us. Provide clear examples. It was comfortable inside the airplane. An old airplane is inside the barn. preposition: at. flight 6. Underline any prepositions you use and circle their objects. I bought a model airplane at the store. preposition: inside. Have students reread the sentences to a partner to develop fluency. 6. Do the first two items with students. Without her help. Review answers and provide corrective feedback. object: barn 4.

Caterpillars have short legs. Combine the two sentences into one. Workers put pupae into boxes. Do the first two items with students. 2.) 4. Have students reread the sentences to a partner to develop fluency. 2. 2. Connect to writing. Butterflies drink sweet nectar. Provide clear examples. The four wings are colorful. They lay valuable eggs on plants. 5. ANSWERS 1. The boxes are special. Define explicitly. 5. 3.Review Example: Caterpillars have legs. 5. 4. Practice: Combine the sentences. Introduce the Concept Grammar Transparency 146 Sentence Combining with Adjectives © Macmillan/McGraw-Hill . then assign the remaining items. Write a sentence that tells whether you write with a pen or pencil. The flowers need to be tall. Butterfly farms need tall flowers. They lay eggs on plants. Butterflies drink nectar. The nectar is sweet. Butterflies have four colorful wings. (Work with English Learners and Approaching Level students to complete all items. Butterfly farms need flowers. Workers put pupae into special boxes. Then write another sentence that describes your pen or pencil. Review answers and provide corrective feedback. 6. The eggs are valuable. 1. Model/Guided Practice Routine 1. 3. Their legs are short. 4. Butterflies have four wings. 3.

5. Provide clear examples.) 4. Review answers and provide corrective feedback. 2. Combine the sentences using the new adverb. Connect to writing. 5. 3. They slowly carry the eggs. They carry the eggs. He reads carefully. They fly gracefully. Jake points quickly to the tree. 4. Jake points quickly. Rewrite the second sentence with a new adverb. 6.Practice: Combine the sentences. Choose one of the pairs of sentences on the transparency. ANSWERS 1. They work eagerly. The children work eagerly. Define explicitly. Have students reread the sentences to a partner to develop fluency. 3. Model/Guided Practice Routine 1. 2. The butterflies fly gracefully from tree to tree. 1. then assign the remaining items. They slowly carry them. The butterflies fly from tree to tree. The children work. 5. Teach the Concept Grammar Transparency 147 Sentence Combining with Adverbs © Macmillan/McGraw-Hill . 4. He carefully reads the book. 2. Jake points to the tree. (Work with English Learners and Approaching Level students to complete all items. He reads the book. Do the first two items with students. 3.

materials. The butterflies rest on the flowers and then they drink the nectar. 2. that was an interesting fact. Model/Guided Practice Routine 1. and then they drink the nectar. 2. Well. The students earned money for books. 1. 3. grow. 5. Write a sentence that includes your list. The butterflies rest on the flowers. We visited the farm. 3. Practice: Practice comma usage below. (Work with English Learners and Approaching Level students to complete all items. Define explicitly. and turn into pupae. and we saw lots of butterflies. Do the first two items with students. then assign the remaining items. 3.Review Examples: Caterpillars eat.) 4. The students earned money for books materials and equipment. they planted flowers to attract the butterflies. Make a list of three unusual creatures you might find in a fairy tale. Next they planted flowers to attract the butterflies. 2. and equipment. Connect to writing. Review answers and provide corrective feedback. Review and Practice Grammar Transparency 148 Comma Usage © Macmillan/McGraw-Hill . Provide clear examples. Have students reread the sentences to a partner to develop fluency. Next. ANSWERS 1. 6.

6. Model/Guided Practice Routine 1. Butterflys need plants to eat lay their eggs on and sit on. caterpillars. and sit on. Combine sentences as necessary. (Work with English Learners and Approaching Level students to complete all items. Include at least one adjective and one adverb. Farmers care for eggs. Review and Proofread Grammar Transparency 149 Sentence Combining with Adjectives and Adverbs © Macmillan/McGraw-Hill . Have students reread the sentences to a partner to develop fluency. Farmers care for eggs caterpillars and pupae. and pupae. The caterpillars grow. 3. The caterpillars grow quickly. Provide clear examples. They grow quickly. Review answers and provide corrective feedback. Do the first two items with students.Practice: Proofread. Define explicitly. Butterflies need plants to eat. Connect to writing. A Farm for Butterflies Butterfly farming is harde work. 2.) 4. then assign the remaining items. Correct errors in the following paragraph. ANSWERS Butterfly farming is hard work. Write a short book review that tells about the theme of your favorite fairy tale. lay their eggs on. this is becauze each butterfly usually eats only one kind of plant. 5. This is because each butterfly usually eats only one kind of plant.

) 4. The caterpillars will become butterflies. The caterpillar made a warm cocoon. 2. ANSWERS Teachers: Use the following additional practice for reteaching purposes. 4. Have students reread the sentences to a partner to develop fluency. The caterpillars will become butterflies soon. 4. The cocoon was warm. Gary quickly points to the Monarch. Gary points to the Monarch. The caterpillar made a cocoon. James drew a beautiful picture of a butterfly. 1. He points quickly. 2. Janet reads her report card. The picture is beautiful. She reads it proudly. Assess and Reteach Grammar Transparency 150 Sentence Combining with Adjectives and Adverbs © Macmillan/McGraw-Hill . Rewrite those two sentences as one sentence in your final draft. if necessary. The flowers are colorful. They like the flowers. Janet proudly reads her report card. James drew a picture of a butterfly. 3. Include two sentences that could be combined using adjectives or adverbs. (Work with English Learners and Approaching Level students to complete all items. Provide clear examples. Define explicitly. Model/Guided Practice Routine 1. 5. Do the first two items with students. 2. 5. then assign the remaining items. 1. 6.Practice: Combine the sentences. 5. Review answers and provide corrective feedback. 3. 3. They like the colorful flowers. They will become butterflies soon. 6. 6. Connect to writing. Write a short fairy tale of your own.

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