Teacher’s Annotated Edition

ISBN: 0–328–20489–7

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5 6 7 8 9 10 V000 12 11 10 09 08 07
 Table of Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Instructional Planner . . . . . . . . . . . . . . . . . . . . . . . . . vi
Writing Traits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Writing Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Teacher Notes on Writing Traits
Focus/Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Organization/Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . 6
Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Word Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Instruction
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

II Table of Contents
 Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Lesson 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Lesson 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Lesson 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Test Tips
Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
How-to Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Compare and Contrast Essay . . . . . . . . . . . . . . . . . . . 236
Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Persuasive Argument . . . . . . . . . . . . . . . . . . . . . . . . . 240
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Daily Fix-It Lessons . . . . . . . . . . . . . . . . . . . . . . . . . TR1
Differentiated Instruction/Extra Practice . . . . . TR11
Strategies and Activities . . . . . . . . . . . . . . . . . . . TR17
Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TR20
Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TR22
Self-Evaluation Guides . . . . . . . . . . . . . . . . . . . . . TR26
Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . TR28
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TR33

Table of Contents III

 Overview
The Grammar and Writing Book is designed to support and
enhance the grammar and writing strand in Reading Street. The
book includes weekly grammar and writing lessons, a Writer’s
Guide, writing-for-tests lessons, and a Grammar Patrol handbook.

Writer’s Guide
• The Writer’s Guide gives students strategies and models for
effective writing.
• There is a lesson for each of the following writing traits:
Focus/Ideas, Organization/Paragraphs, Voice, Word Choice,
Sentences, and Conventions.
• Each lesson has leveled exercises to reinforce the skill.
• There are rubrics for each of the four major modes of writing:
Narrative, Descriptive, Persuasive, and Expository.
• 4-, 3-, 2-, and 1-point models for each mode are provided
with customized rubrics.

Weekly Grammar and Writing Lessons

PAGE 1 PAGE 2 PAGE 3 PAGE 4 PAGE 5 PAGE 6

Grammar Grammar Grammar Grammar Writer’s Writing

Instruction and Leveled Exercises Test Preparation Review Craft Model
Leveled Exercise A B and C

• Thirty 6-page lessons correspond to the grammar and

writing lessons in the Teacher’s Edition of Reading Street.
• Leveled exercises reflect the topics and themes in the
corresponding reading lessons.
• Review and assessment are provided in the standardized
test format.

IV Overview
 • The writing pages provide support for the end-of-unit
process writing lesson in the Teacher’s Edition of Reading
Street. Leveled exercises culminate in a brief writing
assignment that relates to the end-of-unit product. For
Grade 6, the writing products are as follows:

Unit 1—Personal Narrative

Unit 2—How-to Report
Unit 3—Compare and Contrast Essay
Unit 4—Story
Unit 5—Persuasive Argument
Unit 6—Research Report

Writing for Tests

• Lessons teach test-taking strategies for developing skills
such as understanding a prompt, finding a topic, organizing
ideas, developing and elaborating ideas, and writing a strong
beginning and ending.
• Lessons support the end-of-unit process writing lessons in the
Teacher’s Edition of Reading Street.
• Five prompts duplicate the prompts in the end-of-unit
process writing lesson.
• A student model illustrates an exemplary piece of writing.
• Following the model is an explanation of why it merits a
top score.

Grammar Patrol
• This handbook includes sections on grammar, capitalization,
punctuation, spelling, and handwriting.

Overview V
 Instructional Planner

Day 1 Day 2

2-3 minutes Use the Daily Fix-Its Use the Daily Fix-Its
on pp. TR1–TR10 on pp. TR1–TR10
Daily Fix-Its
or the Daily Fix-It or the Daily Fix-It
Transparencies. Transparencies.

15-20 minutes Introduce the Test Preparation

Grammar Skill. • Grammar Practice
Grammar and
Writing • Guided Practice • Standardized Test
• Leveled, Independent Format
Practice

The Grammar and Writing Book and The Grammar and Writing Book Teacher’s
Annotated Edition provide many other resources for language arts instruction.

Additional Grammar Practice

Extra Practice for Differentiated Instruction, pp. TR11–TR16

VI Instructional Planner
 Day 3 Day 4 Day 5

Use the Daily Fix-Its Use the Daily Fix-Its Use the Daily Fix-Its
on pp. TR1–TR10 on pp. TR1–TR10 on pp. TR1–TR10
or the Daily Fix-It or the Daily Fix-It or the Daily Fix-It
Transparencies. Transparencies. Transparencies.

Review the Writer’s Craft Lesson Examine a Writing

Grammar Skill. • Improve Writing Model.
Skills • Key features of
different types
of writing

Additional Writing Resources in the Student Book

• Writing Traits in the Writer’s Guide, pp. 2–25
• Rubrics and Models for Narrative, Descriptive, Persuasive,
and Expository Writing, pp. 26–45
• Evaluate Your Writing, pp. 46–48
• Writing for Tests, pp. 231–243

Additional Writing Resources in the Teacher’s Annotated Edition

• Writing Traits and Writing Features, pp. viii, ix
• Strategies and Activities, pp. TR17–TR19
• Prompts for Each Writing Mode, pp. TR20–TR21
• Alternative Rubrics, pp. TR22–TR25
• Self-Evaluation Guides, pp. TR26–TR27

Instructional Planner VII

 Writing Traits

• Focus/Ideas refers to the main purpose for writing

and the details that make the subject clear and interesting.
Traits It includes development of ideas through support and
elaboration.
Focus/Ideas
• Organization/Paragraphs refers to the overall structure
that guides readers through a piece of writing. Within that
Organization/ structure, transitions show how ideas, sentences, and
Paragraphs paragraphs are connected.

Voice • Voice shows the writer’s unique personality and establishes

a connection between writer and reader. Voice, which
contributes to style, should be suited to the audience and
Word Choice the purpose for writing.

• Word Choice is the use of precise, vivid words to

Sentences communicate effectively and naturally. It helps create
style through the use of specific nouns, lively verbs and
adjectives, and accurate, well-placed modifiers.
Conventions
• Sentences covers strong, well-built sentences that vary
in length and type. Skillfully written sentences have pleasing
rhythms and flow fluently.

• Conventions refers to mechanical correctness and

includes grammar, usage, spelling, punctuation,
capitalization, and paragraphing.

VIII Writing Traits

Writing Features
The features below combine to make a writing task successful.
The diagram to the left shows how 6-trait writing used in
Scott Foresman Reading Street correlates to these features.

• Focus is the topic/subject of a piece of writing in response

to a prompt. It is determined by the purpose, audience, and
Traits context of a written work. Writers must establish a focus that
responds to each writing task. The topic/subject should be
Focus/Ideas clear, although it need not be stated explicitly.

• Organization is the movement and relatedness of ideas.

Organization/ In a well-organized composition, ideas are complete and
Paragraphs developed. There is a consistency of purpose shown in
features that contribute toward a beginning, middle, and
end. The progression of ideas is clear and smooth, often
Voice
with connectors that show relationships. There are no gaps
that leave readers confused.
Word Choice • Support and Elaboration is the use of specific details that
develop the topic/subject and make it clear to readers. Key
concepts are related ideas and sufficient supporting details.
Sentences
This means that supporting details must be related to the
subject matter and sufficiently developed to present it fully.
Effective elaboration excludes details that are off the topic,
Conventions
vague, underdeveloped, or repetitive.

• Style is the effective use of language as seen through word

choice and sentence fluency. Such language is compatible with
the purpose, audience, and context of the writing task. Precise
words, along with their arrangement and sound, contribute to
an effective style. A variety of sentence types and lengths adds
interest and rhythms to writing and helps convey ideas.

• Conventions covers correct grammar, usage, mechanics, and

sentence formation. Good writers show reasonable control over
specific areas such as agreement, tense, case, capitalization,
punctuation, and spelling, and write in complete sentences.

Writing Features IX
Writer’s Guide

Writer’s Guide 1

Elaboration/Support
Students often have a hard time
elaborating and supporting their
ideas with interesting and exciting
details. Once students have their
basic facts for a writing assignment,
I like to organize them in small groups
to create a short skit, using the basic
facts and then expanding on their
initial ideas in the skits. Students
can usually create a short skit in
a few minutes, act it out, and then
return to their individual writing
assignment inspired with many fresh
and new ideas. Try it!
2 Writer’s Guide
Focus/Ideas
Good writers focus on a main idea and develop this idea
with strong, supporting details. In addition, they know their
purpose for writing. This purpose may be to persuade, to
inform, to describe, or to entertain. Your purpose is important
because it helps you focus on your main idea.
Even a postcard has a main idea and a purpose.
Dear Lee,
The cookout at camp was great!
We sang songs while the hot dogs
cooked over the f lames and the
owls hooted. Wish you were here.
Best,
Craig
Main Idea Craig is enjoying camp.
Purpose To inform Lee
Details This postcard gives Lee a glimpse of camp life. Details make the
writing lively. Compare these two sentences:
• Camp is busy and fun. (dull, with few details)
• We hike in the green hills, paddle aluminum kayaks, and rehearse for
the camp musical. (adds color and information)
Strategies for Improving Word Choice
• Choose a topic that you can handle. For example, “The History of
Pennsylvania” is too large a topic for a brief essay.
• Let your purpose fit the topic. For example, a funny story is
entertaining; a comparison/contrast of two movies is informative.
2 Writer’s Guide
 Write the letter of the purpose that best suits each numbered
writing assignment.
A To entertain B To inform C To persuade
C 1. A letter convincing parents to let you go to camp
B 2. A set of instructions for assembling a model plane
B 3. A report on Egypt’s pyramids
A 4. A story about a cat and dog detective team
C 5. Arguments for having a longer school year

Read the paragraph below. Write the numbers

of the sentences that do not focus on the main
idea in the first sentence.

Main idea By following a few simple steps, you

can make perfect pasta. (6) First, choose a large pot, fill it
two-thirds full of water, and heat it over a burner. (7) Add a half
teaspoon of salt and a tablespoon of oil. (8) When the water begins
to boil rapidly, put in the pasta. (9) There are many kinds of pasta.
(10) I like rotini best. (11) Stir the pasta every minute or so.
(12) After it has cooked for 9 minutes, pour the pasta and water
into a colander in the sink. (13) Drain the pasta, pour it into a
bowl, add butter, and enjoy!
9, 10
Read the details about unusual vegetables below. Write a main
idea sentence based on these details. Then write a paragraph
using the details.
Possible answer is on page TR33.
Details rutabaga—like a cross between a turnip and a squash;
yellow and mild
Jerusalem artichoke—crunchy, slightly sweet; a little like
potato; actually the root of a sunflower
tomatillo—small, green, sticky; looks like tomato; comes
from Mexican ground cherry
Writer’s Guide 3

Writer’s Guide 3
 Improving Focus/Ideas

Original

This is about fast food. I love burgers, fries, pizza, and all that stuff.
I could eat it every day. People are busy and don’t want to wait for their
food, plus fast food tastes great. Tasty Burger is my favorite place.
Fast food is bad for you. I guess burgers and fries have lots of fat.
Soft drinks are full of sugar. I drink a couple every day usually. You could
order other stuff, like a chicken sandwich or chili. I read that they have
a lot less fat.
Fast-food restaurants have new stuff on the menu. There are different
salads like this one has chicken and nuts and oranges in it. I’d rather have
a burger to tell the truth. Now what to drink. I really want that soft drink,
but I could get milk instead. Oh, well. Now that I have been so good, I
deserve a hot fudge sundae. Ha!

Revising Tips
Write a specific, clear main idea statement. You could write a
strong, focused statement about eating healthy at fast-food restaurants.
Include only details that focus on and develop the main
idea. Delete details that are off the topic. (For example, delete sentences
about favorite restaurants and foods.)
Include enough details to support important points. Provide
specific details about healthy and unhealthy fast foods. (For example,
explain which fast foods are bad for you and why.)
Write a conclusion that reinforces your main idea. (Add an
ending that ties together all your points about the main idea.)

4 Writer’s Guide

4 Writer’s Guide
Improved

We know that too much fat and sugar are bad for us. But we often
have to eat fast, and we love our burgers and fries. Unfortunately, they
are full of fat. The soft drinks that go with them are full of sugar. Is there
a way to eat healthy at a fast-food restaurant? If we can change our
habits, the answer is yes.
First, replace that burger with a food lower in fat. For example, try
a grilled chicken sandwich or some chili. Both those choices are tasty and
low in fat. Many fast-food restaurants are now offering salads and even
fresh fruit. These are very healthy choices. Replace the soft drink with
milk or water.
Congratulations! Now you are eating healthy. Please don’t reward
yourself with a giant ice cream. If you need a treat, get a low-fat yogurt
cone. Your body will thank you.

Writer’s Corner
Beware of interesting but irrelevant details. Once you write a clear main
idea statement, check all your details against it. If a detail does not relate
directly to your main idea, it does not belong.

Writer’s Guide 5

Writer’s Guide 5

Organization
My students find organizing their
thoughts challenging. They often plunge
into writing without thinking about a
structure. I have to remind them that
finding an organizational plan upfront
helps them “set up” their writing. For
example, a story needs a beginning,
a middle, and an end. Jotting ideas
on a graphic organizer before writing
gives students a frame and a direction.
Once they know where they are going,
they can write more effectively.
6 Writer’s Guide
Organization/Paragraphs
Every piece of writing needs some kind of organization.
The structure is like the frame of a house. It holds everything
together and gives a shape to ideas and details.
Here are some ways to organize your writing:
• a narrative with a beginning, middle, and end
• a step-by-step set of instructions
• a comparison/contrast of two people, places, or things
• a description of something from left to right
• an explanation of causes and effects
• a persuasive piece with the best reason last
Before you write, consider how to best shape your ideas. For example, if
you are explaining how to build a gingerbread house, a set of instructions
would work. If you are sharing a personal experience, a narrative is the
form to use.
Deciding on the form of your writing is just the first step. Consider how
all of your ideas connect to the topic. What organization would best
present your ideas?
Strategies for Organizing Ideas
• Create a graphic organizer such as a web, outline, chart, or sketch.
• Order steps from first to last.
• Introduce characters, set the scene, and show action.
• Save the most important idea until last and build up to it.
• Use sequence words such as first, later, and now.
• Use signal words such as both and neither to show comparisons.
6 Writer’s Guide
 Write the letter of the kind of
organization that each numbered
writing assignment calls for.
A Description
B Comparison/contrast
C Persuasive argument
D Set of instructions
B 1. Tell how twin sisters are alike and different.
A 2. Create a vivid word picture of a wolf.
D 3. List the steps in making lemonade.
C 4. Convince parents to buy you a computer.

A description often presents details about an object from top to

bottom or left to right. Read the following paragraph describing a
mountain. Choose a detail about location from the box that best fits
each sentence. Rewrite the paragraph.

around the base of the mountain 5 above the clouds 10

where the slopes grew steeper 7 above the forest line 8
on the gentle slopes near the base 6 into swirls of white cloud 9

(5) , farmland spread out and cattle grazed. (6) , herds

of sheep walked among the wildflowers. (7) Higher up, ,
evergreen forests grew. (8) Rocky cliffs rose sheer . (9) The
cliffs seemed to disappear . (10) The ice-covered peak rose
like a spearhead .

Write a paragraph explaining the causes of a problem such as

pollution or erosion. Suggest a possible solution. Use words such
as so, as a result, and because to show how ideas are related.
Possible answer is on page TR33.
Writer’s Guide 7

Writer’s Guide 7
 Improving Organization/Paragraphs

Original

It is time to write another book report, and book reports are not my
favorite thing. They are kind of boring because we always write the same
kind of information.
One thing that would be more fun would be if we acted out scenes
from books. Or we could write songs or have talk shows about our
books’ characters.
The class is getting bored with writing the same old reports. Aren’t
book reports supposed to make us want to read? Bored students are
turned off to reading. Cool projects would be fun and exciting. Everyone
would remember a play or a song based on a book. Writing is not the best
way for everyone to learn.
Special projects would be entertaining. I think we would remember the
books better and want to read more. That’s all.

Revising Tips
Begin with a clear statement of your main idea. Focus on the
problem and how you think it should be solved.
Organize your support logically in well-developed paragraphs.
State reasons why your solution or opinion is best, one at a time, and
develop them with supporting details.
Use transition words and phrases to show how ideas are
connected. (Introduce reasons with first, also, and most important.
End with the strongest reason.)
Tie ideas together in your conclusion. Avoid an abrupt ending.
Refer back to your main idea, using different wording.

8 Writer’s Guide

8 Writer’s Guide
Improved

It is time to write another book report, and I have the book report
blues. I’d like to propose a change to get rid of those blues. Instead of
writing the same old book reports, why don’t we make special projects
about the books we read?
There are several reasons to make a change. First, the class is getting
bored with writing the same old reports. Aren’t book reports supposed to
make us want to read? Bored students are turned off to reading. Second,
cool projects would entertain us. Everyone would enjoy a play or a song
based on a book.
It is also true that writing is not necessarily the best way for everyone
to learn. We could share our books by acting out scenes or having a talk
show for the characters in the books.
Most important, students would remember the books better and want
to read more because they would use their imaginations in a fun way. Let’s
get started today and brainstorm ideas for fun book projects!

Writer’s Corner
Make a “ladder” and summarize your main
argument at the top and your reasons on the
rungs. Be sure each rung below the main
statement states a new reason. The final
rung should tell the most important reason.

Writer’s Guide 9

Writer’s Guide 9

Voice
I bring in ads, and we discuss the voice in
each one. Although the word persuasive
can be applied to every ad, I elicit other
words that characterize particular ads.
(enthusiastic, humorous, playful, urgent)
I divide the class into groups, and each
group chooses an ad. I tell students to
write a paragraph about the topic in
their ad, using a different voice—for
example, critical, satiric, or factual.
They come up with some wonderful
pieces. Here’s an example:
If you don’t buy these $150 jeans,
you won’t be popular. You will look so
cool in these frayed, bleached-out
jeans that look like someone wore
them for ten years. Run, don’t walk,
to the nearest store so you can
throw away money, look bad, and
make someone else rich.
10 Writer’s Guide
Voice
Every writer has a voice—a personality that comes through
in the tone and style of a piece of writing. Voice shows that a
writer knows and cares about a topic. It also reveals a certain
style and tone. A writer with a strong, clear voice speaks
directly to readers and keeps their attention.
• I stood on the bridge and looked at the water. (weak voice)
• I leaned over the railing of the bridge, scowling down at
the muddy, brown waters of the river. (strong voice)
Voice should take into account what the reader needs to know. Your
topic, audience, and purpose will determine your voice.
Strategies for Developing Your Voice
• Be sure of your purpose and audience. A review of a school play that
flopped might have a humorous, light voice. An argument for more
lifeguards at the town beach demands a serious, thoughtful voice.
• Select words that match your voice. When you write dialogue for
characters in a story, you can use contractions (I’ve, it’s) along with
slang. Figurative language can make your voice interesting and colorful.
Formal writing, such as research reports and business letters, requires
exact, objective vocabulary.
• Remember that your voice
shapes and controls your ideas.
Whatever you write about,
express yourself in an
engaging, appropriate voice.
10 Writer’s Guide
 Write the letter of the type of writing that would include each
numbered topic sentence.
A Personal narrative C Business report
B Book review D Comparison/contrast essay
B 1. We expect excellence from the creator of Harry Potter, and with
her newest book, J. K. Rowling does not disappoint us.
D 2. Swimming in the ocean is nothing like swimming in a lake.
C 3. The student council began the year with $187.50 in the treasury.
A 4. When the tornado warning sirens sounded, my mom took charge.

Some sentences in the business letter below have a “voice problem.”

Write the letter of each problem next to the number of the sentence
that has that problem. Write D if the sentence has no voice problem.
A Slang C Inappropriate humor
B Too formal D No voice problem

(5) Our club has received your bill for the chocolate bars we
ordered for our fundraiser. (6) According to this bill, you shipped
us 5,000 bars and we owe you $3,500. (7) No way! You are so out
of line! (8) Do you think we are a bunch of chocolate junkies? Ha!
(9) Our records show that we ordered 1,000 bars at a total cost of
$750. (10) We shall delay payment until you adjust our bill.
5. D 6. D 7. A 8. C 9. D 10. B
Complete the statement below. Then
develop the idea with at least five
sentences, using a humorous,
light voice.
Possible answer is on page TR33.
The most hilarious thing I ever
saw was .

Writer’s Guide 11

Writer’s Guide 11
 Improving Voice

Original

Last night there was a raccoon in the yard. Raccoons are wild animals
that have gray-brown fur and a striped tail and a black stripe across their
eyes that looks like a mask. I was surprised to see him. He stood on his
back legs and looked at me.
He must have figured I wasn’t an enemy because he got down in the
grass and got himself some birdseed. There is a bird feeder in the yard
and birds scatter the seed on the ground under it. I didn’t know a raccoon
would eat birdseed. It sounds gross.
He must have liked it, for he kept eating for a long time. Then he turned
without giving me a second glance and walked off.

Revising Tips
Establish a voice in the opening paragraph. Create a voice that
establishes your mood and your feeling for the subject.
Use interesting language to suggest your personality and get
your reader involved. Replace flat, dull sentences with vivid ones
that bring the topic to life.
Elaborate on your ideas. Use precise, descriptive details rather
than vague, general ones. (Replace got himself some birdseed with
scrabbled around in the grass under the bird feeder and expertly raked in the
seeds scattered by birds.)
Match your language to your purpose. Don’t use slang or overly
informal words in a personal narrative. (Replace It sounds gross.)

12 Writer’s Guide

12 Writer’s Guide
Improved

Last night a masked bandit surprised me in the yard. The raccoon was
surprised too and reared up on his hind legs to get a good look at me.
With that black stripe across his face, he looked like a stubby-legged
pirate with a thick furry cape wrapped around his wide body. He spread
his paws as if to say, “Well? And what do you want? Are we okay here?”
He must have decided I wasn’t an enemy because he went back to his
business. His business was dinner. He scrabbled around in the grass under
the bird feeder and expertly raked in the seeds scattered by birds. When
he had a nice little pile, he leaned forward to chomp it down. “Ugh!” I
thought, as I imagined swallowing the hard slivers of grain and seeds.
Still, it must have suited him fine, for he kept at it a long time. Then he
turned without giving me a second glance and ambled off, waving his bushy,
striped tail like a f lag.

Writer’s Corner
Your attitude toward your subject comes through your voice; before
you begin writing, consider how you feel about your topic. Allow
those feelings to guide your choice of words. They should reflect your
personality and attitude and also create a suitable tone for the subject.

Writer’s Guide 13

Writer’s Guide 13

Word Choice
Lots of appears often in student
writing. I work with my class to replace
this phrase with a specific image—
something readers can picture using
their senses. First I write an example
on the board, such as Lots of clothes
are on my bed. Then students offer
replacements for Lots of: A mound of
clean laundry; Tangled white t-shirts;
Rumpled pants and blouses; Wads
of smelly socks. Sometimes I begin a
writing class by dictating: I had lots of
things in my bookbag (or desk, purse,
pockets, closet, room). Students write
down as many specific items as they
can. Then I ask for a stronger verb
to replace had. (crammed, jammed,
crushed, shoved)
14 Writer’s Guide
Word Choice
Good writers always search for the perfect words to express
an idea. Precise nouns, strong verbs, and vivid adjectives
make their writing unforgettable.
• London is an example of a foggy city and is covered with
thick clouds much of the time. (dull and wordy)
• London’s fog is a fine mist that blankets its streets and
chills its citizens. (vivid and precise)
Strategies for Improving Word Choice
• Appeal to the senses. (The elephant’s hide was cracked
like dry earth instead of The elephant’s skin looked dry;
The moon hangs like a pearl earring instead of The moon
is white and round)
• Use precise nouns. (heron instead of bird; skyscraper
instead of building)
• Harness the power of strong verbs. (whisper instead of say; galloped
instead of ran)
• Eliminate wordiness. (I believe instead of It is my opinion that)
• Banish empty words—good, cute, stuff, nice. Choose words with
meaning. (The cellar held battered trunks, rusted lawnmowers, and countless
cardboard boxes instead of The cellar was full of stuff)
• Try rewriting sentences that depend on linking verbs—is, am, were.
(The bell jangled in my ears instead of The bell was loud)
• Find words that make magic on the page: shadowy, harsh, glimmer,
devastated. Jot these words down in a writer’s notebook for future
reference.
14 Writer’s Guide
 Choose the more vivid or exact word or phrase
to complete each sentence. Write the sentence.
1. Bev (sat, slumped) in her chair and sighed.
2. The hours (passed, trickled by) slowly.
3. When the bell rang, she (rocketed, walked)
to her locker.
4. (An avalanche, A bunch) of books fell
when she opened the door.
5. She slammed the door shut on that
(chaotic, messy) locker.
6. At last, spring break had (freed her from confinement, started).

Replace the underlined word in each sentence with a more exact

word or phrase from the box. Rewrite the paragraph.

threatening 9 bucked 8 roar 7

cracked 11 torrents 10 fresh as dawn 12

(7) We could hear the storm come in from the west. (8) Trees
moved violently as wind whipped them. (9) Black clouds had
suddenly filled the sky. (10) Then lots of rain fell in windblown
sheets. (11) I jumped as lightning ripped the sky and thunder
sounded like a gunshot. (12) Afterwards, the air smelled good.

Write a description of a runner in a race. Use precise nouns, strong

verbs, and vivid adjectives to make your writing powerful.
Possible answer:
She leaned forward and froze in position. When the gun sounded, she leapt
forward like a deer and sprinted down the track. Her legs were a blur, and she
passed close enough to me that I could hear her ragged breathing and the
pounding of her shoes. She bounded right through the finish line.

Writer’s Guide 15

Writer’s Guide 15
 Improving Word Choice

Original

Paul saw something, and it surprised him. He stepped back into the
shadows. Something was walking across his sleeping bag. What on Earth
was it? Or was it from Earth?
It was kind of round and f lat, sort of like a spaceship. It had a face
sticking out one end. It was covered with the weirdest stuff—not exactly
fur or skin, more like needles.
It stood still when he made the noise. Then it turned around and was
looking at him. Paul was nervous, but he was curious too. He went forward.
The thing made a weird noise.
“Would you look at that!” said a voice behind Paul. The thing left. Paul
found out from Mr. Bowie it was a hedgehog.

Revising Tips
Replace vague or general nouns. Substitute the names of specific
people, places, or things. (Use spines instead of stuff.)
Use vivid verbs to describe actions precisely. (Replace walking
with padding; replace stood still with froze; replace said with exclaimed.)
Elaborate with words that appeal to the senses. (Use hissed
instead of made a weird noise.)
Use images and figurative language to create strong word
pictures. (Use like a pincushion instead of more like needles.)
Avoid wordiness. Rewrite sentences that contain unnecessary words.
(Delete kind of and sort of.)

16 Writer’s Guide

16 Writer’s Guide
Improved

Paul gasped and automatically stepped back into the shadows. A

bizarre creature was padding across his sleeping bag. What on Earth
was it? Or WAS it from Earth?
Its body was rounded, like a weird, warped f lying saucer. The only
indication that it had a front was a tiny, sharp muzzle extending from one
end. It was covered with thousands of sharp spines that rustled against
one another. “Like a pincushion,” muttered Paul.
The pincushion/f lying saucer froze at the sound. Then it whirled to
face him. With his heart in his throat, the curious boy inched forward. The
creature hissed.
“Would you look at that!” exclaimed a deep voice from over Paul’s left
shoulder. While the creature waddled away, Paul learned from Mr. Bowie
that he had just seen his first hedgehog.

Writer’s Corner
Figurative language can make your writing come alive. Consider
whether you might describe your subject more vividly by using a
figurative comparison, such as the “pincushion” simile used above
for the hedgehog.

Writer’s Guide 17

Writer’s Guide 17
 Sentences
Sentences
Good writing has a natural flow. Sentences that vary in
Many of my sixth graders have structure and length create a readable style. When writing
progressed beyond writing sentences follows the rhythms of speech, it is a pleasure to read aloud.
that are merely “correct” to developing
a personal writing style. I read aloud Here are some ways to improve your sentences.
short passages from literature so that
students can hear examples of graceful, • Vary sentence types. Use interrogative, exclamatory, and imperative
sentences along with declarative sentences.
fluent, or dramatic styles. I stop at
• Write sentences of varying lengths.
intervals to point out what makes a
style effective, such as word choice and • Begin sentences with words other than the, I, or it.
the mixing of kinds and lengths • Use connectors. Show relationships between ideas with words such as
although, but, next, while, and however. Don’t rely too heavily on and, so,
of sentences.
and because.
Sometimes I “strip down” a well-
elaborated sentence to just its Strategy for Improving Your Sentences
subject and verb and display it on a
Reread a piece of your writing and number each sentence. Then make a
transparency. I ask students to provide chart like the one below and examine each sentence.
words that expand the sentence. Then
I write the sentence as the author Sentence Number of First Type of Connector
originally wrote it, and we compare it number words word sentence words
to the class’s version. (Interrogative,
Declarative,
Imperative,
Exclamatory)

As you fill out your chart, look for areas to improve. You may learn that
you overuse but or and to connect ideas. Maybe your sentences could be
longer and more varied. When you revise your writing, improve these areas.

18 Writer’s Guide

18 Writer’s Guide
Use the connector in ( ) to join each pair
of sentences. Write the new sentences.
Use commas as needed.
1. Everyone likes barbecue. people
in different regions prepare it in
different ways (although)
…barbecue although people…
2. We make barbecued ribs. Dad
rubs them with a mixture of spices.
(when)
When we make barbecued ribs, Dad…
3. Some people season their barbecue with vinegar and pepper.
Others baste it with sweet tomato sauce. (while)
…pepper while others…
4. I eat barbecue. My fingers and cheeks are sticky with sauce.
(after)
After I eat barbecue, my…
5. It is a messy treat. It is so delicious that I don’t mind the
mess. (but)
…treat, but it…
In the paragraph below, change each sentence to the kind of
sentence indicated in ( ). Write the paragraph. Hint: Begin the
exclamatory sentences with What.
Possible answer is on page TR33.
(6) I made a mess when I baked a cake. (exclamatory) (7) Picture
what happens when you take the mixer out of the batter without
turning off the mixer. (interrogative) (8) You can imagine batter all
over the walls and ceiling. (imperative) (9) All that batter could be
in one bowl. (interrogative) (10) I made a tiny cake. (exclamatory)

Write a description of your favorite food. Use all four kinds of

sentences. Vary sentence lengths, and begin each sentence with a
different word.
Possible answer is on page TR33.

Writer’s Guide 19

Writer’s Guide 19
 Improving Sentences

Original

I love Fourth of July at our home. I think it is so much fun. I like how the
day begins with a beehive of activity. We set up tables in the yard. Then we
set up chairs around them. We put a centerpiece with f lowers and f lags in
the center of the tables. We get out the festive red, white, and blue plates.
We start the grill.
Guests begin arriving and they walk up the driveway and they sniff the
air hungrily. You can smell hot dogs and hamburgers cooking. We have a
wonderful feast. I especially like the potato salad. Everybody anticipates
the fireworks to come.
Kids play croquet in the shade. Some kids change into swimsuits and
play on the Slip ’n Slide. I can slide 50 feet on it.
Now it is getting dark. We sit facing the park with anticipation. Everyone
is waiting. Now the fireworks begin exploding. They look like huge f lowers
in the night sky.

Revising Tips
Vary sentence beginnings. Avoid starting too many sentences with
I and we.
Join short, choppy sentences. Use connectors such as and, or, as,
and while to join sentences with related ideas.
Avoid sentences that are too long or wordy. (Break the first
sentence in the second paragraph into two sentences.)
Order sentences for a logical flow. (Move information about
anticipating fireworks from the second paragraph to the last paragraph.)
Vary kinds and lengths of sentences. Rephrase some statements as
exclamations, questions, or commands.

20 Writer’s Guide

20 Writer’s Guide
Improved

Fourth of July is a special day at our home. Won’t you join us? The
day begins with a beehive of activity as we set up tables and chairs in
the yard. A centerpiece with f lowers and f lags goes in the center of each
table. Mom gets out the festive red, white, and blue dinnerware while Dad
fires up the grill.
Soon guests begin arriving. As they walk up, they sniff the air hungrily.
Can you smell the hot dogs and hamburgers cooking? Pass me some of that
potato salad, please. What a wonderful feast we have!
Kids play croquet in the shade or change into swimsuits and play on the
Slip ’n Slide. Did you know I can slide 50 feet on that wet plastic?
Now it is getting dark, and we sit facing the park with anticipation.
Boom! The fireworks begin exploding like huge f lowers in the night sky.

Writer’s Corner
Avoid running several sentences together with
the conjunction and. The result is a long train
of ideas that all seem of equal importance.
Instead, use connectors such as when and
before to show relationships. Eliminate
unnecessary words.
No: School let out and I visited my aunt
and she lives in Georgia.
Yes: When school let out, I visited my aunt
in Georgia.

Writer’s Guide 21

Writer’s Guide 21

Conventions
By the time they are in middle school,
students understand that punctuation
serves a useful purpose—to help readers
navigate and to clarify a writer’s meaning.
I write sentences such as the following
on the board and ask where commas
should be inserted:
Lisa my great aunt is bringing paper
plates chocolate cake and fruit.
As we work to punctuate the sentence,
students see that the number of
commas we need to insert depends on
the meaning of the sentence.
Lisa, my great aunt is bringing paper
plates, chocolate cake, and fruit.
(I am addressing Lisa and telling her
that my aunt is bringing three items.)
Lisa, my great aunt, is bringing paper,
plates, chocolate, cake, and fruit.
(I am telling about my aunt named Lisa,
who is bringing five items.)
I also draw attention to the words great
aunt. If this is my grandmother’s sister,
I need to insert a hyphen: great-aunt.
Without the hyphen, I am speaking about
an aunt whom I think is terrific.
22 Writer’s Guide
Conventions
Conventions are rules for written language. They are the
signals that writers use to make their meaning clear to readers.
For example, sentences begin with a capital letter and end
with punctuation. Paragraphs are indented to show where a
new idea begins. Grammar and spelling follow patterns.
• sam and he frens walkd to the stor they buyed ice creem
(weak conventions)
• Sam and his friends walked to the store. They bought ice
cream. (strong conventions)
Strategies for Conventions of Writing
• Make sure sentences are complete, with correct capitalization and
punctuation.
• Use a dictionary or spell-checker to check spelling.
• Choose the correct forms of pronouns,
especially pronouns that are compound
subjects or objects.
• Do not change verb tenses
without a reason. Proofreading Marks
• Check the use of apostrophes
New paragraph
in possessive nouns and
contractions. Capital letter
• Use Proofreading Marks as
Lowercase letter
you revise and edit your work.
Correct the spelling.
Add something.
Remove something.
22 Writer’s Guide
Match the letter of the rule with the mistake in each numbered
sentence.
1 A Capitalize a proper noun.
2 B Change a capital letter to lowercase.
5 C Correct a misspelled word.
4 D Use correct end punctuation.
3 E Use the correct pronoun form.

(1) I am hoping to try out for the sabers, the junior high school
soccer team. (2) My older Brother Darius plays on the team now.
(3) I watch he and his friend practice to pick up pointers. (4) He
asked if I was ready to run five miles in practice? (5) You have to
be in grate shape to play a whole soccer game.

Choose the correct word from each

pair in ( ). Write the word.
6. (Their, There) are many
ways to get exercise.
7. I (like, likes) swimming best.
8. Jimmy told Val and (I, me) that he runs daily.
9. Some people think (its, it’s) hard to find time for exercise.
10. As for me, I have never (saw, seen) an activity I didn’t like.

Write six sentences about one of the topics below. Think carefully
about spelling, grammar, punctuation, and capitalization. Exchange
papers with a partner and proofread.
Possible answer is on page TR33.
• How you feel about being active
• Your TV watching habits
• A game that you played

Writer’s Guide 23

Writer’s Guide 23
 Improving Conventions

Original

Every august our town celebrates CornFest this three-day festival

draws people from miles around and sets the whole county abuzz with
nosie and activity.
The downtown are closed to traffic, and restaurants opens outdoor
stands. The smelles of chinese, Mexican, Italian, and Thai food mingle.
Clothing stores wheel out merchandize for sidewalk sales.
A big parking lot hosts carnival rides. Little kids shout and hold on tight
as the merry-go-round whirls. I always ride the Ferris wheel and look over
the hole town.
Best of all, thousands of people line up for the free sweet corn.
Volunteers hand out plates of the steaming treat. The golden ears has
been cooked in a huge old steem locomotive boiler.

Revising Tips
Do not run sentences together incorrectly. (Add a period after
CornFest and capitalize this in the first paragraph.)
Make sure that subjects and verbs agree. (downtown is instead
of downtown are; restaurants open instead of restaurants opens; ears have
instead of ears has)
Spell all words correctly. (noise, merchandise, whole, and steam
instead of nosie, merchandize, hole, and steem)
Capitalize all proper nouns and adjectives. (August and Chinese
instead of august and chinese)
Form plurals of nouns correctly. (smells instead of smelles)

24 Writer’s Guide

24 Writer’s Guide
Improved

Every August our town celebrates CornFest. This three-day festival

draws people from miles around and sets the whole county abuzz with
noise and activity.
The downtown is closed to traffic, and restaurants open outdoor
stands. The smells of Chinese, Mexican, Italian, and Thai food mingle.
Clothing stores wheel out merchandise for sidewalk sales.
A big parking lot hosts carnival rides. Little kids shout and hold on tight
as the merry-go-round whirls. I always ride the Ferris wheel and look over
the whole town.
Best of all, thousands of people line up for the free sweet corn.
Volunteers hand out plates of the steaming treat. The golden ears have
been cooked in a huge old steam locomotive boiler.

Writer’s Corner
When you proofread, try using a ruler. Place the ruler under one
line. Read that line carefully from start to finish. Then move the
ruler down to the next line. Some people even read backward
to catch spelling errors.

Writer’s Guide 25

Writer’s Guide 25
 Rubrics and Models

Narrative Writing Scoring Rubric

A scoring rubric can be used to judge a piece of writing. A rubric is
a checklist of traits, or writing skills, to look for. See pages 2–25 for a
discussion of these traits. Rubrics give a number score for each trait.

Score 4 3 2 1
Focus/Ideas Excellent narrative Good narrative Unfocused narrative Rambling narrative
focused on a clear mostly focused on with unrelated with unrelated
main idea; much a main idea; some details details
elaboration elaboration
Organization/ Strong beginning, Narrative movement Little direction from Lacks beginning,
Paragraphs middle, and end, from beginning to beginning to end, middle, end;
with appropriate end; some order with few order incorrect or no
order words words words order words

Voice Writer involved— Reveals personality Little writer Careless writing

personality evident at times involvement, with no feeling
personality

Word Choice Vivid, precise words Accurate and Few vivid or Vague, dull, or
that bring story sometimes vivid interesting words misused words
to life word choice
Sentences Excellent variety of No serious Simple, awkward, Many errors
sentences; natural errors to affect or wordy sentences; that prevent
rhythm understanding little variety understanding
Conventions Excellent control; No serious Weak control; Many errors
few or no errors errors to affect enough errors that prevent
understanding to affect understanding
understanding

Following are four models that respond to a prompt. Each model has
been given a score, based on the rubric.
Writing Prompt Write about the scariest event you have ever seen. Be
sure your narrative has a beginning, middle, and end. Use vivid words to
help readers see and feel what you experienced.

26 Writer’s Guide

26 Writer’s Guide
Narrative Writing Model Score 4

Last summer, while hiking on Mount Neeweeshaw, I walked into a waking

nightmare. My dad and I stopped to rest. It was scorching, so I wandered
over to sit in the shade of a boulder.
Then I heard a strange buzzing. A warning bell went off in my head.
Danger is near! My heart thumped like a wild rabbit, but I didn’t move a
muscle. Moving just my eyes, I could see a shape like a coil of rope. It
was a big snake! I knew by the diamond pattern on its back and the
rattles at the end of its tail that I was in trouble. The rattler was warning,
“I will strike!”
Sweat ran down my arms and legs. I wanted like crazy to run away, but
somehow I made myself sit still. Finally, the snake slithered off. The danger
had passed, but I was still shaking.

Focus/Ideas Details focused on writer’s terrified reaction

Organization/Paragraphs Strong beginning, middle, and end;
connectors clarify sequence, cause and effect (so, then, finally)
Voice Writer’s personal involvement clear (warning bell went off in my
head, heart thumped like a wild rabbit)
Word Choice Exact nouns (boulder, rattler), strong verbs (thumped,
slithered), vivid adjectives (scorching, diamond)
Sentences Good sentence variety; mimics natural speech
Conventions No errors

Writer’s Guide 27

Writer’s Guide 27
 Narrative Writing Model Score 3

The day we went to Mall of America, I was so excited. I love shopping,

but things got a little to exciteing.
I went into a shoe store while my mom looked in a gift store. After a
while I walked out but nothing looked familiar. Mom was nowhere to be
seen. I had this sinking feeling in my stomach. I was lost and I didn’t know
anyone. Who would help me? I felt a lump in my throat but I swallowed it
and went to an information desk. The woman was calm and kind. She made
a announcement over the mall intercom. Mom was soon there.
It turned out, I had walked out of the store on another level. The store
has two f loors.

Focus/Ideas Details mostly support main idea of getting lost in the

mall
Organization/Paragraphs Events in order; few connecting words
(After a while); weak ending
Voice Writer’s feelings clear (was so excited; sinking feeling)
Word Choice Some words too general (went, got); be verbs overused
Sentences Clear sentences; some variety; too
many sentences begin with I
Conventions Some errors in
spelling (to, exciteing); a usage error
(a announcement); punctuation
errors (commas needed in
compound sentences)

28 Writer’s Guide

28 Writer’s Guide
Narrative Writing Model Score 2

Sarah and me went trick or treating one Halloween. We always go

together. She wore karate stuff and I was an army guy. We desided to go
to the old Purdy place. Everybody says its haunted. Its been emtee for
years. So it was real dark. It used to be a manshen, but it looks bad now.
Sarah dare me to go in the house so I did. I hear something moan so I ran
out. I was real scared. Then we went to my house. We played video games.
I still think somebody was in that house.

Focus/Ideas Weak focus on event; some unrelated details (We always…

We played video games); little elaboration
Organization/Paragraphs Events mostly in order; wanders off track
at times; lacks paragraphing
Voice Little sense of personality; some feelings expressed (I was real
scared)
Word Choice General, dull words (went, go, stuff, bad); overuse of
forms of be; a few vivid words (dare, moan)
Sentences No variety of kinds or lengths;
style overly simple; overused connector so
Conventions Misspellings (desided, emtee,
manshen, its instead of it’s); errors in grammar
(me instead of I); shifts in tense (dare and
hear instead of dared and heard)

Writer’s Guide 29

Writer’s Guide 29
 Narrative Writing Model Score 1

We went to the park I like the rides. We usually go every summer. so we

drove in the van and Carla and me were watching a DVD so we got there
and parked. We got on the roler coster that was the first time it was after
lunch. it goed so fast but slow uphill. I culdn’t breth I was so scard. never
agin I said. but it was fun kind of

Focus/Ideas No main idea stated; most details do not focus on

assigned topic; confused
Organization/Paragraphs Events out of order; no paragraphs
Voice Little sense of writer’s personality
Word Choice Limited, dull word choice (went, like, go, got, was)
Sentences Many run-on sentences; disjointed
Conventions Errors in capitalization, spelling (roler coster, culdn’t,
breth, scard, agin), verb usage (goed), pronoun usage (Carla and me), and
punctuation (never agin…kind of)

30 Writer’s Guide

30 Writer’s Guide
Descriptive Writing Scoring Rubric

Score 4 3 2 1
Focus/Ideas Excellent description Good description Some descriptive Little focus on
with clear main with adequate details; some focus described subject;
idea and vivid, details focused on on main idea lacks details
elaborated details main idea
Organization/ Details arranged Details mostly Details not well No organization
Paragraphs in a clear order; arranged in order; connected; weak of details; lack
strong beginning good beginning beginning and of beginning or
and ending and ending ending ending

Voice Strong personality; Writer involved; Writer lacking Writer involvement,

clear connection some connection involvement; few point of view
between writer and between writer and feelings shown missing
subject subject
Word Choice Specific, vivid Accurate, engaging Uninteresting Limited, vague
language that language that language; little language; repetitive
appeals to several appeals to one or appeal to senses
senses two senses
Sentences Superior structure; Some varied Simple structures; Many errors;
excellent flow beginnings; well little variety awkward; hard to
constructed read
Conventions Excellent control; No serious Weak control; Many errors
few or no errors errors to affect enough errors that prevent
understanding to affect understanding
understanding

Following are four models that respond to a prompt. Each model has
been given a score, based on the rubric.
Writing Prompt Write a description of a pet. Use exact words to help
readers see, hear, smell, and feel the pet’s personality and appearance.

Writer’s Guide 31

Writer’s Guide 31
 Descriptive Writing Model Score 4

Some people think a fish makes a poor pet, but they never met
my goldfish Mutt. He may not fetch or purr, but Mutt is beautiful, smart,
and entertaining.
While most goldfish are solid orange-gold, Mutt looks as though an
artist painted parts of him a velvety black. When he swims, his long fins
and tail wave and shimmer. He is a silk kite with streamers.
I think Mutt is intelligent because he knows when it is time to eat. As
soon as I get the food f lakes, he glides close to me and points his mouth
at the surface. He likes attention and comes close when I press my face to
the glass. Then, at bedtime, he retires to his plastic “house.”
Watching Mutt swim gracefully and slowly or dart like lightning around his
aquarium keeps me entertained for hours. If I am tired or upset, Mutt gives
me a calm, restful feeling.

Focus/Ideas Strong, specific details that bring subject into focus

Organization/Paragraphs Organized by traits, one per paragraph;
strong beginning and ending
Voice Clear communication of bond with pet; strong writer presence
(I press my face to the glass)
Word Choice Vivid verbs and modifiers that appeal to sight
(fetch, velvety, shimmer, gracefully, dart), hearing (purr),
and feeling (calm, restful); metaphor (a silk kite
with streamers)
Sentences Interest through varied kinds and
lengths of sentences; combined ideas
Conventions No mechanical errors

32 Writer’s Guide

32 Writer’s Guide
Descriptive Writing Model Score 3

My mom says our dog Rufus is Heinz 57 Variety. That means he isn’t
one breed but many breeds mixed together. Rufus is mixed up in more
than one way. Yet he is so lovable I don’t care.
Rufus barks when he wants out, which is a lot. As soon as he gets out,
we here another bark. He is waiting to get in. Make up your mind, Rufus!
He is supposed to be part chow.
He barks at anyone who comes to the door. Like he would bite
their head off. Then they come in, and he wags his tail. And jumps
up to lick them!
Mixed-up Rufus doesn’t look exactly like any other dog. He has the
head of a collie and the body of a German shepherd. His tail curls up and
over like a chow’s. When he looks at me with his big brown eyes, I think he
looks like the best dog ever!

Focus/Ideas All details focused on the subject of Rufus the dog; one
sentence out of place (He is…chow.)
Organization/Paragraphs Details in logical order with good
connecting words
Voice Writer’s feelings for Rufus clear (he is so lovable I don’t care; the best
dog ever)
Word Choice A few strong verbs and modifiers that appeal to sight
(wags, curls up and over, big brown) and hearing (barks)
Sentences Good variety of sentence kinds and lengths; some variety of
sentence beginnings
Conventions A spelling error (here); two sentence fragments; lack of
pronoun agreement (anyone/their)

Writer’s Guide 33

Writer’s Guide 33
 Descriptive Writing Model Score 2

I don’t have no pet and I would like one but mom and dad said we
can’t get one so I am writing about my neighbors cat Cheerio. She is
orange and white and fat. I like how her tail curls over her back like
a question mark. When you call her she sounds like she is saying me?
The neighbor had two cats but one died which is sad. I buy treats for
cheerio and taught her to sit up and roll over. which is a riet. she purrs
like a rusty enjin.

Focus/Ideas Focused on neighbor’s cat; some descriptive details

Organization/Paragraphs Little sense of organization; few
connecting words; weak beginning; no end or paragraphs
Voice Feelings shown (I like how her tail, which is sad, a riet)
Word Choice Some details that appeal to sight and hearing; strong
figurative language
Sentences Some sentences strung together; one fragment; little variety;
poor flow
Conventions Errors in spelling (riet, enjin), punctuation (quotation
marks, apostrophes, commas), verb tense, and capitalization; double
negative (don’t have no)

34 Writer’s Guide

34 Writer’s Guide
Descriptive Writing Model Score 1

George runs on a weel at night. George is mine gerbel I got him when
I was sevin. He chews up tubes. he make a nest of the pieces. he is gray.
George eats pellets and little pieces of fruit and carats. A bird eats seeds
and fruit too I had a paraket. A gerbel is a kind of mouse. he sleeps a lot
in the day. I put him in a fish tank but only a little bottle of water. he drink
water out the tube. George has funny wiskers and black eyes.

Focus/Ideas Details about birds distract from subject

Organization/Paragraphs Details very disorganized; ideas not
joined with connectors; no paragraphs; no ending
Voice Writer’s feeling for subject unclear
Word Choice Mostly general words; some modifiers; some details
appealing to sound and sight
Sentences Overly simple constructions; run-ons
Conventions Errors in spelling (weel, gerbel, sevin, carats, paraket,
wiskers), capitalization, verb and pronoun usage, punctuation

Writer’s Guide 35

Writer’s Guide 35
 Persuasive Writing Scoring Rubric

Score 4 3 2 1
Focus/Ideas Excellent persuasive Clear opinion Opinion not clearly No stated opinion;
essay with clearly supported by stated; weak details not focused
stated opinion and mostly persuasive reasons or not on topic
strong elaboration reasons enough reasons to
support it
Organization/ Strong, convincing Interesting Weak or unclear No introduction;
Paragraphs introduction; introduction; introduction; few reasons; order
reasons presented reasons in order of reasons not clear not logical
in order of importance or not in order of
importance importance
Voice Concerned, Some sense of Little sense of writer No sense of writer’s
committed writer caring, concerned involvement with personality or
behind words writer behind essay feelings evident
words
Word Choice Effective use of Use of persuasive Few persuasive No persuasive
persuasive words words adequate to words used in essay words used in essay
good
Sentences Varied sentence Some varied Sentence structures Simple, choppy
structures; excellent sentence structures; lacking variety; sentences;
flow and rhythm few sentence errors some sentence fragments and
errors run-ons
Conventions Excellent control Few errors in Some distracting Many errors
of all mechanical grammar, spelling, mechanical errors that prevent
aspects of writing punctuation, understanding
paragraphing

Following are four models that respond to a prompt. Each model has
been given a score, based on the rubric.
Writing Prompt What animal would be a good mascot for your
school? State your choice and persuade your readers to accept it by
giving several strong reasons why it is an excellent choice.

36 Writer’s Guide

36 Writer’s Guide
Persuasive Writing Model Score 4

Go, Bulldogs, go! We should adopt the bulldog as our school mascot
because there is so much to admire in a bulldog.
First, we say that the dog is people’s best friend. A best friend is always
there for you and supports you. Loyalty is part of a winning attitude for
people too.
Second, like all dogs, bulldogs love people. A bulldog takes care of
its family. For example, it would defend you from harm. Students at Benton
Elementary are like a family, and a bulldog mascot would stand for the way
we take care of each other.
Most important, a bulldog is strong and a great fighter. Once it grabs
on, it doesn’t let go. Don’t we want to have that kind of staying power? If
we play a game or meet a goal, we will give it our best and won’t quit.
Now, don’t you think Benton Bulldogs has a nice ring to it?

Focus/Ideas Opinion clearly stated; developed with good supporting

reasons and details
Organization/Paragraphs Strong introduction; topic sentences give
reasons in logical order; most important reason given last
Voice Writer’s enthusiasm and personality evident
Word Choice Persuasive words with emotional appeal (best friend,
winning attitude, love, takes care of, family, staying power)
Sentences Varied structures and kinds; connectors aid flow (First,
Second, For example, Most important, Now)
Conventions No mechanical errors

Writer’s Guide 37

Writer’s Guide 37
 Persuasive Writing Model Score 3

I am voting for eagles to be our mascot for these reasons. One, eagles
live around here. That is special. People drive from all over the state to
watch them.
Also, eagles show pride in our country. They f ly high and free. Thats
why they are a symbol for the U.S. The name Eagles shows patriatizm and
that we are a great school. Also, there are a lot of awesome pictures of
eagles around so we could get a good picture for the school.
And eagles stand out from the rest. They can see far and f ly so fast.
They always get their prey. They are number one hunters. Don’t we want to
be the number one school?
You should vote for eagles as our school mascot.

Focus/Ideas Clear opinion and good examples; some elaboration

Organization/Paragraphs One reason to a paragraph; no order of
importance apparent; connectors repetitive (and, also)
Voice Writer’s feelings stated; some sense of personality
Word Choice Some persuasive words and phrases (special,
great school, number one); some dull words (a lot of)
Sentences Some sentence variety; too many short,
choppy sentences
Conventions Error in spelling (patriatizm) and
use of apostrophe (thats instead of that’s)

38 Writer’s Guide

38 Writer’s Guide
Persuasive Writing Model Score 2

Tigers are the coolest looking animal. I love to draw them. They have
black stripes and sharp fangs. They stok very quiet through the jungle.
Bam! There prey never knew what hit them.
Tigers are orange and black, and those are our school colors. See how
that fits?
Another reason. Tigers be ferce, and they win in a fight. That’s what we
want our team to do.
Go Benton Tigers! Vote for tigers!

Focus/Ideas Opinion not clearly stated at the beginning; irrelevant

details weaken writer’s argument (I love to draw them, There prey never knew
what hit them); some good elaboration
Organization/Paragraphs Introduction lacking; reasons in no
apparent order
Voice Writer’s feelings clearly expressed
Word Choice Few persuasive words; overuse of are
Sentences Too many short, choppy sentences; lacks natural flow;
sentence fragment
Conventions Errors in spelling
(stok, there instead of their, ferce),
use of adverbs (quiet instead of
quietly) and verbs (be instead of are)

Writer’s Guide 39

Writer’s Guide 39
 Persuasive Writing Model Score 1

Shark would be good. Sharks have rows of real sharp teeth. It body is
strong it swims and swims. And never sleeps. Sharks are different from fish.
shark don’t mess around they attack. they are eating mesheens. Did you
ever see the movie jaws? a big shark eating people. you bewear of shark

Focus/Ideas Opinion not clearly stated; information not presented as

support for an argument
Organization/Paragraphs No paragraphing or introduction; no
organizational plan evident
Voice Good sense of writer behind words
Word Choice Vague, general words (good, have, is, are); needs more
persuasive words
Sentences Many fragments and run-ons; ideas incompletely
communicated
Conventions Errors in spelling (mesheens, bewear), capitalization,
end punctuation, usage (real instead of really; shark instead of sharks),
subject-verb agreement (shark don’t instead of sharks don’t);
pronouns (It body instead of Its body)

40 Writer’s Guide

40 Writer’s Guide
Expository Writing Scoring Rubric

Score 4 3 2 1
Focus/Ideas Excellent Good explanation Some focus on Explanation of
explanation of of process; steps process; some steps process unfocused;
process; steps mostly clear missing or unclear steps missing
explained clearly
Organization/ Clear introduction Adequate Introduction Introduction of
Paragraphs of topic; steps in introduction of weak; important topic missing; steps
order; appropriate topic; most steps in steps missing or in out of order; no
connecting words correct order; some wrong order; few connecting words
connecting words connecting words
Voice Engaging, Somewhat Voice not always Voice lacking or
straightforward, engaging and appropriate to inappropriate
helpful helpful subject matter

Word Choice Steps conveyed Steps outlined with Some vague, Clear nouns and
through specific, clear nouns and repetitive, or verbs lacking;
strong verbs and verbs incorrect words very limited word
nouns choices
Sentences Well-crafted Mostly imperative Overly simple Many fragments;
sentences; focus on sentences; few constructions; some sense hard to follow
imperative sentence errors errors
Conventions Excellent control Few mechanical Some distracting Many errors
of all mechanical errors mechanical errors in mechanics
aspects of writing that prevent
understanding

Following are four models that respond to a prompt. Each model has
been given a score, based on the rubric.
Writing Prompt Write an expository essay explaining how to do or
make something. For example, you could tell how to make pizza or put
up a tent. List any materials needed. Use specific, strong verbs, and put
the steps in order.

Writer’s Guide 41

Writer’s Guide 41
 Expository Writing Model Score 4

Everybody loves pizza, and this French bread pizza is quick and easy
to make. First, get out the things you need: a sharp knife, a cookie sheet,
a loaf of French bread, pizza sauce, shredded mozzarella cheese, and any
other toppings you want.
Next, turn the oven on to 400°F. While it is heating up, carefully slice the
bread in half the long way. Now spread pizza sauce to cover the top of
the bread. Then cover the sauce with cheese. How much you use depends
on how much you like cheese. Do not put on too much cheese, or some will
fall off the bread and onto the cookie sheet.
Finally, add your favorite toppings, such as peppers, olives, sausage, or
pepperoni. Place your pizza on the cookie sheet and bake it for 15 minutes.
Let it cool for a few minutes and bite in!

Focus/Ideas Clear main idea; all details explain the steps clearly
Organization/Paragraphs Clear introduction; steps in order; helpful
connectors (First, Next, While, Now, Then, Finally)
Voice Warm and helpful, but serious about process
Word Choice Precise nouns (knife, cookie sheet, loaf, pizza sauce) and
specific verbs (slice, spread, cover, bake)
Sentences Imperative sentences consistent with how-to format
Conventions Excellent control; no mechanical errors

42 Writer’s Guide

42 Writer’s Guide
Expository Writing Model Score 3

To add beauty to your home, plant f lowers around it. You will need a
shovel, a spade, some potting soil, seedlings, and a watering can.
First, you will getting the dirt reddy. Turn it over with a shovel. Crush
any large chunks so the dirt is even and smooth.
Now you can make holes for your seedlings with a spade. I make the
hole big enough for the roots and a little deeper. Add a little potting soil
at the bottom of the hole. Put the plant in. Hold it straight with one hand.
Add potting soil with the other hand. Don’t cover to much of the stem.
Tamp down the dirt with you’re palms.
When you finnish planting the f lowers, give them a good drink of water.
This is because of the fact that the roots need a drink.

Focus/Ideas Main idea clear, with most details focused on actions

involved in process; last sentence wordy
Organization/Paragraphs Introduces process and items needed;
some use of connecting words; logical paragraph breaks
Voice Writer pleasant (To add beauty to your home); gives some helpful
hints (Hold it straight, Don’t cover to much)
Word Choice Some strong verbs (crush, tamp);
some general words (make, big, little, put, good)
Sentences Mostly imperative sentences; somewhat
choppy style
Conventions Errors in spelling (reddy, to instead of too,
you’re instead of your, finnish) and verb form (getting instead
of get)

Writer’s Guide 43

Writer’s Guide 43
 Expository Writing Model Score 2

To get a raise in your allowance. This work for me. Be extra good the
day your gonna ask. Like if your parents have to nag you to do stuff, do
it before they can. Clean up the dinner table. do it before they ask you
to. Act responsably. Like talk about how you need to be the boss of your
own mony and savings and stuff. Look sad and tell how you have to spend
all your mony on lunch and can’t save any for important stuff like games or
college. maybe do this two or three days.

Focus/Ideas Main idea presented; details somewhat repetitive

Organization/Paragraphs Weak introduction; no apparent
organization; lack of connecting words; no paragraphs
Voice Establishes personality; too informal (gonna, like)
Word Choice Some general, vague words (good, do, stuff)
Sentences Fragments and awkward sentences; mostly imperative
sentences
Conventions Errors in spelling (your instead of you’re, responsably,
mony), subject-verb agreement, capitalization,
punctuation; incorrect verb form (gonna)

44 Writer’s Guide

44 Writer’s Guide
Expository Writing Model Score 1

I use matches some people use a f lint. its a hard rock it makes sparks.
Put big pieces on top but first twigs and paper. That burn easy. have you
wood and twigs by you. Feed the fire. You can put pieces on each other.
Like a tepee. Oh, wet or gren wood don’t ketch fire. Smoky bear says be
sure your fire is out. you mit dig around the fire pit

Focus/Ideas Lacks main idea statement; includes irrelevant details

Organization/Paragraphs No introduction of topic; details out of
order; no connecting words; no paragraph breaks
Voice No clear voice; delivery unsure and disorganized
Word Choice Vague verbs (put, have, is)
Sentences Many run-ons and fragments; extremely choppy; hard to
follow
Conventions Errors in spelling (its instead of it’s, gren, ketch, mit),
capitalization, punctuation, subject-verb agreement (don’t instead of
doesn’t), pronoun usage (you instead of your)

Writer’s Guide 45

Writer’s Guide 45
 Evaluate Your Writing
You can evaluate your own writing by reading it over carefully. Think
about what is good as well as what you can improve. As you read, ask
yourself the following questions.
How does my writing sound? Read it aloud to find out.
• If it sounds choppy, you might combine short sentences.
• Are there many sentences strung together with and, because, or
then? “Unhook” a long stringy sentence by separating it into several
sentences.
• Do most sentences begin with I, the, it, she, or he? Think of other ways
to begin these sentences. Simply rearranging words might do the trick.
• Do ideas seem connected? If not, add transition words or phrases such
as finally or on the other hand. These words connect ideas and help your
sentences flow.
Is the style appropriate? Who is your audience? (friends, your
principal, a newspaper editor) What is your purpose? (to inform, to
persuade, to entertain) Sentence fragments, informal language, and slang
may be appropriate for e-mails or quick notes among friends. A more
formal style suits written assignments.
Does your writing address the assignment?
• Look for key words in the writing prompt. For example:
Compare and contrast a bike and a car.
Tell two similarities and two differences.
Topic: bike and car
What you need to do: Compare and contrast
What to include: Two similarities and two differences
• Other kinds of key words in writing prompts include describe, explain,
summarize, examples, why, and how.

46 Writer’s Guide

46 Writer’s Guide
Is your writing focused? Are all the sentences about the main idea?
Take out or refocus sentences that wander off into unimportant details.
Is there enough elaboration and support? Your writing may be
unclear if you don’t elaborate on your ideas. Supply information that
readers need to know.
• Use sensory details to make your writing seem fresh and to give readers
pictures, but avoid sounding flowery.
• If you give an opinion, supply strong supporting reasons.
• Expand on a main idea with several telling details.
• When necessary, define a term or give examples.
Is your beginning strong? Does a question, a surprising fact, or an
amusing detail capture a reader’s interest?
Is your ending satisfying? A conclusion may restate the main idea
in a new way, tell what you feel or what you have learned, or pose a
question to readers to think about. Whatever it does, it should signal that
you have finished.
Have you used effective words—and not too many of
them? Have you chosen your words carefully?
• Strong verbs, precise nouns, and vivid adjectives make your writing
clear and lively.
• Are there awkward phrases you can replace with a word or two? For
example, replace due to the fact that with because and at this point in time
with now.

Writer’s Guide 47

Writer’s Guide 47
 Checklist

My writing sounds smooth and easy to read.

I have used an appropriate style for my audience and purpose.

My writing addresses the prompt or assignment.

My writing is focused.

I have used enough elaboration and support.

I have a strong beginning.

I have a satisfying conclusion.

I have used effective words and avoided wordiness.

48 Writer’s Guide

48 Writer’s Guide
 Grammar and
Writing Lessons

Writer’s Guide 49

Grammar 49
Sentences
Define and identify different kinds
of sentences.
Use and punctuate different kinds
of sentences correctly in writing.
Become familiar with sentence
assessment on high-stakes tests.
Read aloud the definitions and examples
in the box on p. 50. Tell students that
they can identify exclamatory and
interrogative sentences by their end
marks. Remind students that imperative
sentences differ from declarative
sentences in their purpose:
to command or to state.
Model Both the declarative
and the imperative examples
end with a period. The first
example (Specially trained dogs help
people with disabilities.) is a statement
that tells me something, so it must
be declarative. The third example
(Read this newspaper article about some
heroic canines.) gives me a command,
so it is imperative. I can identify the
interrogative sentence by its question
mark. (What kinds of jobs can these
dogs do?) Both exclamatory sentences
and interjections end with exclamation
marks, but exclamatory sentences
are complete sentences (That dog is
amazing!); interjections are not. (Wow!)
50 Grammar
Sentences
• A declarative sentence, or statement, tells something. It
ends with a period.
Specially trained dogs help people with disabilities.
• An interrogative sentence asks a question. It ends with a
question mark.
What kinds of jobs can these dogs do?
• An imperative sentence gives a command or makes a
request. It ends with a period. You is the understood subject.
Read this newspaper article about some heroic canines.
• An exclamatory sentence shows strong feeling. It ends
with an exclamation mark.
How interesting this article is! That dog is amazing!
• An interjection is a word or a group of words that
expresses strong feeling. It is not a complete sentence.
Oh, my! Wow! Ouch! Hooray!
Write D if the sentence is declarative. Write IN if it is interrogative.
Write IM if it is imperative. Write E if it is exclamatory.
1. Where did you find your new puppy? IN
2. The animal shelter rescues abandoned pets. D
3. What a wonderful job that place does! E
4. Visit the shelter in your neighborhood. IM
5. You will be amazed at the variety of animals. D
6. Do they have snakes and lizards at the shelter? IN
7. Call this number for that information. IM
8. Wow! A pet snake would be terrific! E
50 Grammar
RESOURCES
Daily Fix-It Lesson 1
See p. TR1.
See also Daily Fix-It Transparency 1.
Grammar Transparency 1
 Write each sentence, adding capitalization and the correct end
mark. Then write D if the sentence is declarative, IM if it is
imperative, IN if it is interrogative, or E if it is exclamatory.
Guided Practice
1. a dog is fiercely loyal to its owner . D Work through the exercise with
2. what a great watchdog Wilbur is ! E students. Then ask them to write their
3. is Wilbur a German shepherd ? IN own examples of each kind of sentence
4. we adopted Wilbur as a pup . D on the board to determine if they
5. watch him do his tricks . IM understand the concept.
6. have you ever heard a dog sing ? IN
7. wilbur howls while I practice piano . D
8. that is an unbelievable racket ! E
9. why does Wilbur bark when someone
comes to the door ? IN
10. he is defending his territory and his family . D • Point out to students that an
Complete each sentence with words from the box. Write the
interrogative sentence usually begins
sentences using capitalization and correct end marks. with a word other than the subject: a
helping verb (do, can, will) or a word such
to their owners’ illnesses that is as what, where, who, when, or why.
about cancer-sniffing dogs read more about this • Explain that if an imperative sentence
have defended their owners cancer in people shows strong feeling, it should end with
an exclamation mark. (Come quickly!)
11. many dogs Many dogs have defended their owners.
12. are dogs sensitive Are dogs sensitive to their owners’ illnesses?
13. read this article Read this article about cancer-sniffing dogs.
14. these dogs can sense These dogs can sense cancer in people.
Independent Practice
15. what an amazing life-saving act What an amazing life-saving act
and
that is!
16. where can I Where can I read more about this? Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR11.

Grammar 51

Differentiated Instruction

Have students write several
declarative sentences about
animals they like, underlining
the subject and verb in each one.
Pair students and have partners
exchange sentences. Tell them
to rewrite each other’s sentences
as questions, change the end
marks, and underline the subject
and verb. Discuss the changed
location of the subject and verb.
Ask students to write sentences
they might overhear at a zoo.
They should include all four kinds
of sentences but omit end marks.
Have students exchange papers,
read their partner’s sentences,
and add appropriate end marks.
Then ask volunteers to read the
sentences aloud using inflection
and expression to suggest
sentence variety.
Solicit from students questions
they would like to ask about U.S.
customs or traditions. Provide an
example. (What does the Fourth of
July celebrate?) Write the questions
on the board and demonstrate
reading them with appropriate
inflection. Have students read
the questions aloud. Then
provide statements to answer the
questions. Read the responses
aloud with students.

Grammar 51
 Test Preparation
Suggest that students focus on sentence Read the paragraph. Write the letter of the word that identifies each
meaning rather than on single words or kind of sentence.
punctuation marks when identifying kinds (1) The bond between pets and owners is strong. (2) How many
of sentences. For example, students may pets do you know? (3) Do they sleep with their owners? (4) Some
confuse an exclamatory sentence with an pets and owners are inseparable. (5) Can pets and owners really
interrogative sentence if they focus only look alike? (6) That can happen with time. (7) That’s incredible!
(8) Your pet depends on you. (9) Give it food, water, love, and
on the word how.
exercise. (10) A healthy, loving pet is a part of the family.
Exclamatory: How tall you’ve gotten!
1 A declarative 6. A declarative
Interrogative: How are you feeling today? B interrogative B interrogative
C imperative C imperative
D exclamatory D exclamatory

2. A declarative 7. A declarative
B interrogative B interrogative
C imperative C imperative
D exclamatory D exclamatory

Check Grammar 3. A declarative 8. A declarative

B interrogative B interrogative
C imperative C imperative
If... students then... work D exclamatory D exclamatory
have difficulty through the test
identifying kinds items aloud, 4. A declarative 9. A declarative
of sentences, explaining how B interrogative B interrogative
C imperative C imperative
to eliminate D exclamatory D exclamatory
incorrect
answers. 5. A declarative 10. A declarative
B interrogative B interrogative
C imperative C imperative
D exclamatory D exclamatory

52 Grammar

52 Grammar
Review
Write the mark that should end each sentence. Then write D if the Summarize
sentence is declarative, IN if it is interrogative, IM if it is imperative, Have students describe the kinds of
and E if it is exclamatory. sentences and their end marks.
1. Some cartoons are based on pets and owners . D
2. Do you like the comic strip Garfield ? IN • A declarative sentence tells
3. What a great cartoon that is ! E something. It ends with a period.
4. Garfield the cat “owns” his human Jon Arbuckle . D • An interrogative sentence asks
5. Isn’t Odie the name of Jon’s dog ? IN a question. It ends with a
6. Why does Garfield pick on Odie all the time ? IN question mark.
7. Please be careful, Odie . IM
8. Don’t let Garfield trick you again . IM
• An imperative sentence gives a
9. Garfield is such a rascal ! E command or makes a request.
10. He has a soft spot for his teddy bear, Pookie . D It ends with a period.
Write each sentence. Make any necessary corrections in
• An exclamatory sentence shows
capitalization and punctuation. strong feeling. It ends with an
11. does your pet understand what you say ? exclamation mark. An interjection
12. my cat, Ragamuffin, communicates with me . also ends with an exclamation mark,
13. hey! You forgot my food ! but it is not a complete sentence.
14. she butts my leg with her head .
15. a loud purr means she is happy .
16. how does a cat purr ?
17. scratch my head right here .
18. what a wonderful human you are !
19. ragamuffin talks with her voice, tail, and claws .
Remind students that using different
20. give your pet plenty of love and attention . kinds of sentences in their writing
21. who needs words anyway ? makes it more interesting and natural.
22. watch Ragamuffin get what she wants . No variety: I have a cat named
Daisy. She is such a silly
cat. She chases her own
Grammar 53 tail. I don’t know why
she does that.
Variety: I have a cat named
Daisy. What a silly cat
she is! Watch her chase
her own tail. Why does
she do that?

Grammar 53
Show, Don’t Tell WRITER’S CRAFT

Show, Don’t Tell

When you write about yourself, show, don’t tell,
Identify characteristics of a memoir.
how you feel.
Write a memoir showing—not Tell I was nervous.
telling—feelings and actions. Show My voice squeaked and my knees knocked.

Develop criteria for judging a

piece of writing. Use words from the word bank or your own words to replace
the words in ( ). Write the sentences. Write a final sentence that
shows feelings.

• Read aloud the information in the
box about showing rather than
telling.
• Ask students to tell in their own
words how to show, not tell, feelings.
(use descriptive words and sensory
details that suggest feelings)
Guided Writing
Read each item in Exercise 1 with
students. Compare the impact of the
original sentences to that of the new
sentences.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
identify details and images that show
rather than tell.
3 jumped in circles and yapped 2 like a ball of red fur with feet
1 giggled wildly and zoomed 4 romping and playing with his new friend
1. My little brother Jason (was excited and went ) into the kitchen.
Dad was bringing home our new dog!
2. The puppy looked (cute).
3. We named her Sparky because she (was so energetic).
4. Jason looked forward to (spending time with her).
5. Possible answer: I laughed until tears rolled down my face.
Write a paragraph describing a pet you have known. Use vivid details
and images to show (not tell) how the pet and you feel. If you wish,
use the questions below to help you.
What kind of pet was it, and what was its main personality trait?
What did it look like?
When did you first see it?
What did you do together?
How did you feel about each other?
Possible answer is on page TR33.
54 Writing
RESOURCES
Writing Transparencies 1A, 1B
Writing Rubrics and Anchor Papers p. 9

Check Show, Don’t Tell

If... students then... read
need more help aloud passages
with showing from their
instead of telling, reading materials
that contain
vivid details
and images and
discuss what
these elements
add to the
passages.

54 Writing
 WRITING MODEL Memoir
Memoir
A memoir tells a story from the author’s life. Vivid
Read aloud the model and the callouts
descriptions draw the reader into the author’s personal to the left of it. Prepare students to
“world.” Words such as I, me, and mine show that the write their own memoirs.
narrator sees things from a personal point of view.

PROMPT
A Childhood Memory Write a memoir about something that
I, my, and me I remember my tenth birthday as if it were happened when you were younger.
show a personal
point of view. yesterday. Show, don’t tell, how you felt.
I ran home from school through almost a foot
Strong word choice of squishy snow. At the corner of Oak and Lavey,
sets the scene.
Getting Started Students can do
I skidded on a patch of ice and crashed into a
any of the following.
snowbank. Now my mittens were soaked and my
boots were leaky. • Use an organizer (pp. TR28–TR32).
Different kinds of Finally, I made it! Home at last! I streaked up • List actions (Sweat dripped in my eyes)
sentences and an the steep front steps, unlocked the front door
intentional fragment for descriptions. (It was hot.)
keep the story (with all three keys), and burst into the living room.
interesting.
• Talk about their memories while a
What great birthday surprise had Mom and Aunt
Susu planned for me this time?
partner takes notes or records them.

Editing/Revising Checklist
✓ Do my details show and not just
tell?
✓ Have I used vivid verbs and
adjectives?
✓ Have I used different kinds of
sentences?
Writing 55

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
Memoir

Focus/Ideas Vivid description of Good description of Poor description of No description; lacks clarity
experience; many experience; some details experience; few details and development
supporting details

Organization/ Logical sequence of events; Events mostly in logical Events not arranged logically; Lacks organization
Paragraphs uses sequence words order; some sequence words no sequence words

Voice Written in first person; writer Mostly in first person; writer Writer not very involved Writer not involved at all
enthusiastic about memory somewhat involved

Word Choice Strong verbs and adjectives Some strong verbs and Vague, repetitive, or incorrect Incorrect or limited
that show, not tell adjectives word choice word choice

Sentences Uses variety of sentences Some sentence variety Only simple sentences; Fragments or run-on
correctly no variety sentences

Conventions Excellent control Reasonable control with Many errors Numerous serious errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 9.
Writing 55
Subjects
and Predicates
Define and identify subjects
and predicates.
Use subjects and predicates
correctly in writing.
Correct fragments and run-ons.
Become familiar with subject
and predicate assessment on
high-stakes tests.
Read aloud the definitions and
examples in the box on p. 56. Point
out that a complete subject includes
the noun or pronoun that tells whom
or what the sentence is about, plus all
of the noun’s or pronoun’s modifiers.
A complete predicate includes the verb
that tells what the subject is or does,
plus all the verb’s modifiers.
Model In the first example,
the text tells me that the
noun neighbor is the simple
subject, so I know that My favorite
neighbor, which is the noun plus its
modifiers, is the complete subject. In
the second example, I know that the
simple predicate is lives, so lives in a
big yellow house is the complete
predicate because it contains the
verb plus all its modifiers.
56 Grammar
Subjects and Predicates
A sentence must have a subject and a predicate. The subject
tells whom or what the sentence is about. All the words in
the subject are the complete subject. The most important
word in the complete subject is the simple subject. It may
be more than one word, such as Mrs. Williams.
My favorite neighbor lives in a big, yellow house.
The simple subject is neighbor.
The predicate tells what the subject is or does. All the words
in the predicate are the complete predicate. The most
important word in the predicate is the simple predicate, or
the verb. It may have more than one word, such as has lived.
My favorite neighbor lives in a big yellow house.
The simple predicate is lives.
A fragment is a group of words that lacks a subject or a
predicate. The fragment below lacks a subject.
Lived in her house for 60 years.
A run-on is two or more complete sentences run together.
Mrs. Moy has a flower garden her roses are beautiful.
I’m not a gardener, everything I touch wilts.
Write each sentence. Divide the complete subject and complete
predicate with a line. Underline the simple subject once and the
simple predicate twice.
1. Her house/is surrounded by a white picket fence.
2. Many beautiful flowers /grow in the front yard.
3. Mrs. Williams/works in her gardens every sunny day.
4. Two huge oak trees/tower over her house.
56 Grammar
RESOURCES
Daily Fix-It Lesson 2
See p. TR1.
See also Daily Fix-It Transparency 2.
Grammar Transparency 2
 Write F for a fragment. Write RO for a run-on. Write S for a
complete sentence.
Guided Practice
1. Visits the nursing home on Oak Street once a month. F
2. The children bring pictures and vases as gifts. S
Work through the exercise with
3. The leader of Troop 133. F students. Then check their
4. Mr. Clay plays piano sometimes he brings understanding of the concept by
his dogs. RO writing sentences on the board and
5. The residents love to pet Lefty and Bear. S asking students to identify the simple
6. Cheers up many of the elderly people. F and complete subjects and predicates.
7. Music soothes and stimulates people of
all ages. S
8. Animal companions also bring new life to
the home. S
9. The scouts feel good about themselves, the
residents enjoy talking to young people. RO
• Remind students to check their writing
10. A win-win situation for all. F for run-ons. Joining two related ideas
Add your own words to each of the following fragments to make a requires a comma and a conjunction or
complete sentence. Write the new sentence. Underline the simple a semicolon.
subject and circle the simple predicate.
Possible answers are on page TR33. • Help students identify verb phrases
11. My great-grandmother that have intervening words. (Did you
12. was her name hear the thunder?)
13. This red-haired teenager
14. Family friends on the East Side
15. hired as a governess for the children of a wealthy family
16. married Thomas O’Brien, an auto mechanic Independent Practice
17. Wedding pictures of Thomas and Molly and
18. had twelve children Have students complete the exercises.
19. Their twelfth child
For Differentiated Instruction and
20. was my grandmother and my namesake
Extra Practice, see p. TR11.

Grammar 57

Differentiated Instruction

On index cards, write complete
subjects or predicates, such as A
fast race car and baked cookies last
night. Have students take turns
drawing a card, identifying the
words as a complete subject or
complete predicate, and naming
the simple subject or simple
predicate. The student then
expands the phrase to create a
complete sentence. Write the
sentences on the board and
review them with students.
Have pairs of students scan
dialogue in a familiar story and
identify fragments and complete
sentences. Ask them to write the
items, label them F or CS, and
underline simple subjects once
and simple predicates twice.
Then have students write their
own dialogues, exchange papers
with partners, and identify the
subjects and predicates in each
other’s writing.
Have students share sentences
about their family traditions. Write
their sentences on the board
and read them aloud together.
Model the exercise. (My mom
makes a special cake for Cinco de
Mayo.) Have students identify the
subject by telling who or what
the sentence is about. Then have
them identify the predicate by
telling what the subject is or does.
Underline simple subjects and
circle simple predicates.

Grammar 57
 Test Preparation
Remind students that simple subjects Write the letter of the phrase that correctly identifies the underlined
and simple predicates can be more than part of the sentence.
one word. A simple subject can be more 1. Our local police officers meet 6. Their goal is to make the
than one word when it is a proper noun. many community needs. streets safe.
A complete subject A complete subject
Mrs. Fletcher lives in Harlem. B complete predicate B complete predicate
A simple predicate can be more than one C simple subject C simple subject
D simple predicate D simple predicate
word when the main verb has one or more
helping verbs. 2. They patrol the streets. 7. Citizens in trouble can call
A complete subject the police for help.
Meaghan is enjoying the stories. A complete subject
B complete predicate
C simple subject B complete predicate
D simple predicate C simple subject
D simple predicate
3. Of course, trained detectives
investigate crimes. 8. Many TV shows have depicted
the lives of police officers.
A complete subject
A complete subject
B complete predicate
B complete predicate
C simple subject
Check Grammar C simple subject
D simple predicate
D simple predicate
If... students then... help 4. Police regulate traffic flow at
9. Most of these shows make
have difficulty them identify an accident scene.
police work seem exciting.
A complete subject
identifying examples in B complete predicate
A complete subject
their reading B complete predicate
simple subjects C simple subject C simple subject
and simple materials. D simple predicate D simple predicate
predicates,
5. Officers may give tickets to 10. In fact, much of the work is
drivers. routine.
A complete subject A complete subject
B complete predicate B complete predicate
C simple subject C simple subject
D simple predicate D simple predicate
58 Grammar

58 Grammar
Review
Write each sentence. Divide the complete subject and complete Summarize
predicate with a line. Ask students to explain simple and
1. City neighborhoods/offer interesting histories. complete subjects and predicates,
2. Each neighborhood /reflects a distinct heritage. run-ons, and fragments.
3. Many immigrants from a particular country/settled together in
one location. • The complete subject tells whom
4. Their common culture/gave them a feeling of belonging. or what the sentence is about. The
5. Polish, Italian, and Chinese neighborhoods/formed early in our simple subject is the most important
city’s history. word in the complete subject.
Write F for a fragment. Write RO for a run-on. Write S for a • The complete predicate tells
complete sentence.
what the subject is or does. The
6. Most of the people in our urban neighborhood. F simple predicate, or verb, is
7. We celebrate Mexico’s Independence Day, everyone enjoys the the most important word in the
big parade. RO
complete predicate.
8. Many people speak Spanish. S
9. Love eating at the many great Mexican restaurants. F • A fragment is a group of words that
10. My favorite dish is chiles rellenos these are deep-fried chiles lacks a subject or a predicate.
stuffed with cheese. RO • A run-on is two or more complete
Write the simple subject and the simple predicate in each sentence. sentences run together.
11. More and more people live in subdivisions today. people; live
12. Large houses stand side by side in rows. houses; stand
13. In a subdivision, you seldom know many neighbors. you; know
14. People in your neighborhood will come from all walks of life.
people; will come
15. They may represent many different cultures. They; may represent
Point out that students can improve
16. Busy lives isolate people from one another. lives; isolate
17. A block party can bring neighbors together. party; can bring
brief sentences by adding modifiers
18. Neighbors share food and fun together. Neighbors; share to simple subjects and predicates.
Original: The car sped away.
Elaborated: The red car with racing
Grammar 59 stripes sped away from
the light.

Grammar 59
Tone WRITER’S CRAFT

Tone
A writer’s tone expresses his or her attitude
Identify characteristics of a
toward the subject. Word choice, sentence structure,
character sketch. and word pictures made by details and comparisons
Write a character sketch with a create the tone in a piece of writing.

distinctive tone.
Develop criteria for judging a Write the word from the box that describes the tone
of each paragraph.
piece of writing.
humorous spooky serious

1. Wednesday is garbage day. Every Tuesday I have to separate all

• Read aloud the information about
tone in the box.
• Ask students to tell in their own
words what tone is. (the writer’s
attitude toward the subject)
Guided Writing
Read each item in Exercise 1 with
students. Ask them how they identified
the tone of each paragraph. (word
choice, details, and style)
of the recycling into different bags: one for plastic, one for glass,
and one for paper. All of the paper has to be clean and flat, and
all of the glass has to be washed and dried. serious
2. The night was still. We could hear an owl hooting softly in the
distance. Who-o-o. . . who-o-o. . . . As we crept slowly around
Maynard’s barn, every crunching leaf made us jump. spooky
3. “Hold it!” Mom stopped me at the foot of the stairs. She had
that look in her eye. I know that look. It’s the look of doom!
She pointed silently at my feet. What? What’s the problem? I
looked slowly down at my feet and saw the potential disaster.
My socks! One was orange and one was white. “Thanks, Mom,”
I muttered as I trudged back up the stairs. humorous
Write a paragraph about something that has happened to you. Use a
serious, spooky, or humorous tone.
Possible answer is on page TR33.

Independent Writing
Ask volunteers to read aloud their 60 Writing
responses to Exercise 2. Have listeners
identify the tone of each paragraph
and the elements that create it. RESOURCES
Writing Transparencies 2A, 2B
Writing Rubrics and Anchor Papers p. 10

Check Tone
If... students then... read
need more help aloud passages
with tone, with different
tones. Help
students identify
details that
establish the tone
of each passage.

60 Writing
 WRITING MODEL Character
Character Sketch Sketch
A character sketch makes a person or story character
come alive for the reader. It vividly describes the
person’s actions and character traits. Read aloud the model and the callouts
to the left of it. Prepare students to
write their own character sketches.
The Gift of Mother Fletcher
Topic sentence
“sets up” three
Mother Fletcher in Mother Fletcher’s Gift is a PROMPT
mysterious woman, but she is also kind and funny.
character traits.
She doesn’t reveal her real first name or just how
Write a character sketch of a fictional
old she is. At first, Officer O’Brien doesn’t know what
or real person. Tell what the person
to make of her because she gives strange answers to does and what these actions reveal.
his questions.
Later, when O’Brien thinks he has finally finished
Getting Started Students can do
with her, Mother Fletcher gives him sweaters that she
Detail sentences any of the following.
tell actions for knitted for him and his wife. When he stops by to
each trait. thank her, she invites the O’Briens to Christmas dinner. • Use an organizer (pp. TR28–TR32).
As we learn at the end of the story, Mother • Visualize the person in action and
Fletcher has a great sense of humor. She tells funny write what they see.
stories to O’Brien’s daughter about how she knew
• Assess and describe their own
Santa Claus when he was a little boy. She tells Officer
feelings about the person.
O’Brien that her age is “full-grown.”
Conclusion tells Mother Fletcher’s real gift is that she can teach us
writer’s feelings all how to feel young, even when we get old!
Editing/Revising Checklist
about the
character. ✓ Does the tone fit the character’s
personality?
✓ Are my details and actions vivid?
✓ Does every sentence have a subject
Writing 61 and predicate?

Self-Evaluation Distribute copies of

Character p. TR26 for students to fill out.
Sketch

Focus/Ideas Vivid character sketch; many Good character sketch; good Few revealing details about No focus on character; no
actions and traits described descriptive details person in character sketch descriptive details

Organization/ Key traits fully developed Development of key traits Few traits; details not Lacks organization; only
Paragraphs with details/examples orderly and logical arranged logically one trait

Voice Sincere, engaging; writer Writer involved with subject Tries to deal with subject but Writer not involved
cares about subject not very involved with subject

Word Choice Character traits conveyed Character traits portrayed Some vague, repetitive, or Incorrect or limited
through specific words through clear language incorrect words word choice

Sentences Well constructed, varied to Generally well constructed Choppy sentences; Fragments or run-on
add interest and varied lacks variation sentences

Conventions Excellent control Reasonable control with Many errors Numerous serious errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 10.
Writing 61
Independent
and Dependent
Clauses
Define and identify independent
and dependent clauses.
Combine independent and
dependent clauses correctly
in writing.
Become familiar with independent
and dependent clause assessment
on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 62. Explain
that although a dependent clause has
a subject and a predicate, it does not
express a complete thought. It needs
an independent clause to become a
complex sentence.
Model In the example, I
know that Lucinda’s relatives
were in a makeshift boat is an
independent clause because it has a
subject and a verb and can stand alone
as a complete sentence. Before they
reached America has a subject and a
verb, but it cannot stand alone as a
sentence because it doesn’t express a
complete thought. It makes me ask,
What happened before they reached
America? Therefore, it is a dependent
clause. The two clauses together make
a complex sentence.
62 Grammar
Independent and Dependent Clauses
An independent clause has a subject and verb and can stand
alone as a complete sentence. A dependent clause has a subject
and a verb but cannot stand alone as a complete sentence. It is
introduced by a conjunction such as before, if, since, or although. A
complex sentence contains an independent and a dependent clause.
In the following complex sentences, the independent clause is
underlined once; the dependent clause is underlined twice. The
dependent clause is followed by a comma when it comes before the
independent clause.
Lucinda’s relatives were in a makeshift boat before they reached
America.
Before they reached America, Lucinda’s relatives were in a
makeshift boat.
Write I if the group of words is an independent clause. Write D if it
is a dependent clause and circle the conjunction.
1. Before the U.S. Coast Guard cutter towed them. D
2. The perilous journey lasted two days. I
3. Lucinda’s family moved to West New York, New Jersey. I
4. If the dog has not been found. D
5. Whenever she heard a Spanish song. D
6. Since she lived in an apartment building. D
7. Some homes had cement lawns and paved driveways. I
8. It was all too confusing. I
9. Although he didn’t feel like it. D
10. Many people didn’t know one another. I
62 Grammar
RESOURCES
Daily Fix-It Lesson 3
See p. TR1.
See also Daily Fix-It Transparency 3.
Grammar Transparency 3
 Write each sentence. Underline the independent clause once and
the dependent clause twice.
Guided Practice
1. When you move, it can be hard to make friends.
Work through the exercise with
2. The task is harder still if you speak a different language.
3. Before the first day of school arrived, I worried.
students. To check their understanding,
4. The new home would not feel like home until I made friends.
ask them how they could make each
5. Although I have many friends now, once I had none. dependent clause into an independent
6. I found a good friend after I joined the band. clause. (by removing the conjunction)
7. Julio, Denise, and Martina have been my friends since I started
third grade.
8. I can speak English well although my parents still struggle.
9. Because I am shy, I must make myself talk to new people.
10. When you meet new people, smile and ask them about themselves.
• Differentiate between fragments, which
Add an independent clause to each dependent clause to make a
complex sentence. Write the sentences.
lack a subject or a verb (or both) and
Possible answers are on p. TR33. dependent clauses, which have a subject
11. because she wants to be a writer and a verb.
12. after Anna heard about the story writing contest
• Point out that each dependent clause
13. until her fingers became cramped
needs a related independent clause to
14. where she can find synonyms for words form a complete thought.
15. since I am a decent artist
16. when she had finished writing
17. if she asks my opinion
18. because I love to draw ghosts and other
Independent Practice
spooky things and
19. before she makes up her mind Have students complete the exercises.
20. if she really likes the pictures For Differentiated Instruction and
Extra Practice, see p. TR11.

Grammar 63

Differentiated Instruction

Write dependent clauses such as
the following on the board:
When I am happy
After the bell rings
Until we get home
Ask students to complete
each thought by adding an
independent clause. Have them
write their sentences on the
board. Together identify the
subjects and predicates in each
sentence.
Give pairs of students a copy of a
paragraph from a story or article
and have them look for complex
sentences. Partners can make a
chart and write dependent clauses
in one column and independent
clauses in a second column. Ask
them to explain to the group why
each dependent clause cannot
stand alone.
Write sentences such as the
following on the board:
Before I tie my shoes, ___.
After I set the table, ___.
Read each sentence with students.
Discuss what needs to be added.
Model the process. (What do I do
before I tie my shoes? I put on my
socks. Before I tie my shoes, I put
on my socks.) As students suggest
independent clauses, write them
on the blanks and then read the
completed sentences together.

Grammar 63
 Test Preparation
Remind students that dependent clauses Write the letter of the phrase that best identifies the underlined
begin with conjunctions such as after, words in each sentence.
although, as, because, before, if, since, 1. When I heard something in
though, unless, until, when, whether, and the bushes, I was scared at
while. They should not confuse dependent first.
clauses with complete sentences. A Independent clause
B subject
Dependent clause: Because he was C dependent clause
running late. D none of the above
Sentence: He missed the bus
2. A dirty, skinny little dog
because he was crept out when I called.
running late.
A independent clause
B fragment
C dependent clause
D none of the above
3. I thought it was lost because
it had a collar.
A independent clause
Check Grammar B conjunction
C dependent clause
If... students then... write D none of the above
have difficulty examples of both 4. When I looked at the collar,
identifying on the board and I learned the dog’s name.
independent have students A independent clause
and dependent identify them. B conjunction
clauses, C dependent clause
D none of the above
5. Lucky came when I called.
A independent clause
B conjunction
C dependent clause
D none of the above
6. If the phone number on the
collar was correct, I could
call the owners.
A independent clause
B subject
C dependent clause
D none of the above
7. I gave Lucky food and a bath
before I called them.
A independent clause
B predicate
C dependent clause
D none of the above
8. After they heard the good
news, the Smiths were
happy.
A independent clause
B run-on
C dependent clause
D none of the above

64 Grammar

64 Grammar
Review
Write I for each independent clause. Write D for each Summarize
dependent clause. Ask students to describe independent
1. parents want the best for their children I and dependent clauses and ways to
2. they insist on a good education I identify them.
3. because it prepares young people for
the future D • An independent clause has a subject
4. if you lack the skills for a certain job D and a verb and can stand alone as
5. you may need classes in that area I a sentence.
6. when you get a college degree D
• A dependent clause has a subject and
7. many areas and occupations open up
to you I
a verb but cannot stand alone
8. although I am a good student D
as a sentence.
9. my parents still nag me about • A dependent clause begins with a
studying hard I conjunction such as before, after,
10. since I started school D when, since, because, or if.
Write the letter of the independent clause that can be matched with
each dependent clause.
C 11. If a friend asks for my help, A I helped him look for it.
A 12. When Joe lost his jacket, B he appreciated my help.
B 13. Although we didn’t find it, C I always help.
Explain that writing sentences with
E 14. Because I had an extra jacket, D kindness is the best plan.
independent and dependent clauses
D 15. Where friendship is concerned, E I loaned it to Joe.
will make students’ writing more
Write each sentence. Underline the independent clause once and the interesting and informative. Dependent
dependent clause twice. Circle the conjunction.
clauses help clarify relationships
16. Because both my parents work, I help out at home. between ideas.
17. I start supper when they will be late.
18. I usually make spaghetti since that is my specialty.
Time order: Before they left, the
19. My brother sets the table while I cook the noodles.
students cleaned up
20. Although he complains, he really likes doing it. the mess.
Grammar 65 Cause and They worked hard on
effect: the project because
they liked the topic.

Grammar 65
Voice WRITER’S CRAFT

Voice
Voice shows a writer’s personality through tone and
Identify characteristics of a
word choice. It reveals feelings and makes one person’s
journal entry. writing sound different from everyone else’s. Writers should
Write a journal entry with a use a voice that suits their subject.

strong voice.
Develop criteria for judging a Write the letter of the word that best describes the
voice of each writer.
piece of writing.
A Serious B Friendly C Sarcastic

1. The police responded quickly to the woman’s call. A

• Read aloud the information about
voice in the box.
• Ask students to tell in their own
words what voice is. (a sense of the
writer’s personality)
Guided Writing
2. You’ll never guess what my dog’s name is! B
3. Electric earmuffs! Just what every girl wants. C
4. The party begins at noon, and everyone’s invited. B
5. New Jersey is located on the Atlantic Ocean. A
6. Those greasy fries are so good for us all! C
7. Could you turn that music up louder, so we’ll all be deaf? C
8. Many lost pets end up in an animal shelter. A
9. Would you like me to show you around the place? B
10. Volunteers each work four hours a week. A

Have students read each item in
Exercise 1 aloud, describe the writer’s
voice, and point out clues they used to
identify it.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
tell how the writer achieved the desired
voice in each sentence.
Follow each set of directions to write a sentence with a distinctive voice.
Possible answers:
11. Write a sentence about a lost pet using a serious voice.
I knew the hungry, scared cat must be lost.
12. Write a sentence about a special event using a friendly voice.
The Hispanic Festival is always fun, and I hope you can go with me.
13. Write a sentence about a weird gift using a sarcastic voice.
That hat with the propeller on top is so stylish!
14. Write a sentence about a food using a serious voice.
Broccoli is rich in vitamins and low in calories.
15. Write a sentence about a book using a friendly voice.
Pioneer Days is a book you’ll love, Sarah.
66 Writing
RESOURCES
Writing Transparencies 3A, 3B
Writing Rubrics and Anchor Papers p. 11

Check Voice
If... students then... read
need more help aloud excerpts
with voice, of stories with
distinct voices—
sarcastic, funny,
and serious. Work
with students
to identify
each voice.

66 Writing
 WRITING MODEL Journal Entry
Journal Entry
A journal entry tells about “a day in the life” of
Read aloud the model and the callouts
the writer. A good journal entry includes memorable to the left of it. Prepare students to
events and details. write their own journal entries.

PROMPT
First Day of School!
September 7
Write a journal entry about a
Voice is honest and It was chillier than usual this morning when I woke
memorable or important day in your
straightforward.
up. I was anxious to see what my new classmates life. Use a distinctive voice.
would be like. My new pants and dark green sweater
and my backpack crammed full of supplies were
Getting Started Students can do
sitting in the chair in my room. I was ready for my
any of the following.
first day of middle school.
After breakfast (just cereal), I hurried up to • Use an organizer (pp. TR28–TR32).
Writer includes
Central Street to wait for the bus. I’m going to take • List vivid adjectives and strong action
description a city bus to school from now on, and it costs seventy- verbs to use.
and opinions. five cents each way. Already I can see that sixth
• Decide which people and places
grade is more expensive than fifth.
involved in the day to include.
There were many students that I didn’t know in
my homeroom. I plopped down next to a boy named
Writer uses
interesting Mario who speaks English and Spanish. I think we’ll Editing/Revising Checklist
details. be friends because we both play chess. Maybe we’ll
join the chess club. It looks as if this might be a
✓ Does the voice fit the subject?
good year. ✓ Is the voice engaging?
✓ Are dependent and independent
clauses used correctly?

Writing 67
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Journal Entry

Focus/Ideas Vivid journal entry; many Fairly vivid journal entry; Journal entry with few details Journal entry lacking clarity
events and details included some supporting details about events and development

Organization/ Events laid out clearly Order of events generally Events and details not Lacks organization
Paragraphs and logically clear and logical arranged logically

Voice Original and interesting; Writer involved with subject; Tries to deal with subject but Writer not involved
stands out from others engages reader does not get very involved with subject

Word Choice Events and details conveyed Events and details portrayed Some vague, repetitive, or Incorrect or limited
through specific words through clear language incorrect words word choice

Sentences Sentences of different lengths Control over simple Choppy sentences; Fragments or run-on
and structures sentence structure lacks variation sentences

Conventions Excellent control Reasonable control with Many errors Numerous serious errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 11.
Writing 67
Compound
and Complex
Sentences
Define and identify compound and
complex sentences.
Build and punctuate compound
and complex sentences correctly
in writing.
Become familiar with compound
and complex sentence assessment
on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 68. Point
out to students that a compound-
complex sentence must have at least
three sets of subjects and verbs, one set
for each independent clause and one
set for the dependent clause.
Model I know that the
second example is a compound
sentence because it has two
simple sentences joined by a comma
and the conjunction and. The third
example has one independent clause
and one dependent clause, so it is a
complex sentence. The last example
is a compound-complex sentence.
Like the compound sentence, it has
two independent clauses joined by a
comma and the conjunction and, and
like the complex sentence, it has a
dependent clause introduced by the
conjunction because.
68 Grammar
Compound and Complex Sentences
A simple sentence has a complete subject and a complete predicate.
The rain forest is being destroyed.
A compound sentence has two or more simple sentences joined by
a comma and a conjunction such as and, but, or or.
The rain forest is being destroyed, and many of its plants and
animals are disappearing.
A complex sentence has one independent clause and one or more
dependent clauses introduced by a conjunction such as if, because,
after, or since.
The rain forest is being destroyed because people cut down too
many trees.
A compound-complex sentence has more than one independent
clause and at least one dependent clause.
Because people cut down too many trees, the rain forest is being
destroyed, and many of its plants and animals are disappearing.
Write simple, compound, complex, or compound-complex to identify
each sentence.
1. Because they have leaves year-round, tropical rain forest trees
are evergreen trees.
2. The trees grow tall and close together.
3. The forest ranger warned the hikers, but they did not listen.
4. After the rain ended, animals hunted and birds sang.
5. Whenever she can, Paula wakes before sunrise.
6. Do you like hot, humid weather?
1. complex 3. compound 5. complex
2. simple 4. compound-complex 6. simple
68 Grammar
RESOURCES
Daily Fix-It Lesson 4
See p. TR2.
See also Daily Fix-It Transparency 4.
Grammar Transparency 4
 Write each sentence. Underline the conjunction that joins the two
clauses. Write CD if the sentence is a compound sentence. Write CX
if it is a complex sentence.
Guided Practice
CD 1. Trees take water in through their roots, and then they pump it
Work through the exercise with
upward throughout the system. students. Check their understanding of
CD 2. A tree is a living organism, but it looks dead in the winter. the concept by having them identify
CX 3. Since many trees lose their leaves in winter, they stand bare the parts that help them decide what
through the cold months. kind of sentence each item is.
CD 4. We must replace trees, or the world will become a barren place.
CX 5. When people cut down trees, they often do not think about
the consequences.

• Suggest that students learn these

conjunctions commonly used to
introduce dependent clauses: after,
because, before, if, since, until, when,
while.
Join each pair of simple sentences with the conjunction in ( ). • Point out that compound sentences
Write the compound or complex sentence. Change punctuation always use commas. A comma appears
and capital letters as necessary. in a complex sentence only after an
Possible answers are on page TR33. introductory dependent clause.
6. ___ Trees give off oxygen.
They are essential to life on Earth. (because)
7. A tropical forest seems lush. ___
Its soil is actually thin and poor. (but) Independent Practice
8. ___ People cut down the rain forest trees.
and
The soil is soon swept away by heavy rains. (when)
9. This practice must be stopped. ___ Have students complete the exercises.
We will be left with deserts in place of lush forests. (or) For Differentiated Instruction and
10. ___ The forests are allowed to disappear. Extra Practice, see p. TR11.
We will lose many irreplaceable organisms. (if)
Grammar 69

Differentiated Instruction

On ten index cards, write either
a compound sentence or a
complex sentence and highlight
the conjunction. Give the cards
to a small group of students. A
player draws a card and identifies
the sentence as compound or
complex. As a challenge, the
player can name the subject and
predicate in each clause.
Demonstrate a process, such as
making a diorama. Have pairs
of students write the steps in
the process, using sentences
with connecting words such as
before, after, until, while, and if.
As students write these complex
sentences, have them highlight
the conjunctions, underline the
subjects, and circle the predicates.
Have students write two simple
sentences about their favorite
food, music, or sport. Model this
step. (I love enchiladas. My mom’s
are the best.) Ask students to
make a compound sentence by
combining their simple sentences.
Review the meanings of and, but,
and or. (to join, to contrast, and to
offer a choice) Discuss changes in
capitalization and punctuation.
(I love enchiladas, and my mom’s
are the best.)

Grammar 69
 Test Preparation
Tell students that the conjunction Write the letter of the phrase that identifies each sentence.
and appears in compound subjects 1. Many plants provide food, 5. The heavy rain had soaked
and predicates as well as in compound but we have not discovered everything in camp.
sentences. They should not assume most of them yet. A simple sentence
that a sentence that contains and is a A simple sentence B compound sentence
compound sentence. B compound sentence C complex sentence
C complex sentence D compound-complex
Compound Alec and Zoe saw many D compound-complex sentence
subject: colorful birds. sentence
6. The explorers picked up
Compound They hiked and swam 2. If we ate a more varied diet, their packs, and the journey
predicate: every day. we would be healthier. continued.

Compound Zoe learned about the A simple sentence A simple sentence

B compound sentence B compound sentence
sentence: rain forest, and so did Alec. C complex sentence C complex sentence
D compound-complex D compound-complex
sentence sentence

3. People get into a dietary rut, 7. Although they wore insect

and they eat the same foods. repellent, they were badly
bitten.
A simple sentence
B compound sentence A simple sentence
C complex sentence B compound sentence
Check Grammar D compound-complex C complex sentence
sentence D compound-complex
If... students then... work sentence
have difficulty through the test 4. When he was lost in the
forest, he looked for food, 8. They had discovered fifty new
identifying items with the but he didn’t find any. species of plants and animals.
compound, class and explain A simple sentence A simple sentence
complex, and how to eliminate B compound sentence B compound sentence
compound- incorrect C complex sentence C complex sentence
complex answers. D compound-complex D compound-complex
sentence sentence
sentences,
70 Grammar

70 Grammar
Review
Write simple, compound, complex, or compound-complex to identify Summarize
each sentence. Ask students to tell about simple,
1. A gorilla watched us closely, but he made no move. compound compound, complex, and compound-
2. Until he left, no one moved, and all the hikers held complex sentences.
their breath. compound-complex
3. When I heard noises in the brush, I expected a lion. complex • A simple sentence has a complete
4. Since few cats are left in this forest, a sighting was unlikely.
complex
subject and a complete predicate.
5. After breakfast we hiked ten miles to the waterhole. simple
• A compound sentence has two or
6. Bill got a blister, and Angela ran out of water. compound
more simple sentences joined by a
7. When we got there, we saw hippos, and everyone took photos.
compound-complex comma and a conjunction.
8. Our expedition was exhausting, but it was exciting.
compound • A complex sentence has one
Write each sentence. Underline the conjunction that joins the two
independent clause and one or more
clauses. Write CD if the sentence is a compound sentence. Write CX
if it is a complex sentence. dependent clauses introduced by a
CD 9. Tropical and temperate rain forests have evergreen trees, but
conjunction.
trees of the cloud rain forests drop their leaves. • A compound-complex sentence has
CD 10. The regions around the equator are hot year round, and they more than one independent clause
receive huge amounts of rain. and at least one dependent clause.
CX 11. If we don’t stop the destruction of the rain forests, this precious
resource will be lost.
CX 12. Because ivory is in great demand, elephants
are killed illegally.
CD 13. It is illegal to hunt elephants, but poachers
do not respect laws.
Point out that the use of compound
CX 14. When its population becomes too small, a
species cannot reproduce successfully.
and complex sentences contributes to
CD 15. Then it becomes extinct, or it exists only
a smooth writing style.
in zoos. Choppy: Heavy rain fell. The
forest noises stopped.
Everyone waited.
Grammar 71 Smooth: While heavy rain fell,
the forest noises stopped,
and everyone waited.

Grammar 71
Supporting WRITER’S CRAFT

Your Ideas Supporting Your Ideas

Identify characteristics of a
problem/solution essay.
Write a problem/solution essay
with strong supporting ideas.
When you write, supporting your ideas
helps you “make your case.” Facts and details that
support the main idea help convince readers that your
argument is valid.
In each paragraph, one sentence does not support
the main idea. Write this sentence.

Develop criteria for judging a
piece of writing.
• Read aloud the information in the
box about supporting ideas.
• Ask students to tell in their own
words how to support their ideas.
(provide relevant details and facts)
Guided Writing
Read each item in Exercise 1 with
students. Ask them to explain how they
identified the sentence that does not
support the main idea.
1. Main Idea: We need to protect our wildlife.
Many kinds of animals are in danger of disappearing
altogether. Deforestation and pollution threaten many species.
My favorite animal is the bald eagle. The world would not be as
nice a place if animals become extinct.
2. Main Idea: I need a new pair of gym shoes.
I have three pairs of shoes. I got my gym shoes two years ago
and they’re getting too small. The soles are wearing out, and my
toes are in danger of showing through! Most important, I could
skid on my worn soles and injure myself.
3. Main Idea: Thomas Edison was a great inventor.
Edison invented the light bulb, which lets us read anytime.
He invented the phonograph and motion pictures, which make
great entertainment. He also invented devices that made the
telegraph and the telephone more practical and useful. This
amazing inventor held patents on 1,000 inventions! I would
like to read more about Thomas Edison.
Write four sentences that support the following main idea:
Main Idea: We should clean up our parks.
Possible answers: Everybody wants a clean park to enjoy. Cleaning up your
garbage inspires others to do the same. A clean park is a safe park.
If the parks aren’t clean, nobody will use them.

Independent Writing 72 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Have students RESOURCES
explain which sentences best support
the main idea. Writing Transparencies 4A, 4B
Writing Rubrics and Anchor Papers p. 12

Check Supporting Your Ideas

If... students then... provide
need more help high-interest
with supporting topics and
their ideas, have students
complete word
webs with
supporting
details.

72 Writing
 WRITING MODEL Problem/Solution
Problem/Solution
A convincing problem/solution essay makes a
Read aloud the model and the callouts
strong case by using supporting facts and details. to the left of it. Prepare students to write
Make your sentences clear and direct. their own problem/solution essays.

PROMPT
Give Us a Bump!
Cars speed down La Cienega Street. This is
Write an essay describing a problem
First sentence states
a problem that the especially dangerous because kids often play there.
and explaining your solution. Include
essay addresses. supporting facts and details for both.
Something needs to be done!
La Cienega is a busy street where many kids play.
There are no stop signs or speed bumps to slow cars
Getting Started Students can do
down. Sometimes cars whiz by at 40 miles per hour!
any of the following.
How can they do that on a neighborhood street where
kids play ball and ride bikes? When a car zooms by, • Use an organizer (pp. TR28–TR32).
Each topic sentence kids dash out of the way. • Brainstorm possible solutions and
in paragraphs 3, 4, Speeding cars are often noisy too. There is an choose the best one.
and 5 is supported old black Chevy with a loud muff ler. This car roars
with details. • Ask “why?” about the problem and
by many nights around 6 and invades our “peaceful”
“how?” about the solution.
dinner hour.
A speeding car could hit the parked cars. People
who park on the street shouldn’t have to worry about Editing/Revising Checklist
their cars’ safety. My mom is afraid that our car might
get hit and our insurance will increase.
✓ Are all of my ideas supported?
Last paragraph For all these reasons, I think the city should put a ✓ Is my problem/solution convincing?
gives a solution to
the problem and
speed bump on our block. This would make drivers ✓ Have I used compound and
supporting details. slow down. It would make our neighborhood a safer, complex sentences correctly?
quieter place.

Writing 73
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Problem/
Solution

Focus/Ideas Clear problem/solution; Fairly clear problem/solution; No clear problem/solution; No problem or solution;
strong supporting details good supporting details few supporting details lacks clarity and
development

Organization/ Clear order; three Order generally clear; only Only one or two Lacks organization
Paragraphs supporting details two supporting details supporting details and support

Voice Sincere, individual; writer Sincere; writer involved Tries to deal with subject but Writer not involved
deeply involved with subject with subject does not get very involved with subject

Word Choice Argument convincing; uses Argument fairly persuasive; Some vague, repetitive, or Incorrect or limited
specific words clear language incorrect words word choice

Sentences Varied structures; Control over simple Choppy sentences; Fragments or run-on
adds interest sentence structure lacks variation sentences

Conventions Excellent control Reasonable control with Many errors Numerous serious errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 12.
Writing 73
Common and
Proper Nouns Common and Proper Nouns
A common noun names any person, place, or thing.
Common nouns are not capitalized.
The feathers floated above the boy in the pool.
Define and identify common and
A proper noun names a particular person, place, or thing.
proper nouns.
Capitalize the first word and each important word of a
Use common and proper nouns proper noun.
correctly in writing. Uncle Tim recited the Pledge of Allegiance in Hob Park.

Become familiar with common Capitalize days, months, and holidays. Capitalize the first
and proper noun assessment on words and all important words in a title.

high-stakes tests. Memorial Day is on the last Monday in May.

Please return the book The Adventures of Hercules.

Abbreviated proper nouns appear in addresses, titles and

initials in names, and names of days, months, and states.
These abbreviations begin with capital letters. Many end
with periods.
Read aloud the definitions and Contact Rev. Samuel B. Farb, Jr., at 1556 Heather St.,
examples in the box on p. 74. Point Syracuse, NY 13210 before Tues., Jan. 31.
out that here common is used in the
sense of general, and particular means Rewrite each sentence using correct capitalization.
the same thing as specific. Common
1. mr. klein moved to tulsa, oklahoma, on wed., dec. 14.
nouns are general names; they apply 2. The choir sang “america the beautiful” on the fourth of july.
to any number of people, places, 3. The plant palace on thomas road is open tuesday to saturday.
or things. Proper nouns are specific 4. We will visit the statue of liberty in june.
names; they apply to a particular 5. I addressed the letter to sen. s. leoni at 356 sherwood dr., beloit,
person, place, thing, or group. wi 53511.

Model I know that the nouns

74 Grammar
feathers, boy, and pool are
common nouns. They name
any person or thing, and they are not RESOURCES
capitalized. I know that the nouns
Uncle Tim, Pledge of Allegiance, and Daily Fix-It Lesson 5
Hob Park are proper nouns because See p. TR2.
they name a particular person, thing, See also Daily Fix-It Transparency 5.
and place, and they are capitalized. I Grammar Transparency 5
also know that there are many other
kinds of proper nouns—days, months,
holidays, titles, abbreviations—that are
also capitalized.

74 Grammar
 Write P if the list shows proper nouns. Write C if the list shows
common nouns. Then add another example to each list. Possible
answers: Guided Practice
1. poodle, collie, terrier C; spaniel
Work through the exercise with
2. Idaho, Kansas, Alabama P; New York
students. Afterward, check their
3. Missouri River, Lake Superior, Gulf of Mexico P; Mississippi River
understanding by asking students to
4. roses, daffodils, daisies C; tulips
write examples of proper nouns that
5. King Blvd., Ashton St., Twelfth Ave. P; Greenwood Dr.
name familiar people, places, and
6. Disney World, Universal Studios, Knotts Berry Farm things and then identify their
P; Great America
7. Sunday, Tuesday, Friday P; Saturday common noun counterparts.
8. Ms., Maj., Rep. P; Sen.
9. minutes, hours, days C; years
10. loafers, sneakers, sandals C; boots

Write each sentence. Capitalize the proper nouns.

11. Our pets include a dog named cinnamon, • Remind students that titles are
a cat named sir nibs, and a cockatoo named
capitalized as part of a person’s name
pretty boy.
but not in general reference: Captain
12. It was hard moving them from providence,
rhode island, to des moines, iowa.
Bligh, the captain of the ship.
13. The best pet store in town is george’s pet • Give students additional practice in
emporium on south seventh street. capitalizing titles that contain words
14. The office of dr. barnes is located on such as of, the, and, for, and an that
highway 38 one mile south of town. aren’t capitalized.
15. Have you visited the corn palace in mitchell, south dakota?
16. Let’s meet in huber park on saturday, march 26, to fly our kites.
17. My favorite authors are mark twain, j. k. rowling, and bill bryson.
18. On thanksgiving day I read my younger brother jake a book Independent Practice
called a turkey comes to dinner. and
19. We visited yellowstone national park and the grand canyon. Have students complete the exercises.
20. The author of a cat named soccer grew up in chicago near
For Differentiated Instruction and
wrigley field.
Extra Practice, see p. TR11.
Grammar 75

Differentiated Instruction

Have pairs of students use the
yellow pages of a local phone
book to find and write pairs of
common and proper nouns,
for example, physician, Dr. T.R.
Simpson; theater, Parkview Cinema;
restaurant, Tubtim Siam. Ask
students to share some of their
paired nouns with the group.
Give pairs of students several
magazine ads with copy and
have partners take turns reading
the copy to each other. The
listener writes each common and
proper noun he or she hears,
using capitals properly, and then
the reader checks the writer’s
proper nouns. Partners trade roles
and repeat the activity with a
different ad.
On the board, draw word webs
with familiar common nouns
such as country, singer, car, and
school in the center circles. Have
students brainstorm as many
proper nouns as they can think
of for each category. (country—
United States, Mexico, Canada,
Spain, Brazil, South Africa) Have
volunteers fill in each web with
students’ nouns.

Grammar 75

Caution students to watch out for
proper nouns that have more than
one word. Only the first word and all
important words are capitalized.
Examples: Fourth of July
Test Preparation
Write the letter of the answer that is correctly capitalized.
1. A president Abraham lincoln 6. A Wednesday, February 12
B president Abraham Lincoln B wednesday, February 12
C President Abraham Lincoln C Wednesday, february 12
D President abraham Lincoln D wednesday, february 12

Statue of Liberty 2. A 1735 west garden Way 7. A hopkinsville, KY 42240

B 1735 West Garden Way B hopkinsville, Ky 42240
“Home on the Range” C 1735 West Garden way C Hopkinsville, ky 42240
D 1735 west garden way D Hopkinsville, KY 42240

3. A the book A Wrinkle in 8. A the song “turkey in the

Time straw”
B the book a Wrinkle in Time B the song “Turkey in The
C the book A wrinkle in time Straw”
D the book A Wrinkle In C the song “Turkey in the
Time Straw”
Check Grammar D the song “Turkey In The
4. A American youth soccer Straw”
If... students then... have organization
have difficulty them identify B American Youth soccer 9. A a parade on Memorial Day
identifying examples in organization B a Parade on Memorial day
C American Youth Soccer C a parade on memorial day
common and a magazine organization D a Parade on Memorial Day
proper nouns, or newspaper D American Youth Soccer
article. Organization 10. A a statue in Central park
B a Statue in Central Park
5. A Gen. Ulysses s. Grant C a statue in Central Park
B Gen. Ulysses S. Grant D a statue in central park
C gen. Ulysses s. Grant
D Gen. Ulysses S. grant

76 Grammar

76 Grammar
Review
Write P if the underlined noun is a proper noun. Write C if it is a Summarize
common noun. Ask students to describe common
1. Mr. Williams teaches biology. C and proper nouns and tell how to
2. He feeds birds seeds and suet in winter. C distinguish between them.
3. Gabe Trotter writes a column about nature. P
4. Visit Nehring Forest Preserve to observe wildlife. P • A common noun names any person,
5. Dr. Keith Herbert teaches zoology at the university. C place, or thing.
6. The zoo in Brookfield is quite large. P • A proper noun names a particular
7. In the West, you can see wild horses and buffalo. P person, place, or thing. Capitalize
8. The San Diego Zoo has pandas from China. P
the first word and each important
Write correct if the group of words is capitalized word of a proper noun.
correctly. If it has an error in capitalization,
• Capitalize days, months, holidays,
rewrite it correctly.
the first and all important words in
9. independence Day picnic
Independence Day picnic titles, titles before people’s names,
10. the movie Home for the Holidays
correct and all abbreviated proper nouns.
11. the Greatest Day of my Life
the greatest day of my life
12. my best friend Oscar z. Gonzales
my best friend Oscar Z. Gonzales
Write each sentence. Correct any errors in capitalization.
13. The Monarch butterflies migrate from the United States to
mexico.
Explain that proper nouns, which give
14. Many Scientists study the migration patterns of animals.
15. Some birds fly from north America to south America and back.
more detail than common nouns, can
16. The tarantula in my purse is a nonfiction book by jean
make writing more specific and clear.
Craighead george. General: The newscaster won an
17. Please send the magazine national geographic to this new award.
address: 9138 east Lincoln hwy., Jonesboro, Ar 72401.
Specific: Sandra Burton was elected
18. Han, wes, and aaron will go to camp wachaweechee with their
Scout Troop in july. to the Toledo Broadcasters
Hall of Fame.
Grammar 77

Grammar 77
Good WRITER’S CRAFT

Beginnings Good Beginnings

A good beginning draws readers in and makes them want
to read on. Here are some examples:
Identify characteristics of a
narrative.
Write a narrative with a good
beginning for a test.
Develop criteria for judging a
piece of writing.
• Read aloud the information about
good beginnings in the box.
• Ask students to tell in their own
words what a good beginning is.
(one that attracts and holds
readers’ attention)
Guided Writing
Read the items in Exercise 1 with
students. Have them explain how they
chose the better beginning in each pair.
Excitement Bang! Zoom! The go-cart screamed down the hill.
Curiosity Wendy had no idea what was around the corner.
Mood Was that the wind howling or a human scream?
Read each pair of beginnings. Write the letter of the better beginning.
1. A “Where in the world are my gloves?” yelled the Captain.
B The captain couldn’t find his gloves.
2. A There was no noise.
B It was quiet—almost too quiet.
3. A My cat is funny.
B I never thought cats could speak.
4. A I couldn’t just leave that poor baby bird alone on the ground.
B Sometimes animals need our help.
5. A This paragraph is about air pollution and how we can avoid it.
B Imagine having to wear a mask every day!
6. A Mr. Grimps was not happy.
B Mr. Grimps chased the terrified kids around the block.
Write two possible good beginnings for this paragraph.
___________. After that, I was no longer allowed to go into the
stables without a grown-up. But I still rode every day. Appleton was
still my favorite horse because he had a great sense of humor. And
after a while, we became friends. We forgot all about the day he
knocked me over! Possible answers: Crash! I fell into the straw like a bag
of bruised apples.
When I woke up, I saw this big, long, furry face staring back at me,
blowing steam out of its nostrils.

Independent Writing 78 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Have listeners RESOURCES
tell which of each writer’s beginnings
they liked better and why. Writing Transparencies 5A, 5B
Writing Rubrics and Anchor Papers p. 13

Check Good Beginnings

If... students then... read
need more aloud examples
help with good of good story
beginnings, and article
beginnings and
ask students what
makes them so.

78 Writing
 WRITING MODEL Writing for
Writing for Tests Tests
Think about something interesting that happened to
you involving a pet or a friend. It might have been
happy, like bringing home a new kitten, or sad, like Read aloud the model and the callouts
saying goodbye to a good friend. Write a narrative to the left of it. Prepare students to
showing what happened and how you felt. write their own narratives for a test.

“Best-est” Friends
PROMPT
A good beginning Sometimes “best” just isn’t good enough. On that Write a narrative about an interesting
makes the reader experience with a pet or a friend.
want to know more. breezy October day, the day Kerri moved away,
I was crushed. Last fall, she moved with her family to Use a good beginning.
Massachusetts. But now it was a year later and she
Writer reveals was back for the first time. Would we still be friends?
her feelings. Was she taller? Was I? Maybe she would be “too cool”
Getting Started Students should do
for her old best friend.
the following.
I sat nervously on the front stoop, trying not to • Read the prompt and develop a plan
look too eager. Then their car pulled up and I noticed for what they want to say.
they still had their Georgia license plates. The car door • Support their ideas with facts,
opened. Kerri stepped out hesitantly. Everything seemed
examples, and details
to stand still and quiet for a moment. Then at the same
time, we both started running toward each other.
• Check their writing for errors.
A quotation makes
the narrative lively “Jaysie!” she cried. “I missed you so much, my best-
and authentic. est friend!” Later, they moved back here. But the year Editing/Revising Checklist
apart showed me just how strong our friendship is. ✓ Does my beginning grab the
reader’s attention?
✓ Have I told what happened and
how I felt?
Writing 79 ✓ Are common and proper nouns
used correctly?

Self-Evaluation Distribute copies of

Narrative p. TR26 for students to fill out.

Focus/Ideas Vivid narrative with excellent Fairly vivid narrative; some Narrative with few details Narrative lacking clarity
supporting details good details and/or lack of focus and development

Organization/ Strong beginning; clear Good beginning; Beginning not engaging; No clear beginning or
Paragraphs sequence of events sequence logical sequence not clear sequence of events

Voice Sense of writer’s personality Writer engaged with subject; Writer not very engaged Writer not engaged with
clearly conveyed shows personality with subject subject at all

Word Choice Many vivid verbs and Some vivid verbs and sharp Vague, repetitive, or Incorrect or limited
sharp descriptions descriptions incorrect words word choice

Sentences Varied, well-crafted sentences Control over simple Choppy sentences; Fragments or run-on
sentence structure lacks variation sentences

Conventions Excellent control Reasonable control with Many errors Numerous serious errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 13.
Writing 79
Regular
and Irregular Regular and Irregular Plural Nouns
Plural Nouns Plural nouns name more than one person, place, or thing.

• Most plural nouns are formed by adding -s.

picture/pictures wing/wings day/days
• Add -es to nouns ending in ch, sh, x, z, s, and ss.
bunch/bunches wish/wishes box/boxes class/classes
Define and identify regular and
• If a noun ends in a consonant and y, change y to i and add -es.
irregular plural nouns. berry/berries spy/spies
Use regular and irregular plural • Some nouns have irregular plural forms. They change spelling.
nouns correctly in writing. mouse/mice goose/geese child/children woman/women
• For most nouns that end in f or fe, change f to v and add -es.
Become familiar with regular and leaf/leaves knife/knives calf/calves wife/wives
irregular plural noun assessment • Some nouns have the same singular and plural forms.
on high-stakes tests. sheep deer moose headquarters series elk
• For compound nouns, make only the important word plural.
fathers-in-law secretaries of state
• If a noun ends in a vowel and o, add -s.
video/videos radio/radios
• Check a dictionary for plurals of nouns ending in consonant -o.
Read aloud the definitions, instruction, photo/photos potato/potatoes hero/heroes echo/echoes
and examples in the box on p. 80.
Point out that the first three rules Write the plural form of each singular noun. Use a dictionary
cover regular plural nouns. While most if you need help.
nouns form their plurals in one of these 1. galaxy galaxies 6. tomato tomatoes
three ways, there are many nouns with 2. planet planets 7. series series
irregular plural forms. Review the rules 3. brother-in-law brothers-in- 8. life lives
law
for irregular plural nouns. 4. porch porches 9. address addresses
5. child children 10. photo photos

Model I see that most nouns 80 Grammar

have regular plural forms; they
add -s or -es or change y to i
and add -es: picture, pictures; bunch, RESOURCES
bunches; berry, berries. However, some
nouns have irregular plural forms; they Daily Fix-It Lesson 6
change spelling in a variety of ways: See p. TR2.
mouse, mice; leaf, leaves; video, videos; See also Daily Fix-It Transparency 6.
potato, potatoes. Some nouns don’t Grammar Transparency 6
change spelling at all in the plural
form: sheep, deer. The only way to
learn these irregular plural forms is
to memorize them.

80 Grammar
 Write the plural forms of the underlined singular nouns.
1. Man who are more than 7 foot tall are unusual. Men; feet Guided Practice
2. They may make better basketball player than astronaut. players;
astronauts Work through the exercise with
3. Stars probably formed from cloud of gas and dust. clouds; gases students. Ask them to tell the rule they
4. Do you know what black hole and quasar are? holes; quasars used to form each plural noun. You can
5. There are billion of stars in our galaxy and billion of galaxy in further assess students’ understanding
the universe. billions; billions; galaxies
by asking them to provide another
6. We took sandwich and bunch of grape for our lunch. plural noun using the same rule.
sandwiches; bunches; grapes; lunches
7. The sixth-grade class sat on bench at the planetarium. classes;
benches
8. The first astronauts’ life were changed by their flight into space.
lives; flights
9. Was that a herd of moose or elk? moose; elk
10. There have been several headquarter for the office of our
national secretary of state. headquarters; secretaries of state

Write each sentence. Correct any errors in plural forms of nouns.

• Encourage students to memorize nouns
Students’ sentences should have the following corrections: with the same singular and plural forms.
11. Several childs signed up for the classs in astronomy and physics. (deer, sheep)
children; classes
12. Because of lightes in citys, we couldn’t see most star’s.
lights; cities; stars • Point out that some words may be nouns
13. Some familys drive long distancs on country roadz so they can
see the stars more clearly. families; distances; roads
or verbs. For example, watches can be a
plural noun or a singular verb.
14. Long ago, viewerz imagined the shapes of beares, wolfs, and
deers in the stars. viewers; bears; wolves; deer
15. What shaps can you see in the night skys? shapes; skies
16. I discuss theorys about the originz of the universe with my two Independent Practice
brother-in-laws. theories; origins; brothers-in-law and
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR12.

Grammar 81

Differentiated Instruction

On index cards, write sentences
using singular nouns that have
irregular plural forms: We watched
two video. Highlight the singular
noun that needs to be plural.
Have students draw a card, read
the sentence, and write the
sentence on the board using the
plural form. They can consult
p. 80 or a dictionary if they are
not sure how to form the plural.
Have students scan a short article
or story to find plural nouns and
write them on index cards. Ask
students to write the singular
form on the other side of the
card. Then have them sort their
cards into stacks according to the
rules on p. 80 that explain how
plurals are formed. For example,
life/lives belongs under “For most
nouns that end in f or fe, change
f to v and add -es.”
List singular nouns with irregular
plural forms that are spelled and
pronounced very differently:
mouse/mice, goose/geese, child/
children, woman/women. Say each
singular noun and its plural form
and have students say them with
you. Use each in a sentence. Then
have students write and read their
own sentences using the singular
and plural forms. Model the
exercise. (One mouse ran out the
door. Three mice ate cheese.)

Grammar 81
 Test Preparation
Remind students that plural forms never Write the letter of the plural word that correctly completes
have an apostrophe. If they are having each sentence.
difficulty identifying the correct answer, 1. I found several of old 6. The spaceship was split into
have them eliminate obviously incorrect newspapers. two .
answers and then review the rules on A boxs C boxes A halves C halfs
p. 80 to find the one that tells how the B box’s D boxen B halvs D halfes
singular noun forms its plural.
2. The astronauts synchronized 7. What support the space
their . program?
A watches C watch’s A industrys C industries
B watchs D watchies B industris D industry’s

3. They rented several science- 8. New grew out of space

fiction from the store. discoveries.
A video C videoes A businesses C businesss
Check Grammar B videoz D videos B businessies D business’s

If... students then... write the 4. Three were born in 9. The photo showed peaks and
have difficulty noun’s singular April. on the planet.

identifying the form, point out A calfs C calfes A valleies C vallies

B calves D calvies B valleyes D valleys
correct plural the applicable
forms of nouns, rule, and help 5. Both the girls and the 10. Are larger than ducks?
students form enjoyed the movie. A gooses C goosies
the plural. A boies C boy’s B geese D geeses
B boys D boyz

82 Grammar

82 Grammar
Review
Write the plural form of each singular noun. Summarize
1. democracy democracies 11. church churches Ask students to tell about plural nouns
2. thief thieves 12. holiday holidays and to list different ways to form them.
3. family families 13. dream dreams
4. pass passes 14. video videos • Plural nouns name more than one
5. woman women 15. moose moose person, place, or thing.
6. series series 16. loaf loaves • Most plural nouns are formed by
7. blueberry blueberries 17. monkey monkeys adding -s. Nouns ending in ch, sh,
8. sheep sheep 18. commander-in-chief x, z, s, and ss add -es to create their
commanders-in-chief
9. tomato tomatoes 19. mouse mice plural forms. Nouns ending in a
10. mother-in-law mothers-in- 20. crash crashes consonant and y change y to i and
law
Write each sentence using the correct plural forms of the nouns in ( ). add -es.
21. The (children, childs) gave reports on space travel. • Nouns with irregular plural forms
22. How many (galaxys, galaxies) exist in the universe? change spelling in a variety of ways
23. We can use (telescops, telescopes) to see distant stars. or have the same singular and
24. Astronauts are (heros, heroes) to many people. plural forms.
25. In the early years, their return to Earth was celebrated with
(speechs, speeches) and parades.
26. People watched the (skys, skies) with new awareness.
27. Those (days, daies) are over.
28. We are not glued to our (radioes, radios) and TV sets during
space flights. Explain that specific nouns help build
29. Still, (Americans, Americanes) are proud of our history in space.
interesting descriptions. Plural nouns
30. The space program’s (mans, men) and women have done many
should be spelled correctly so that
great things.
31. (Echos, Echoes) of the past urge us to do more in the future.
they do not distract from the picture
32. We hope space exploration will continue without too many big
painted with words.
(delays, delaies). Example: Someday childs may visit
galaxys far away.
Grammar 83 Someday children may
visit galaxies far away.

Grammar 83
Include WRITER’S CRAFT

Important Include Important Information

Information Include only important information to
make your directions concise and easy to follow.
Extra or unnecessary information can interfere
with meaning.

Identify characteristics of directions.

Write directions including only
important information.
Develop criteria for judging a piece
of writing.
• Read aloud the information in the
box about including important
information.
• Ask students to tell in their own
words what important information
is. (details or facts relevant to the
topic or purpose)
Guided Writing
Read the items in Exercise 1 with
students. Ask them how they decided
which sentences are unnecessary.
Write the sentence in each paragraph that contains
unimportant information.
1. To get to the fruit stand, walk south to Oak Street and turn left. My
aunt lives on Oak Street. Go two blocks and turn left on Cherry
Street. The fruit stand is on the right, halfway down the block.
2. To make pancakes, first sift flour, sugar, and salt. Then mix in
eggs and water. The eggs get a little messy, though. Whisk the
mixture for one minute and then pour it into a hot skillet.
3. Taking care of tropical fish requires time and careful attention.
Make sure the water is the right temperature. Keep the water
clean and feed the fish according to instructions. Make sure you
don’t put the wrong kind of fish together in the same tank! Do
you have tropical fish?
4. Trace a circle on paper using a round object like the lid of a jar.
Cut out the circle. Fold the circle in half and in half again. Fold
it in half a third time. Make sure your hands are clean. Cut little
triangles and other shapes along the fold. Unfold the paper—
and it’s a snowflake!
Write directions about how to go from your house to school or
another nearby location. Include only important information that
someone following your directions would need to know.
Possible answer: I leave my house, turn right, and walk down Elm Street. Next,
I take a left onto Maple Road. I walk to the first stop sign and turn right onto
Evergreen Drive. About a block down on the right side is my school.
84 Writing

Independent Writing RESOURCES

Ask volunteers to read aloud their
responses to Exercise 2. Have listeners Writing Transparencies 6A, 6B
determine whether the directions Writing Rubrics and Anchor Papers p. 14
contain only important information.

Check Including
Important Information

If... students then... write

need more help directions to a
with including school location that
important has unimportant
information, information. Have
students revise
the directions
for clarity.

84 Writing
 WRITING MODEL Directions
Directions
Good directions help readers understand what to
Read aloud the model and the callouts
do to get somewhere or to accomplish a task. Steps to the left of it. Prepare students to
should be clear, logical, and to the point. write their own directions.

PROMPT
Out-of-This-World Banana Split
First sentence This dessert is easy to make and so good it will send
Write directions for making an
provides a lively you into orbit!
imaginary “space food.” List all
introduction to ingredients and explain all steps.
the task. Ingredients
1 banana, peeled
2 scoops of Martian Green ice cream
Getting Started Students can do
Ingredients are whipped cream
listed in order any of the following.
2 tablespoons of Jupiter Berry Syrup
of use.
1 pinch of stardust (Sprinkles will do.) • Use an organizer (pp. TR28–TR32).
Steps are in First, slice the banana lengthwise and put the • Think of a favorite food and imagine
logical order.
Transition words
halves side by side in a shallow bowl. Next, place making it in space.
are used to the scoops of ice cream in the center of the bowl
• Write steps for making a “non-space”
show order. between the two banana halves. Then beat
food; adapt those steps.
the whipped cream rapidly. Dollop f luffy
whipped-cream clouds on top of
the ice cream. After that, pour the Editing/Revising Checklist
syrup slowly over the whipped cream.
This should make it look like the
✓ Have I included only important
information?
surface of Jupiter. Finally, add
a pinch of stardust. Eat while the ✓ Are my steps logical and easy to
moon is rising. follow?
✓ Are regular and irregular plurals
used correctly?
Writing 85

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
Directions

Focus/Ideas Clear, brief directions; no Fairly clear directions; little Directions that stray; some No directions; lacks clarity
extra information extra information misleading information and development

Organization/ Steps in order and easy Steps reasonably logical; Steps not arranged logically; Lacks organization;
Paragraphs to follow few missteps some missteps many errors

Voice Engaging, lively, and Mostly knowledgeable; Tries to deal with subject but Writer not involved with
knowledgeable engages reader does not get very involved subject

Word Choice Clear, specific words; uses Uses clear language and Some vague, repetitive, or Incorrect or limited
time-order words well time-order words incorrect words word choice

Sentences Structures appropriate; Control over simple Choppy sentences; some Fragments or run-on
adds clarity sentence structure incorrect structures sentences

Conventions Excellent control Reasonable control with Many errors Numerous errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 14.
Writing 85
Possessive
Nouns
Define and identify
possessive nouns.
Use possessive nouns correctly
in writing.
Become familiar with possessive
noun assessment on high-stakes
tests.
Read aloud the definitions, instruction,
and examples in the box on p. 86.
Explain that singular nouns add an
apostrophe and -s to show ownership.
Since many plural nouns end in -s,
their possessive forms require only the
addition of an apostrophe. Because
irregular plurals do not end in -s, their
possessive forms require an apostrophe
and -s.
Model Because singular
nouns form their possessives
by adding ’s, I know that the
ranch’s landscape shows that the
landscape belongs to one ranch. In the
second set of examples, five writers’
collections includes a plural possessive
because there is more than one writer;
only an apostrophe follows writers
because the plural noun already ends
in -s. Therefore, the collections belong
to more than one writer.
86 Grammar
Possessive Nouns
A possessive noun shows ownership. A singular
possessive noun shows that one person, place, or
thing has or owns something. A plural possessive
noun shows that more than one person, place, or
thing has or owns something.
• To make a singular noun show possession, add an
apostrophe (’) and -s.
the ranch’s landscape James’s coat
• To make a plural noun that ends in -s show
possession, add an apostrophe (’).
five writers’ collections the bushes’ leaves
• To make a plural noun that does not end in -s show
possession, add an apostrophe (’) and -s.
the children’s books the women’s ideas
Write the possessive form of each noun. Write S if the possessive
noun is singular. Write P if it is plural.
1. computer computer’s; S 11. rock rock’s; S
2. Mr. Garcia Mr. Garcia’s; S 12. geologists geologists’; P
3. hornets hornets’; P 13. men men’s; P
4. student student’s; S 14. girl girl’s; S
5. dinosaurs dinosaurs’; P 15. riverbank riverbank’s; S
6. fossil fossil’s; S 16. storm storm’s; S
7. women women’s; P 17. skeletons skeletons’; P
8. explorers explorers’; P 18. stories stories’; P
9. reptiles reptiles’; P 19. dish dish’s; S
10. Earth Earth’s; S 20. pictures pictures’; P
86 Grammar
RESOURCES
Daily Fix-It Lesson 7
See p. TR3.
See also Daily Fix-It Transparency 7.
Grammar Transparency 7
 Write the correct possessive noun in ( ) to complete each sentence.
1. The (dinosaur’s, dinosaurs’) remains showed that it was about Guided Practice
the size of a dog.
Work through the exercise with the
2. All (paleontologist’s, paleontologists’) work requires patience.
3. A (fossil’s, fossils’) condition provides clues.
class. To check students’ understanding
4. We walked slowly as we stared at the (river’s, rivers’) dry bed.
of the concept, list singular nouns on
5. This (field trip’s, field trips’) purpose was fossil hunting. the board and have them provide the
6. Several (children’s, childrens’) finds were new and exciting. singular possessive, plural, and plural
7. This rock has imprints of several (trilobite’s, trilobites’) bodies. possessive forms.
8. This ancient (arthropod’s, arthropods’) body looks like a small
armored tank.
9. The (worker’s, workers’) days began at dawn and ended when
they could no longer see.
10. The (men’s, mens’) and (women’s, womens’) muscles ached
after they crouched all day. • Emphasize that irregular plurals do
Write each sentence. Change the underlined words to a phrase not end in -s. This is why they form the
with a possessive noun. possessive by adding an apostrophe
Students’ sentences should include the following phrases:
11. The project of our class on dinosaurs was interesting.
and -s. Be sure students understand
Our class’s project and recognize plural forms before they
12. Tyrannosaurus rex was the choice of several students.
several students’ choice attempt to form plural possessives.
13. The report of Dylan focused on a less familiar dinosaur.
Dylan’s report
14. The dinosaur of Iris was an ancestor of the horse. Iris’s dinosaur
15. The apatosaurus was the suggestion of our teacher. our teacher’s
suggestion
16. What was the climate of Earth like millions of years ago?
Independent Practice
Earth’s climate
17. Why is the extinction of the dinosaurs so fascinating to us?
and
dinosaurs’ extinction
18. Like the work of detectives, paleontologists’ work involves Have students complete the exercises.
finding and interpreting clues. detectives’ work For Differentiated Instruction and
Extra Practice, see p. TR12.

Grammar 87

Differentiated Instruction

Have students think of phrases
with singular possessive nouns
that describe elements of a
picture, such as a cat’s tail and
a fly’s wings. Write the phrases
on the board and have students
rewrite them using the plural
possessive forms: most cats’ tails,
all flies’ wings. Check students’
writing for accuracy.
Have pairs of students write
animal trivia questions, gathering
data from science resources.
Each question must contain a
possessive noun. Students should
use both singular and plural
possessive forms: How fast do a
hummingbird’s wings beat? Why
do plants’ roots grow down? Pairs
can exchange questions and try to
answer them.
Display or make a map of your
school’s layout. Label parts, such
as playground, office, classrooms,
and lunchroom. Write and read
aloud questions about the school
using possessive forms: Where
is the principal’s office? Which
teachers’ rooms are closest to ours?
Have students read the questions
with you, identify the possessive
forms, and answer the questions.

Grammar 87
 Test Preparation
Point out to students that the word or Write the letter of the word that correctly completes each sentence.
words before a possessive noun give clues 1. The waters were the 6. The bodies were
to whether it is singular or plural. A, an, this, home for the first living preserved in a rock called
and that indicate a singular noun. Words things. amber.
such as several, many, or all signal a plural. A oceans C oceans’s A beetle’s C beetles’s
B ocean D oceans’ B beetles’ D beetle
Singular A good scientist’s
possessive: methods are logical and 2. This display of dinosaur 7. newest project is a dig
fact–based. fossils is excellent. in West Africa.
Plural Many scientists’ work A museum’s A Dr. Liakos’s
possessive: made this theory possible. B museums’ B Dr. Liakos’
C museums’s C Dr. Liakoss
D museums D Dr. Liakos

3. Millions of years ago, an 8. He must have the

body was trapped in tree sap. permission before he begins
digging.
A insects C insects’
B insect’s D insect A governments
B government’s
Check Grammar 4. Please look at book on C governments’s
fossils. D government
If... students then... find A Briannas’
B Briannas 9. All reports must be
have difficulty examples of supported by facts.
C Brianna’s
identifying possessives in D Brianna A archaelogists
singular their reading B archaelogistes
and plural materials and ask 5. That substance is C archaelogist’s
possessives, them to identify neither bone nor rock. D archaelogists’
the words as A fossils’
B fossil 10. Last year two claims
singular or plural. were proven false.
C fossil’s
D fossils A mens’ C men’s
B man’s D mans’
88 Grammar

88 Grammar
Review
Write the possessive form of each noun. Write S if the possessive Summarize
noun is singular. Write P if it is plural. Ask students to explain singular and
1. canyon canyon’s; S 11. man man’s; S plural possessive nouns.
2. floods floods’; P 12. geese geese’s; P
3. child child’s; S 13. weather weather’s; S • A singular possessive noun shows
4. rains rains’; P 14. Chris Chris’s; S that one person, place, or thing has
5. sciences sciences’; P 15. reporters reporters’; P or owns something. It is formed by
6. asteroid asteroid’s; S 16. mice mice’s; P adding an apostrophe and -s to the
7. hillsides hillsides’; P 17. women women’s; P singular noun.
8. stories stories’; P 18. children children’s; P
• A plural possessive noun shows
9. paintbrush paintbrush’s; S 19. Mr. Harris Mr. Harris’s; S
that more than one person, place,
10. men men’s; P 20. camp camp’s; S
or thing owns something. Plural
Write the correct possessive noun in ( ) to complete each sentence. nouns that end in -s form possessives
21. A (bird’s, birds’) bones are hollow. by adding an apostrophe. Plural
22. These (dinosaur’s, dinosaurs’) bones are also hollow. nouns that do not end in -s form
23. (Ms. Rausch’s, Ms. Rauschs’) belief is that birds and dinosaurs possessives by adding an apostrophe
shared a common ancestor. and -s.
24. One (fossil’s, fossils’) discovery sheds light on this theory.
25. A (pteradactyl’s, pteradactyls’) arms were like wings.
26. A membrane stretched across both (arm’s, arms’) bones.
27. These (creature’s, creatures’) bodies had birdlike beaks and tails.
28. Their (bodies, bodies’) adaptations allowed pteradactyls to fly.
29. It was a primitive bird in a (dinosaur’s, dinosaurs’) body. Explain to students that possessive
30. Many (reptile’s, reptiles’) characteristics remind us of dinosaurs. nouns eliminate wordiness so that
31. There are no dinosaurs in (today’s, todays’) world. writing flows more smoothly.
32. A (human’s, humans’) legs couldn’t run fast enough to escape
those jaws!
Wordy: The notes of the scientist
indicated where the
teeth of the dinosaur
were found.
Grammar 89
Not wordy: The scientist’s notes
indicated where
the dinosaur’s teeth
were found.

Grammar 89
Posing WRITER’S CRAFT

Questions Posing Questions

Posing questions can help you focus your
writing. As you develop your topic, answer questions
that your reader might ask.
Identify characteristics of a
hypothesis and results essay.
Which question would better help you write
Write a hypothesis and results about the given topic? Write the letter of the question.
essay by posing questions and 1. Topic: The solar system and life
seeking answers. A Why is there life on Earth but not on Venus?
B How many planets are there?
Develop criteria for judging a
2. Topic: The extinction of dinosaurs
piece of writing.
A Why did few dinosaurs survive the Ice Age?
B Where are most fossils found?
3. Topic: Careers in science
A How many years of school do you need to be a scientist?
B How is a science career different from other professions?
4. Topic: The effects of volcanic activity on Earth
• Read aloud the information in the A Are volcanic eruptions frequent?
box about posing questions. B How does a volcanic eruption change the surface of our planet?
• Ask students to tell in their own 5. Topic: Water pollution and fish
words why writers pose questions. A How do waterways become polluted?
B What kinds of fish are no longer found in our polluted rivers?
(to help them focus their topic)
6. Topic: Science experiments and safety
A Where do labs purchase their chemical supplies?
Guided Writing B How can you protect yourself in the lab?

Read each item in Exercise 1 with
students. Ask them to explain how
they chose the more helpful question
in each pair.
Write two questions about the following topic.
Topic: Insects are eating our crops.
Possible answer: How can we safely eliminate the insects and save the crops?
How did older civilizations solve this problem?
90 Writing

Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
identify questions that are most helpful
in developing the topic.
RESOURCES
Writing Transparencies 7A, 7B
Writing Rubrics and Anchor Papers p. 15

Check Posing Questions

If... students then... provide
need more help a topic and work
with posing with students to
questions, create focused
questions about it.

90 Writing
 WRITING MODEL Hypothesis
Hypothesis and Results and Results
A hypothesis is something assumed to be true that
you intend to prove or disprove with the results of
research or an experiment. Your argument needs to be Read aloud the model and the
clear and well supported with facts. callouts to the left of it. Prepare
students to write their own
hypothesis and results essays.
Dinosaurs Are Not Lizards!
Writer makes Scientists once thought that dinosaurs were giant
PROMPT
a hypothesis. reptiles. The name dinosaur actually means “terrible
lizard.” However, this idea may not be true. The
Write an essay to prove or disprove
more scientists studied the two kinds of animals, the a scientific idea. Support your
more they began to notice big differences between hypothesis with results (facts).
Results support dinosaurs and reptiles. There are differences in bone
the hypothesis. structure and teeth. There are differences in their Getting Started Students can do
social life—some dinosaurs hunted in packs, while any of the following.
Transition words reptiles tend to hunt alone. Some paleontologists even
think that dinosaurs were warm-blooded. Reptiles
• Use an organizer (pp. TR28–TR32).
connect sentences.
are cold-blooded. Though nothing is yet completely • Brainstorm hypotheses and details
certain, it’s probably true that while dinosaurs were and facts that prove them.
“terrible,” they were not “lizards” after all. • Write sentences explaining an
experiment that proves the idea.

Editing/Revising Checklist
✓ Is there a clear hypothesis
statement?
✓ Are details used as proof convincing?

Writing 91
✓ Do my supporting details relate to
the hypothesis?

Self-Evaluation Distribute copies of

Hypothesis p. TR26 for students to fill out.
and Results

Focus/Ideas Clear hypothesis; strong Fairly clear hypothesis; good Vague hypothesis; few Lacks clarity and
supporting details supporting details supporting details development

Organization/ Logical, orderly argument Reasonably logical argument Poor or limited organization Lacks organization
Paragraphs and support

Voice Authoritative, individual; Engaging and Not authoritative Writer not involved;
stands out from others usually convincing or individual no distinct voice

Word Choice Argument made convincing Argument made persuasive Some vague, repetitive, Incorrect or limited
through specific words with clear language or incorrect words word choice

Sentences Structures varied to add Control over simple sentence Choppy sentences; Fragments or
interest; smooth transitions structures; some transitions no transitions run-on sentences

Conventions Excellent control Reasonable control with Many errors Numerous errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 15.
Writing 91
Action and
Linking Verbs
Define and identify action verbs
and linking verbs.
Use action verbs and linking verbs
correctly in writing.
Become familiar with action verb
and linking verb assessment
on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 92. Point
out that an action verb involves
physical or mental action by the
subject. Linking verbs point to a
word or words that identify or
describe the subject.
Model I know that the first
examples (place, walks) are
action verbs because I can
visualize the actions carried out by the
subjects. (Girls, She) The next examples
(seem, is) are linking verbs because
they point to words (awkward, happy)
that help tell what the subjects (They,
boy) are like. In the last examples, bags
and mine are predicate nominatives
because bags is a noun that follows
the linking verb were and explains
the subject mattresses, and mine is a
pronoun that follows the linking verb
is and identifies the subject bed.
92 Grammar
Action and Linking Verbs
A verb is the main word in the predicate of a sentence.
The verb tells what the subject of the sentence is or does.
An action verb tells what the subject does. A linking verb
links, or joins, the subject with a word or words in the
predicate that tell what the subject is or is like. Linking verbs
are most often forms of the verb be, such as am, is, are, was,
and were. Become, seem, appear, feel, taste, smell, and look can
be linking verbs.
Action Verbs Girls place bonnets on their heads.
She walks down the path.
Linking Verbs They seem awkward in their bonnets.
The boy is happy.
• A predicate nominative is a noun or pronoun that
follows a linking verb and identifies or explains the subject:
The mattresses were straw-filled bags. This bed is mine.
Write A if the underlined word is an action verb. Write L if it is a
linking verb. Write PN if it is a predicate nominative.
1. Charles is a blacksmith. PN
2. Darlene was proud of her homemade pie. L
3. The milk splashed on the floor. A
4. The baked ham smells good. L
5. Uncle Joslin carried water in buckets. A
6. The girls laundered the clothes. A
7. Billy is a blacksmith’s apprentice. PN
8. The boys owned many books. A
9. The girls practiced their sewing. A
10. The straw mattresses felt hard and lumpy L
92 Grammar
RESOURCES
Daily Fix-It Lesson 8
See p. TR3.
See also Daily Fix-It Transparency 8.
Grammar Transparency 8
 Write the verb in each sentence. Write A if it is an action verb. Write
L if it is a linking verb.
Guided Practice
1. In the 1800s, many families lived in the country. lived; A
2. Most men were farmers. were; L
Work through the exercise with
3. They raised crops and livestock. raised; A students. To determine if they
4. Women worked hard in the home. worked; A understand the concept, write
5. In old pictures, the children appear happy. appear; L sentences with action verbs, linking
6. However, they did many chores every day. did; A verbs, and predicate nominatives on
7. Now we buy almost everything in stores. buy; A the board and have students identify
8. We no longer make our own bread, butter, and soap. make; A the parts.
9. Some of these skills seem amazing to us now. seem; L
10. Less work and more leisure are ours today. are; L

Add a verb of your own to complete each sentence. Write the

sentence. Write A or L to tell what kind of verb you added.
Possible answers:
11. That large tin pan a bathtub. was; L
• Point out to students that the verbs
12. Bathers in and poured water over themselves. squeezed; A
appear, feel, taste, smell, and look can
13. People water for a bath over the fire. heated; A
act as either action verbs (The ants
14. Farmers crops for food. grew; A
appeared out of nowhere.) or linking
15. Horses, mules, or oxen plows in the fields. pulled; A
verbs. (They appeared hungry.) Explain
16. Children school but not during planting or harvesting season.
attended; A that if a verb can be replaced with were
17. No phones, radios, or TVs in the house. blared; A
or seem, it is used as a linking verb. (They
18. Their world quiet. was; L were hungry. They seemed hungry.)
19. Children few toys. possessed; A
20. Young people the skills of adult life. learned; A

Independent Practice
and
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR12.
Grammar 93

Differentiated Instruction

Have students brainstorm a list of
action verbs and a list of linking
verbs. Then ask them to write two
sentences, one with an action verb
that tells about something they do
and one with a linking verb that tells
what they are like. (I play the piano.
Sometimes I am shy.) Ask volunteers
to read aloud their sentences and
have listeners identify the action and
linking verbs.
Have students write a paragraph
about a favorite athlete or
performer. Ask them to include
biographical data as well as a
description of what the person
does. Pair students and have them
exchange paragraphs. Partners
underline action verbs and circle
linking verbs.
Review be verbs with students,
using singular and plural forms
in example sentences. Add the
linking verbs feel, taste, smell, and
look to the list. Display crackers,
fabric, and rubber bands. Have
students handle each item and
describe it in a sentence. Write
the sentences and read them
aloud. Then substitute be verbs
for sensory linking verbs. Model
the exercise. (Crackers taste salty.
Crackers are salty.)

Grammar 93
 Test Preparation
Suggest that students first eliminate Write the letter of the word that is an action verb.
choices they know are not verbs. Then they 1. Edgar carried water from the 3. Father and Ben milked cows
can analyze each remaining word’s role in stream to the house. morning and evening.
the sentence to decide its part of speech. A Edgar C stream A Ben C morning
For example, in item 1, stream is used as a B carried D house B cows D milked
noun rather than a verb. Remind students
that in items 1–4 they are looking for 2. Betsy baked bread although 4. The children studied their
action verbs. In items 5–8, they should she was tired. lessons by candlelight.
identify linking verbs. A baked C was A children C studied
B although D tired B lessons D their

Write the letter of the word that is a linking verb.

5. A horse and wagon were 8. Their clothing appeared stiff

yesterday’s car. and uncomfortable.
A horse C were A Their C appeared
Check Grammar B A D and B clothing D stiff

6. The fresh, baked bread 9. Plenty of food is necessary

If... students then... write smelled wonderful. for energy.
have difficulty additional
A baked C fresh A is C energy
identifying action sentences on the B bread D smelled B food D for
verbs and linking board and have
verbs, students identify 7. The big meal they ate at 10. The homemade soap looked
noon tasted delicious. thick and yellow.
the verbs as
A big C tasted A and C thick
action or linking.
B ate D delicious B soap D looked

94 Grammar

94 Grammar
Review
Write A if the underlined word is an action verb. Write L if it is a Summarize
linking verb. Write PN if it is a predicate nominative. Ask students to explain action
1. Belle dropped hot coals into the iron. A verbs, linking verbs, and
2. The kitchen was terribly hot. L predicate nominatives.
3. The blacksmith hammered red-hot iron. A
• An action verb tells what the
4. His shop seemed like an oven. L
subject does.
5. Clyde cut the weeds with a scythe. A
6. The women sewed all the clothes by hand. A • A linking verb links the subject with a
7. James became the blacksmith’s helper. PN
word or words in the predicate that
8. He appeared happy with his teacher. L
tell what the subject is or is like.
9. The people in old-time clothes are actors. PN • A predicate nominative is a noun or
10. That cornshuck bed looks lumpy. L pronoun that follows a linking verb
and identifies or explains the subject.
Write the verb in each sentence.
Write A if the verb is an action verb.
Write L if it is an linking verb.
11. Nan sewed a sampler. sewed; A
12. The stitches seemed impossibly small and even. seemed; L
13. The men made sausage. made; A Good writers use strong, descriptive
14. It tasted fresh and delicious. tasted; L action verbs that help readers picture
15. The horses neighed a greeting. neighed; A a character’s actions.
16. Ralph forked hay into their stalls. forked; A General: May cleaned the floor.
17. Bedtime was soon after supper. was; L Descriptive: May scoured the floor.
18. Everyone rose with the sun. rose; A
19. The new day’s work began before breakfast. began; A
20. They ate hearty meals for energy. ate; A
21. I am grateful for today’s conveniences. am; L
22. Our ancestors worked very hard. worked; A
Grammar 95

Grammar 95
Parallel WRITER’S CRAFT

Structure Parallel Structure

Identify characteristics of a
friendly letter.
Write a friendly letter using
If a sentence has parts that are alike, those parts should have
the same form or pattern.
Parallel structure refers to the pattern, or organization,
of similar sentence parts, such as verbs and adjectives.
Not Parallel Fish swim, birds fly, and barking is
something that dogs do.

parallel structure. Parallel Fish swim, birds fly, and dogs bark.

Develop criteria for judging a

piece of writing.
• Read aloud the information about
parallel structure in the box.
• Ask students to tell in their own
words what parallel structure is.
(organization in which sentence parts
have the same form or pattern)
Guided Writing
Read the items in Exercise 1 with
students. Have them point out and
explain the parallel parts in the
sentence they chose in each pair.
96 Writing
Write the letter of the parallel sentence in each pair.
1. A We asked if we could run, play, and wrestling.
B We asked if we could run, play, and wrestle.
2. A Lydia went to a ballgame, a concert, and a movie.
B Lydia went to a ballgame, a concert, and saw a movie.
3. A My dog is hungry, thirsty, and sleepy.
B My dog is hungry, wants a drink, and to sleep.
4. A Hank looked across the field and was walking toward the barn.
B Hank looked across the field and walked toward the barn.
Rewrite the sentences in this paragraph to make
them parallel.
One morning I got up, put on my clothes,
eating my breakfast, and walked outside.
When I reached the street, I saw a red
car, a blue truck, and a motorcycle that
was yellow. I waited for the light,
stepped off the curb, and across
the street.
Possible answer is on page TR34.

Independent Writing
Ask volunteers to read aloud their RESOURCES
responses to Exercise 2. Discuss
with students where the paragraph Writing Transparencies 8A, 8B
lacked parallel structure and how it Writing Rubrics and Anchor Papers p. 16
was corrected.

Check Parallel Structure

If... students then... have
need more help them find series
with parallel of words and
structure, phrases in a
passage and
explain how the
items are parallel
in structure.

96 Writing
 WRITING MODEL Friendly Letter
Friendly Letter
A friendly letter begins with a salutation, such as Dear …,
Read aloud the model and the callouts
and ends with a closing, such as Sincerely, and a signature. to the left of it. Prepare students to
The body of the letter may have news, descriptions, opinions, write their own friendly letters.
questions, and explanations—anything that would appeal to
a friend. The letter is written in an informal voice.
PROMPT
Write a friendly letter to a boy or girl
living in the 1800s. Tell how your life
A Letter to Thomas
Letter begins November 3, 2
is different from his or hers.
with date and
salutation. Dear Thomas,
How are things in the 1800s? I can’t imagine what Getting Started Students can do
it must be like without electricity, although I think using any of the following.
Voice of letter candles and cooking on a hearth sound like fun. Let
is friendly and
me tell you about my life in the 2000s.
• Use an organizer (pp. TR28–TR32).
informal.
I play basketball after school. It is a team sport • List items and activities in their daily
Writer provides
information about
in which you throw a ball through a hoop overhead. life. Pick the most interesting ones.
modern activities I also use my computer, which is a machine that • Write a letter to a friend about their
and inventions. provides information instantly! It helped me learn what
day and adjust it for the addressee.
life was like during your time. I can also play chess
and design pictures on it. In fact, I’m using it to write
you this letter! Editing/Revising Checklist
Well, I must go now. It’s getting late and I have to ✓ Have I used parallel structure?
turn lights off at 9:30. Lights are like candles that can
make a room bright with a f lick of a switch. I’ll write
✓ Have I provided necessary
Letter ends again soon.
explanations?
with closing
and signature.
Your friend, ✓ Are action and linking verbs used
Arthur correctly?

Writing 97
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.
Friendly
Letter

Focus/Ideas Clear, focused letter; Focused letter; Letter that strays from topic Not a letter; lacks clarity
appropriate content most content appropriate at times and development

Organization/ Correct letter format; ideas Mostly correct letter format; Missing letter elements; No letter format;
Paragraphs well organized organized ideas disorganized ideas lacks organization

Voice Writer friendly, engaging; Writer generally involved Writer not very involved Writer not involved
involved with subject with subject with subject with subject

Word Choice Communicates clearly Uses clear language Some vague, repetitive, Incorrect or limited
through specific words or incorrect words word choice

Sentences Control over sentence Control over simple Choppy sentences Fragments or run-ons
structures; variety sentence structures

Conventions Excellent control Reasonable control with Many errors Numerous errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 16.
Writing 97
Subject-Verb
Agreement
Define and identify subject-verb
agreement.
Use subjects and verbs that agree
in writing.
Become familiar with subject-verb
agreement assessment on
high-stakes tests.
Read aloud the definitions, instruction,
and examples in the box on p. 98.
Point out to students that singular and
plural forms of verbs are opposite of
most singular and plural subjects. Verbs
add an -s or -es to agree with singular
subjects, while plural forms of verbs
do not add -s or -es.
Model I know that subjects
and verbs must agree in
number. The first set of
examples shows singular subjects
(planet, scientist, One, He), so the verbs
end with -s or -es. (glows, teaches,
takes, works) In the second set of
examples, the subjects are plural
or compound (planets, scientist and
assistant, Several, They), so the verbs
do not end with -s or -es.
98 Grammar
Subject-Verb Agreement
The subject and verb in a sentence must agree, or work together.
A singular subject needs a singular verb. A plural subject needs a
plural verb. Use these rules for verbs that express present time.
• If the subject is a singular noun or he, she, or it, add -s or -es to
most verbs.
The planet glows. The scientist teaches school. One of the
students takes notes. He works hard.
• If the subject is compound, a plural noun, or I, you, we, or they,
do not add -s or -es to the verb.
The planets glow. The scientist and the assistant teach school.
Several of the students take notes. They work hard.
• For the verb be, use am and is to agree with singular subjects
and are to agree with plural subjects.
I am a scientist. My father is on the moon.
The planets are visible. We are on Earth.
• A collective noun names a group, such as family, team, and
class. A collective noun is singular if it refers to a group acting
as one: The class is waiting for takeoff. A collective noun is
plural if it refers to members of the group acting individually:
The class are choosing their seats.
Write Yes if the subject and the verb in the sentence agree.
If they do not agree, write No.
1. A shaft of light blinds me. Yes
2. Supplies costs the settlers more on the moon. No
3. The group understands the importance of water. Yes
4. The ferry move slowly from its loading dock. No
5. The kids on the moon was having a party. No
98 Grammar
RESOURCES
Daily Fix-It Lesson 9
See p. TR3.
See also Daily Fix-It Transparency 9.
Grammar Transparency 9
 Write the verb in ( ) that agrees with the subject.
1. Your moon weight (are, is) one-sixth of your Earth weight. Guided Practice
2. The moon (has, have) a smaller force of gravity than Earth.
Work through the exercise with
3. Less gravity (make, makes) the moon’s atmosphere very thin.
students. Then check their
4. Visitors to the moon (need, needs) their own oxygen and water.
5. They (leap, leaps) much farther on the moon.
understanding of the concept by
6. (Are, Is) moon rocks valuable?
having them correct subject-verb
7. The astronauts (wear, wears) spacesuits. agreement errors in sentences you
8. A suit (protect, protects) a moon visitor from extremes of write on the board.
temperature and lack of oxygen.
9. (Think, Thinks) of the future in space.
10. (Are, Is) cities thriving on the moon?

Write a complete sentence using the noun or pronoun as the subject

and the correct form of the verb.
Possible answers: • For additional practice, provide students
11. planets (revolve, revolves) The planets revolve around the sun. with singular subjects and verbs. Have
12. we (live, lives) We live on Earth. them make the subjects and verbs plural.
13. sun (provide, provides) The sun provides heat and light. Then together read aloud the singular
14. people (need, needs) People need the heat from the sun. and plural forms.
15. one of the planets (is, are) One of the planets is Earth.
16. scientists (discover, discovers) Scientists discover new planets • Show students additional examples of
and galaxies.
17. astronomers (observe, observes) Astronomers observe the night sky.
collective nouns showing individual versus
18. I (see, sees)
group action: The jury disagree among
19. stars (look, looks)
themselves. The chorus sounds great. Have
20. they (is, are)
students visualize what the group is doing
to decide if the noun refers to the whole
group or to the individuals in the group.

18. I see the moon above the trees.

19. The stars look like twinkling lights.
Independent Practice
20. They are far away. and
Have students complete the exercises.
Grammar 99
For Differentiated Instruction and
Extra Practice, see p. TR12.

Differentiated Instruction

Ask students to write sentences
about Earth and the other planets,
using is and are. (Earth is the third
planet from the sun. Jupiter and
Saturn are farther away.) Have
students exchange sentences
with partners. Students identify
the subjects and verbs in their
partner’s sentence and decide if
they agree.
Have students find a short
newspaper article and identify
the subjects and verbs in its
sentences. They might highlight
singular subjects and verbs in
one color and plural subjects
and verbs in another color. Have
students list five pairs of subjects
and verbs from their articles. They
can exchange lists with a partner
and write sentences using the
subjects and verbs.
Write action verbs (sing, walk,
go, run, talk, eat, smile) on the
board and have students suggest
singular subjects to go with each.
(Tom sings. She walks.) Write
students’ singular subject and
verb forms on the board. Have
students repeat them and then
write their own sentences, using
the subjects and verbs. (Tom sings
in the choir. She walks to school.)
Add the plural subject and verb
forms and repeat the activity.

Grammar 99
 Test Preparation
Have students identify the subject in each Write the letter of the verb that agrees with the subject in
sentence first. Remind them that the each sentence.
subject never appears in a prepositional 1. Our Sun a star. 6. Only a small part of the
phrase. After they identify the subject as A is C be
spectrum of light
singular or plural, have them recall the B are D am
visible.
rules for forming singular and plural verbs. A am C are
2. It tremendous heat and B being D is
light.
7. Rainbows us the colors
A generate’ C generating
that make up visible light.
B generate D generates
A show C shows
3. Energy from the sun B showing D show’s
Earth’s atmosphere.
8. X-rays and gamma rays
A entering C enter
Check Grammar B enters D enter’s
light waves you cannot see.
A be C is
If... students then... work 4. Ultraviolet light your B are D am
have difficulty through the test skin.
identifying verbs items with them 9. They a higher
A harming C harms’
frequency, or number of
that agree with and explain how B harms D harm waves per second.
singular and to eliminate A has C haves
5. My family about which
plural subjects, incorrect answers. sunscreen is best. B have D has’
A argues C argue’s
10. The study of light me.
B arguing D argue
A interesting C interests
B interest’s D interest

100 Grammar

100 Grammar
Review
Write Yes if the subject and verb in the sentence agree. If they do not Summarize
agree, write No and the correct form of the verb. Ask students to explain subject-verb
1. Experts debate the best way of travel for the future. Yes agreement.
2. We depends heavily on automobiles. No; depend
3. Trains has become less popular. No; have • The subject and verb in a sentence
4. Airlines struggles with high fuel prices. No; struggle must agree, or work together.
5. Pollution from engines threatens our air. Yes • If the subject is singular and the
6. Hybrid cars burn less gasoline. Yes verb is present tense, add -s or -es
7. Their engines uses both electric and gas power. No; use to the verb.
8. High-speed rail offer fast, efficient travel. No; offers
9. Millions of people zoom along at 150–200 miles per hour on
• If the subject is compound, a plural
European and Japanese trains. Yes noun, or I, you, we, or they, do not
10. A much faster magnetic train are in the works. No; is add -s or -es to the verb.
11. A team at Cal Tech is developing an all-electric car. Yes
12. This kind of car reduce our dependence on oil. No; reduces

Complete each sentence using the correct form of the verb or verbs
in ( ). Write each sentence.
13. Pieter (enter) his personal travel pod. enters Explain that errors in subject-verb
14. It (operate) on a fuel made from hydrogen. operates agreement distract and confuse
15. Millions of pods (run) on invisible electronic tracks in the sky.
run readers. Always match singular
16. They (move) people to and from work and school. move
subjects with singular verb forms
17. This form of transportation (travel) at a high speed and
(produce) no pollution. travels; produces
and plural subjects with plural
18. The pod’s computer (know) the route and (guide) the vehicle.
verb forms.
knows; guides
19. Electronic sensors on the pod (prevent) collisions. prevent No: Most planets rotates.
20. These vehicles of the future (be) not just an engineer’s fantasy. Yes: A planet rotates.
are
Yes: Most planets rotate.

Grammar 101

Grammar 101
Dialogue WRITER’S CRAFT

Identify characteristics of an interview.
Write an interview using dialogue.
Develop criteria for judging a piece
of writing.
• Read aloud the information about
dialogue in the box.
• Ask students to tell in their own
words what dialogue is.
(a character’s exact spoken words)
Guided Writing
Read the items in Exercise 1 with
students. Have volunteers explain
how they matched quotations
with sentences.
Independent Writing
Ask volunteers to read aloud
their responses to Exercise 2. Have
listeners tell what feelings Mari’s
quotations reveal.
Dialogue
Dialogue is a character’s actual words. Dialogue is
placed inside quotation marks in a story but written
without quotation marks in a play or an interview. Good
dialogue reveals a character’s thoughts and attitudes.
Match each quotation to the appropriate sentence below. (Note the
punctuation for each.) Write the sentence, including the quotation.
“Wow! You never told me North Carolina would look like this!” 4
“that is, unless you bring me lunch.” 2
“How can I make this choice?” 1
“so how did we end up with a snake?” 6
“Oh, dear, not again,” 5
“and away we go!” 3
1. he asked, looking at the two doors.
2. “You’re not allowed to visit football practice,” Tania told her
mother,
3. The pilot seemed very excited. “Just one push of the button,”
he exclaimed,
4. said Ralphie, his eyes full of wonder.
5. sighed Sophia, dejected. “We ran out of peanut butter.”
6. “You said you were buying a hamster,” said Bonnie,
Imagine you are writing a brief scene in a story. Larry
has given Mari an unexpected gift. Write Mari’s
response as dialogue. Her words should show
whether she thinks the gift is weird or wonderful.
Possible answer is on page TR34.
102 Writing

RESOURCES
Writing Transparencies 9A, 9B
Writing Rubrics and Anchor Papers p. 17
Check Dialogue
If... students then... read
need more help aloud dialogue
with dialogue, from familiar
stories and have
students identify
the characters
and their feelings.

102 Writing
 WRITING MODEL Interview
Interview
An interview is a question-and-answer discussion
Read aloud the model and the callouts
with someone. A good interviewer asks questions that to the left of it. Prepare students to
call for thoughtful responses, not just a yes or no. write their own interviews.

PROMPT
Interview with Futura Bolden by Marla McCoy
First question gives MM: Futura, you’re my age, but you come from the
Write an interview with a fictional
reader background future. What is it like in your time?
character. Use questions and answers
information. that show the character’s personality.
FB: Well, it’s very different. We use turbo shoes, not
Details give a vivid cars, to get around. Our fruits and vegetables are
picture of the future.
grown in cube-shapes for easier storage.
Getting Started Students can do
MM: Doesn’t this affect the taste?
any of the following.
FB: I suppose they have less f lavor, but they’re much
neater and more convenient. • Use an organizer (pp. TR28–TR32).
MM: What is school like in the future? • Interview a partner to get a feel for
Interviewer
asks follow-up
FB: It’s pretty much the same as your school. However, the question-and-answer format.
questions to we start at 4:00 A.M. and get a day off for Moon
provide insights.
• Analyze an interview in a newspaper
Colony Day.
or magazine or on the Internet.
MM: Do you think you are getting a good education?
FB: Yes, we concentrate on math, science, and
literature, which are important life skills. Editing/Revising Checklist
MM: Why is literature an important life skill?
FB: Learning how people coped and succeeded in
✓ Is the interview written as dialogue?
other times is necessary for survival. ✓ Do I show the feelings and
MM: Well, Futura, thanks for the interview. personality of the interviewee?
FB: You’re welcome. Take the Time Travel Transit and ✓ Do subjects and verbs agree?
visit me anytime.

Writing 103
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Interview

Focus/Ideas Interview distinct Focus in interview well Some meandering Interview lacking clarity
throughout; strong maintained; some in interview; ideas and development
support for ideas supporting details unsubstantiated

Organization/ Correct use of Q&A format; Clear format; ideas easy Ideas not arranged logically Lacks organization;
Paragraphs ideas logically arranged to follow no dialogue

Voice Unique; distinct and Writer involved Attempts dialogue but not Writer not involved
engaging characters with characters very involved with characters with characters

Word Choice Theme and character Character traits portrayed Some vague, repetitive, or Incorrect or limited
conveyed through through clear language incorrect words word choice
specific words

Sentences Structures varied and natural Control over simple Choppy sentences; Fragments or run-ons
sentence structures lacks variety

Conventions Excellent control Reasonable control with Many errors Numerous errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 17.
Writing 103
Past, Present,
and Future
Verb Tenses
Define and identify past, present,
and future verb tenses.
Use past, present, and future verb
tenses correctly in writing.
Become familiar with past, present,
and future verb tense assessment
on high-stakes tests.
Read aloud the definitions, instruction,
and examples in the box on p. 104.
Point out that verbs show time as well
as action and state of being. Remind
students that adding -ed to a verb to
show past time may require changing
the verb’s spelling. Point out that
irregular verbs change spelling to form
the past tense.
Model I know that the first
two examples tell about action
happening now (Marge picks;
They pick), so the verbs show present
tense. The next example tells about
action that has already happened and
has a verb ending in -ed (wilted), so it
shows past tense. The last example tells
about action that will happen and has
the word will before the verb (will wilt),
so it shows future tense.
104 Grammar
Past, Present, and Future Tenses
The tense of a verb shows when something happens. Present
tense verbs show action that happens now. Most present tense
singular verbs end with -s. Most present tense plural verbs do not.
Marge picks flowers from the garden. They pick flowers.
Past tense verbs show action that has already happened. Most
verbs in the past tense end in -ed.
The flowers in the vase wilted after two days.
Future tense verbs show action that will happen. Add will (or
shall) to most verbs to show the future tense.
Flowers with no water will wilt soon.
Some regular verbs change spelling when -ed is added. For
verbs ending in e, drop the e and add -ed: liked, baked. For
verbs ending in a consonant and y, change the y to i and add
-ed: hurried, carried.
For most one-syllable verbs that end in one vowel followed
by one consonant, double the consonant and add -ed:
stopped, bragged.
Irregular verbs change spelling to form the past tense:
are/were, break/broke, bring/brought, build/built, buy/bought,
do/did, find/found, go/went, have/had, is/was, keep/kept,
make/made, sit/sat, see/saw, take/took, teach/taught, tell/told,
wear/wore, write/wrote.
Identify the tense of each verb. Write present, past, or future.
1. noted past 4. explains present 7. discovered past
2. tell present 5. shipped past 8. will teach future
3. will study future 6. saw past
104 Grammar
RESOURCES
Daily Fix-It Lesson 10
See p. TR4.
See also Daily Fix-It Transparency 10.
Grammar Transparency 10
 For each present tense verb below, write the past tense and the
future tense forms.
1. make made, will make
2. are were, will be
3. find found, will find
4. design designed, will design
5. harvest harvested, will harvest
6. live lived, will live
7. play played, will play
8. build built, will build
9. believe believed, will believe
10. go went, will go
Guided Practice
11. write wrote, will write
Work through the exercise with students.
12. is was, will be
13. keep kept, will keep
To check students’ understanding of the
14. grab grabbed, will grab
concept, write sentences about past,
15. have had, will have present, and future class activities on the
16. teach taught, will teach board and have them identify the tense
17. survive survived, will survive of the verb in each sentence.
18. buy bought, will buy
19. worry worried, will worry
20. survey surveyed, will survey

Complete each sentence. Use a verb in the tense indicated in ( ) and

other words. Write the sentence.
Student answers should be in complete sentences. Possible answers: • Have students make flash cards for
21. (past) Ancient Egyptian writing was in the form of hieroglyphs. irregular verb tense forms to help them
study the meanings
22. (present) Experts on Egyptology of these symbols. memorize the words.
23. (future) Future generations will study our written language.
• Inconsistent verb tense is a common
24. (past) A word picture, or hieroglyph, problem for beginning writers. Have
stood for an object or an idea.
25. (future) The King Tut exhibit students check their writing to see if
will travel to cities throughout the world.
26. (past) This ancient Egyptian pharoah verb tenses are consistent.
died as a very young man.
27. (present) Today people all over the world
marvel at the objects from this king’s tomb.
28. (future) Archaeologists who are interested in ancient Egypt
will seek more clues in its tombs and buildings.
Independent Practice
and
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR12.

Grammar 105

Differentiated Instruction

Have students in small groups
tell one another about their
favorite TV show. They should
write sentences telling what
happened on the show in the
past, describing characters in the
present tense, and predicting
what will happen in future
episodes. As students read
their sentences, have the group
identify past, present, and future
tense verbs.
Ask students to write a brief
story using past tense verbs. Pair
students and have them exchange
stories. Partners rewrite each
other’s story in the present tense.
Have partners read aloud both
versions of each story and tell
which tense they think is most
effective and why. Suggest that
they use future tense in one story
and determine if it works.
On the board, write several
sentences using present tense.
(Rose enjoys books. Cats walk
quietly.) Read the sentences with
students and underline the verbs.
Explain that they show present
action. Have students help you
rewrite the sentences to show past
time. Underline the -ed endings.
Read the revised sentences.
Repeat the activity to show future
time and underline will.

Grammar 105
 Test Preparation
Point out to students that most Write the letter of the verb that correctly completes each sentence.
sentences give clues about the time of 1. Long ago, Egyptians 3. Next week they a mural
the action. (long ago, now, next week, paper from papyrus. about ancient Egypt.
yesterday) Remind them that some verbs A make A draw
change spelling to form the past tense. B made B drawing
Students may need to refer to the list C are making C will draw
on p. 104 if they are not sure about D will make D drew
the forms of irregular verbs.
2. Now sixth graders 4. Yesterday Jan the class
ancient cultures in social about the pyramids.
studies.
A tells
A study B told
B studying C is telling
C will studied D will tell
D will studying

Check Grammar
Write the letter of the past tense form of the underlined verb.
If... students then... reread
5. Workers lift the enormous 7. In 1922, archaeologists
have difficulty parts of a story stones onto the pyramid. uncover the tomb of King Tut.
identifying past, with students A lifted A will uncover
present, and and have them B were lifted B uncovered
future tenses pick out examples C lifting C are uncovering
of verbs, of verbs in D will lift D will uncovered
different tenses. 6. Men and women wear linen 8. They keep a careful record of
skirts or robes. precious objects in the tomb.
A is wear A kept
B are wearing B will keep
C weared C keeped
D wore D were keep

106 Grammar

106 Grammar
Review
Identify the tense of each underlined verb. Write present, past, Summarize
or future. Ask students to identify and
1. Tigers once roamed in California. past differentiate present, past,
2. We see models of them in the La Brea museum. present and future tenses.
3. These saber-toothed tigers were fierce predators. past
4. They no longer exist except in our imagination. present • The tense of a verb shows when
5. Which animals will disappear in the next thousand years? future something happens.
6. Today’s animals bear a resemblance to some ancient animals. • Present tense verbs show action that
present
7. Wooly mammoths looked like our elephants. past happens now.
8. What will future generations think of our animals? future
9. Ancient Egyptians loved games and outdoor activities. past
• Past tense verbs show action that
10. They had pets such as monkeys and cats. past
has already happened and usually
end in -ed.
For each present tense verb below, write the past tense and the
future tense forms.
• Future tense verbs show action that
11. bring brought, will bring 21. keep kept, will keep
will happen and usually add will or
12. take took, will take 22. find found, will find
shall to the verb.
13. hurry hurried, will hurry 23. buy bought, will buy
14. see saw, will see 24. write wrote, will write
15. have had, will have 25. go went, will go
16. tell told, will tell 26. stop stopped, will stop
17. break broke, will break 27. build
Explain that verb tenses should be
18. teach taught, will teach 28. do
19. roast roasted, will roast 29. sit
logical and consistent in a piece of
20. wear wore, will wear 30. bake
writing. If you are writing about a past
event, use past tense for all verbs.
27. built, will build Incorrect: The people bowed as
28. did, will do the pharaoh passes by.
39. sat, will sit
40. baked, will bake
Correct: The people bowed as
the pharaoh passed by.
Grammar 107

Grammar 107
Style WRITER’S CRAFT

Identify characteristics of
an explanation.
Write an explanation for a test
using an engaging style.
Develop criteria for judging a
piece of writing.
• Read aloud the information about
style in the box.
• Ask students to tell in their own
words what style is. (the quality that
makes writing unique and appealing)
Guided Writing
Read the items in Exercise 1 with
students. Have them explain how
they matched each item with the
appropriate style description.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Ask listeners
what they like about each writer’s style.
RESOURCES
Writing Transparencies 10A, 10B
Writing Rubrics and Anchor Papers p. 18
Style
You express a personal style in the way you dress, talk,
and write. Style is the quality that makes a piece of
writing memorable and distinct. To develop a unique
style, choose vivid words and images and vary the kinds
and lengths of sentences.
Write the letter of the phrase that describes the style of
each paragraph.
A Many vivid words and images
B Varied sentence kinds and structures
C Short, choppy sentences
1. I’m up early. Soon I’m at work. All day I drag stones uphill.
C Work on the new pyramid is hard. By evening I’m tired.
2. My friends think I’m crazy, but I like working on the pyramid.
B It’s a great workout! Sure, it’s exhausting when I lift those heavy
boulders. But I don’t mind. I work outside, get an hour for
lunch, and ride home on the ox cart. What’s not to like?
3. Women wore sparkly purple eye shadow. Their bright gold
A
ankle bracelets clanked when they walked. On their heads were
cones of animal fat that melted, drenching them in perfume.
Change words and revise sentences in the following paragraph to
improve the style.
The men went into the desert. They discovered a tomb. They
found a room full of things. They were excited. They wrapped their
findings and left.
Possible answer: The archaeologists trudged into the hot, dry desert. There
they discovered a tomb and a musty chamber full of brilliant gold statues
and sparkling gems. Can you imagine their excitement? Before nightfall, they
carefully wrapped their treasures in soft blankets and left.
108 Writing

Check Style
If... students then... work
need more help through story
with style, excerpts with
different styles
and have
students identify
what makes each
style unique.

108 Writing
 WRITING MODEL Explanation
Writing for Tests
Imagine that a person from another era is visiting
Read aloud the model and the callouts
you. Think of an important place you would show to the left of it. Prepare students to
your visitor. Write an explanation of what this place write their own explanations for a test.
would tell your visitor about your culture.

PROMPT
The More Things Change … Write an explanation about a place
Topic sentence If I had a visitor from ancient Egypt, I would take that will help a visitor from a past era
sets the theme. him to see the Kansas City Airport. There, my friend understand your culture.
would see that although many things are different
now, some things are still the same.
Getting Started Students should do
All the machines, such as planes, cars, and
the following.
escalators, would show how the world has changed
to a more industrial society. And what would he think • Read the prompt and develop a plan
of people typing on portable computers while they for what they want to say.
Varied sentence
structure keeps waited for their planes? I would have to explain • Support their ideas with facts,
reader engaged. that computers had replaced scribes. “Hungry?” examples, and details.
I’d say. Then we’d stop at a fast food place where
I’d introduce him to his first cheeseburger. Before
• Check their writing for errors.
long, he’d realize that things move very fast in the
21st century! Editing/Revising Checklist
At the same time, the farms outside the city and
the huge airport construction projects might seem
✓ Have I used precise words to create
familiar to my ancient Egyptian guest. Peaceful rows of
my own style?
Strong word choice golden, rippling grain would make him feel right at ✓ Do I vary sentence structures for
paints a picture for home. Sweaty workers putting together a massive new interest?
the reader.
terminal might remind him of building the pyramids! ✓ Do I use past, present, and future
verb tenses correctly?
Writing 109

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
Explanation

Focus/Ideas Clear, succinct explanation; Fairly clear explanation; some Explanation with few details Explanation with lack of
strong supporting details good details and/or lack of focus clarity and development

Organization/ Uses paragraphs with clear Paragraphs with logical No paragraphs; structure No noticeable organization
Paragraphs structure and transitions structure; uses transitions not clear

Voice Writer engaged; shows Writer engaged with subject Weak voice; little Writer not engaged
authority over subject writer involvement with subject

Word Choice Specific, clear words Some vivid images Vague, repetitive, or Incorrect or limited
incorrect words word choice

Sentences Sentence structures Fairly well-crafted sentences; Choppy sentences; no variety Fragments or run-ons
appropriate, varied, interesting some variety

Conventions Excellent control Reasonable control with Many errors Numerous errors
few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 18.
Writing 109
Principal
Parts of
Regular Verbs
Define and identify principal parts
of regular verbs.
Use principal parts of regular verbs
correctly in writing.
Become familiar with regular verb
assessment on high-stakes tests.
Read aloud the definitions, instruction,
and examples in the box on p. 110.
Point out that the participle forms of
a verb are always used with a helping
verb. Present participles use the be
verbs is and are. Past participles use
a form of have. Be sure students are
aware that has is singular present,
have is plural present, and had is
singular and plural past.
Model I see that the present
participle form of a regular
verb consists of is or are with
the -ing form of the verb. (is walking,
are studying) I also see that the past
participle form uses has, have, or had
with the past tense form of the verb.
(has walked, have studied)
110 Grammar
Principal Parts of Regular Verbs
A verb’s tenses are made from four basic forms. These basic forms
are called the verb’s principal parts.
Present Present Participle Past Past Participle
walk (is, are) walking walked (has, have, had) walked
study (is, are) studying studied (has, have, had) studied
A regular verb forms its past and past participle by adding -d or -ed
to the present form.
The present and the past form can be used by themselves as
verbs.
The present participle and the past participle are always used
with a helping verb.
Write present, present participle, past, or past participle to identify the
principal part used to form the underlined verb.
1. The porcupine terrified the young boy. past
2. Brian is pouring the water onto the flames. present participle
3. Wendy had wished for an early spring. past participle
4. Jack saves his strength. present
5. The sun warmed his back. past
6. The rescue pilots are searching the area every day. present
participle
7. Marian carries the supplies by herself. present
8. The hikers had settled into a daily routine. past participle
9. The hungry flames are burning the dry bark. present participle
10. He hammered the rock with the flat end of his hatchet. past
110 Grammar
RESOURCES
Daily Fix-It Lesson 11
See p. TR4.
See also Daily Fix-It Transparency 11.
Grammar Transparency 11
 Write the form of the underlined verb indicated in ( ).
1. The scouts enjoy a hiking trip in July each year. (present) enjoy Guided Practice
2. This year they travel to Shawnee National Forest. (present participle) Work through the exercise with
are traveling
3. Last year they hike in the Adirondack Mountains. (past) hiked students. Check their understanding
4. The scoutmaster rent a van for the gear. (past participle with had) of the concept by writing verbs on
had rented
5. The group cook food over an open fire. (present) cooks the board and having students
6. Everyone request stew for dinner. (past participle with has)
has requested
create sentences with forms of each
7. Jonah’s feet blister on the third day. (past) blistered principal part.
8. Dan develop a rash from poison ivy. (past participle with has)
has developed
9. The scouts listen to scary stories around the fire at night. (present)
listen
10. Every boy pack a flashlight. (past participle with had) had packed
11. The troop leader praise the boys for their efforts. (present) praises
12. They plan a trip to Yellowstone next year. (present participle)
are planning • Use this opportunity to explain to
Write a sentence using the subject and verb given. Use the form of students that participle forms may
the verb in ( ). also be used as adjectives that modify
Possible answers are on page TR34.
13. children wander (past) nouns. (a roaring fire, a burned finger)
14. they ignore (past participle with have) Remind students that a participle
15. forest look (present) must have a helping verb for it to be
16. father search (present participle) used as a verb. (The fire is roaring.
17. animals live (present) Tara has burned her finger.)
18. rescuers locate (past)
19. they wait (past participle
with had)
Independent Practice
20. deer and raccoons visit
(present participle) and
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR13.

Grammar 111

Differentiated Instruction

Provide a group of sentences
that uses each principal part of
a regular verb. (The boys walk
to school. They are walking to
school now. They walked to
school this morning. They have
walked to school all this week.)
Have students underline and
identify the principal part used
to form each verb. Students can
then write their own sentences
showing the principal parts of
another regular verb.
On index cards, write sentences
using the present tense forms
of regular verbs. Give pairs of
students five cards and have them
write three more cards for each
verb, using the present participle,
past, and past participle forms in
original sentences. Mix the cards
from several pairs and have them
sort the cards by the principal
part used to form the verb in
each sentence.
On the board, make a chart like
the one on p. 110. Add more
regular verbs to the present tense
column (fetch, live, try, gather) and
have students tell you how to fill
in the other columns. Model the
exercise. (is fetching, fetched, had
fetched) Together read the principal
parts of each verb. Then use each
in a sentence to show when the
action occurred. (The dog fetched
the ball yesterday.) Have students
offer their own sentences using
each principal part.

Grammar 111
 Test Preparation
Explain to students that they should not Mark the letter that indicates the correct form of the underlined verb.
use of when they mean have. 1. Spelunkers explore caves of 5. They mapped the network of
Incorrect: Lucy should of gone. all kinds. tunnels and caverns.
A Present A Present
Correct: Lucy should have gone. B Present participle B Present participle
Point out that could, should, and would C Past C Past
D Past participle D Past participle
are usually followed by either have and
the past participle of a verb or the 2. They are entering the cave 6. Millions of tourists visited
present tense form alone. with their equipment. national parks last year.
A Present A Present
B Present participle B Present participle
C Past C Past
D Past participle D Past participle

3. The temperature drops 7. The caves are attracting

quickly at lower depths. many people each year.

Check Grammar A Present A Present

B Present participle B Present participle
If... students then... write C Past C Past
D Past participle D Past participle
have difficulty example sentences
identifying using each 4. Many people have searched 8. Elevators carry guides and
principal parts principal part on these caves. tourists down hundreds of
feet.
of verbs, the board and A Present
help students B Present participle A Present
C Past B Present participle
identify the parts C Past
D Past participle
by recognizing D Past participle
endings and
helping verbs.

112 Grammar

112 Grammar
Review
Write present, present participle, past, or past participle to identify the Summarize
principal part used to form the underlined verb. Ask students to name and explain the
1. Our science class is learning about fire. present participle principal parts of regular verbs.
2. Fuel, oxygen, and a spark combine. present
3. The teacher is striking a match. present participle • A verb’s tenses are made from its
4. What caused the spark? past principal parts.
5. Maria used a flint and a steel file. past • The principal parts of a verb are the
6. The sparks bounced several feet. past present, present participle, past, and
7. A magnifying glass also works. present past participle.
8. The glass concentrated the sun’s rays. past
9. Sean had gathered some soft, dry moss and twigs. past participle
• A regular verb forms its past and
10. Cloth starts a fire most efficiently. present
past participle by adding -ed to the
11. Mr. Gottfried had charred rags in a tin. past participle present form.
12. We learned fire safety rules too. past • The present participle and past
Write the form of the underlined verb indicated in ( ). participle forms are always used
with a helping verb.
13. Natives fish in the river with spears. (past)
fished
14. They construct houses of wood and mud.
(past) constructed
15. Yolanda and Paul report about tribes of the
Northwest. (past participle with have) have reported
16. Yesterday they carve a wooden owl. (past) carved
17. Now they weave a basket from bark. (present participle) are
Remind students that the tense of a
18. Jaron gather berries for lunch. (present) gathers
weaving helping verb shows the time of the
19. Carissa cook a fish over the fire. (past participle with has) action. Has, have, is, and are show
has cooked
20. The campers enjoy this wilderness meal. (present participle) present tense, while had shows past
are enjoying
tense. The tense of the helping verb
should match the tense of any other
verb in the sentence.
Present tense: Brian is walking home
Grammar 113 because the bus is late.
Past tense: Brian had walked
home because the
bus was late.

Grammar 113
Thesis WRITER’S CRAFT

Statement Thesis Statement

A thesis statement is the main idea of an essay. It expresses
the writer’s point of view. For example, if you are asked to
write about nutrition, your thesis statement might be A healthy
Identify characteristics of expository diet will help you live longer. Other points in your essay should
writing. support your thesis statement.

Write an expository paragraph with What’s your favorite sport? (No thesis)

a strong thesis statement. Our school should create a new soccer field. (Thesis statement)

Develop criteria for judging a piece

of writing.
• Read aloud the information about
thesis statements in the box.
• Ask students to tell in their own
words what a thesis statement is.
(a focused main idea sentence for
an essay)
Guided Writing
Read the items in Exercise 1 with
students. Have them explain how they
identified the thesis statement that goes
with each paragraph.
114
For each paragraph below, write the letter of the appropriate thesis
statement.
A Wild bears must be protected.
B Wild bears are dangerous!
1. You hear stories of campers who have been chased away by
B wild bears. Some people think bears will leave you alone if
you don’t bother them. However, if you don’t properly store
your food, a bear is likely to enter your campsite. Bears are big
and strong and could easily harm you if you’re not careful.
2. I am writing to you, Senator, to ask for your help. The wild
A bears in our state are running out of room. We need to set
aside some land for a national park. That way, bears can
roam free without invading nearby towns.
Write a thesis statement and conclusion on the topic
of pet care, based on the following details.
Possible answer is on page TR34.
Pets need shelter, food, and water, just like
we do. When they are sick, animals need care
and treatment. Pets get lonely too. It’s not
fair to keep your pet tied up or locked in
a room all the time.
Writing

Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
evaluate how well each thesis statement
expresses the main idea.
RESOURCES
Writing Transparencies 11A, 11B
Writing Rubrics and Anchor Papers p. 19

Check Thesis Statement

If... students then... read
need more help aloud an essay,
with thesis omitting the
statements, thesis. Have
students suggest
one and then
compare it to
the original.

114 Writing
 WRITING MODEL Expository
Expository Writing Writing
Expository writing is based on information. Sometimes
the goal of expository writing is to share information or
ideas. However, a writer may also use information to Read aloud the model and the callouts
support an opinion. Writers who feel strongly
about an issue should make their position
to the left of it. Prepare students to
clear from the beginning and use convincing write their own expository paragraphs.
examples and facts.

PROMPT
Write an expository paragraph about
Campfires: Keep a Watchful Eye preserving a natural resource. Include
Thesis statement Campfires present a real danger to our national a thesis statement and a conclusion.
introduces the forests, so campers need to be very careful. Though
subject and
expresses the campfires are an essential part of the camping
writer’s opinion. experience, unattended campfires have caused Getting Started Students can do
countless forest fires over the years. You may think any of the following.
your campfire is too small to spread to the forest • Use an organizer (pp. TR28–TR32).
Main body
around you, but watch out! Dry leaves and needles on
supports • Brainstorm natural resources and
the thesis. the forest f loor can burn quickly. Wind can pick up
speed and spread your fire thirty feet before you
things that threaten them.
know it. All it takes is one f lyaway spark, and your • Research information on natural
campfire can cause acres of damage. So always resources.
keep an eye on your campfire and make sure you
have plenty of water nearby, just in case. A watchful
Conclusion sums Editing/Revising Checklist
everything up. eye is the best way to protect our precious forests.
✓ Is my thesis statement strong?
✓ Does my conclusion “tie up”
the piece?

Writing 115
✓ Do I use principal parts of regular
verbs correctly?

Expository Self-Evaluation Distribute copies of

Writing p. TR26 for students to fill out.

Focus/Ideas Expository writing with clear Expository writing with plain Expository writing with vague Expository writing with no
thesis and strong details thesis and good support thesis and little support thesis or development

Organization/ Logical thesis-body- Reasonable structure for Lacks thesis or conclusion Lacks organization and
Paragraphs conclusion structure supporting details support

Voice Authoritative, engaging, and Somewhat involved with Tries to deal with subject; has Not involved with subject
individual subject little authority

Word Choice Uses specific words to make Argument persuasive; clear Some vague, repetitive, or Incorrect or limited word
strong case language incorrect words choice

Sentences Structures varied; smooth Control over most sentence Choppy sentences; lacks Fragments or run-ons
flow structures variety

Conventions Excellent control and Reasonable control with Many errors Numerous errors
accuracy few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 19.
Writing 115
Principal Parts
of Irregular Principal Parts of Irregular Verbs
Verbs Usually you add -ed to a verb to show past tense. Irregular verbs
do not follow this rule. Instead of having -ed forms to show past
tense, irregular verbs usually change to other words.

Present Present Participle Past Past Participle

(is, are) (has, have, had)
Define and identify principal parts become becoming became become
of irregular verbs. choose choosing chose chosen
fall falling fell fallen
Use principal parts of irregular
find finding found found
verbs correctly in writing. get getting got gotten
Become familiar with irregular verb give giving gave given
go going went gone
assessment on high-stakes tests.
hear hearing heard heard
is/are being was/were been
know knowing knew known
leave leaving left left
sing singing sang sung
speak speaking spoke spoken
Read aloud the definition and examples
in the box on p. 116. Remind students
Write present, present participle, past, or past participle to identify the
that like regular verbs, irregular verbs principal part used to form the underlined verb.
form the present participle by adding
1. Marian chose her favorite songs. past
-ing and the helping verb is or are.
2. Eleanor Roosevelt had heard about her struggles. past participle
However, irregular verbs do not form 3. Everyone knows the story of Marian Anderson. present
their past and past participle forms 4. She is giving the performance of her life. present participle
by adding -ed; they usually change 5. The audience knew Marian’s strong, velvety voice. past
their spelling. 6. The crowd is speaking in whispers. present participle
7. Ethel May had become Marian’s biggest fan. past participle
8. They go to Europe next week. present
Model I notice that these
irregular verbs form the present 116 Grammar
participle in the usual way, by
adding -ing and a form of be. However, RESOURCES
the past tense forms do not follow the
rules: went is the past tense of go, and Daily Fix-It Lesson 12
sang is the past tense of sing. Also, See p. TR4.
past participles often take another See also Daily Fix-It Transparency 12.
form: gone is the past participle of go, Grammar Transparency 12
and sung is the past participle of sing.
However, as with regular verbs, the
past participle forms of irregular verbs
still need a form of have.

116 Grammar
 Write the verb in ( ) that correctly completes each sentence.
1. After the concert, Dana (knowed, knew) her future career. Guided Practice
2. Soon she (had chosen, choosed) a voice teacher. Work through the exercise with
3. Every day she (leaved, left) home at 6:30 for the train. students. Check their understanding
4. Ms. Rossi (is giving, gaved) her voice lessons. of the concept by asking them to use
5. No one (are singing, sings) as beautifully as Ms. Rossi. principal parts of the verbs from the
6. Thousands of fans (going, went) to her concerts over the years. chart on p. 116 in original sentences.
7. In three months, Dana (sung, had sung) thousands of scales
and exercises.
8. After all the practice, she (hears, hearing) a change in her voice.
9. Every day, she (finded, is finding) singing easier.
10. Last week, Ms. Rossi (getted, got) her new music for the
spring recital. • Encourage students to memorize
the principal parts of irregular verbs.
Write a sentence using the principal part of the given verb Designate class time to helping them
indicated in ( ).
Possible answers are on page TR34. familiarize themselves with these verbs’
11. go (present participle with are) principal parts.
12. hear (past participle with have)
13. sing (present)
14. know (past)
15. become (past participle with has) Independent Practice
16. give (past) and
17. speak (present) Have students complete the exercises.
18. fall (past participle with had) For Differentiated Instruction and
19. get (present participle with is)
Extra Practice, see p. TR13.
20. leave (past)

Grammar 117

Differentiated Instruction

Ask students in a small group to
each teach the principal parts of
one irregular verb. After studying
their verb, they can explain to the
group the change in expression of
time for each part and use it in an
original sentence. Have students
also point out spelling changes
and give tips for remembering the
verb’s parts.
Have groups of students analyze
the chart on p. 116 and find
patterns that will help them
memorize the principal parts. For
example, choose and speak form
the past tense by replacing the
vowel sound with a long o and
form the past participle by adding
an n to the past form. After they
categorize verbs in the chart,
challenge students to think of
other irregular verbs (freeze, steal)
with this pattern.
Check students’ familiarity with
each verb in the chart on p. 116.
Have students demonstrate the
meaning of a verb by using it
in a sentence or acting it out.
Then work through the principal
parts of the verb with students,
providing example sentences and
explaining the change in time
expressed. Have students repeat
the sentences with you.

Grammar 117
 Test Preparation
Remind students that several irregular Write the letter of the verb that completes each sentence.
verbs have the same form in both past 1. Mom to the opera last 5. No one the theater at
and past participle forms. (find, found, night. intermission.
have found; hear, heard, have heard; A goes A has leaved
leave, left, have left) Some irregular B goed B leaving
verbs, such as cost and put, have the C went C left
same spelling for the present, past, D has gone D are leaving
and past participle forms.
2. The performers in Italian. 6. Penny some of the
I put on my hat today. (present) A is singing songs.
I put on my hat yesterday. (past) B are singing A knows
C singed B knowed
I have put on my hat many times. D singing C have knowed
(past participle) D known
3. Brian a book about
opera. 7. Complete silence over
A choosed the crowd.
B have chosed A falled
C choose B fallen
D has chosen C are falling
D has fallen
4. The costumes very
Check Grammar detailed. 8. Papa our seats for us.
A is A find
If... students then... point
B are B is finding
have difficulty out examples of C are been C finded
identifying principal parts D was D have find
principal parts of used to form
irregular verbs, irregular verbs
in their reading
materials and
have students
identify the parts. 118 Grammar

118 Grammar
Review
Write present, present participle, past, or past participle to identify Summarize
the principal part used to form the underlined verb. Ask students to explain the principal
1. Carl and Susan speak fluent German. present parts of irregular verbs.
2. Lynn has become a fan of German literature. past participle
3. We are leaving for Europe on Saturday. present participle • The principal parts of an irregular
4. My cousins have fallen under the spell of Bavaria. past participle verb are the present, present
5. They went to a beautiful castle. past participle, past, and past participle.
6. Local citizens are giving a performance about a king. present
participle • Irregular verbs do not add -ed to
7. The king fell ill and behaved strangely. past form the past tense.
8. He left little money in the country’s treasury. past
past
9. However, the castle had become a jeweled masterpiece. participle
• Most irregular verbs have different
10. Many visitors find their way to this wonderful place. present
spellings for the past and the past
participle forms.
Write the verb in ( ) that correctly completes each sentence.
11. The audience (is becoming, becoming) restless.
12. The orchestra (choosed, has chosen) the park for a concert.
13. Darkness (fallen, fell) by eight o’clock.
14. At last the conductor (gotten, gets) up on the podium.
15. Now he (is speaking, have spoken) to the musicians. Point out to students that past forms
16. They (being, have been) ready with their instruments. of irregular verbs are not used with
17. That night the orchestra (given, gave) an inspiring performance. a helping verb, but past participle
18. No one (knows, knowed) the music better. forms are.
19. People (had heared, heard) something special that night.
No: He has did it. They have went.
20. Soon everyone (are leaving, had left) the park.
Yes: He did it. They went.
Yes: He has done it. They have gone.

Grammar 119

Grammar 119
Use Powerful WRITER’S CRAFT

Verbs Use Powerful Verbs

Powerful verbs can make your writing memorable. Try to
replace weak verbs and some linking verbs with action verbs
to present a clearer, more vivid picture for your readers.
Identify characteristics of a Weak I was cold. The snow was shiny.
biographical study. More Powerful I shivered. The snow sparkled.
Write a biographical study using
powerful verbs.
Replace the underlined words with an action verb from the box or
Develop criteria for judging a piece your own action verb. Write the sentence.
of writing.
trembles 2 vowed 8 shimmers 4 echoed 3
cheered 6 sweated 5 beamed 7 hushed 1

1. The audience was quiet when she walked onstage.

• Read aloud the information about
powerful verbs in the box.
• Ask students to tell in their own
words what powerful verbs are.
(specific action verbs that bring actions
to life for readers)
2. The performer is nervous.
3. Music was loud in the concert hall.
4. The singer’s dress is shiny in the darkness.
5. Musicians were hot under the lights.
6. After the concert, the crowd was happy for the band.
7. That violinist looked pleased as she took a bow.
8. I said I would see this band again next year.

Rewrite the following sentences. Replace the underlined words with

Guided Writing
Read each item in Exercise 1 with
students. Ask students how the new
action verbs improve the sentences.
action verbs. Possible answer is on page TR34.
When we arrived at the hotel, we got off the bus. Benny’s feet
were sore. Herbie went right up to the front desk. The hotel manager
was not happy. Soon we were in our rooms. I was up twelve hours
later feeling refreshed.

Independent Writing 120 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Have RESOURCES
listeners identify action verbs that
make vivid pictures. Writing Transparencies 12A, 12B
Writing Rubrics and Anchor Papers p. 20

Check Using Powerful Verbs

If... students then... provide
need more help sentences with
using powerful weak verbs and
verbs, have students
brainstorm
stronger action
verbs to use in
the sentences.

120 Writing
 WRITING MODEL Biographical
Biographical Study Study
A biographical study is a short biography of an
important or well-known person. It might be used in
an encyclopedia or a magazine. A study usually tells Read aloud the model and the callouts
about only the high points of the subject’s life. to the left of it. Prepare students to
write their own biographical studies.

Louis Armstrong (1901–1971) PROMPT

Topic sentence states Louis Armstrong was one of the most important
importance musicians in jazz history. Born in New Orleans,
of subject.
Louisiana, he taught himself to play the bugle
when he was thirteen. During this time he lived at
the Colored Waifs’ Home for Boys, a local reform
school. He joined Kid Ory’s Brownskin Band at
the age of eighteen and went on to become the
Transitions show
chronological order. world’s leading Dixieland trumpet player. “Satchmo,”
as Armstrong was nicknamed, also had a unique
singing voice. He popularized scat singing (using
An unfamiliar nonsense syllables).
term is defined.
In 1922, Armstrong moved to Chicago to join
King Oliver’s Creole Jazz Band. Later he played with
Fletcher Henderson and other jazz legends. In later
years, he became America’s goodwill ambassador,
playing and singing concerts all over the world. Some
of his biggest song hits were “Hello, Dolly!,” “Blueberry
Hill,” “Mack the Knife,” “C’est si bon,” and “What a
Wonderful World.”
Writing
Write a biographical study of a
famous American. Explain his or her
importance and accomplishments.
Getting Started Students can do
any of the following.
• Use an organizer (pp. TR28–TR32).
• Locate information in the library or
on the Internet.
• Make a time line of events and
accomplishments to work from.
Editing/Revising Checklist
✓ Do I focus on important aspects of
the person’s life?
✓ Have I used powerful verbs
effectively?
121
✓ Have I used principal parts of
irregular verbs correctly?

Biographical Self-Evaluation Distribute copies of

Study p. TR26 for students to fill out.

Focus/Ideas Clear biographical study; Biographical study fairly Biographical study with Biographical study with no
important details from life clear; some good details few details focus or development

Organization/ Easy to follow; events in Events in reasonable order Events somewhat Lacks organization
Paragraphs proper order disorganized

Voice Knowledgeable, appropriate Appropriate for subject Tries to deal with subject but Writer not involved with
not fully engaged subject

Word Choice Powerful verbs; strong Clear language; some strong Some vague, repetitive, or Incorrect or limited word
descriptions verbs incorrect words choice

Sentences Structures varied; clear and Variety good; mostly smooth Choppy sentences; lacks Fragments or run-ons
interesting variety

Conventions Excellent control and Reasonable control with Many errors Numerous errors
accuracy few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 20.
Writing 121
Verbs, Objects,
and Subject
Complements
Define and identify verbs, objects,
and subject complements.
Use direct objects, indirect objects,
and subject complements correctly
in writing.
Become familiar with verb,
object, and subject complement
assessment on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 122. Point
out that many sentences with action
verbs also have a direct object, a noun
or pronoun that tells who or what
receives the verb’s action. A subject
complement after a linking verb tells
who or what the subject is or is like.
Model In the first example,
secret is a direct object because
it tells what Chris told. In the
next example, Bill is an indirect object
because it tells to whom Chris told
the secret. In the last two examples,
I know that felt and is are linking
verbs, and sick and student are subject
complements. Sick is a predicate
adjective that describes Maggie, and
student is a predicate noun that tells
what Maggie is.
122 Grammar
Verbs, Objects, and Subject Complements
A direct object follows an action verb and tells who or what
receives the action of the verb.
Chris told a secret. (Told is an action verb. Secret is a direct object.)
An indirect object follows an action verb and tells to whom or
what the action of the verb is done.
Chris told Bill a secret. (The indirect object Bill tells to whom Chris
told the secret. An indirect object comes before the direct object.)
A subject complement follows a linking verb and tells who or
what the subject is or is like.
Maggie felt sick. (Felt is a linking verb, and sick is a subject
complement that describes Maggie.)
Maggie is the third student in the first row. (Is is a linking verb,
and student is a subject complement telling who Maggie is.)
• A noun used as a subject complement is a predicate noun. An
adjective used as a subject complement is a predicate adjective.
For items 1–3, write the subject complement in each sentence. For
items 4–6, write the direct objects and one indirect object. Label
each answer SC, DO, or IO.
1. The shore was rocky. rocky, SC
2. The seawater tasted salty. salty, SC
3. The boys were the champions in sports. champions, SC
4. Someone painted lines on the sides of the pool. lines, DO
5. Lee kicked her legs in the water. legs, DO
6. The instructor gave his students diving lessons after class.
students, IO; lessons, DO
122 Grammar
RESOURCES
Daily Fix-It Lesson 13
See p. TR5.
See also Daily Fix-It Transparency 13.
Grammar Transparency 13
 Write each sentence. Circle the linking verb and underline
the subject complement. Write PA if it is a predicate adjective.
Write PN if it is a predicate noun.
Guided Practice
1. The water looked perfectly calm. PA Work through the exercise with
2. An afternoon swim seemed a good idea. PN students. To check their understanding
3. Unfortunately, a strong undercurrent was present. PA of the concept, provide additional
4. The current was a forceful pull. PN sentences with direct and indirect
5. My arms and legs became heavy logs. PN objects and subject complements and
6. Soon I felt very afraid. PA have students identify each part.
7. I was also exhausted. PA
8. That lifeguard looked wonderful to me! PA
9. Water safety is an important skill. PN
10. The lake water smelled fishy. PA
11. The surface looked muddy. PA
12. The lake no longer seemed the best place for a swim. PN • Students can use the subject of a
sentence to differentiate predicate
nouns from direct objects and indirect
objects. Predicate nouns always refer
back to the subject; objects do not.
Have students assess whether the
Complete each sentence with a word. Write the sentence.
noun in the predicate is a substitute
Write DO if the word you added is a direct object. Write IO for the subject: Physics is a science.
if the word you added is an indirect object. Storytellers are actors.
Possible answers:
13. Winnie gave a swimming lesson. me; IO
14. She has taught for years. children; DO
15. Swimming uses up the body’s . energy; DO Independent Practice
16. Winnie offered a snack. everyone; IO
and
17. Glenn handed a dry towel. Hannah; IO
18. She wrapped gratefully around her shoulders. it; DO
Have students complete the exercises.
19. We took for the upcoming swim meet. time trials; DO For Differentiated Instruction and
20. Coach offered a second chance to improve our times. us; IO Extra Practice, see p. TR13.
Grammar 123

Differentiated Instruction

Provide sentences with direct
objects, such as Bo threw a ball,
and indirect objects, such as
Barb handed Sam a pencil. Have
students act out the sentences to
show how the subject performs
the action, the direct object
receives the action, and the
indirect object tells to whom or
for whom the action is performed.
Ask students to write a paragraph
about their favorite activity using
at least one direct object, one
indirect object, one predicate
noun, and one predicate adjective.
If necessary, provide examples for
students to model: My favorite
sport is football. My friends and I
play a game after school every day.
Pair students to read each other’s
work and to find the objects and
subject complements.
Write linking verbs on the board.
Have students brainstorm a
list of vegetables. Ask them to
compose sentences with predicate
nouns and adjectives. Model the
exercise. (Squash and beans are
vegetables. They taste good.) Write
students’ sentences on the board
and read them aloud together.

Grammar 123
 Test Preparation
Remind students that only linking Write the letter of the sentence that has a subject complement.
verbs can have subject complements, 1. A Dad taught me years ago.
and only action verbs can have direct
B At first, I was afraid of
and indirect objects. However, point out the water.
that verbs such as appear, feel, taste, C Then I dogpaddled in
smell, and look can be either linking or shallow water.
action verbs. D I avoided the deep end of
the pool.
2. A The pool water was
incredibly cold.
B That first leap shocked
my senses.
C After several laps, I
warmed up.
Check Grammar D Then I enjoyed the
coolness of the water.
If... students then... write
3. A We always visit the snack
bar.
B Mom gives us money for
a snack.
C Usually I buy an ice
cream bar.
D On a hot day, it tastes
wonderful.
4. A Do not swim right after
you eat.
B For decades, parents said
this to children.
C Today this advice seems
less urgent.
D However, a rest after
lunch couldn’t hurt.

have difficulty sentences on the Write the letter of the direct object of the underlined verb in
identifying board and have the sentence.
objects students identify
5. I raced Doug to the buoy at 7. Ginny handed me a t-shirt
and subject the objects the end of the swim area. with a fish on it.
complements, and subject A I C buoy A Ginny C me
complements B Doug D swim area B fish D t-shirt
in them.
6. The waves slapped me in the 8. The hot sun had burned my
face with every stroke. shoulders badly.
A stroke C me A shoulders C had
B face D slapped burned
B sun D badly

124 Grammar

124 Grammar
Review
Write the subject complement in each sentence. Write PA if it is a Summarize
predicate adjective. Write PN if it is a predicate noun. Ask students to explain objects and
1. My brother is a lifeguard for the park district. lifeguard, PN subject complements.
2. The pool becomes crowded on Saturdays. crowded, PA
3. The lifeguards were alert to every move. alert, PA
• A direct object follows an action verb
and tells who or what receives the
4. One boy looked panicky in the deep water. panicky, PA
action of the verb.
5. The chlorinated water smelled clean. clean, PA
6. The concrete sunbathing area felt scratchy to my feet. scratchy, PA • An indirect object follows an action
7. Jamahl seemed quite calm. calm, PA
verb and tells to whom or what the
8. In fact, he was nervous about the meet. nervous, PA
action of the verb is done.
9. His coach is a former state champion. champion, PN • A subject complement follows a
10. The meet was a huge success for our team. success, PN linking verb and tells who or what
the subject is or is like.
Write each sentence. Circle direct objects and underline any
indirect objects.
11. A pelican fed its babies fish.
12. Mom and I watched the large seabirds with amusement.
13. The diving pelican catches fish in its mouth.
14. Seagulls watch us hungrily from the beach. Only nouns or adjectives that
15. We spread a picnic on our blanket. follow linking verbs act as subject
16. Julie throws the gulls some crusts from her sandwich.
complements. An adverb that follows
17. A mob of gulls surrounds us almost immediately.
a linking verb modifies the verb and
therefore is not a subject complement.
18. Brent frowns and gives Julie a dirty look.
19. The gulls give our party their full attention. The children are beginners.
20. I admire their cool, calm determination. (Beginners is a subject complement
(predicate noun) describing
children.)
The swimmers seem eager.
Grammar 125
(Eager is a subject complement
(predicate adjective) describing
swimmers.)
The instructor is here.
(Here is an adverb modifying is. It is
not a subject complement.)

Grammar 125
Eliminate WRITER’S CRAFT

Wordiness Eliminate Wordiness

Identify characteristics of rules.
Write rules, being careful to
eliminate wordiness.
Develop criteria for judging a piece
of writing.
To make writing clear and readable, eliminate wordiness.
You can replace some phrases with single words (sadly for with
great sadness, tall for tall in height, or because for due to the fact that).
Delete unnecessary words. Use contractions when appropriate.
Wordy The reason that we will swim is because the
temperature is hot.
Improved We’ll swim because it’s hot.
Rewrite the sentences. Make the underlined phrases less wordy.
Substitute or eliminate words. Possible answers are on page 000.
1. We stayed on the beach on account of there were big waves.
2. He built a sand castle in a skillful way.

• Read aloud the information in the
box about eliminating wordiness.
• Ask students to tell in their own
words what wordiness is. (using
unnecessary words)
Guided Writing
Read each item in Exercise 1 with
students. Have them explain how the
changes they made improve
the sentences.
3. It was the largest sand castle in size I had ever seen.
4. We did not think we would have so much fun!
5. With great eagerness, we opened the picnic basket.
6. Unfortunately, the food smelled bad due to the fact that it had
been in the sun all day.
Eliminate wordiness in the sentences below. Use contractions.
Write the new sentences.
Possible answers are on page TR34.
(7) I am not sure I am wearing this sweater in a correct manner.
(8) The reason I had it on backwards was because it did not have a
label of any kind on it. (9) The sweater is expensive and costs a lot!
(10) It is blue in color. That is my favorite of all the colors.

Independent Writing
126 Writing
Ask volunteers to read aloud their
responses to Exercise 2. Discuss which
revisions seem clearest and most direct. RESOURCES
Writing Transparencies 13A, 13B
Writing Rubrics and Anchor Papers p. 21

Check Eliminating Wordiness

If... students then... provide
need more help a wordy version
with eliminating of a familiar story
wordiness, or poem and
have students
compare it to
the original.

126 Writing
 WRITING MODEL Rules
Rules
Rules are instructions that are written to keep people
Read aloud the model and the callouts
informed and safe. Safety rules should be clear, simple, to the left of it. Prepare students to
and easy to understand. write their own rules.

PROMPT
The most Safety Rules for Cumberland Fishing Pond
important 1. NO swimming, wading, or diving is allowed.
Write a set of at least ten safety rules
rule is first. 2. Fishing licenses are required for anyone over the
for a place or an activity. Put the most
Rules are age of 10. important rule first.
numbered
3. Children under 7 must be accompanied by an adult.
so they are
easy to read 4. Stand at least 2 feet from the edge of the dock
and follow.
Getting Started Students can do
while casting.
any of the following.
5. Fish taken must be above the minimum size.
Rules are 6. Fish under the minimum size must be released back • Use an organizer (pp. TR28–TR32).
arranged in
logical order.
into the pond. • List rules they have seen, discuss
7. Be careful—the dock is slippery when wet. their importance, and add new ones.
8. Take all garbage with you when you leave.
• Write rules first and then prioritize
9. Glass bottles and containers are not permitted.
them with numbers.
10. Do not dump unwanted live bait into the pond.
11. Load and unload equipment only in the
designated areas. Editing/Revising Checklist
12. Have fun! Thanks for coming to Cumberland Pond.
✓ Are my rules in the best possible order?
✓ Have I eliminated wordiness?
✓ Are verbs, objects, and subject
complements used correctly?

Writing 127
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Rules

Focus/Ideas Clear, focused rules Rules fairly clear; mostly Rules unclear in places; stray Rules with no clarity or
on topic from topic development

Organization/ Clearly prioritized list; logical Reasonable prioritization and Unclear priorities; confusing Lacks organization
Paragraphs order order

Voice Informed, straightforward; Mostly informed; speaks to Tries to deal with subject but Writer not involved with
speaks directly to reader reader not fully engaged subject

Word Choice Uses specific words that Uses clear language Some vague, repetitive, Incorrect or limited
stress importance or incorrect words word choice

Sentences Structured for maximum Control over sentence Choppy sentences; Run-ons; misuse of fragments
understanding structures meandering

Conventions Excellent control and Reasonable control with Many errors Numerous errors
accuracy few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 21.
Writing 127
Troublesome
Verbs Troublesome Verbs
Some pairs of verbs are troublesome verbs because they have similar
meanings or because they look alike.
Verb Meaning Present Past Past Participle
Define and identify troublesome (has, have, had)
verbs. sit sit down sit sat sat
Use troublesome verbs correctly in set put or place set set set
writing. lie rest or recline lie lay lain
lay put or place lay laid laid
Become familiar with troublesome rise get or move up rise rose risen
verb assessment on high-stakes raise lift up raise raised raised
tests. let allow or permit let let let
leave go away leave left left
lend give to someone lend lent lent
borrow get from someone borrow borrowed borrowed
teach show how teach taught taught
Read aloud the information in the learn find out learn learned learned
box on p. 128. Point out that using
troublesome verbs with similar Write the form of the underlined verb indicated in ( ).
meanings is often confusing for writers. 1. She sit at the table and peeled apples. (past) sat
Review the meaning of each verb with 2. The sunburn raise blisters on the worker’s arms. (present) raises
students and explain the importance 3. The rancher had lend his bulldozer to his neighbor. (past
of learning the differences between participle) lent
these meanings when memorizing the 4. Juan Valdez borrow baskets from us. (past) borrowed
principal parts of the verbs. 5. He set his boots by the side of his bed. (present) sets
6. In the morning, he had rise and gone back to work.
(past participle) risen
Model I see that rise and
raise are similar in spelling
128 Grammar
and meaning, so I can
understand how they get confused.
Raise refers to the act of lifting RESOURCES
something up. (We raised the flag.)
However, rise describes the action Daily Fix-It Lesson 14
of getting up (I rose from my nap.) See p. TR5.
or moving up. (The bread dough has See also Daily Fix-It Transparency 14.
risen.) Rise will not have a direct object. Grammar Transparency 14

128 Grammar
 Write the verb that correctly completes the sentence. Use context to
help you decide which verb is needed.
Guided Practice
1. Can you (learn, teach) me that folk song?
Work through the exercise with students.
2. Our class (learned, taught) about folk literature of Mexico.
To check their understanding of the
3. Helen (borrowed, lent) me her book of Latin American tales.
concept, have students write their own
4. I also (borrowed, lent) a book on folk art from my teacher.
sentences using troublesome verbs.
5. Those books have (lain, laid) on my desk for days.
6. I accidentally (set, sat) some papers on them.
7. Then I (let, left) them there for two weeks.
8. Will you (leave, let) me have an extra day?
9. Ms. Gomez said yes and (raised, rose) my hopes.
10. If I (raise, rise) early tomorrow, I can finish the report. • Point out that two troublesome
11. I (sat, set) down and went right to work.
verb pairs (teach/learn and lend/
borrow) are opposite sides of the
12. I (laid, lay) the assignment sheet on the counter.
same coin. If you teach, you convey
Complete each sentence using a form of the knowledge to someone else; if you
verb from the box. Use the tense indicated learn, you receive knowledge. If you lend,
in ( ). Write the sentences. you give; if you borrow, you receive.

lie lay rise raise sit set

Possible answers:
Independent Practice
13. Papa always in the large chair at
the head of the table. (present) sits and
14. Mama the table with the good Have students complete the exercises.
linen and china. (past participle) has (or had) set For Differentiated Instruction and
15. The bread in the loaf pan. (past participle) has (or had) risen Extra Practice, see p. TR13.
16. The wonderful yeasty smell my spirits immediately. (past)
raised
17. Papa his newspaper aside and came to the table. (past) laid
18. After dinner we usually down for a siesta. (present) lie

Grammar 129

Differentiated Instruction

Give pairs of students one pair of
troublesome verbs each and have
them prepare a demonstration
of the differences in their verbs’
meanings and principal parts.
Partners might act out the
meaning of each verb and explain
their actions using the principal
parts of the verbs. Let pairs
present their demonstrations to
the group.
Ask students to write jokes or
dialogue with humor that relies
on confusing one or more of
the troublesome verb pairs. For
example, a younger sibling might
substitute borrow for lend or teach
for learn. Encourage students to
include as many principal parts
of the verbs as possible. Students
can read their work aloud, and
the audience can point out the
misused verbs that are the basis
of the humor.
Students who are learning English
may find troublesome verbs
especially confusing. Have them
practice saying the pairs of verbs
as you act out their meanings.
Write sentences with troublesome
verbs on the board and read them
with students. Encourage students
to pantomime the actions
expressed in the sentences.

Grammar 129
 Test Preparation
Remind students that set and lay usually Write the letter of the verb that correctly completes each sentence.
take a direct object, while lie and sit do not. 1. Juanita had her basket 3. They the wormy fruit
Sit next to me. down and forgotten it. fall to the ground.
(No direct object) A sit C sat A leave C letted
B set D setted B let D left
Set the vase on the table.
(Direct object is vase) 2. The pickers their baskets 4. The birds their young
to the top of the ladder. about the fruit.
He lies on the bed.
A raised C rise A teached C taught
(No direct object)
B rose D risen B learned D learn
Lay the blanket on the bed.
(Direct object is blanket)
Write the letter of the sentence that has the correct verb.

5. A Javier borrowed me a 7. A Georgia sits under the

basket of peaches. crabapple tree at sunset.
B I sat them on the table. B She loaned a folding
C Mama learned me about chair from us.
preserves. C Has she let her place yet
D I set the jars of preserves for the evening?
on the pantry shelf. D She laid in bed and
Check Grammar thought about the vivid
6. A The sun raises earlier each colors of sunset.
If... students then... work day this spring.
have difficulty through the test B It does not let me lie in 8. A An old tomcat lays in the
bed late. sunshine.
identifying items with them
C Nature has learned me B He has taught every
and using and explain how about my body. sunny spot in the house.
troublesome to eliminate D I get up early and rise the C When the sunbeam
verbs, incorrect answers. window shade. moves, he leaves for a
new spot.
D Sometimes he sets with
his tail wrapped around
his paws.

130 Grammar

130 Grammar
Review
Write the letter of the definition of the underlined verb. Summarize
D 1. Set your baskets on the truck. A has got from someone Ask students to identify and explain
E 2. Raise your hands over your head. B has put or placed troublesome verbs.
A 3. June has borrowed a coat. C gets or moves up
F 4. I have learned the job. D put or place • Some pairs of verbs are confusing
C 5. The sun rises at 6:00 tomorrow. E lift something up because they look alike or have
B 6. Hakim has laid down his shears. F have found out similar meanings.
Write the form of the underlined verb indicated in ( ). • Lay/lie, set/sit, rise/raise, and leave/
7. The workers leave for the orchard at dawn. (past) left
let are examples of verbs that often
8. They had rise in the dark for a cold breakfast. (past participle) risen
confuse students.
9. The farmer learn about cross pollination. (past) learned • To ensure you are using the
10. She has lay the warming pots around the trees. (past participle) laid correct verb, learn the meanings
11. Mr. Charles teach us about hummingbirds. of troublesome verbs or look them
(past) taught up in the dictionary.
12. The hummingbirds have leave for
their summer grounds. (past participle) left
13. A hummingbird almost never sit still on
a branch. (present) sits
14. Lay the binoculars near that window. (present) Lay

Write the verb that correctly completes each sentence. Consider the meanings of lie and
15. They (sat, set) in the back of the pickup truck. lay to check that you are using the
16. Someone (had risen, had raised) the tarp for them. correct one. Lie means “rest or
17. One worker (learned, taught) the others a folk song. recline.” Lay means “put or place.”
18. Each man (learned, taught) a different part. Try substituting these meanings for
19. Little Ben (lay, laid) down on his father’s lap. the verbs.
20. His father (leave, let) him sleep for a while.
No: She lays under the tree.
21. Enrique (borrowed, lent) the boy a jacket for a pillow.
(She puts under the tree.)
22. The rain stopped, and mist (rose, raised) from the ground.
Yes: She lies under the tree.
Grammar 131 (She rests under the tree.)

Grammar 131
Know Your WRITER’S CRAFT

Audience Know Your Audience

Identify characteristics of an e-mail.
Write an e-mail for a specific, known
audience.
Develop criteria for judging a piece of
writing.
When you write, you need to know your audience.
This means that you keep in mind who is going to read
your writing. Your tone, word choice, and subject should
be suited to your audience.
Friend as Audience This story is awesome!
Teacher as Audience The story Juan Verdades is
well written.
Match each sentence with the audience for which it seems
best suited.

best friend 2 school principal 3 teammates 1

kindergartners 5 older sister 6 your teacher 4
• Read aloud the information in the
box about knowing your audience. 1. Listen up! If it rains, leave the equipment and go inside the
locker room.
• Ask students to tell in their own
2. That’s so cool!
words why a writer must know his
or her audience. (in order to choose 3. We would like to suggest two new policies for school field trips.

suitable words, subjects, and tone)
Guided Writing
Read the items in Exercise 1 with
students. Ask volunteers to discuss
what clues they used to match
sentences with audiences.
4. We all agreed to have a class party next week, if that’s all right
with you.
5. Who can tell me which is the letter A?
6. Mom said you have to let me go with you.
Choose an audience from the box above and
write an e-mail note to that audience. Include
a greeting and at least two sentences.
Possible answer is on page TR35.

Independent Writing 132 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Have listeners RESOURCES
point out words and tone suitable for
the audience. Writing Transparencies 14A, 14B
Writing Rubrics and Anchor Papers p. 22

Check Knowing Your Audience

If... students then... have
need more help them compare
with knowing word choices and
their audience, tone in magazine
articles targeted
to children to
those intended
for adults.

132 Writing
 WRITING MODEL E-mail
E-Mail
An e-mail is an electronic letter (usually a brief, friendly message)
Read aloud the model and the callouts
sent by computer. Because it is frequently informal, e-mail to the left of it. Prepare students to
communication provides special opportunities to convey your write their own e-mails.
voice and feelings. However, you should still use correct grammar,
spelling, and punctuation.
PROMPT
Write an e-mail to your teacher
From: holly @ averschoolk12.edu explaining why you did or did not
To: mward @ averschoolk12.edu like a story. Share your reasons.
Subject: Juan Verdades
Dear Mr. Ward,
You asked us to write you an e-mail with our Getting Started Students can do
opinions about Juan Verdades. The story was all right, any of the following.
but I don’t think kids can relate to this folk tale. • Use an organizer (pp. TR28–TR32).
Intentional First of all, it’s not very realistic. I just don’t
fragments are • Thumb through their book to find
think there’s such a thing as a person who “can’t lie.”
appropriate for
No way! I don’t think you could find one person in
a story.
an e-mail.
the world who hasn’t told a lie. Not even Gandhi! • Begin with a question about the
Writer uses A bigger problem is the story’s moral—if you story or by restating its message.
details to always tell the truth, good things will happen to you.
support her
opinion. Juan Verdades stole apples and then confessed. And
what was his punishment? He got a ranch and a beautiful Editing/Revising Checklist
wife! Come on! I confessed when I accidentally broke ✓ Is my e-mail appropriate for the
Writer uses
an engaging,
my mom’s bracelet. All I got was a week’s grounding audience?
informal voice. for borrowing it without permission.
So, Mr. Ward, I don’t think the story was a useful
✓ Have I revealed my feelings with
one. We need to read stories that are more like real life.
a strong voice?
Holly Bannerman ✓ Do I use troublesome verbs
correctly?
Writing 133

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
E-mail

Focus/Ideas Clear, focused e-mail; excellent E-mail fairly clear; holds to E-mail that strays from E-mail that lacks clarity and
support for opinion purpose; adequate support purpose; lacks support development

Organization/ Uses logical organization and Uses reasonably logical Lacks flow Lacks organization and
Paragraphs transitions organization support

Voice Sincere, direct, engaging Sincere and generally Tries to deal with subject but Not involved with subject
engaging not fully engaged

Word Choice Uses words appropriate for Mostly uses words Some vague or inappropriate Incorrect or limited word
audience appropriate for audience words choice

Sentences Varied sentences Some variety Choppy sentences; little Unclear sentences
variety

Conventions Excellent control and Reasonable control with Many errors Numerous errors
accuracy few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 22.
Writing 133
Prepositions
Define and identify prepositions
and prepositional phrases.
Use prepositional phrases correctly
in writing.
Become familiar with preposition
assessment on high-stakes tests.
Read aloud the definitions, instruction,
and examples in the box on p. 134.
Point out to students that prepositional
phrases function as adverbs that
modify verbs or as adjectives
that modify nouns or pronouns.
Prepositions show relationships
between the object of the preposition
and another word in the sentence.
Model I know that in the
first example the word to is
a preposition because it shows
the relationship between the object
of the preposition hospital and the
verb raced. In the next example, the
prepositional phrase in the red hat
acts as an adjective because it tells
which girl. In the last example, the
prepositional phrase into the classroom
acts as an adverb because it tells where
Elizabeth walked.
134 Grammar
Prepositions
A preposition shows a relationship between a noun or pronoun
and another word in the sentence, such as a verb, adjective, or other
noun. A prepositional phrase begins with a preposition and
usually ends with a noun or pronoun. The noun or pronoun is called
the object of the preposition.
Prepositional Phrase
The ambulance raced to the hospital.
Preposition Object of the preposition
Here are some common prepositions: about, above, across, after,
against, along, among, around, as, at, before, behind, below, beneath,
beside, between, beyond, by, down, during, except, for, from, in, inside,
into, near, of, off, on, onto, out, outside, over, past, since, through,
throughout, to, toward, under, underneath, until, up, upon, with,
within, without.
• Like an adjective, a prepositional phrase can modify a noun or pronoun.
The girl in the red hat is my sister.
• Like an adverb, a prepositional phrase can modify a verb.
Elizabeth walked into the classroom.
Write the prepositional phrase or phrases in each sentence. Write P
above the preposition and O above the object of the preposition in
each prepositional phrase.
P O P O
1. My friend works at a college in Philadelphia.
P
2. The president dismissed the meeting before lunch.
O
P O P
3. Eva felt discouraged about her progress in her career.
O
P
4. The medical profession was not ready for a female surgeon.
O
P O P
5. Elizabeth worked as a student nurse in the maternity ward.
O
134 Grammar
RESOURCES
Daily Fix-It Lesson 15
See p. TR5.
See also Daily Fix-It Transparency 15.
Grammar Transparency 15
 Write the prepositional phrase in each sentence. Write Adjective if
the phrase acts as an adjective. Write Adverb if it acts as an adverb.
Guided Practice
1. Both men and women have been pioneers in medicine. adjective
Work through the exercise with
2. Women struggled for equal rights. adverb
3. Few women worked outside the home. adverb
students. To determine whether
4. Medical school was an impossible dream for most women. adjective
they understand the concept, have
5. A few courageous women fought against prejudice. adverb them identify prepositional phrases
6. Elizabeth Blackwell became the first woman doctor in the and their parts in additional sentences
United States. adjective you write on the board.
7. This was not accomplished without a great struggle. adverb
8. Her achievement has been remembered through the years. adverb
9. The secret force behind her success was determination. adjective
10. An important characteristic of any doctor is knowledge,
not gender. adjective

Add a prepositional phrase to each sentence. Write the sentence.

• Point out that some words in the
Possible answers are on page TR35. list on p. 134 can function as both
11. One time I got sick.
prepositions and conjunctions.
12. The teacher sent me. (after, before, until) Suggest that
13. The school nurse took my temperature. students look at what follows the
14. Then he called my dad. word (a noun and modifiers or a
15. I lay down and waited. clause) to tell how these words
16. Soon Dad picked me up. are being used.
17. The flu kept me home.
18. The doctor recommended
fluids and rest. Independent Practice
19. I didn’t enjoy my “vacation.” and
20. My fever, aches, and pains disappeared.
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR13.

Grammar 135

Differentiated Instruction

Have students build sentences
with prepositional phrases that
give the location of an object.
Model the process. (The map is on
the wall by the window.) Write the
sentence on the board and point
out the prepositional phrases and
their parts. As students write their
sentences on the board, have
them do the same.
Have students compete to
construct the sentence that has
the most prepositional phrases
yet is still logical and clear. Model
the exercise. (Before noon, dozens
of kids with high temperatures
were sent home by the nurse and
later diagnosed with the flu.) After
students write their sentences on
the board, have the group identify
and count the prepositional
phrases and name a winner.
On index cards, write prepositional
phrases that identify locations in the
classroom. (on the shelf, under my
desk, by the window) Read and review
the meaning of each phrase with
students. Have them draw a card
and use their prepositional phrase
to place an object in that location.
Ask them to say a sentence that
describes the object’s location. (The
book is on the shelf.) Write students’
sentences on the board and read
them aloud together.

Grammar 135
 Test Preparation
Remind students that in items 1– 4 Write the letter of the prepositions in each sentence.
they are to identify the prepositions, 1. Doctors work for long hours at 3. At any hour of the night,
and in items 5–8 they are to identify clinics and hospitals. they could be called.
the objects of the prepositions. Suggest A for, hours C for, at A hour, could C any, be
that students first locate all the B long, at D clinics, B At, of D of, night
prepositional phrases in a sentence hospitals
and then identify the requested words. 4. A patient in trouble needs
2. They read about new findings care without delay.
and keep up with new A care, delay C A, in
treatments.
B needs, care D in,
A about, with C and, up without
B findings, D read, keep
treatments

Write the letter of the objects of the prepositions in each sentence.

Check Grammar
5. Many doctors specialize in 7. The woman with red hair is a
If... students then... have one kind of medicine. surgeon at the clinic.
have difficulty them find A doctors, medicine A with, red
identifying parts prepositional B specialize, in B hair, surgeon
C kind, medicine C woman, clinic
of prepositional phrases in their
D Many, one D hair, clinic
phrases, reading materials
and practice 6. An ophthalmologist knows 8. Rico is a resident in
identifying the about diseases of the eyes. dermatology, or the care of
A ophthalmologist, knows the skin.
parts of the
B diseases, eyes A dermatology, skin
phrases. B in, or
C ophthalmologist, diseases
D knows, eyes C care, skin
D Rico, dermatology

136 Grammar

136 Grammar
Review
Write the prepositional phrase or phrases in each sentence. Summarize
Write P above the preposition and O above the object of the Ask students to explain what a
preposition in each prepositional phrase.
P O P O
preposition, a prepositional phrase,
1. Helen hurried down the sidewalk to the hospital. and an object of the preposition are.
P O P O
2. Her shift begins at 11 P.M. and lasts until 7 A.M.
P
3. Many experts work in a hospital.
O • A preposition shows a relationship
P O O P O between a noun or pronoun and
4. After doctors and nurses, there is a great need for administrators,
O O
dieticians, and lab workers. another word in the sentence.
P O
5. The hospital is full of caring professionals. • A prepositional phrase begins with
P O P O
6. Robert works as a volunteer in the gift shop. a preposition and usually ends with
P O
7. The sixth graders brought teddy bears for the children a noun or pronoun.
P O
with serious illnesses.
P O P O • The noun or pronoun in a
8. An ambulance with flashing lights sped onto the scene.
prepositional phrase is called the
Write each prepositional phrase. Write Adjective if it acts as an object of the preposition.
adjective in the sentence. Write Adverb if it acts as an adverb.
9. People once had strange ideas about the causes of diseases.
adjective; adjective
10. Surgical instruments were not sterilized before surgery.
adverb
11. Bacteria cause infections in wounds.
adjective
12. Today surgeons scrub carefully for operations.
adverb Explain to students that a prepositional
13. Bacteria exist everywhere around us and even in our bodies. phrase can modify a noun, a pronoun,
adverb; adverb
14. The immune system protects you with an army or a verb.
of cells. adverb; adjective
As noun The man with dark hair
15. White blood cells recognize invaders and
swarm to the rescue. modifier: is Dr. Klein. (Prepositional
adverb phrase modifies noun man)
16. A person with the flu has millions of white
blood cells in his or her body. As verb He walks with a slight limp.
adjective; adjective; adjective
modifier: (Prepositional phrase
modifies verb walks)
Grammar 137

Grammar 137
Transition
Words
Identify characteristics of a
compare/contrast paragraph.
Write a compare/contrast paragraph
for a test using transition words.
Develop criteria for judging a piece
of writing.
• Read aloud the information about
transition words in the box.
• Ask students to tell in their own
words what transition words are.
(words that connect ideas by showing
how they are related)
Guided Writing
Read the items in Exercise 1 with
students. Ask them to explain how
they chose the appropriate transition
word for each sentence.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have them
explain their choice of transition words.
Check Transition Words
If... students then... reread
need more help excerpts from a
with transition story or article
words, and point
out effective
transitions.
138 Writing
WRITER’S CRAFT
Transition Words
Transition words make “bridges” between sentences,
paragraphs, or ideas. Some transition words show sequence
(first, next, then, finally). Some point out examples or evidence
(for example, that is, so). Others signal comparisons (and, as,
like, similar, both) or contrasts (but, however, unlike, not, on the
other hand).
Write the best word or words from the box to make the sentences
in the paragraph below flow smoothly.
Then 4 but 1 First 3
However 5 For example 2
I’d like to become a doctor someday. I think it’s a very rewarding
profession, (1) it’s also hard work. (2) , you have to study
for many years! (3) of all, you have to get good grades in school
and college. (4) you have to go to medical school for several
more years. (5) , once you get your medical degree, all the effort
seems worthwhile.
Add your own transition words to make the paragraph below clearer
and easier to read. You may want to combine some sentences.
I wanted to play hockey. Sixth-graders weren’t allowed to join the
league. I was big enough and fast enough to play with the older kids.
I practiced more on my own. I watched the team play. They saw I
was dedicated enough to play. They let me join. Possible answer:
I wanted to play hockey, but sixth-graders weren’t allowed to join the league.
However, I was big enough and fast enough to play with the older kids. First, I
practiced more on my own. I also watched the team play. Finally, they saw I was
dedicated enough to play, and they let me join.
138 Writing
RESOURCES
Writing Transparencies 15A, 15B
Writing Rubrics and Anchor Papers p. 23
 WRITING MODEL Writing for
Writing for Tests Tests
Write a paragraph comparing and contrasting
women’s rights in the 1800s to women’s rights today.
Use transition words and details to show likenesses Read aloud the model and the callouts
and differences. to the left of it. Prepare students to
write their own compare/contrast
paragraphs for a test.
Step by Step
Formal voice is
appropriate for
an essay.
Women’s rights have come a long way in the last
PROMPT
hundred and fifty years, but women still have farther
to go. In the 1800s, women struggled to gain basic Write a paragraph comparing and
rights that laid the foundation for women’s rights contrasting women’s rights in the past
today. Women also fought in different industries for and today. Use transition words.
higher positions. In the mid-1800s, no woman had
Transition words
signal comparisons ever gone to medical school and become a doctor.
and contrasts.
Getting Started Students should do
However, today women all across the country
become doctors. Women broke the pattern and
the following.
worked in careers that were thought to be only • Read the prompt and develop a plan
for men. Unlike today, women could not vote in the for what they want to say.
1800s. Now, not only can they vote, but more women • Support their ideas with facts,
Facts support hold elective office than ever before. Women continue
ideas.
examples, and details.
to break barriers in many different ways. Though
there have been advances in women’s rights, there
• Check their writing for errors.
is still room for improvement. For instance, no woman
Writer injects a has ever been elected President or Vice-President. Editing/Revising Checklist
personal note in
the final sentence
Maybe that will change in the near future—when I ✓ Do transition words signal
to add impact. become President! comparisons and contrasts?
✓ Are my comparisons and contrasts
clear and logical?
Writing 139
✓ Do I use prepositions correctly?
Compare/
Self-Evaluation Distribute copies of
Contrast
Paragraph p. TR26 for students to fill out.

Focus/Ideas Strong, focused paragraph; Clear paragraph; good details Paragraph with few details Paragraph lacking clarity
many vivid details and/or lack of focus and development

Organization/ Clear, logical compare/ Logical structure Structure not clear Lacks organization
Paragraphs contrast structure

Voice Engaging, lively; shows Writer fully engaged with Little sense of writer Writer not engaged
authority subject with subject

Word Choice Uses transition words and Some transitions; some Vague, repetitive, or incorrect Incorrect or limited word
specific words specific words words; few transitions choice

Sentences Sentence structures varied, Control over simple sentence Choppy sentences; little Fragments or run-ons
interesting structures variety

Conventions Excellent control and Reasonable control with Many errors Numerous errors
accuracy few errors

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 23.
Writing 139
Subject and
Object Pronouns
Define and identify subject and
object pronouns.
Use subject and object pronouns
correctly in writing.
Become familiar with subject and
object pronoun assessment on
high-stakes tests.
Read aloud the definitions and examples
in the box on p. 140. Students may be
comfortable using subject pronouns
but less certain using object pronouns,
especially when the object is plural.
(Give it to him and me.) Point out that
it is incorrect to use a subject pronoun
with the noun it should replace. (Burt
he ran a mile.)
Model In the first examples,
I know that he, she, and I are
subject pronouns because they
are the subjects of the sentences. In
the second examples, them and him
are correctly used as object pronouns;
them is the direct object of the verb
thanked, and him is the object of the
preposition to.
140 Grammar
Subject and Object Pronouns
A personal pronoun used as the subject of a sentence is called a
subject pronoun.
He published an article. She and I read the article.
A personal pronoun used as a direct object, indirect object, or
object of a preposition is called an object pronoun.
The explorer thanked them. I gave the book to Becky and him.
• Subject pronouns are I, you, he, she, it, we, and they.
• Object pronouns are me, you, him, her, it, us, and them.
• Remember to use the correct pronoun form with a compound
subject or object pronoun.
• Subject pronouns replace the nouns they represent. Do not
use a subject pronoun with the noun it represents.
No: Tim he went ice fishing with his brother.
Yes: Tim went ice fishing with his brother.
Write the correct pronoun in ( ) to complete each sentence.
1. Tamara and (she, her) photographed the Northern Lights.
2. (Them, They) took enough supplies for five years.
3. Curt and (she, her) will join the expedition.
4. The North Pole would be too cold for (I, me).
5. Carlos and (me, I) could lose toes.
6. (We, Us) know what happened to those explorers.
7. Seth and (he, him) are going on the class field trip.
8. The class accompanied (they, them) to the museum.
9. Mr. Jasper told Ann and (I, me) about his trip to Greenland.
10. He invited Ms. Eddings and (we, us) to view ancient relics.
140 Grammar
RESOURCES
Daily Fix-It Lesson 16
See p. TR6.
See also Daily Fix-It Transparency 16.
Grammar Transparency 16
 Write the pronoun in each sentence. Write SP if it is a subject
pronoun. Write OP if it is an object pronoun.
Guided Practice
1. It is a thrilling story of adventure. It; SP
Work through the exercise with students.
2. The Arctic explorers astound my friends and me. me; OP
3. The extreme weather and danger there are scary to us. us; OP
To see if they have grasped the concept,
4. Maria and I will travel by dogsled on our trip. I; SP
write additional sentences on the board
5. Can John and she come along for the ride? she; SP and have students complete them with
6. The travelers took twenty pairs of dogs and tons of supplies subject and object pronouns.
with them. them; OP
7. Peary and they continued to the North Pole. they; SP
8. He and Henson may have reached the Pole on April 6, 1909. He; SP
9. The public finally gave him credit for being first. him; OP
10. However, because there was no firm proof, we cannot be sure. we; SP
11. The guide will let you drive the sled for a while. you; OP • If students consistently substitute
12. Anika trained for months so that the team would obey her. her; OP subject pronouns in compound objects,
have them say each sentence aloud,
Use each of the phrases below correctly in a sentence.
using just one pronoun of the compound
Write the sentence. Possible answers are on page TR35.
part, to see if it “sounds” right. (With
13. the campers and them I is obviously wrong, but with Bob and
14. he and I I doesn’t seem obviously wrong.)
15. Charlie and she
16. you and I
17. the guide and him
18. Ginny and he Independent Practice
19. Grace and us and
20. Sean and I
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR14.

Grammar 141

Differentiated Instruction

Write each personal pronoun on
an index card. Have students take
turns drawing a card, identifying
the pronoun as subject or object,
and using it in a sentence. Write
their sentences on the board and
together check to see that the
pronouns are used correctly.
Have students read a magazine
article or story and find sentences
with each of the personal pronouns.
Students can write the sentences
on paper and exchange papers
with a partner. Have partners
underline the personal pronouns
and label subject pronouns SP and
object pronouns OP.
Write the pronoun pairs he/him,
she/her, I/me, we/us, and they/
them on the board. Review their
gender and number with
students. Write sentences on the
board, such as ___ told ___ to go
with ___. Review the kind of
pronoun (subject or object) that
belongs in each blank. Have
students complete the sentences
several times using different
subject and object pronouns.

Grammar 141
 Test Preparation
Review with students that a compound Write the letter of the pronoun that correctly replaces the underlined
subject should be replaced by a plural word or words in each sentence.
subject pronoun. When the compound 1. Lewis and Clark explored the 6. The expedition might not
subject includes the speaker (Jim Louisiana Purchase. have succeeded without
and I), the words are replaced by we. A Them C Us
Sacajawea.
When the compound subject does not B They D We A they C her
include the speaker (Lewis and Clark), B she D he
the words are replaced by they. 2. They were sent by President
Thomas Jefferson. 7. The horses carried the men
and supplies long distances.
A them C him
B he D it A Us C Him
B They D Her
3. The Louisiana Purchase had
just been acquired. 8. When the river ended, they
made their way on foot.
A It C They
B He D Them A us C it
Check Grammar B he D her
4. Jefferson chose Meriwether
If... students then... provide Lewis as commander. 9. Jim and I studied this famous
have difficulty additional expedition.
A you C he
identifying and sentences on B she D him A Us C They
B We D Them
using subject the board and
5. Lewis asked William Clark to
and object have students join him. 10. Will Ms. Underwood help
pronouns identify the A He C Him Jim and me with our report?
correctly, subject and B She D Her A he C we
object pronouns. B I D us

142 Grammar

142 Grammar
Review
Write SP if the underlined word is a subject pronoun. Summarize
Write OP if the word is an object pronoun. Ask students to describe subject and
1. The travelers explored much of the upper Midwest and object pronouns.
Northwest, and they met many Native Americans. SP
2. Usually the natives gave them food and assistance. OP • A subject pronoun is a personal
3. Sacajawea spoke some of the native languages, so she helped pronoun used as the subject of
smooth the way. SP a sentence: I, you, he, she, it, we,
4. Lewis kept a journal and filled it with his observations and and they.
sketches of new landforms, plants, and animals. OP
5. Every man on the expedition noted the wonders around him. OP
• An object pronoun is a personal
6. Lewis and they were seeing some sights for the first time. SP pronoun used as a direct object,
7. All of the trip was difficult, but the worst part of it was the indirect object, or object of a
mountain crossing. OP preposition: me, you, him, her, it,
8. I think that Lewis would have written a fantastic book about us, and them.
the adventure. SP
9. His early death deprived us of this work about the expedition. OP
10. We must relive Lewis and Clark’s adventure in our imaginations. SP

Write the correct pronoun or pronouns in ( ) to complete

each sentence.
Repeated words can make sentences
11. Are there any new frontiers for (us, we) to explore?
wordy and boring. Replacing nouns
12. The ocean floor is vast, and much of (it, they)
is unexplored. and noun phrases with pronouns
13. Jacques Cousteau was an ocean can make writing smoother and
pioneer. (He, Him) brought wonders less wordy.
of the deep onto our TV screens.
Wordy: Anna’s father said that Anna
14. Ginny and (I, me) think we would
could go with Father.
like to deep-sea dive.
15. Dad asked if (he, him) could rent Smooth: Anna’s father said that she
scuba gear at the marina. could go with him.
16. Mom said scuba diving doesn’t interest (her, she).

Grammar 143

Grammar 143
Answer the WRITER’S CRAFT

5 Ws and How Answer the 5 Ws and How

Identify characteristics of a news story.
Write a news story answering the
5 Ws and How.
Develop criteria for judging a piece
of writing.
A news story gives key information about an event. It
answers a set of questions called the 5 Ws and How: Who?
What? Where? When? Why? How? This essential information tells
readers about an event in direct, concrete, and objective sentences.
Some dogs got away the other day.
(Answers only Who and What)
Two sled dogs escaped from Neil Olafsen’s yard yesterday
afternoon. Olafsen said they got out by digging under the walls
of their pen.
(Answers all six questions)

• Read aloud the information in the
box about the 5 Ws and How.
• Ask students to tell in their own
words what these questions are and
why they are used. (who? what?
where? when? why? how?; to gather
essential facts about an event)
Guided Writing
Read each item in Exercise 1 with
students. Discuss how each does or
does not answer the 5 Ws and How.
Have students explain why the lead
with the most answers is the strongest.
Choose the news story lead that best answers the 5 Ws and How.
Explain why your choice is the best and why the other two are not.
Answers to items 1,2, and 3 are on page TR35.
1. Three inches of snow fell yesterday. They had trouble plowing it
all, but finally it melted. There’s no cause for alarm. Things were
back to normal today.
2. A man and a woman were found stranded on frozen Reindeer
Lake yesterday, due to an ill-advised skating adventure during a
blizzard. Marion and Geoffrey Harden of Antlerville, Vermont,
were a little cold but not seriously injured.
3. The Prime Minister of Norway was there last Wednesday, as
were several Olympic cross-country ski champions. The Oslo
Banquet Hall was completely redecorated for the festivities.
Choose one of the story leads above that was incomplete. Rewrite
the lead, adding details to answer the 5 Ws and How.
Possible answer: Three inches of snow fell on the residents of Bismarck, North
Dakota, yesterday. City workers had trouble plowing it all because of broken
snowplows. However, sunshine melted most of the snow. Things were back to
normal today.
144 Writing

Independent Writing RESOURCES

Ask volunteers to read aloud their responses
to Exercise 2. Have listeners identify the Writing Transparencies 16A, 16B
answers to the 5 Ws and How. Writing Rubrics and Anchor Papers p. 24

Check the 5 Ws and How

If... students then... have
need more help them read
with answering articles in a local
the 5 Ws and newspaper and
How about an highlight the
event, answers to these
questions.

144 Writing
 WRITING MODEL
News Story
When you want to know what’s happening in
your community or around the world, odds are
you can find out in a news story. A news story
puts the most important information in a lead
sentence. Details are provided in later sentences.
Headline gets Bold Norwegian First to Ski Across Greenland
reader’s attention.
July 20, 1888—A young Norwegian scientist,
Lead sentence
Fridtjof Nansen, became the first person ever to cross
gives most Greenland on skis yesterday. A careful planner and
important accomplished athlete, Nansen, 26, was dropped off
information.
with his party on the uninhabited eastern coast of
the world’s largest island. Taking advantage of Inuit
survival methods, Nansen and his five companions
used dog sledges, kayaks, and snow houses as they
forged their way east toward civilization. In a bold
Details are move, Nansen’s group packed only enough supplies
given later.
for a one-way trip. They knew that they would either
succeed or die trying. The Greenland ski trip was
Nansen’s first expedition. The young outdoorsman and
poet says he is planning future expeditions.
Writing
News Story
Read aloud the model and the callouts
to the left of it. Prepare students to
write their own news stories.
PROMPT
Write a news story about a current or
historic event. Answer the 5 Ws and
How in your lead.
Getting Started Students can do
any of the following.
• Use an organizer (pp. TR28–TR32).
• Examine news stories in recent
newspapers.
• List the 5 Ws and How and the
details that answer the questions.
Editing/Revising Checklist
✓ Does my news story answer all 5 Ws
and How?
✓ Does my lead give the most
important information?
✓ Are subject and object pronouns
used correctly?
145

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
News Story

Focus/Ideas Focused news story with News story that answers Some Ws missing in news News story lacking clarity
complete coverage of event 5 Ws and How story and development

Organization/ Strong lead sentence; Good lead sentence; No lead sentence; unclear Lacks organization
Paragraphs prioritized information reasonable prioritization priorities

Voice Authoritative, engaged, Shows authority on subject Subjective or not Not involved with subject
objective authoritative

Word Choice Specific words; Clear language Some vague, repetitive, or Incorrect or limited word
communicates clearly incorrect words choice

Sentences Structured simply for quick Control over sentence Choppy sentences; Fragments, run-on sentences
reading structure meandering

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 24.
Writing 145
Pronouns and
Antecedents
Define and identify pronouns and
antecedents.
Use pronouns and antecedents
correctly in writing.
Become familiar with pronoun and
antecedent assessment on high-
stakes tests.
Read aloud the definitions and examples
in the box on p. 146. Discuss the concepts
of number and gender with students.
Make sure they know which pronouns
are masculine (he, him), feminine (she,
her), and neuter. (it) Explain that you
is both singular and plural.
Model In the first example,
I know that they and it are
pronouns. They takes the place
of Sal and Jo, which is the antecedent.
Because Sal and Jo names two people,
it is correct to use the plural pronoun
they. It takes the place of book, another
antecedent. This is correct because
both words are singular in number
and neuter in gender. In the second
example, he is the pronoun that
replaces the antecedent Erik. This
is correct because both are singular
and masculine.
146 Grammar
Pronouns and Antecedents
A pronoun takes the place of a noun or nouns. An
antecedent, or referent, is the noun or nouns to which the
pronoun refers. A pronoun and its antecedent must agree in
number and gender.
Before you use a pronoun, ask yourself whether the
antecedent is singular or plural. If the antecedent is singular,
decide whether it is masculine, feminine, or neuter. Then
choose a pronoun that agrees. In the following sentences,
the antecedents are underlined once; the pronouns are
underlined twice.
Sal and Jo bought a book, and they read it together.
Erik brought a camera so he could take pictures.
Write the pronoun that refers to the underlined antecedent.
1. Jane Goodall observed chimpanzees and helped them survive. them
2. Chimpanzees have interesting ways of finding food when they
are hungry. they
3. Although Vicky learned to say four words, very few people
could understand her. her
4. The class was excited when we got a letter from Jane Goodall. we
5. Ai grabbed the doll and hugged it tightly. it
6. In 1961, Ham was placed aboard a rocket to see whether he
could survive the space flight. he
7. Paige and I wanted to hold the baby chimp, but the mother
would not let us. us
8. After Lucy grabbed a stone, she used it to crack open a nut. she
146 Grammar
RESOURCES
Daily Fix-It Lesson 17
See p. TR6.
See also Daily Fix-It Transparency 17.
Grammar Transparency 17
 Write the antecedent in each item. Then write the
pronoun in ( ) that matches the antecedent.
Guided Practice
1. Chimpanzees have brains much like human brains,
and (it, they) behave like humans in some ways.
Work through the exercise with students.
Chimpanzees; they To check their understanding of the
2. A chimpanzee will pick up a stick and use (it, he) as a tool.
stick; it
3. Lucy learned sign language and made up signs for
concept, have them name pronouns
objects whose names (it, she) did not know. that can replace other nouns in the
Lucy; she sentences in Exercise A.
4. Ham was a male chimpanzee who went
into space in 1961. Although frightened,
(he, them) survived. Ham; he
5. Barb and I thought the baby chimps were
imitating (us, we). Barb and I; us
6. Baby chimps cling to their mothers but are
sometimes taken from (her, them). • When learning how to identify pronouns
mothers; them and antecedents, students should
7. Does the zoo treat chimpanzees well? (It, They) has living
quarters with a natural habitat. zoo; It begin with short sentences and build up
8. The chimpanzees live in family groups that give (them, it) to longer ones in which pronouns and
nearly normal lives. chimpanzees; them antecedents are farther apart.
Read each sentence. Write another sentence with a pronoun that • Be sure students understand the
refers to the underlined words. concepts of number and gender before
Possible answers are on page TR35.
9. Many chimpanzees have been taught American Sign Language. they complete the lesson.
10. Jane Goodall has worked with and studied chimpanzees all her
adult life.
11. A male chimpanzee and a female chimpanzee are roughly the
same height. Independent Practice
12. The wilderness homes of chimpanzees are threatened. and
13. Jane Goodall addressed the children of our school. Have students complete the exercises.
14. All people must make an effort to solve this problem.
For Differentiated Instruction and
15. Think of some things you can do to help preserve habitats.
Extra Practice, see p. TR14.

Grammar 147

Differentiated Instruction

Write sentences with familiar
nouns on the board. (Jen and
Brian like playing chess.) Pair
students and assign one sentence
to each pair. Have pairs write on
the board two sentences with
pronouns that follow up your
sentence. (They play it every day.
She usually beats him at it.) Have
other students circle the pronouns
and underline the antecedents in
the sentences.
Give pairs of students the second
half of an urgent message from
a spy. (Handle it with extreme
caution. Do not let them see you
with it.) Students should underline
the pronouns and then write the
first half of the message, including
antecedents for the pronouns.
(This envelope contains the code
for our plutonium supply. Double
agents want the code badly.) Ask
volunteers to read aloud the
whole message.
Review the concepts of number
and gender. Make a two-column
chart on the board that shows
which pronouns are singular,
plural, masculine, feminine, and
neuter. Write sentences on the
board, using a different color
chalk to write both antecedents
and pronouns. Have students
draw arrows to show the
relationship between the words.

Grammar 147
 Test Preparation
Suggest that students first identify Write the letter of the pronoun that correctly completes
the antecedent for the missing pronoun each sentence.
in each item. Then they can analyze the 1. Did you watch the monkeys? 6. Jane Goodall knows about
answer choices to see which pronoun Are like people? chimpanzees because
has the same gender and number as A you C her
has observed them for
the antecedent and makes sense in decades.
B him D they
the sentence. A he C I
2. I watched the mother with B she D us
her baby. ___ taught it to
hunt termites. 7. Chimpanzees may know
they are related to people
A Her C We
because they communicate
B She D It with .

3. The monkeys ate bananas A her C us

that the keeper had given B they D it
Check Grammar ___.
8. The teacher told her students,
A them C it
“ also need to observe
If... students then... work B he D I the orangutans and gorillas.”
have difficulty through the test
4. Our class visited the zoo, and A Them C He
identifying items with them had a great time. B It D You
pronouns and and explain how
A me C us
antecedents, to eliminate B we D them
9. I took pictures of the baby
chimpanzees to school with
incorrect .
answers. 5. We learned about members
of the ape family. come A me C they
in all different sizes. B she D we
A It C Them
10. Jodi and I want to become
B You D They
zoologists. will travel to
Africa to study animals.
A Her C We
B Them D Him

148 Grammar

148 Grammar
Review
Write each sentence. Circle the pronoun and underline its antecedent. Summarize
1. Mr. Smith asked Roy to help him set up the display. Ask students to explain pronouns
2. The class watched a movie about chimpanzees after studying and antecedents and how to make
about them. them agree.
3. Chimpanzees resemble people, right down to having facial
expressions like us. • A pronoun takes the place of a
4. The chimpanzee’s eyes were large and brown. They seemed sad noun or nouns.
and wise.
• An antecedent, or referent, is
5. The big cats at the zoo closed their eyes and ignored the activity
around them.
the noun or nouns to which the
6. The lion has a keen sense of smell, which helps it hunt. pronoun refers.
7. The giraffes seemed content in their enclosure because it was • A pronoun and its antecedent must
large and forested. agree in number and gender.
8. The alligators and crocodiles lay in the sunshine, which they
seemed to enjoy.
9. Dr. Benchley looked closely at slides she had taken in Africa.
10. Aaron wanted to take one of the stuffed animals with him.

Write the pronoun that agrees with the

antecedent. Then write the antecedent Explain that if a pronoun’s antecedent
to which the pronoun refers. is confusing, the sentence should be
rewritten. Sometimes it is clearer to
he her it they she use a noun instead of a pronoun.
Unclear: Jill and Kate went to her
11. Mary Alice asked Tom to get a ticket for ___. her; Mary Alice
12. The circus had come to town, and ___ looked exciting. it; circus
house.
13. A man rode on an elephant’s back. ___ held a pet monkey. He; man Clear: Jill and Kate went to Jill’s
14. A girl put on quite a show. ___ danced and leaped around house.
the ring. She; girl
15. The acrobats soared above the crowd. ___ made everyone gasp
with their daring. They; acrobats

Grammar 149

Grammar 149
Use Vivid WRITER’S CRAFT

Words Use Vivid Words

Identify characteristics of a story.
Write a story using vivid words.
Develop criteria for judging a piece
of writing.
• Read aloud the information in the
box about using vivid words.
• Ask students to tell in their own
words what vivid words are. (specific
words that add interest and create
clear pictures)
Guided Writing
Read each item in Exercise 1 with
students. Have volunteers read aloud
their new sentences and explain how
the more vivid, exact words they
added create sharper pictures.
Vivid words create a sharp picture in the reader’s
mind. Replace vague words with vivid adjectives, nouns,
and verbs to make your writing sparkle!
Vague An animal went into the box.
Vivid The sprightly chimp scampered into the
rickety cardboard box.
Replace the underlined word in each sentence with a more vivid
or exact word. You can also replace other words or add more vivid
words. Write the new sentences. Possible answers are on page TR35.
1. We went to the ape exhibit.
2. Their habitat looked nice.
3. The keeper said something to her assistant.
4. We saw the animals eat lunch.
5. They like fruit.
6. One ate all its food.
7. A male ape was in a hammock.
8. Two baby apes played on his stomach.
9. They made a lot of noise.
10. Our field trip was fun.
Write a description of an animal. Use vivid words to describe what
the animal looks and acts like.
Possible answer: The towering elephant has thick, leathery gray skin. It lumbers
across the short grasses of the savanna. It uses its powerful trunk like a drinking
straw to siphon water. In the scorching heat, it cools itself by spraying dry dirt
all over its wrinkled back.

Independent Writing 150 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Ask listeners RESOURCES
to point out vivid words that help
them “see” the animal. Writing Transparencies 17A, 17B
Writing Rubrics and Anchor Papers p. 25

Check Using Vivid Words

If... students then... write
need more help vague sentences
with using vivid on the board
words, and work with
students to
replace general
words with more
exact, colorful
ones.

150 Writing
 WRITING MODEL Story About
Story About an Animal an Animal
A story can tell about an event or how characters
solve a problem. It has a beginning, middle, and end.
To make a story interesting, writers use devices such as Read aloud the model and the callouts
suspense, conflict, dialogue, and humor. to the left of it. Prepare students to
write their own stories.

A Llama’s Laugh
PROMPT
Lloyd, the llama, was worried. He had to improve
Conflict and
tension get his mountain delivery service, or he’d lose his most Write a brief story about an animal.
the story rolling. important customer—Monica, the spider monkey. Include a beginning, middle, and end.
Lloyd hauled heavy packages across the steep, Use vivid words to enliven your story.
cold mountains for smaller animals. The alpacas had
been enticing customers away from Lloyd’s service.
Getting Started Students can do
Just yesterday, Monica had said, “Look, Lloyd, I like
any of the following.
you. But the alpacas are always on time, and you’ve
been late.” Lloyd knew this was his last chance. • Use an organizer (pp. TR28–TR32).
Suspense propels He was wondering where he would go for lunch • List vivid words that characterize
the reader to
when the phone rang ominously. Al, the alpaca, was their animal.
the conclusion.
calling! “I hear Monica has given you one last chance,”
• Write an opening sentence that sets
bellowed Al. “Slip up and the monkey’s business is
mine!” Lloyd grunted and hung up.
the scene and introduces the animal.
“Forget lunch,” Lloyd muttered. “Instead of
going out, I’ll pack a lunch.” Suddenly, Lloyd burst Editing/Revising Checklist
Humor ends
into shrieks and honks of llama laughter. “Get it?” ✓ Have I used exact, vivid words?
the story on an
he yelled to no one in particular. “‘Alpaca’ lunch! I
crack myself up sometimes.” Now Lloyd was ready
✓ Does my story have a beginning,
upbeat note.
middle, and end?
for the challenge.
✓ Are pronouns and antecedents
Writing 151 used correctly?

Self-Evaluation Distribute copies of

Story About p. TR26 for students to fill out.
an Animal

Focus/Ideas Story with quality details; Story with good details; clear Story unfocused at times; Story lacking clarity and
strong plot plot little plot development

Organization/ Exciting beginning, middle; Recognizable beginning, Disorganized at times; Lacks organization
Paragraphs strong end middle, and end missing beginning or end

Voice Shows personality; creates Engaged, mostly interested Somewhat involved with Not involved with subject;
mood; interactive writer; some mood subject; little mood no mood created

Word Choice Vivid, intriguing words; Clear, interesting language; Some vague or repetitive Limited word choice; no
natural dialogue use of dialogue words; little dialogue dialogue

Sentences Structures varied; smooth Control over simple sentence Choppy sentences; lacks Fragments, run-on sentences
flow structures variety

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 25.
Writing 151
Possessive
Pronouns
Define and identify possessive
pronouns.
Use possessive pronouns correctly
in writing.
Become familiar with possessive
pronoun assessment on high-stakes
tests.
Read aloud the definitions and examples
in the box on p. 152. Be sure students
understand that possessive pronouns,
like personal pronouns, must agree
with antecedents in gender and number.
Also point out that my, your, her, our,
and their appear only before a noun
while mine, yours, hers, ours, and theirs
are used alone.
Model I know that certain
possessive pronouns always
come before a noun (Your
understanding), and others always
stand alone. (Is that history book yours?)
I see that there are two exceptions:
his and its can be used with nouns or
can stand alone. (His report was on a
biography of Satchel Paige. The book
about Satchel Paige was his.)
152 Grammar
Possessive Pronouns
Pronouns that show ownership are called possessive pronouns.
A possessive pronoun and its antecedent must agree in number
and gender. Before you use a possessive pronoun, ask yourself
whether the antecedent is singular or plural. If the antecedent
is singular, decide whether it is masculine, feminine, or neuter.
Then choose a pronoun that agrees.
Possessive Pronouns
My/mine, your/yours, his, her/hers, its, our/ours, their/theirs
• My, your, her, our, and their are always used with nouns.
Your understanding of history is important.
• Mine, yours, hers, ours, and theirs stand alone.
Is that history book yours?
• His and its can be used with nouns or can stand alone.
His report was on a biography of Satchel Paige.
The book about Satchel Paige was his.
• Do not use an apostrophe with a possessive pronoun.
Write the possessive pronouns in the sentences.
1. Homesteaders built their houses by piling layers of sod.
2. The Nicodemus Blues was one of our nation’s first black
baseball teams.
3. That Louisiana farmer was able to buy his own land.
4. The Union Army soldiers knew the uniforms were theirs.
5. The report about African American cowboys is mine.
6. My dream of freedom is the same as yours.
152 Grammar
RESOURCES
Daily Fix-It Lesson 18
See p. TR6.
See also Daily Fix-It Transparency 18.
Grammar Transparency 18
 Write the pronoun in ( ) that correctly completes each sentence.
1. African Americans served (their, his) country in the Civil War. Guided Practice
2. The Tenth Cavalry had only black soldiers in (its, our) ranks.
Work through the exercise with students.
3. The black soldier was given poor equipment and weapons to
protect (his, their) life. Then ask them to use possessive pronouns
4. Because these soldiers fought bravely, honor was (yours, theirs). in their own sentences to assess their
5. The Wild West is a part of (our, ours) cultural heritage. understanding of the concept.
6. Is this book about African Americans in the West (mine, my)
or (your, yours)?
7. The American West had (its, their) racial troubles, but it also
offered opportunity.
8. (Her, Hers) report on the Buffalo Soldiers was interesting, but
(your, yours) was better. • Remind students that it’s is a
9. David did (their, his) report on the Civil War years, and we did contraction for the words it is
(our, ours) on the years after the war. and its is a possessive pronoun. In
10. We will remember these soldiers and (his, their) contributions addition, they should not confuse
to (our, its) history. your (a possessive pronoun) and
Replace each underlined word or phrase with a possessive pronoun. you’re. (a contraction for you are)
Write the sentences. Possessive pronouns never use
11. For homesteaders, life was lonely, and homesteaders’ work apostrophes. Provide extra practice
was endless. their in the correct use of its and your.
12. Today we Americans enjoy many luxuries in
Americans’ lives. our
13. The Home Place is a restored homestead
brought to life by actors who work in
Independent Practice
the Home Place’s buildings and fields. and
its
14. The sixth graders visited there as Have students complete the exercises.
part of the sixth graders’ spring
For Differentiated Instruction and
field trip. their
Extra Practice, see p. TR14.
15. Ms. Isak was in charge of the field trip,
and the plan to go to Home Place
was Ms. Isak’s plan. hers

Grammar 153

Differentiated Instruction

Have students make word cards
for the possessive pronouns my,
your, his, her, our, and their. Write
sentences on the board, leaving
a blank where the possessive
pronoun belongs. (My sisters and I
have packed ___ bags.) Read aloud
a sentence and have students
hold up the possessive pronoun
that completes it.
Have students write statements
about things that they own, that
others own, and that they own with
others. Challenge them to use all
the possessive pronouns correctly.
Then pair students and have them
exchange sentences and locate
the possessive pronouns.
Give students extra practice
in using the correct possessive
pronoun before a noun and after
a noun. Write sentences on the
board, leaving blanks where
possessive pronouns belong. (This
is ___ hat. This hat is ___.) Create
different scenarios and have students
complete the sentences for them.
Read the sentences together as
students act out the scenarios.

Grammar 153
 Test Preparation
Remind students to first decide Write the letter of the pronoun that correctly completes
what gender and number pronoun the each sentence.
antecedent calls for. Then they can 1. Hollywood has own 6. Early settlers of the West are
note whether the possessive pronoun version of the West. heroes.
is before the noun or after it. This A they C their A mine C hers
process should allow them to eliminate B its D our B they D our
pronouns that are inappropriate.
2. John Wayne gave own 7. Is this movie or his?
style to the cowboy hero. A our C my
A her C his B hers D her
B their D my
8. The movie High Noon is
3. Are black cowboys part of favorite western.
idea of the West? A my C ours
A your C ours B theirs D hers
Check Grammar B mine D theirs
9. Most of notions about
If... students then... have 4. Black cowboys played the West are romantic.
have difficulty them look part in taming the West. A our C theirs
identifying for possessive A my C theirs B hers D yours
possessive pronouns in their B its D their
pronouns, reading materials 10. History tells own, less
5. Calamity Jane made romantic story.
and note the mark on the American
A ours C its
antecedents for imagination.
B his D their
the pronouns. A our C her
B mine D hers

154 Grammar

154 Grammar
Review
Write the possessive pronoun in each sentence. Summarize
1. A long ride on a horse is my idea of a good time. Ask students to describe possessive
2. Cowboys rode their horses for days on end. pronouns and their use.
3. A horse was a cowboy’s friend, and its care was important.
4. A cowboy often slept outdoors with his saddle for a pillow. • Pronouns that show ownership are
5. My family stayed at a dude ranch for our vacation. called possessive pronouns.
6. The trail guide shared her knowledge about the West. • Possessive pronouns agree with their
7. The fancy bridle and saddle are hers. antecedents in number and gender.
8. Our bunk beds were quite comfortable.
• My, your, her, our, and their are used
9. The top bunk by the door was mine.
before nouns. Mine, yours, hers, ours,
10. The scrapbook you are holding is ours.
and theirs stand alone. His and its
Write the pronoun that correctly completes each sentence. can be used with nouns or can
11. Will you travel by wagon train on (its, your) trip? stand alone.
12. Join (our, ours) week-long expedition out West!
13. All travelers must bring (his, their) own bedrolls.
14. Each team of mules has (their, its) own character.
15. Jenny is stubborn, but (her, his) personality is sweet.
16. Max pulls hard, but he thinks the lead should be (his, their).
17. The campfires are lit, and (their, theirs) light is comforting in Point out that possessive pronouns
the darkness. can make writing easier to read if
18. Are you making coffee over (mine, your) fire? they are used correctly.
19. Max made the flapjacks, so the first ones are (his, my).
No: Are you coming to mine recital?
20. The dust stung (hers, my) eyes as we rode.
21. When I get home, the first shower will be (our, mine). Yes: Are you coming to my recital?
22. The red suitcases with black handles are (your, ours).

Grammar 155

Grammar 155
Order WRITER’S CRAFT

Identify characteristics of a description
of a setting.
Write a description of a setting in a
logical order.
Develop criteria for judging a piece
of writing.
• Read aloud the information about
order in the box.
• Ask students to tell in their own words
what order is. (the arrangement of
details to show their relationship and
to provide flow between them)
Guided Writing
Read each item in Exercise 1 with
students. Ask them how they decided
which type of order was best for
each list.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have
listeners identify the type of order
each writer used.
Order
You may describe a setting, event, or character using many details.
Arranging these details in an order can make your writing easier to
read. You can list details in spatial order—left to right, front to back,
top to bottom. You can list things in order of importance. Events
can be written in time order.
Spatial Order
I see a horse on the left, a cow in the middle, and a chicken on
the right.
Order of Importance
Her sprightly walk surprised me, and her twinkling eyes delighted
me. However, her outrageous purple hat tickled me most of all.
Time Order
The bell rang, books snapped shut, and students poured into the hall.
Write Yes if the items in each list are arranged in order. If they are not,
write the items in order. Write which type of order is used in each list.
1. train engine, caboose, box car engine, box car, caboose; spatial order
2. President, Vice-President, Governor Yes; order of importance
3. summer, spring, winter, fall spring, summer, fall, winter; time order
4. head, shoulders, knees, toes Yes; spatial order
5. wake up, get dressed, eat breakfast, go to school Yes; time order
Describe something you see. Write a paragraph that tells the details in
spatial order, order of importance, or time order. Possible answer is on
page TR36.
156 Writing
RESOURCES
Writing Transparencies 18A, 18B
Writing Rubrics and Anchor Papers p. 26

Check Order
If... students then... read
need more help aloud passages
with order, that use different
types of order
and ask students
to identify the
type of order
and tell why it
was used.

156 Writing
 WRITING MODEL Describe a
Describe a Setting Setting
Setting is the time and place in which a story occurs,
such as a frontier home in the 1870s. A setting
provides a background for a story and can reveal Read aloud the model and the callouts
information about the characters and events. to the left of it. Prepare students to
write their own setting descriptions.

Once Upon a Time on the Plains

PROMPT
Setting includes Our story takes place in a log cabin in the late
both place 1800s. The cabin, built by Jedediah and Earline Write a detailed description of the
and time.
Whitley, sits on a low-rising hill surrounded by tall setting in a favorite story or book.
grasses and plowed land. Behind the cabin is a shed. Include important, vivid details.
A broken plowshare by the shed shows how hard it
has been to “bust” the sod.
Getting Started Students can do
Vivid details As night begins to fall, a kerosene lamp shines
give a sense any of the following.
through the cracks in the plank door. The door is the
of mood.
only opening in the windowless cabin. • Use an organizer (pp. TR28–TR32).
On the left side of the room stands one bed for • Use a picture from the story as the
Details of setting
the parents and one for the two daughters. In the basis for the description.
are presented in middle of the room is a handmade table and four
spatial order.
• Visualize a scene and suggest reasons
chairs. On the right side of the room, a hearth with
a blazing fire throws off heat.
why it looks as it does.
A single framed drawing decorates the wall of the
cabin. This picture shows Jed and Earline when they Editing/Revising Checklist
were much younger and still enslaved.
✓ Are my details in a logical order?
✓ Is there a sense of the mood as well
as the setting?
✓ Do I use possessive pronouns
Writing 157 correctly?

Describe a Self-Evaluation Distribute copies of

Setting p. TR26 for students to fill out.

Focus/Ideas Description with vivid details Description with good details Nonspecific description of No description of setting
that highlight time and place of time and place setting

Organization/ Details ordered spatially or by Order mostly by spatial Confused order of details No discernible order
Paragraphs importance features or importance

Voice Engaging, lively, Writer involved with subject Somewhat involved with Not involved with subject
knowledgeable voice subject

Word Choice Setting conveyed through Setting portrayed through Some vague or repetitive Limited word choice
specific words, vivid images clear language words; little detail

Sentences Structures varied; mature Control over sentence Short, choppy simple Fragments, run-on sentences
writing style structures sentences; lacks variety

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 26.
Writing 157
Indefinite
and Reflexive
Pronouns
Define and identify indefinite and
reflexive pronouns.
Use indefinite and reflexive
pronouns correctly in writing.
Become familiar with indefinite
and reflexive pronoun assessment
on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 158.
Explain that indefinite pronouns
refer to persons, places, or things
in a general way; often they do not
have an antecedent. Point out that
indefinite pronoun subjects must
have verbs that agree in number.
Model I see that everyone and
everybody are singular indefinite
pronouns although it sounds
as though they should be plural. I
will have to be careful to use singular
verb forms with these words: everyone
stands, everybody is clapping. In the
example The cadet imagined herself a
hero, I know that herself is a reflexive
pronoun because it ends in -self and
reflects the action of imagining back
on the subject. (cadet)
158 Grammar
Indefinite and Reflexive Pronouns
Indefinite pronouns may not refer to specific words. They do not
always have definite antecedents: No one got a new uniform.
Some common indefinite pronouns are listed below:
Singular Indefinite Pronouns Plural Indefinite Pronouns
someone, somebody, anyone, few, several, both, others,
anybody, everyone, everybody, many, all, some
something, no one, either, each
• Use singular verb forms with singular indefinite pronouns and
plural verb forms with plural indefinite pronouns: Everyone
wants to go into space. Few get the chance.
Reflexive pronouns reflect the action of the verb back on the
subject. Reflexive pronouns end in -self or -selves:
The cadet imagined herself a hero.
Singular Reflexive Pronouns Plural Reflexive Pronouns
myself, yourself, himself, ourselves, yourselves,
herself, itself themselves
• There are no such words as hisself, theirself, theirselves, or ourself.
Write the indefinite or reflexive pronoun in each sentence. Identify
the pronoun as indefinite or reflexive and singular or plural.
1. Few wonder where the captain is heading. Few; indefinite; plural
2. I asked myself why I had become a cadet. myself; reflexive; singular
3. Each of the cadets knows the way to the space port.
Each; indefinite; singular
4. We transmitted the data ourselves.
ourselves; reflexive; plural
5. Everyone in the class writes a report.
Everyone; indefinite; singular
158 Grammar
RESOURCES
Daily Fix-It Lesson 19
See p. TR7.
See also Daily Fix-It Transparency 19.
Grammar Transparency 19
 Write the correct pronoun in ( ) to complete each sentence.
1. (Everybody, Some) believe that we will find life on Guided Practice
other planets.
Work through the exercise with students.
2. The sun (itself, himself) could not harbor life.
3. (Few, Somebody) know about the vast number of galaxies
To check their understanding of the
in the universe. concept, provide other indefinite and
4. (Someone, Several) in the back row is speaking. reflexive pronouns and ask students to
5. People are kidding (theirselves, themselves) if they think use them in sentences of their own.
there is no other life out there.
6. (All, Each) of the galaxies are bound to contain at least one
planet with conditions like those on Earth.
7. Does (anybody, others) think Mars or Venus has life?
8. (Both, Either) of these planets are close to Earth.
9. (Each, Others) in our solar system are too close or too far • Suggest that students memorize
from the sun. the singular and plural indefinite
10. I thought to (myself, yourselves), “I’ll believe it when I see it.” pronouns. Point out that to make
Write a sentence using the indefinite pronoun and the correct a verb agree with a singular subject,
verb in ( ). it is usually necessary to add -s
Possible answers: or -es.
11. something (seem, seems) Something seems wrong with this planet.
12. all (is, are) All of its life forms are tiny.
• Remind students that self becomes
13. few (want, wants) A few of the astronauts want to bring samples selves to form the plural.
back to Earth.
14. no one (understand, understands)
15. (do, does) anyone remember
14. No one understands how
dangerous this could be.
Independent Practice
15. Does anyone remember the and
disaster that occurred when space
cows were introduced on Earth? Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR14.

Grammar 159

Differentiated Instruction

Write the indefinite and reflexive
pronouns on index cards. Have
teams of students draw a card and
identify the pronoun as indefinite
or reflexive and singular or plural.
For an extra point, a player may
use the pronoun correctly in a
sentence. The team with the most
points wins.
Ask students to write sentences
with indefinite and reflexive
pronouns, expressing some
truth about people or the world.
Model the exercise. (Each of us
wants love and respect. We count
ourselves lucky if we have good
friends.) Have students exchange
papers, identify indefinite and
reflexive pronouns, and check to
see if they are used correctly.
Focus on the difference between
the plural indefinite pronoun both
and the singular indefinite pronoun
either. Place two similar objects
on a table, and on the board write
sentences describing them: Both
of the pencils are yellow. Either of
them is fine for taking notes. Read
the sentences aloud and point out
the plural and singular verb forms.
Repeat the process for pairs such
as no one/few, everybody/all, and
someone/some.

Grammar 159
 Test Preparation
When taking a test, remember that Write the letter of the correct pronoun(s) to complete each sentence.
hisself, theirself, theirselves, and ourself 1. Will you and he go to the 5. wants a black backdrop
are not correct pronoun forms. The play by ? with a few stars.
correct reflexive pronouns are himself, A hisself A Everyone
themselves, and ourselves. B himself B Several
C yourself C Myself
D yourselves D Hisself

2. have dressed as space 6. If of us work an hour or

cadets. so, we can finish the job.
A Several A everyone
B Somebody B all
C No one C each
Check Grammar
D Yourself D anyone
If... students then... read 3. Mary thinks of as the 7. has painted that wall by
have difficulty through test best actress of all. .
identifying items together A anything A Many, theirself
correct forms and model your B yourselves B No one, themselves
of indefinite reasoning as C herself C Someone, himself or
D themselves herself
and reflexive you eliminate D You, yourselves
pronouns, incorrect choices. 4. has any ideas about the
space scenes. 8. of you deserve a hand
A Ourselves because you outdid .
B Both A Some, themselves
C Some B Both, yourselves
D No one C Everyone, itself
D No one, yourself

160 Grammar

160 Grammar
Review
Write the indefinite or reflexive pronoun in each sentence. Summarize
Identify the pronoun as indefinite or reflexive and singular or plural. Ask students to explain indefinite and
1. Many of the cadets laugh during the humorous performance. reflexive pronouns.
Many; indefinite; plural
2. Cadets give themselves enough time to dress every morning.
themselves; reflexive; plural
3. I struggle to understand the computer system while others
• Indefinite pronouns, such as no
learn it right away. others; indefinite; plural one and others, do not always
4. The officer usually does the paperwork herself. herself; reflexive; have definite antecedents.
singular
5. Everyone stands on the bridge of the spacecraft waiting for • Reflexive pronouns reflect the
liftoff and departure. Everyone; indefinite; singular action of the verb back on the
6. A spaceship can be set to fly itself. itself; reflexive; singular subject. Reflexive pronouns end
7. The engineer leaves the hatch open until all have departed. in -self or -selves.
all; indefinite; plural
8. You will have to cook the Voloreain space slugs yourself.
yourself; reflexive; singular
• There are no such words as hisself,
Write the correct pronoun in ( ) to complete each sentence. theirself, theirselves, or ourself.
9. (Many, Everyone) has dreamed about space travel.
10. (Few, Someone) get the chance to do it.
11. Astronauts train (himself, themselves) to live in zero gravity.
12. We told (ourselves, yourselves) we wouldn’t feel the effects.
13. After months in space, (everybody, some) lose muscle mass.
Beginning writers often use reflexive
14. Has (anyone, all) measured space travelers’ heights before and
after their trips?
pronouns incorrectly. For example,
15. The body can adjust (himself, itself) to changes in atmosphere.
Mom baked a cake for Brody and
16. Astronauts face dangers, but (each, few) is glad for the chance to myself is incorrect. Myself and the
travel in space. subject (Mom) do not refer to the
17. Anne pushed (herself, yourself) physically and emotionally at same person. Remind students that
space camp. reflexive pronouns must refer to or
18. I (himself, myself) wouldn’t apply for the space program. reflect back on the subject.

Grammar 161

Grammar 161
Stage WRITER’S CRAFT

Directions Stage Directions

Identify characteristics of a TV script.
Write a TV script with stage directions.
Develop criteria for judging a piece
of writing.
Stage directions can set a scene, describe an
action, or tell a character’s state of mind. Because plays,
shows, and movies happen in “real time,” stage directions
are written in the present tense. They are set in italics or
underlined and enclosed in parentheses.
Examples
(The scene: A suburban kitchen that has a sink full of
dishes.) (Sets the scene)
(He moves slowly toward the door.) (Describes an action)
HENRY (slyly): (Tells character’s state of mind)

Write the purpose of each of the following

• Read aloud the information about
stage directions in the box.
• Ask students to tell in their own words
what stage directions are. (words in a
play that describe a setting or tell how
characters move or express themselves)
Guided Writing
Read each item in Exercise 1 with
students. Have them tell how they
decided the purpose of each stage
direction.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Ask listeners
to describe the scene and characters’
actions in their own words.
stage directions: sets the scene, describes an
action, or tells character’s state of mind.
1. (He picks up the envelope.)
describes an action
2. (suspicious):
tells character’s state of mind
3. (The lights fade. It is night.)
sets the scene
4. (two hours later in the garden)
sets the scene
5. (Suddenly, two llamas enter the room.)
describes an action
6. (He speaks quietly.):
describes an action
7. (impatiently):
tells character’s state of mind
8. (Bedroom is strewn with toys.)
sets the scene
Using only stage directions, write a four-sentence “play.” Set the
scene and describe the characters’ actions. Possible answer:
(Two astronauts enter a stage set as a barren planet surface. Astronaut 1 scratches
her head as if she has forgotten something. Astronaut 2 puts his hands on his hips
and looks exasperated. Astronaut 1 exits sheepishly and returns with a map.)
162 Writing
RESOURCES
Writing Transparencies 19A, 19B
Writing Rubrics and Anchor Papers p. 27

Check Stage Directions

If... students then... read part
need more help of a play together
with stage and have students
directions, follow its stage
directions and tell
what they add to
the play.

162 Writing
 WRITING MODEL TV Script
TV Script
Read aloud the model and the callouts
A TV script, or play written to be performed on television, is to the left of it. Prepare students to
similar to a story. It has characters, plot, setting, and dialogue.
A TV script is also similar to a play. It has stage directions.
write their own TV scripts.

Script begins with O’Brien’s Dilemma PROMPT

title, characters,
and setting.
adapted from Mother Fletcher’s Gift Rewrite part of a story you have read
CHARACTERS: as a TV script. List characters and write
Officer O’Brien, a New York City police officer stage directions and dialogue.
Mother Fletcher
SETTING: (Interior: A small but spotless bedroom.
O’BRIEN is standing by a bed. MOTHER FLETCHER is Getting Started Students can do
sitting upright in the bed, looking stern.) any of the following.
O’BRIEN: (getting out his pad): What’s your name, • Use an organizer (pp. TR28–TR32).
please?
• With others, read the material aloud
MOTHER FLETCHER: I’m Mother Fletcher. Now are you
going to get me an ambulance?
and discuss how to rewrite it.
Dialogue reveals
character traits. O’BRIEN: We can’t call an ambulance for just anyone. • Listen to part of a TV show and
MOTHER FLETCHER: Look here! I am not just anyone. write a script for it.
I am Mother Fletcher. Use that radio of yours.
(O’BRIEN f lips out his radio and calls dispatch.)
Stage directions O’BRIEN: All right, Ma’am. (to radio) Dispatch, I
Editing/Revising Checklist
help with mood have a 519 here at 221 145th Street, requesting an ✓ Do my stage directions establish
and action.
ambulance. Subject is—(to MOTHER FLETCHER) What character and setting?
is your age? ✓ Does my dialogue sound natural?
MOTHER FLETCHER: (glaring at him): Full grown.
(Fade to black)
✓ Do I use indefinite and reflexive
pronouns correctly?

Writing 163
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

TV Script

Focus/Ideas Script with strong, natural Script with good dialogue and Script with weak or unnatural Script with little or no dialogue
dialogue and clear action action dialogue and action or action

Organization/ Events told in sequence; uses Events in logical order; script Sequence and script format Lacks sequence of events or
Paragraphs correct script format format mostly correct attempted script format

Voice Engaging, lively; well-defined Characters differentiated Tries to be involved with Not involved with characters
characters from one another characters

Word Choice Specific words, vivid images Clear, interesting language Some vague, repetitive, or Incorrect or limited word
incorrect words choice

Sentences Sentences well constructed Control over sentence Choppy sentences; lacks Run-on sentences,
and varied structures variety inappropriate fragments

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 27.
Writing 163
Using Who
and Whom
Define and identify the proper use
of the pronouns who and whom.
• Use who and whom correctly in
writing.
• Become familiar with who and whom
assessment on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 164. Explain
that who is a subject pronoun, just as
he, she, we, and they are, and whom is
an object pronoun, just as him, her, us,
and them are.
Model I know that who is a
subject in the second example
(My brother asked who had
called me.) because who had called me
is a clause and who is its subject. On
the other hand, in the final example
(Whom did you tell?), I know that Whom
is not the subject because it is a direct
object and shows who received the
action. (tell) In this question, the subject
is you.
164 Grammar
Using Who and Whom
The pronoun who is used as a subject of a sentence or clause.
Who called me? (Who is the subject of the sentence.)
My brother asked who had called me. (Who is the subject
of the dependent clause who had called me.)
The pronoun whom is used as the object of a preposition or
as a direct object.
To whom did you give the assignment? (Whom is the
object of the preposition to.)
This was an assistant whom he trusted. (Whom is the
direct object of the verb trusted in the dependent clause
whom he trusted.)
Whom did you tell? (Whom is a direct object.)
You can check if whom should be used as a direct object.
Change the word order so that the subject comes first.
(Whom did you tell? You did tell whom?)
Write the pronoun in ( ) that correctly completes each sentence.
1. (Who, Whom) invested in Edison Electric Light Company?
2. With (who, whom) did Edison test ideas for an invention?
3. (Who, Whom) gave us the most valuable inventions?
4. The committee decided on (who, whom) they would award
the Nobel Prize.
5. The helper (who, whom) worked hardest became the top
assistant.
6. The scientist (who, whom) you met made a wonderful
discovery.
164 Grammar
RESOURCES
Daily Fix-It Lesson 20
See p. TR7.
See also Daily Fix-It Transparency 20.
Grammar Transparency 20
 Write who or whom to complete each sentence correctly. Then write
subject, object of preposition, or direct object to identify how the word
is used in the sentence.
Guided Practice
1. To shall we award the honor “Greatest Inventor”?
Work through the exercise with
2.
whom; object of preposition
did more than Thomas Edison? Who; subject
students. Then ask them to use who
3. Edison’s workers admired “the old man,” worked harder
and whom in their own sentences to
and longer than anyone. who; subject see if they have grasped the concept.
4. The person for Edison worked was the consumer.
whom; object of preposition
5. Someone sees a use for a product will buy it. who; subject
6. did you choose for your report? Whom; direct object
7. Charles Batchelor, was a machinist, became Edison’s right-
hand man and close friend. who; subject
• Point out to students that either
8. Visitors visited Edison’s lab in December 1879 could not who or whom may be the first word
believe their eyes. who; subject in a clause. The clause need not
9. believed electricity could be used to light the darkness? begin with its subject. For example,
Who; subject
10. This genius, for no task seemed too difficult, was dubbed in I must find someone whom I can
the Wizard of Menlo Park. whom; object of preposition trust, the clause whom I can trust
11. will you discuss in your report on inventors? has the subject I and the direct
Whom; direct object
12. I admire Leonardo da Vinci, worked in many different object whom.
fields. who; subject
13. Claire will write about Bell, to we owe the telephone.
whom; object of preposition
Choose who or whom to complete each sentence correctly. Then Independent Practice
write this sentence and answer or explain it with another sentence.
Possible answers are on page TR36. and
14. (Who, Whom) is your favorite inventor?
Have students complete the exercises.
15. If you could go back in time, (who, whom) would you most like
For Differentiated Instruction and
to meet?
16. Someone (who, whom) has original, creative ideas is .
Extra Practice, see p. TR14.
17. A person (who, whom) I know well is .
18. If you could choose one person as your role model, (who,
whom) would you choose?

Grammar 165

Differentiated Instruction

Have students write questions
they could ask someone they have
just met. Challenge them to use
who and whom correctly. Model
the exercise. (Who is your favorite
baseball player? For whom would
you like to work when you grow
up?) Pair students to read each
other’s work and check usage.
Have each student write five
sentences using whom correctly.
Then pair students and have
partners read each other’s
sentences. They should identify
if whom is used correctly and
tell if it is used as the object of a
preposition or as a direct object.
Have students repeat the activity
with sentences using who.
On the board, write questions
with who and whom. (Who knows
the date? Whom did they see?)
Read the questions together
and then have students identify
the subject and verb in each
question. Show that whom must
be the direct object by rewording
the second question: They did see
whom? Have students write their
own questions with who
and whom.

Grammar 165
 Test Preparation
If students are confused about whether Write the letter of the answer that tells how the underlined word
to use who or whom in a question, is used in the sentence.
suggest that they make the question 1. To whom did you speak? 3. A friend whom you remember
into a statement and try substituting A subject well called last night.
he or him. If he sounds correct, use who. B object of preposition A object of preposition
If him sounds correct, use whom. C direct object B adjective
D noun C direct object
From (who, whom) did you receive the
D subject
news? 2. The person who answered
You received the news from he. the phone was a man. 4. You are the one to whom she
A direct object wished to speak.
You received the news from him. B verb A verb
The second sentence sounds correct, so C subject B subject
whom is correct. D object of preposition C direct object
D object of preposition

Write the letter of the sentence that is correct.

5. A Whom are you inviting? 7. A Who invented lightning

B With who did she attend? rods?
C He is a boss who B Ben Franklin is the one
everyone admires. whom did that.
D Whom said that? C The guide tells anybody
Check Grammar whom asks.
6. A Whom is going with us? D With who did Franklin
If... students then... work B Joe, whom you know, work?
have difficulty through test will go.
items 5–8 8. A Who shall we ask?
deciding when C The woman who you saw
will be our guide. B That is the person to
to use who with students, who I gave the job.
D Everyone whom visits
and whom, pointing out why the museum loves it. C You know who will do
who or whom the best job.
D For who did you vote?
is correct or
incorrect in each
166 Grammar
answer choice.

166 Grammar
Review
Write the pronoun in ( ) that correctly completes each sentence. Summarize
1. (Who, Whom) shall we study next? Ask students to distinguish between
2. Thomas Edison is the inventor for (who, whom) I am voting. who and whom and tell when each
3. Inventors are people (who, whom) are curious and practical. should be used in a sentence.
4. I don’t know anyone (who, whom) doesn’t admire inventors.
5. (Who, Whom) was the most inventive American? • Use who as a subject of a sentence
6. Many people (who, whom) invented practical objects or clause.
contributed to our country. • Use whom as the object of a
7. I’d like to thank the person (who, whom) invented the safety pin. preposition or as a direct object.
8. There isn’t anyone for (who, whom) this invention isn’t useful.
9. (Who, Whom) would you thank for inventing something?
• To check if whom should be used as
10. The inventor of the microwave oven is someone (who, whom)
a direct object in a question, change
I would applaud. the word order so that the subject
comes first.
Write who or whom to complete each sentence
correctly. Then write subject, object of
preposition, or direct object to tell how
the word is used in the sentence.
11. (Who, Whom) did the teacher praise?
direct object
12. (Who, Whom) asked that question? subject
Point out that who and whom are
13. (Who, Whom) were Dot and Dash? subject
especially useful in interviews and
14. Those were Edison’s nicknames for his son and daughter, biographical writing. Students should
(who, whom) he loved dearly. direct object
strive to use them correctly to avoid
15. Edison is a historic figure for (who, whom) I have great admiration.
object of preposition confusing readers about the subject.
16. To (who, whom) shall I give this photograph?
object of preposition
17. It shows a man (who, whom) is probably Thomas Edison. subject
18. It also shows two children, (who, whom) must be Dot and Dash.
subject
19. Do you recognize (who, whom) is standing in the background?
subject
20. No, but it might be Batchelor, (who, whom) the family knew well.
direct object

Grammar 167

Grammar 167
Know Your WRITER’S CRAFT

Purpose Know Your Purpose

Identify characteristics of a summary.
Write a summary for a test that
does not stray from the purpose for
writing.
Develop criteria for judging a piece
of writing.
• Read aloud the information in the
box about knowing your purpose.
• Ask students to tell in their own
words why a writer should know his
or her purpose. (in order to focus and
use appropriate style and language)
Knowing your purpose for writing helps you match how
you write with what you write. It also helps you keep your writing
“on track,” so you don’t stray from your topic. Three common
purposes for writing are to entertain, to inform, and to persuade.
Write the main purpose of each writing assignment.
To entertain To inform To persuade
1. Comedy TV script To entertain
2. Recipe for making cornbread To inform
3. Letter to voters from a candidate for mayor To persuade
4. Fairy tale To entertain
5. Instructions for using a digital camera To inform
6. News report To inform
7. Ad for a new shampoo To persuade
8. Story about a pet To entertain
9. Explanation of how a bird preens its feathers To inform
10. Humorous introduction to a speech To entertain
11. Letter convincing a parent to raise your allowance To persuade
12. Short biographical sketch To inform

What do you know about Thomas Edison or another inventor?

Guided Writing Use some of these facts to write a persuasive paragraph. Your
Read each item in Exercise 1 with purpose is to convince readers that this person is one of the
students. Ask them how they decided world’s greatest inventors. Possible answer is on page TR36.
the purpose of each writing assignment.

Independent Writing 168 Writing

Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
point out details and words that they
found especially persuasive.
RESOURCES
Writing Transparencies 20A, 20B
Writing Rubrics and Anchor Papers p. 28

Check Knowing Your Purpose

If... students then... point
need more help out details and
with knowing words that
their purpose, enhance a
piece of
persuasive
writing. Repeat
with an
informative
piece and an
entertaining
piece.

168 Writing
 WRITING MODEL Writing for Tests
Writing for Tests
Write a summary of a biography, story, or play that Read aloud the model and the callouts
you have read recently. Begin with a topic sentence to the left of it. Prepare students to
that explains what the selection is about. Then write their own summaries for a test.
include only the most important details.

PROMPT
Space Cadets: A Summary Write a summary of a story or article
Summary starts Space Cadets is a humorous play about a you have read. Include a topic sentence
with topic spaceship crew that encounters life on a new planet. and the most important details.
sentence.
In Scene 1, we meet the Captain, First Officer,
and Ensign in a spoof of TV science-fiction shows. The
Getting Started Students should do
Captain is full of bluster, and the Ensign is eager. They
Events are
and most of the crew are not very bright. Soon the
the following.
explained in
sequence. ship arrives at an alien world. The Captain appoints • Read the prompt and develop a plan
an away team—the First Officer and two space for what they want to say.
cadets, Tom and Harold. • Support their ideas with facts,
In Scene 2, team members arrive on the planet’s
examples, and details.
Writer uses own surface where they try to talk to a “space cow.” They
words or uses ignore Mog and Og, two aliens who look “like space
• Check their writing for errors.
quotation marks dogs.” Eventually, the humans get scared and dash
if words are
copied from text. back to their ship. Og and Mog, who turn out to be Editing/Revising Checklist
intelligent life forms, are left behind, saying, “There is
no intelligent life out there.”
✓ Do I cover the main idea and
important details of the selection?
✓ Have I used my own words?
✓ Have I used who and whom correctly?

Writing 169
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Summary

Focus/Ideas Clear, focused summary; Clear summary; good details Few details and/or lack of Summary lacking in details
holds reader’s attention focus in summary or development

Organization/ Excellent topic sentence; Uses topic sentence and Structure not clear; Lacks structure and topic
Paragraphs logical, smooth order logical structure unfocused topic sentence sentence

Voice Engaging, lively; shows Writer engaged with subject Weak voice Not engaged with subject
authority

Word Choice Thorough knowledge of Good sense of subject; uses Uses some vague, repetitive, Incorrect, limited word
subject; uses specific words mostly specific words or incorrect words choice

Sentences Sentence structures varied and Control over sentence Choppy sentences; no variety Fragments, run-on sentences
interesting structures

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 28.
Writing 169
Contractions
and Negatives Contractions and Negatives
A contraction is a shortened form of two words. An
apostrophe is used to show where one or more letters have
been left out. Some contractions are made by combining
Define and identify contractions pronouns and verbs: we + have = we’ve. Other contractions
and negatives. are formed by joining a verb and not or have: should + not =
shouldn’t; could + have = could’ve.
Use contractions and negatives • Won’t and can’t are formed in special ways (can + not =
correctly in writing. can’t; will + not = won’t).
Become familiar with contraction Negatives are words that mean “no” or “not”: no, not, never,
and negative assessment on high- none, nothing. Contractions with n’t are negatives too. To
make a negative statement, use only one negative word.
stakes tests.
No Don’t never use the wrong zip code.
Yes Don’t ever use the wrong zip code.
• Use positive words, not negatives, in a sentence with not.
Negative Positive Negative Positive
nobody anybody, nothing anything,
Read aloud the definitions and somebody something
examples in the box on p. 170. no one anyone, nowhere anywhere,
someone somewhere
Remind students that a contraction
none any, all, some never ever, always
uses an apostrophe to show that a
letter or letters have been left out. An
error called a double negative occurs Write the contraction for each pair of words.

when two negative words are used 1. they are they’re 3. should not shouldn’t 5. we will we’ll
in a sentence. 2. I have I’ve 4. he is he’s 6. will not won’t

Write the word in ( ) that correctly completes each sentence.

Model I know that 7. Nothing should (ever, never) go wrong at a wedding.

8. The groom wasn’t (nowhere, anywhere) to be found.
contractions are formed by
joining two words and leaving
170 Grammar
out a letter or letters. For example,
the contraction we’ve is made by
joining we and have and putting RESOURCES
an apostrophe in place of ha. The
contraction formed from will and not Daily Fix-It Lesson 21
is different because it changes spelling See p. TR7.
and leaves out letters: won’t. I know See also Daily Fix-It Transparency 21.
that the sentence Don’t never use the Grammar Transparency 21
wrong zip code is wrong because it
contains two negatives.

170 Grammar
 Write the contraction in each sentence. Then write the two words
used to form the contraction.
Guided Practice
1. Martha wished she’d planned a smaller wedding. she’d; she had
Work through the exercises with
2. Didn’t you think the flowers were beautiful?
Didn’t; Did not students. To check their understanding
3. Ben and I would’ve arrived earlier if possible.
would’ve; would have of the concept, write sentences with
4. The bride and groom look as though
errors in contractions and negatives on
they’re happy. they’re; they are
the board for students to correct.
5. When do you think they’ll serve
the cake? they’ll; they will
6. You’d be amazed at how expensive
a wedding can be. You’d; You would
7. Who’s got the rings? Who’s; Who has
8. That’s the most beautiful wedding gown ever! • Point out that the contraction ending
That’s; That is
9. Judy can’t wait for the bride to throw her ’d can stand for would or had and ’s can
bouquet. can’t; cannot stand for is or has. The context of the
10. The band wouldn’t play until after dinner. sentence tells which word is intended:
wouldn’t; would not
Rewrite each sentence to make it a negative
He’d lost his pen. (He had) You’d have
sentence. Change the underlined word to a liked it. (You would) She’s nervous.
negative word or a contraction. (She is) She’s calmed down. (She has)
Example Everybody thought the wedding was too long.
Answer Nobody thought the wedding was too long.
Example Did you take any pictures at the ceremony?
Answer Didn’t you take any pictures at the ceremony?
Independent Practice
11. Some of the guests cried during the ceremony. None and
12. Has anyone passed out the little packages of birdseed? no one Have students complete the exercises.
13. The guests will throw seeds at the departing couple. won’t For Differentiated Instruction and
14. The seeds do remain on the concrete because birds eat them. don’t Extra Practice, see p. TR15.
15. The couple has decided on a honeymoon site. hasn’t
16. Almost everyone thinks the couple should go to Puerto Rico. no one

Grammar 171

Differentiated Instruction

Have students write contractions
on one side of index cards and the
words used to form them on the
other. In pairs, they can use the
cards as flash cards to check each
other’s knowledge of contractions.
They can also form teams and
see which team can get the most
points for spelling the contraction
correctly when shown the words
used to form it.
Have pairs of students write a
dialogue between friends. Ask
them to use contractions as they
would in normal speech. Then
have them rewrite the dialogue
replacing each contraction with
the words used to form it. They
can then read the dialogues
aloud and evaluate which
sounds more natural.
On the board, write a sentence
using a double negative: Nobody
said nothing to me. Underline the
two negatives. Read the sentence
with students. Explain that one
negative must be replaced by
a positive word. Have students
check the chart on p. 170 and
suggest a correction: Nobody said
anything to me. Read the corrected
sentence aloud together. Continue
with other sentences.

Grammar 171
 Test Preparation
Remind students that it’s is a contraction Write the letter of the item that correctly completes each sentence.
of it is. You’re is a contraction of you are. 1. It if we leave early. 5. I prettier shade of green.
The contractions it’s and you’re are often
A doesn’t hurt no one A haven’t never seen a
confused with the possessive pronouns B don’t hurt no one B haven’t ever seen a
its and your. C doesn’t hurt anyone C havent ever seen a
No: Its too bad the cake lost it’s top. D doesnt hurt anyone D haven’t ever seen no

Yes: It’s too bad the cake lost its top. 2. walk with the groom? 6. They make a toast before.
No: Your brave to plan you’re wedding A Doesn’t someone never A hadn’t never watched
B Doesn’t someone ever anyone
outdoors.
C Don’t no one ever B hadn’t ever watched no
Yes: You’re brave to plan your wedding D Does’nt anyone ever one
outdoors. C hadn’t ever watched
3. The taller bridesmaids . anyone
D hadnt’ ever watched
A didn’t wear any heels
anyone
B didnt wear heels
C didn’t wear no heels 7. take a baby to a wedding.
D wasn’t wearing no heels
A Nobody should ever
4. The bride’s grandparents . B Nobody shouldn’t ever
C Nobody should never
A didn’t never sit out a dance
Check Grammar D Nobody should not
B didnt sit out no dance
C didn’t sit out no dance 8. I like that violin solo.
If... students then... have
D didn’t sit out a dance
have difficulty them look for A had never heard nothing
identifying contractions in B hadn’t ever heard nothing
C had never heard anything
and using their reading D hadnt’ ever heard anything
contractions materials and
and negatives, listen for double
negatives in
conversations.
172 Grammar

172 Grammar
Review
Write the contractions for the underlined words in the sentences. Summarize
1. They are getting married in a month. They’re Ask students to describe contractions
2. The invitations have not been sent yet. haven’t and negatives and tell how to use them.
3. They will be addressed by a calligrapher. They’ll
• A contraction is a shortened form of
4. The groom will not forget to rent his tuxedo. won’t
two words.
5. The church is quaint, and it is perfect for a small wedding. it’s
• An apostrophe is used to show
6. The groom’s best friend said he would be the best man. he’d
where one or more letters have
7. The day could not be more beautiful. couldn’t
been left out.
8. The bride cannot remember where she put the corsages. can’t
9. Hannah did not sign the guest book yet. didn’t
• Contractions are formed by
combining pronouns and verbs or
10. If you do not hurry, we are going to be late. don’t; we’re
verbs and not or have.
Write the word in ( ) that correctly completes each sentence.
• Negatives are words that mean
11. They couldn’t find the photographer (anywhere, nowhere).
“no” or “not.” No, not, never, none,
12. The planner isn’t leaving (nothing, anything) to chance. nothing, and contractions with n’t
13. The soloist hasn’t (ever, never) sung at a wedding. are negatives.
14. No one (was, wasn’t) going to leave until the bride and groom
drove away.
• Never use more than one negative
word to make a negative statement.
15. Didn’t (anyone, no one) make a “Just Married” sign for the car?
16. None of the guests (could, couldn’t) believe how perfect
everything looked.
17. The ice sculpture couldn’t have been (no more, more) intricate.
18. Rob doesn’t think he’ll (ever, never) get married.
19. Can’t (nobody, anybody) plan a truly simple wedding? A negative word means “no” or
20. There isn’t (no, an) answer to that question. “not.” Use only one negative word
to make a sentence say “no” or “not.”
No: Sarah doesn’t never write
her mother.
Grammar 173
Yes: Sarah doesn’t write her mother.
or Sarah never writes her mother.
No: They didn’t have nowhere to go.
Yes: They didn’t have anywhere to go.
or They have nowhere to go.

Grammar 173
Sensory Details WRITER’S CRAFT

Sensory Details
Sensory details appeal to the reader’s senses—sight,
Identify characteristics of a
hearing, smell, taste, and touch. By using these details,
literary review. writers help readers visualize the characters, places, and
Write a literary review using events in a piece of writing.

sensory details. Sight sunburned nose, blue eyes

Hearing soft whisper, roar of a crowd
Develop criteria for judging a Smell odor of fresh-baked cookies, sweaty locker room
piece of writing. Taste sour lemon, spicy burrito
Touch rough bark, slippery mud

Write the sense to which each sentence mainly appeals.

sight hearing smell taste touch

• Read aloud the information about
sensory details in the box.
• Ask students to tell in their own
words what sensory details are.
(words that appeal to readers’ senses
and help them visualize)
Guided Writing
Read each item in Exercise 1 with
students. Have them identify the sense
appealed to in each sentence and point
out the sensory details.
1. The rusted-out blue car was covered with dried mud. sight
2. A searing pain shot up my arm when I tried to move it. touch
3. Birds chirped cheerfully after the storm. hearing
4. The frosting was creamy, sweet, and rich. taste
5. Roses filled the air with their scent. smell
6. The flower girl looked like an angel in her lilac dress. sight
7. Majestic strains of the wedding march filled the church. hearing
8. The child’s face was hot and sticky. touch
Write four sentences about attending a
wedding reception. Appeal to at least
four of the reader’s senses.
Possible answer is on page TR36.

Independent Writing
174 Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
identify sensory details and tell what RESOURCES
senses they appeal to.
Writing Transparencies 21A, 21B
Writing Rubrics and Anchor Papers p. 29

Check Sensory Details

If... students then...
need more help read aloud
with sensory appropriate ads
details, or descriptive
passages in their
reading materials
and discuss
sensory details
that appeal to
each sense.

174 Writing
 WRITING MODEL
Literary Review
The writer of a literary review describes a work’s strengths
and weaknesses. A review also gives information about the
work (but not a plot summary) to potential readers.
The View from Saturday: A Review
The View from Saturday by E. L. Konigsburg
is about a boy writing a “B & B letter” to his
Author’s words grandparents. A “B & B letter,” Noah explains, “is a
are placed in
quotation marks. bread and butter letter you write to people to thank
them for having you as a houseguest.”
Noah doesn’t want to write the letter. However,
Writer provides as he thinks back on his vacation, he realizes that he
information about
had an exciting time and that writing a B & B letter is
main character.
the least he could do.
The story is indeed funny. Noah takes the reader
along as he recalls his fun-filled vacation. His
Writer expresses recollections of the wedding made me laugh out loud.
opinion and Noah often calls a recollection a “Fact,” as in
supports it
“Fact: The cake was beautiful.” This adds an unusual
with facts
and examples. rhythm to the story. The View from Saturday is
recommended reading for anyone who wants a
good laugh.
Writing
Literary
Review
Read aloud the model and the callouts
to the left of it. Prepare students to
write their own literary reviews.
PROMPT
Write a review of a story you have read.
Briefly tell about the story. Give your
opinion and reasons for it.
Getting Started Students can do
any of the following.
• Use an organizer (pp. TR28–TR32).
• Ask classmates to explain their
reactions to the story.
• List sensory details from the story to
use in the review.
Editing/Revising Checklist
✓ Have I included only important facts
and details?
✓ Do I give a good sense of what the
story is like?
175
✓ Do I use contractions and
negatives correctly?

Literary Self-Evaluation Distribute copies of

Review p. TR26 for students to fill out.

Focus/Ideas Review with supporting Review with clear opinion Review with unclear opinion Review lacking clarity
opinion and strong details and good supporting details and few supporting details or development

Organization/ Introduction; main Has all parts; order of ideas/ Tends to stray; lacks Lacks organization
Paragraphs ideas followed by details mostly logical introduction and conclusion
details; conclusion

Voice Engaging, lively, individual Writer involved with subject Tries to be involved Not involved with subject
with subject

Word Choice Specific words, vivid images Clear, interesting language Some vague, repetitive, or Incorrect or limited
incorrect words word choice

Sentences Structures varied; Control over simple Choppy sentences; Fragments, run-on sentences
sustains interest sentence structures lacks variety

Conventions Excellent control Reasonable control with Errors that may Frequent errors that
and accuracy few errors prevent understanding affect meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 29.
Writing 175
Adjectives
and Articles
Define and identify adjectives
and articles.
Use adjectives and articles correctly
in writing.
Become familiar with adjective
and article assessment on high-
stakes tests.
Read aloud the definitions and
examples in the box on p. 176. Point
out that while most adjectives precede
the noun they modify, adjectives can
also follow a linking verb: a warm wind,
the wind was warm. Explain that some
words may be used as proper nouns or
proper adjectives: I am an American.
Where is the American embassy?
Model The first set
of examples shows how
adjectives can describe nouns
or pronouns. White and warm are
adjectives because they tell what kind
of sand and wind. Several and one tell
how many workers and men. That and
those tell which houses. In the second
set of examples, the article a appears
before long because long begins with
a consonant sound. An appears before
awful because awful begins with a
vowel sound.
176 Grammar
Adjectives and Articles
An adjective describes a noun or pronoun. It tells what
kind, how many, or which one.
What Kind The sun shone on the white sand.
The wind was warm.
How Many Several workers rested.
One man read a newspaper.
Which One César lives in that house.
Those houses belong to the landowner.
The articles a, an, and the appear before nouns or other
adjectives. Use a before a word that begins with a consonant
sound. Use an before a word that begins with a vowel sound.
Use the before words beginning with any letter.
He spent a long day pulling beets out of the ground.
It was an awful job.
A proper adjective is formed from a proper noun. Proper
adjectives are always capitalized.
César Chávez is an American hero.
Write each sentence. Underline adjectives once and articles twice.
1. That meeting was held at an abandoned theater in Fresno.
2. Green vineyards fill the valleys in California.
3. Plump grapes drooped on many vines.
4. César Chávez was good at solving a problem.
5. Imagination is required to find a nonviolent solution.
6. Chávez touched the new Italian suit.
7. Biographies are the stories of real people.
8. Hot sun baked the ground in Arizona.
176 Grammar
RESOURCES
Daily Fix-It Lesson 22
See p. TR8.
See also Daily Fix-It Transparency 22.
Grammar Transparency 22
 Write the adjectives in the sentences. Do not write the articles. Write
whether each adjective tells what kind, how many, or which one.
Answers are on page TR36. Guided Practice
1. That family ate outside on warm nights.
Work through the exercise with
2. The little boy listened as aunts and uncles told magical tales.
students. To check their understanding
3. The Southwestern ranch had eighty acres of fertile land.
of the concept, write a sentence on the
4. The family had lived in this place for fifty years.
board. Have students add adjectives,
5. For several years there was a terrible drought.
articles, and proper adjectives to it.
6. The earth became dry and hard.
7. Those people had to leave that life behind.
8. The small Hispanic boy worked in the hot fields in California.
9. By evening, every worker was exhausted.
10. Most workers lived in substandard housing.
11. The American dream was only a dream for these people. • Remind students that some words
12. Thirty years later, the boy had become a great leader.
can function as more than one part of
speech. That can be a pronoun (Who
said that?) or an adjective. (that field)
Imagined can be a verb (He imagined a
better way.) or an adjective. (Imagined
dreams are sweetest.)

Add your own adjectives and articles to complete each sentence.

Write the sentences.
Possible answers:
13. landowners treated their workers badly.
Independent Practice
Some wealthy; field
14. Children of these workers missed days of school.
and
migrant; many
15. ___ man worked to improve conditions for farmworkers. Have students complete the exercises.
One shy; the awful
16. Their methods would be strikes and marches. For Differentiated Instruction and
long; peaceful
17. grapes in vineyards were left to rot. Extra Practice, see p. TR15.
Sweet, ripe; the rich California
18. workers marched with determination to spread the word.
The inspired; gritty
19. By the end of the march, people had joined the cause.
several thousand
20. They earned conditions for the workers.
better
Grammar 177

Differentiated Instruction

Provide students with simple
sentences: Workers pick crops.
Children labor too. They drink
water. Ask them to make the
sentences more specific and
descriptive by adding adjectives
and articles they chose from a
word bank. (good, many, the,
ripe, fragile, careful, small, some,
cool, clean) Have them take turns
writing their sentences on the
board and underlining the words
they added.
Copy a poem that has many
adjectives, leaving blanks where
some of the adjectives belong.
Have pairs of students discuss
what words they think should go
in the blanks and complete the
poem with the words. After pairs
read their poems aloud, provide
the original poems. Discuss which
adjectives best suit the poem’s
subject and mood.
Write a short paragraph on the
board, leaving blanks where
articles belong. Explain that a and
an refer to any one person, place,
or thing. The refers to specific
persons, places, or things. Read
the paragraph aloud with students,
helping them choose which article
to write in each blank.

Grammar 177
 Test Preparation
Remind students that adjectives do not Write the letter of the adjective in each sentence.
always appear before a noun or pronoun. 1. A shy person will not speak 6. Do you think English is
They may also appear after a linking verb. in public. difficult?
Then they are called predicate adjectives. A shy C speak A English C is
Before noun: Happy children played B public D will B think D difficult
games at recess.
2. That speech took courage 7. Those boys need shoes and
After verb: The children were happy and determination. coats.
with their games. A That C and A Those C and
B courage D took B coats D need

3. The entire group listened 8. Fresh produce is brought by

carefully to his words. trucks to our stores.
A group C entire A brought C Fresh
B words D to B by D stores

4. Some women wore shawls 9. Hard-working laborers give

Check Grammar over their shoulders. us this abundance.
A Some C wore A give
If... students then... provide B women D over B Hard-working
have difficulty sentences on the C us
identifying board and have 5. The Spanish language D abundance
sounds musical
adjectives, students identify to me. 10. The majority of these workers
the adjectives A me are Mexican-American.
and the words B language A majority
they modify. C musical B Mexican-American
D sounds C workers
D are

178 Grammar

178 Grammar
Review
Write each sentence. Underline adjectives once and articles twice. Summarize
1. Most people do not like changes in the world. Ask students to summarize what they
2. Courageous, wise leaders must persuade us. learned about adjectives and articles.
3. If we are comfortable, no change seems necessary.
• An adjective describes a noun or
4. The people who are miserable need help.
pronoun. It tells what kind, how
5. An action will affect the world in some way.
many, or which one.
6. A person can help make the world a better place.
• A, an, and the are adjectives
7. The task is not easy, but it is worthwhile.
called articles.
Write a, an, or the to complete each sentence. Choose the article that • An adjective formed from a proper
makes sense and follows the rules for articles.
noun is a proper adjective. Proper
8. migrant workers organized a protest march. The adjectives are capitalized.
9. Hundreds of people stood quietly and watched marchers. the
10. Dorothy watched them for more than hour. an
11. Then she worked for the rights of migrant workers for
lifetime. a
12. Any person who tries to right wrongs is called activist. an
Writers use vivid adjectives to create
Write the adjectives in the sentences. Do not write the articles. Write
clear pictures for their readers.
whether each adjective tells what kind, how many, or which one.
13. Six billion people live on the Earth.
Vague: The child wore a hat.
Six billion, how many
14. Millions do not have clean water or decent food. Vivid: The tiny, bright-eyed child
clean, what kind; decent, what kind
15. In some Asian countries, children work sixteen hours each day. wore a large, floppy hat.
some, how many; Asian, what kind; sixteen, how many; each, how many
16. How can we solve those problems?
those, which ones
17. The leader’s brave words inspired every listener.
brave, what kind; every, how many
18. These excited men and women will talk until dawn.
These, which ones; excited, what kind
19. The future was looking bright.
bright, what kind
20. Determined people can do wonderful things.
Determined, what kind; wonderful, what kind

Grammar 179

Grammar 179
 Use Adjectives WRITER’S CRAFT

to Persuade Use Adjectives to Persuade

Identify characteristics of a letter to
the editor.
When trying to convince readers to agree with you, use
adjectives to persuade. Adjectives can be used to make
their subjects sound more positive or more negative.
However, as with other opinions, you should support
persuasive adjectives with facts.

Write a letter to the editor using Descriptive Adjectives

adjectives to persuade. purple house, big truck, small shoes, thick smoke
Persuasive Adjectives
Develop criteria for judging a piece attractive house, monstrous truck, stylish shoes,
of writing. obnoxious smoke

Write the persuasive adjectives that the writer uses in the

• Read aloud the information in the box
about using adjectives to persuade.
• Ask students to tell in their own
words what persuasive adjectives are.
(describing words that suggest positive
or negative qualities of a person, place,
or thing)
Guided Writing
Read the paragraph in Exercise 1
with students. Have them point out
persuasive adjectives and note whether
they are used to make their subjects
sound positive or negative.
following paragraph.
(1) The grape farmers had unfair rules for their migrant workers.
(2) Many noble grape pickers stood up against these written rules.
(3) The farmers took unreasonable steps to stop the picketing. (4)
There were violent confrontations between the wealthy farmers and
the downtrodden workers. (5) Many people didn’t get involved in
the righteous conflict. (6) Were they too lazy, or were they biased?
Write four sentences to support the
following opinion. Use persuasive
adjectives.
Opinion: Housework is unfair!
Possible answer: Housework is boring.
There are too many heavy items to
pick up and put away. Our peaceful
home life is being disrupted. Harmful
dust is stirred up.
180 Writing

RESOURCES
Independent Writing
Ask volunteers to read aloud their Writing Transparencies 22A, 22B
responses to Exercise 2. Have listeners Writing Rubrics and Anchor Papers p. 30
identify persuasive adjectives and
discuss their effectiveness.

Check Using Adjectives to Persuade

If... students then... provide
need more neutral sentences
help with on the board, have
using adjectives students brainstorm
to persuade, persuasive adjectives
to add, and discuss
their effect.

180 Writing
 WRITING MODEL Letter to
Letter to the Editor the Editor
In a letter to the editor, a writer expresses his or her
opinion on an issue. The letter is addressed to a newspaper
or magazine and is intended for publication. The opinion Read aloud the model and the callouts
should be elaborated with facts and examples. to the left of it. Prepare students to
write their own letters to the editor.

No Dumping!
PROMPT
April 9, 2
Dear Editor, Write a letter to the editor about a
I am writing to you about the dangerous garbage local issue. Support your opinion. Use
Writer states
the issue and dump being proposed by the city council. The city is adjectives to persuade.
her feelings planning to use vacant land between the river and
about it.
the train tracks on the west side of the city as a
Getting Started Students can do
new dump. This will not only be unpleasant for the
Writer continues any of the following.
to use strong surrounding neighborhoods, but also harmful to our
adjectives to environment and our wildlife. • Use an organizer (pp. TR28–TR32).
express her
opinions.
The proposed dump is to the west of our city. • Outline their main ideas and
Since prevailing winds come out of the west, the putrid supporting details.
smell will blow across our city constantly. Furthermore,
• Ask themselves “Why?” after writing
because the site is so close to the river, harmful
pollutants can easily leach through the ground. This
their opinion.
Opinions are
will make the water unlivable for fish, ducks, and
supported
with facts. other wildlife. Editing/Revising Checklist
Letter ends
I urge the council to vote “no” on the dump
location and to find a place better suited for it.
✓ Do I support my opinion with facts?
with call Sincerely, ✓ Is my letter persuasive?
to action.
Amy Rabideaux ✓ Do I use adjectives and articles
correctly?
Writing 181

Self-Evaluation Distribute copies of

Letter to p. TR26 for students to fill out.
the Editor

Focus/Ideas Letter with strong supporting Letter with good details; Letter with few supporting Letter with no argument
details; focused argument reasonably focused argument details; unclear argument or development

Organization/ Logical order; argument Order mostly logical; Tends to stray; some details Lacks organization
Paragraphs followed by detailed support argument, then details not in order

Voice Formal, persuasive, individual Writer involved with subject Tries to be involved Not involved with subject
with subject

Word Choice Specific, persuasive words Clear, mostly Some vague, repetitive, or Incorrect or limited
persuasive words incorrect words word choice

Sentences Structures clear and varied Control over simple Choppy sentences; Fragments, run-on sentences
sentence structures lacks variety

Conventions Excellent control Reasonable control with Errors that may Frequent errors that
and accuracy few errors prevent understanding affect meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 30.
Writing 181
Demonstrative
Adjectives
Define and identify demonstrative
adjectives.
Use demonstrative adjectives
correctly in writing.
Become familiar with demonstrative
adjective assessment on high-
stakes tests.
Read aloud the definitions and
examples in the box on p. 182.
Point out to students that since
demonstrative adjectives already
refer to location as well as number,
there is no need to include here or
there with them.
Model I know that in the
example These clouds are
small, but those clouds over
there are huge, these refers to clouds
that are directly overhead and those
refers to distant clouds. These and
this are for identifying nearby objects
or people. Those and that are for
identifying people and objects that
are farther away.
182 Grammar
Demonstrative Adjectives
The adjectives this, that, these and those are called demonstrative
adjectives. They describe which one or which ones. This and that
modify singular nouns. These and those modify plural nouns. This
and these refer to objects that are close by. That and those refer to
objects farther away.
This myth is African. That myth we read last week is Chinese.
These clouds are small, but those clouds over there are huge.
• Do not use here or there after this, that, these, or those.
No This here animal eats grass. That there animal eats meat.
Yes This animal eats grass. That animal eats meat.
• Do not use them in place of those.
No Them stars twinkle in the sky.
Yes Those stars twinkle in the sky.
Write the word in ( ) that completes each sentence correctly.
1. (This, Those) great River ran across the continent of Africa.
2. In the rich and plentiful land, (that, these) animals have
everything they need.
3. The grasses trail their roots in (that there, that) cool, clear
river water.
4. (Those, This) hyenas drink from the river every day.
5. The people of Malawi created (this, them) myth.
6. (These, That) wildebeest keeps running away from the sun.
7. (These, This) sandy dunes were once grassy fields.
8. The River wants to go to (those, these here) stars.
182 Grammar
RESOURCES
Daily Fix-It Lesson 23
See p. TR8.
See also Daily Fix-It Transparency 23.
Grammar Transparency 23
 Write C if the sentence is correct. If the sentence contains errors in
the use of this, that, these, or those, write it correctly.
Guided Practice
1. This here story is an example of a myth. This story…
Work through the exercise with
2. Them there shelves are filled with nonfiction books. Those shelves…
students. To check their understanding
3. Did all of those early cultures create myths? C
of the concept, have them explain their
4. This fanciful tales occur in every civilization. These fanciful tales…
answer choice for each sentence.
5. Those there myths were created by Greeks centuries ago.
Those myths…
6. In that distant past, people explained their world in myths. C
7. These collection I am holding contains myths of Africa.
This collection…
8. Do you remember that there Chinese myth we read last week?
…that Chinese myth…
9. The animals shown in this illustration can all talk and reason. C
10. These art really brings the story to life. This art… • Students who use them in place of
those and this here or that there in
Replace the underlined word with the correct demonstrative place of this or that will need extra
adjective. Use the clue in ( ). Rewrite each sentence. practice in using demonstrative
11. (far away) The mighty rivers in distant lands have a powerful pronouns correctly. You may want
hold on our imaginations. Those mighty rivers… to have them read corrected
12. (nearby) The book on South America has a whole chapter about sentences orally.
the Amazon. This book on South America…
13. (nearby) The photographs of the Brazilian
rainforest show brilliantly colored animals.
These photographs…
14. (far away) The spectacular waterfall makes
Independent Practice
the river seem like a living character. and
That spectacular waterfall …
15. (far away) Kasiya has retold the myths of Have students complete the exercises.
the Malawi with skill and understanding. For Differentiated Instruction and
…those myths…
Extra Practice, see p. TR15.

Grammar 183

Differentiated Instruction

Have students choose two objects
in the classroom, one near them
and one farther away. Ask them
to write two sentences about
the objects, using this and that.
(This desk is mine. That door leads
to the hall.) Repeat the activity
with students choosing a group
of objects in the classroom and a
group of objects they see outside.
Have them use these and those in
their sentences. (These books belong
to Ann. Those trees need water.)
Ask students to write sentences
comparing and contrasting your
state with another state. Their
sentences should use the adjectives
this, that, these, and those. Then
pair students to read each other’s
work. Partners can highlight each
use of this, that, these, and those
and indicate whether the word is
used correctly.
Ask students to bring in an object
that represents family traditions
and tell about it, using this in their
sentences. Model the exercise.
(This necklace belonged to my
grandmother.) After students have
shown their objects, have each
comment about another student’s
object, using that. (That necklace
is pretty.) Then group objects that
have something in common, and
together make up sentences using
these and those.

Grammar 183
 Test Preparation
Remind students that them never Write the letter of the demonstrative adjective that best completes
functions as an adjective. It is always each sentence.
a pronoun. 1. deer-like animal over 6. elephants in the river are
No: Them geese are graceful. there is an oryx. having a good time.
A This C Them A Them C Those
Yes: I like watching them. B That D That there B This D That
On the other hand, this, that, these, and
2. dark markings on the 7. The giraffe spread long
those can be used either as adjectives or face help me identify it. legs wide and bent down to
as pronouns. the water.
A Them C Those
As adjective: This land is fertile. B This D These here A them C this
B this here D those
As pronoun: This is fertile land. 3. animal is also called a
gemsbok. 8. berries we picked look
good, but are they poisonous?
A This C These
B That there D Those A This here C That
B These D Them
4. antelopes are larger than
most other antelopes. 9. cockatoo in the tree over
there has been eating them.
A This C This here
B That D These A These C That
Check Grammar B Them D Those here
5. In Africa, wildlife depends on
If... students then... have rivers that do not dry up. 10. bamboo shoots taste
have difficulty them find and A those C this delicious.
identifying when study examples B that D these here A These C This
to use this, that, in their content- B This here D That
these, and those, area materials.

184 Grammar

184 Grammar
Review
Write the word or words in ( ) that complete each sentence correctly. Summarize
1. Let’s make an African mural to go with (this, these) myth. Ask students to tell about the four
2. I’ll start at (this, this here) end of the wall, and you begin at demonstrative adjectives and explain
(that, that there) one. when each should be used.
3. (Them, These) giraffes look awkward and graceful at the same time.
4. (These, Those) trees in the distance are acacia trees. • Demonstrative adjectives describe
5. (That, Those) giraffe can reach the highest leaves. which one or which ones.
6. Why do so many large mammals live on (these, this) savanna? • This and that modify singular nouns.
7. They find food in this grassland but not in (that, them) These and those modify plural nouns.
desert.
8. What kinds of animals live in (them there, those)
• This and these refer to objects that
mountains? are close by. That and those refer to
9. (This, Those) group of lions is called a pride. objects that are farther away.
10. (That, These) large lion with the heavy
mane is the male.
11. (Those, that) adult elephants are protecting
(that, those) baby elephant.
12. (That, This here) palm tree does not
belong in (those, this) savanna scene. Remind students to avoid using here
13. I want to see more of (those, them) or there after this, that, these, or those.
wildebeests.
14. Thousands of wildebeest cross (these here, these) plains at
Incorrect: That there cheetah is fast.
(those, this) time of year. Correct: That cheetah is fast.
Correct any mistakes in the use of demonstrative adjectives. Write
the sentences correctly.
15. This here African safari is about to begin. This African safari…
16. Please keep your hands and feet inside these vehicle at all times.
…this vehicle…
17. That there herd of animals in the distance is zebras. That herd…
18. Them animals are related to the horse, but they are not easily
domesticated. These animals… or Those animals
Grammar 185

Grammar 185
Figurative WRITER’S CRAFT

Language Figurative Language

Figurative language is the use of words apart from their
ordinary meanings to add beauty and force. Three kinds of
figurative language, or figures of speech, are simile, metaphor, and
Identify characteristics of a poem. personification.
Write a poem using • A simile is a figurative comparison that uses the word like or as.
figurative language. The wind was as gentle as a mother’s voice.
• A metaphor is a figurative comparison that does not use like or as.
Develop criteria for judging a The cold wind was an icy sword.
piece of writing.
• Personification is figurative language that gives human qualities or
actions to nonhuman things.
The breeze sang a lullaby in the pines.

Label each example of figurative language as simile, metaphor,

• Read aloud the information about
figurative language in the box.
• Ask students to tell in their
own words what figurative
language is. (unusual ways to
describe ordinary things)
Guided Writing
Read each item in Exercise 1 with
students. Ask them to explain how
they identified the figure of speech
in each sentence.
or personification.
1. The stars were as bright as jewels. simile
2. Alex’s nose was a red cherry when he came inside. metaphor
3. Ulla’s smile wilted like day-old lettuce. simile
4. The cactuses were pincushions. metaphor
5. Tulips hung their heads in shame. personification
6. The dry ground gratefully drank in the moisture. personification
7. Tanya can be as pesky as poison ivy. simile
8. The stream mumbled to itself as it ran over the rocks.
personification
Write a sentence about each object using figurative language. Use the
figure of speech indicated in ( ).
Possible answers are on page TR36.
9. black hair (simile) 11. wide river (metaphor)
10. heavy backpack (simile) 12. strong wind (personification)

Independent Writing 186 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Have listeners RESOURCES
tell what each figure of speech helps
them understand about the object. Writing Transparencies 23A, 23B
Writing Rubrics and Anchor Papers p. 31

Check Using Figurative Language

If... students then... read
need more aloud poems
help with or descriptions
using figurative with figurative
language, language and
discuss the effect
of the figures
of speech.

186 Writing
 WRITING MODEL Poem
Poem
A poem can express a writer’s feelings and get
Read aloud the model and the callouts
readers to see things in new ways. Choose words to the left of it. Prepare students to
carefully to create images, or mental pictures. write their own poems.
You can also repeat sounds and arrange words
on the page to emphasize ideas.
PROMPT
Write a poem about a scene in nature.
Spring Is Sprung Use figurative language to create a
Under a March sun fresh, vivid picture.
The spring’s chilly water winds its way
Words and lines
can be arranged Downward
for effect. Through the wispy grass and falls,
Getting Started Students can do
falls,
any of the following.
Alliteration: falls, • Use an organizer (pp. TR28–TR32).
Words that have Until winter’s ice breaks,
similar beginning
• Find inspiring images of nature and
And frogs and fish find food,
sounds make freewrite about one of them.
interesting images. And tall trees burst into bloom because
THEY CAN’T STAND IT ANYMORE!
• Describe a scene and then enhance it
Personification:
Trees are Spring is sprung. with figurative language.
given feelings.

Editing/Revising Checklist
✓ Is the imagery clear and interesting?
✓ Is figurative language effective?
✓ Are demonstrative adjectives
used correctly?

Writing 187
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Poem

Focus/Ideas Poem with strong emphasis Poem reasonably focused Little follow-through on Poem lacking clarity
on theme; clear imagery and clear theme in poem or development

Organization/ Creative, fitting structure; Takes risks in structure Tends toward monotony Lacks organization
Paragraphs effective image sequence and sequence

Voice Engaging, individual presence Writer present in poem Tries to be present Not present in poem

Word Choice Specific, unusual words Clear, interesting words Some vague, repetitive, or Incorrect or limited
and language and language incorrect words word choice

Sentences Effective sentences or Clear sentences or fragments Ineffective arrangement Confusing sentences
purposeful fragments of words or word arrangement

Conventions Excellent control Reasonable control with Errors that may Frequent errors that
and accuracy few errors prevent understanding affect meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 31.
Writing 187
Comparative
and Superlative Comparative and Superlative Adjectives
Adjectives Comparative adjectives are used to compare two people, places,
things, or groups. Add -er to most short adjectives to make their
comparative forms. Use more with longer adjectives. Superlative
adjectives are used to compare three or more people, places, things,
or groups. Add -est to most short adjectives to make their superlative
Define and identify comparative forms. Use most with longer adjectives.
and superlative adjectives. Adjective Comparative Superlative
small smaller smallest
Use comparative and superlative
precious more precious most precious
adjectives correctly in writing.
• Never use more or most with -er and -est.
Become familiar with comparative No more longer, most amazingest
and superlative adjective Yes longer, most amazing
assessment on high-stakes tests. • Some adjectives have irregular comparative and superlative forms:
good, better, best; bad, worse, worst; much, more, most; little, less, least.

Write the comparative and superlative forms for each adjective.

1. fancy 11. perfect
Read aloud the definitions and fancier, fanciest
2. much
more perfect, most perfect
12. early
examples in the box on p. 188. more, most earlier, earliest
3. delicate 13. remarkable
Explain to students that using more more delicate, most delicate more remarkable, most remarkable
4. thin 14. soft
or most instead of -er or -est to make thinner, thinnest softer, softest
5. rugged 15. bad
comparative and superlative forms of more rugged, most rugged worse, worst
6. lovely 16. elegant
adjectives makes pronunciation easier. lovelier, loveliest more elegant, most elegant
7. heavy 17. wet
Longer adjectives sound awkward heavier, heaviest wetter, wettest
8. brilliant 18. tiny
with -er and -est. more brilliant, most brilliant tinier, tiniest
9. dense 19. good
denser, densest better, best
10. little 20. strange
Model I know that to less, least stranger, strangest

compare two things using 188 Grammar

an adjective, I add -er to the
adjective. To compare three or more RESOURCES
things, I add -est. Sometimes I have to
change the spelling of the adjective, as Daily Fix-It Lesson 24
in merrier and hottest. I also understand See p. TR8.
that if the adjective is long or sounds See also Daily Fix-It Transparency 24.
awkward with -er or -est, I add more or Grammar Transparency 24
most before the adjective instead: more
beautiful, most beautiful, not beautifuller
or beautifullest. I will need to memorize
adjectives with irregular comparative
and superlative forms, such as good,
better, best.

188 Grammar
 Write the correct adjective or adjectives in ( ) to complete
each sentence.
Guided Practice
1. Is silver (more valuable, valuabler) than gold?
2. Of all the precious metals, I think gold is the (better, best).
Work through the exercise with students.
3. Twenty-four carat gold is (more finer, finer) and (more softer, To check their understanding of the
softer) than eighteen carat gold. concept, ask volunteers to explain
4. That prospector was (happiest, happier) than this one because why they wrote the comparative and
he discovered gold. superlative forms the way they did for
5. Sam Dawson had the (worse, worst) luck of all the prospectors. the adjectives fancy, much, delicate,
6. A few miners became wealthy, but (more, most) of the other thin, dense, little, bad, and good.
prospectors were disappointed.
7. Merchants who sold goods to the miners became (more
prosperous, prosperouser) than the miners.
8. Of all the miners, only the (luckier, luckiest) ones found rich
veins of gold ore.
9. Lumps of gold called nuggets are the (purer, purest) natural
form of the metal.
• Using more with -er or most with
10. The rains were (heavier, heaviest) this year than last year; they
-est is a common error. Explain that
made this the (wetter, wettest) spring on record. combining the forms is redundant. Give
students who make this error extra
Write a sentence about the given topic. Use your own words oral practice in using comparative and
and the adjective form indicated in ( ).
Possible answers are on page TR36. superlative forms.
11. big vein of ore (superlative)
12. beautiful pendant (comparative)
13. amazing sight (superlative)
14. smart miner (comparative) Independent Practice
15. shabby cabin (superlative) and
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR15.

Grammar 189

Differentiated Instruction

Have small groups of students
measure the dimensions of three
different books. Ask them to write
sentences comparing two of the
books. (The blue book is wider
than the red book.) Then have
them write sentences using the
superlative form to compare all
three books. (The green book is
smallest of the three.)
Pair students and have each pair
locate data about the geography
and climate in your region, state,
or the United States. (An almanac
could be used as a resource.) Ask
them to write sentences comparing
different features of the land or
climate: ___ is a tall mountain
at ___ meters. ___ is a taller
mountain, rising ___ meters. ___
is the tallest mountain in the state,
with a height of ___ meters.
List these adjectives on the board:
cold, hot, wet, short, long. Write a
sentence using an adjective: Today
is a hot day. Have students make
up sentences comparing today to
another day and to several days:
Today is hotter than yesterday. It
may be the hottest day this week.
Point out the spelling change.
Continue, using other adjectives.

Grammar 189
 Test Preparation
Remind students that they should not use Write the letter of the adjective that correctly completes
more and -er or most and -est together. each sentence.

Incorrect: Gold is one of the most 1. Many people think gold is 5. The gold-plated bracelet
valuablest metals. the investment of all. contains gold than the
A better solid gold one.
Correct: Gold is one of the most B more better A little
valuable metals. C best B leastest
D most best C least
D less
2. people may have more
jewels than other people. 6. The brass plate was than
A Most wealthiest the copper one.
B Wealthier A shinier
C More wealthier B shiniest
D Most wealthier C more shinier
Check Grammar D most shiniest
3. The china in the store
If... students then... have was decorated with gold. 7. Never choose the ring
have difficulty them compare A most fancier of all the rings in the tray.
identifying objects in the B more fancy A cheaper
C fanciest B more cheaper
the correct room using
D most fanciest C cheapest
comparative different forms D most cheapest
and superlative of adjectives. 4. Gold has density than
adjective forms, copper. 8. That diamond is neither the
A greatest best one nor the one.
B greater A most bad
C more great B worst
D more greater C worse
D baddest

190 Grammar

190 Grammar
Review
Write the comparative and superlative forms of each adjective. Summarize
1. lonely 9. courageous more courageous, Ask students to describe comparative
lonelier, loneliest most courageous
2. fat 10. shy and superlative adjectives and tell how
fatter, fattest shyer, shyest
3. uncomfortable more 11. pretty they are formed.
uncomfortable, most uncomfortable prettier, prettiest
4. silky 12. proud
silkier, silkiest prouder, proudest • Comparative adjectives are used
5. bad 13. mysterious more mysterious,
worse, worst most mysterious to compare two people, places,
6. compassionate more 14. good things, or groups. Add -er to a
compassionate, most compassionate better, best
7. rainy 15. reliable short adjective. Use more with a
rainier, rainiest more reliable, most reliable
8. red 16. much longer adjective.
redder, reddest more, most
Write the correct forms of the adjectives in ( ) to complete • Superlative adjectives are used to
the sentences. compare three or more people,
17. The finish on the copper pans is (duller, more duller) than it places, things, or groups. Add -est
was a year ago. to a short adjective. Use most with
18. Adelaide polished the silver to make it (shinier, most shiniest). a longer adjective.
19. The (plainer, more plain) silverware will be easier to shine.
20. The dining room was the (drafty, draftiest) room in the house.
21. Put the (more better, best) crystal vase on the table.
22. That fruit salad is the (deliciousest, most delicious) salad I have
ever eaten.
23. I use (least, less) sugar than the
Explain to students that they can
amount that the recipe calls for. expand ideas and provide additional
24. The dinner guests became information by using comparative and
(more cheerful, cheerfuller) superlative adjectives.
as the meal went on. With positive The movie was
25. The engagement party was the form: interesting.
(happier, happiest) event of
the year. With comparative The movie was
form: more interesting
Grammar 191
than the slow-
paced novel.

Grammar 191
Visual Images WRITER’S CRAFT

Visual Images
Good writing helps the reader “see” what is happening.
Identify characteristics of
Writers create strong visual images by using exact and vivid
a brochure. nouns, adjectives, verbs, and figures of speech.
Write a brochure using words to Weak Dr. Stedler cut the vines.
create visual images. Strong Dr. Stedler slashed through the thick curtain of vines.

Develop criteria for judging a piece

of writing. Read the paragraph. Then find items in the box that give stronger
visual images than the underlined words. Write and number your
answers.

struck dumb with amazement 4 inched their way 1

• Read aloud the information about
visual images in the box.
• Ask students to tell in their own
words what visual images are.
(specific, vivid pictures created by
the language a writer uses)
conquerors, scavengers, and thieves 5 gently laid 6
massive golden statue of an eagle 3 flickering glow 2
(1) Watching their step, Dr. Stedler and the other explorers went
into the cave. (2) The only light they had was the light of their
torches. (3) Then they saw it—a large gold figure. (4) Everyone was
very quiet. (5) How could people have left this treasure untouched?
(6) Dr. Stedler put a finger on the statue, and immediately a
tremendous groan filled the cave.

Guided Writing
Read the items in Exercise 2 with
students. Have a volunteer read aloud
the revised paragraph. Ask students how
it is better than the original paragraph.
Write about a real or imaginary trip to a museum. Use strong visual
images to help the reader “see” what you “saw.” Possible answer is on
Independent Writing page TR36.
192 Writing
Ask volunteers to read aloud their
responses to Exercise 2. Ask listeners
to point out images they found RESOURCES
particularly vivid.
Writing Transparencies 24A, 24B
Writing Rubrics and Anchor Papers p. 32

Check Using Visual Images

If... students then... read
need more help aloud vivid
with using visual examples from
images, ads and discuss
word choices
that create strong
visual images.

192 Writing
 WRITING MODEL Brochure
Brochure
A museum brochure gives the reader information about artifacts
Read aloud the model and the callouts
in a museum. It also tries to persuade the reader to visit the to the left of it. Prepare students to
museum to see the artifacts. A brochure is usually written in short write their own brochures.
paragraphs to make it easy to “digest.”

PROMPT
Discover Gold! Write a brochure about objects you
Since the beginning of time, humans have been think belong in a museum exhibit. Use
First, give fascinated by the precious metal called gold. From words to create visual images.
important facts. now through August 23, the State History Museum
invites you to view its rich new exhibit, Gold: From
Getting Started Students can do
Tutankhamen to the 2000s.
any of the following.
Provide short Mask of Tutankhamen This mask was found in 1922
paragraphs to but created in the 14th century B.C. It adorned the • Use an organizer (pp. TR28–TR32).
describe pictures.
coffin of the Egyptian pharaoh Tutankhamen. • Make a word web for their topic
Roman Gold Coins These coins date from before and details.
A.D.
79. Archaeologists found them in the ruins of
• Begin paragraphs with short,
Pompeii, still clutched in the hand of their owner.
California Nugget The California Gold Rush in 1849
attention-grabbing heads.
brought thousands of people to the West. They were
searching for valuable nuggets like this one. Editing/Revising Checklist
Gold Audio Adapters Today gold’s noncorrosive
Give educational qualities are used in high-tech products, such as these
✓ Will readers want to visit
information in an
audio adapters. How much gold is in your home?
this exhibit?
interesting style.
And more! See these artifacts and more at the ✓ Do I use exact, vivid words to
Provide a State History Museum, open seven days a week. Don’t create visual images?
persuasive
“clincher.”
miss this golden opportunity! ✓ Are comparative and superlative
adjectives used correctly?
Writing 193

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
Brochure

Focus/Ideas Brochure with clear focus; Brochure reasonably focused; Brochure with unclear focus; Brochure lacking clarity
strong supporting details good details few supporting details or development

Organization/ Logical order; “bite-size” Order mostly logical; mostly Tends to stray; Lacks organization
Paragraphs chunks for convenience compact text lengthy paragraphs

Voice Engaging, lively, Writer involved with subject Tries to be involved Not involved with subject
knowledgeable with subject

Word Choice Specific words to promote Clear, interesting language; Some vague, repetitive, or Incorrect or limited
and inform fairly informative incorrect words word choice

Sentences Structures varied; creates and Control over simple Choppy sentences; Fragments, run-on sentences
sustains interest sentence structures lacks variety

Conventions Excellent control Reasonable control with Errors that may Frequent errors that
and accuracy few errors prevent understanding affect meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 32.
Writing 193
Adverbs
Define and identify adverbs.
Use comparative and superlative
adverbs correctly in writing.
Become familiar with adverb
assessment on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 194. Explain
that adverbs, like adjectives, are
modifiers. Adverbs describe the action
expressed by a verb by explaining how,
when, or where the action occurred.
They can also modify adjectives or
other adverbs.
Model In the first set of
examples, I see that quietly tells
how the boy walked, now tells
when he read, and outside tells where
the traffic is. These three words are
adverbs. In the second set of examples,
almost and very are adverbs too, but
instead of modifying verbs, almost
modifies an adverb and very modifies
an adjective. I see that adverbs, like
adjectives, also have comparative and
superlative forms.
194 Grammar
Adverbs
An adverb tells how, when, or where actions happen. An
adverb may appear before or after the verb it modifies or
between the parts of a verb phrase.
The boy walked quietly through the library. (How)
He has now read the entire book. (When)
Outside the traffic rumbled and roared. (Where)
Adverbs such as too, very, quite, really, so, nearly, and almost
can modify adjectives and other adverbs.
I was almost late. He reads very fast.
Comparative adverbs compare two actions. Add -er to most
adverbs to make them comparative. Superlative adverbs
compare three or more actions. Add -est to most adverbs to
make them superlative. If an adverb ends in -ly, use more or
most instead of -er or -est.
bright brighter brightest
carelessly more carelessly most carelessly
Some adverbs have special comparative and superlative
forms: well, better, best; badly, worse, worst; much, more, most.
Write each sentence. Underline the adverb(s). Circle the word(s)
each adverb modifies.
1. The caliph enthusiastically bought valuable books.
2. The new library is nearly completed.
3. The precious manuscripts are stored here.
4. Everywhere men sat and carefully read their books.
5. They shared their ideas very openly.
194 Grammar
RESOURCES
Daily Fix-It Lesson 25
See p. TR9.
See also Daily Fix-It Transparency 25.
Grammar Transparency 25
 If the sentence is correct, write C. If it contains an adverb error,
rewrite the sentence and correct the error.
Guided Practice
1. The translator worked rapid but accurately. …rapidly…
Work through the exercise with
2. People in great civilizations have always valued wisdom. C
3. Scholars thoughtful study the wise ideas and writings of
students. Then have them identify
past generations. …thoughtfully… adverbs in additional sentences you
4. Baghdad once shone brightlyer than any other city in the write on the board to assess their
ancient world. …more brightly… understanding of the concept.
5. The library safely harbored the greatest collection of knowledge
in the world. C
6. That particular manuscript is real old and priceless. …really…
7. Ali learned most quickly than Ghassan. …more quickly…
8. Bev studied Arabic daily for three years. C
9. She held the rare manuscript more respectful than a priceless • As the first examples on p. 194 show,
crown of gold. …more respectfully… adverbs that modify verbs can be placed
10. The university library was always quiet, but not too quiet. C after the verb, before the verb, or within
11. The librarian turned the fragile pages of the old manuscript a verb phrase. Adverbs such as very, too,
very slow. …very slowly. and really are always placed before the
12. Of all the library’s possessions, this ancient book was handled adjective or adverb they modify.
more carefully. …most carefully.

Rewrite each sentence. For each sentence, add an adverb that

answers the question in ( ).
Possible answers are on page TR37. Independent Practice
13. Some students study the night before a test. (How?)
14. Alison memorized key words and facts. (When?)
and
15. However, she will forget this information. (When?) Have students complete the exercises.
16. Real learning takes place when you understand something. (How?)
For Differentiated Instruction and
17. Plato taught Aristotle. (How?)
Extra Practice, see p. TR15.
18. Aristotle went on to become a great teacher himself. (When?)
19. Aristotle’s pupil Alexander revered his teacher. (How?)
20. We know this bright pupil as Alexander the Great. (When?)

Grammar 195

Differentiated Instruction

Pair students and have them write
simple sentences about an activity
each partner does: Mike races
go-carts. Denah twirls a baton.
Then have them add one or
more adverbs to tell how, when,
or where the person does this
activity: Mike often races go-carts
here. Denah twirls a baton skillfully.
Ask students to circle each adverb
and tell what question it answers
about the verb.
Have students write sentences
using well, badly, often, and rarely
to tell things about themselves:
I play computer chess well. I spell
badly. I eat fruits and vegetables
often. Ask students to compare
these personal traits and habits
using the comparative and
superlative adverb forms. Students
can exchange papers and circle
adverbs in each other’s paper.
Show students that many adverbs
are formed from adjectives by
adding -ly: a careful person,
walked carefully. Give volunteers
an adjective. (happy, sad, slow,
quick, eager) Have them change
the adjective to an adverb by
adding -ly and use the adverb in
a sentence. Write their sentences
on the board. Read them aloud
together. Show how the adverb
can be placed in different
locations in the sentence.

Grammar 195
 Test Preparation
Remind students that a comparative or Write the letter of the correct adverb form to complete
superlative form of an adverb is called each sentence.
for only when a comparison is being made 1. Of all the teachers, Ms. Lin 5. The bus should have left at 8,
in the sentence, as in item 2: You know spoke . but it left than that.
history better than I do. Review the rules A more clearly A latest
for using more/most versus -er/-est to B most clearly B late
form comparatives and superlatives. C clearliest C later
D clear D more late

2. You know history than I 6. Of all the grand castles, the

do. oldest one sat on its hill.
A well A grander
B good B more grandly
C best C grand
D better D most grandly
Check Grammar
3. Allen has traveled in 7. The tired travelers
If... students then... have Europe than we have. climbed the stairs.
have difficulty them act out A more often A wearily
identifying sentences in B often B more weary
correct adverb which you use C oftener C most wearier
D more oftener D weary
forms, different adverbs
to describe the 4. He explores ancient 8. The children slept of all
same action castles. the travelers.
and ask them A frequent A very deep
to identify the B frequently B very deeply
C frequenter C more deeply
adverbs.
D frequentest D most deeply

196 Grammar

196 Grammar
Review
Write the comparative and superlative forms of each adverb. Summarize
1. happily 6. recently Ask students to tell about adverbs and
more happily, most happily more recently, most recently
2. well 7. remarkably their comparative forms.
better, best more remarkably, most remarkably
3. late 8. loud
later, latest louder, loudest • An adverb tells how, when, or where
4. fast 9. much
faster, fastest more, most something happens.
5. cautiously 10. proudly
more cautiously, most cautiously more proudly, most proudly • Some adverbs, such as too and very,
Write each sentence. Underline the adverb(s). Circle the word(s) modify adjectives or other adverbs.
each adverb modifies.
• Comparative adverbs compare
11. Peter always wanted a traveler’s life.
two actions by adding -er or more.
12. He constantly read travel brochures and magazines. Superlative adverbs compare three or
13. Grass-roofed huts nestled cozily among palm trees. more actions by adding -est or most.
14. Camels strolled lazily over the windswept desert.
15. The guide waited impatiently for him.
16. Peter worked toward his very important goal.
17. Adventure travel would certainly cost a great deal of money.
18. Finally, Peter had saved enough money.
Remind students that they should
19. He traveled often and learned quickly.
not use both more and -er to form
20. He wisely chose his favorite places
and then planned his trips.
comparatives or both most and -est
to form superlatives.
21. Peter now plans and leads adventure
vacations for others. Incorrect: This jet flies more faster
22. His work makes him really happy. than a regular plane.
23. Vivid Vacations has certainly enjoyed Correct: This jet flies faster than a
success. regular plane.
24. Peter’s customers praise his trips
enthusiastically.
25. His business naturally brings him
much contentment.
Grammar 197

Grammar 197
Support Your WRITER’S CRAFT

Argument Support Your Argument

When you write to persuade, use convincing details to support
your argument. Otherwise, the reader has no reason to agree
with you! Follow up all assertions with supporting statements.
Identify characteristics of
an advertisement.
Read the following advertisement. Write four supporting details from
Write an advertisement supporting the ad that might persuade readers to stay at this resort.
your argument. Possible answers are on page 000.

Develop criteria for judging a piece
of writing.
• Read aloud the information in the
box about supporting your argument.
• Ask students to tell in their own
words how to support an argument.
(provide convincing details that back
up the assertion)
Guided Writing
Read the paragraph in Exercise 1
with students. Have them point out
convincing supporting details in the ad.
You Should Visit the Camembert Grand Hotel and Resort!
Camembert Grand Hotel and Resort is a beautiful place
to stay. It was built in 1929 and served as a playground
for “the rich and famous” for twenty years. In 1998 it
was repaired, beautified, and reopened. Last year this
showplace was voted Canada’s best vacation spot. The
food is excellent! The resort is located 70 kilometers
north of Ottawa, the capital of Canada.
There are plenty of fun activities for the
kids. Plan your next vacation at the
Camembert Grand Hotel and Resort!
Write three supporting statements for each assertion.
Possible answers are on page TR37.
Assertion: Knowing how to read is important.
Assertion: Historical fiction is fun and educational.
Assertion: Every young person should stay in school and graduate
from high school.
Assertion: Summer school should (should not) be eliminated.

Independent Writing 198 Writing

Ask volunteers to read aloud their

responses to Exercise 2. Talk with RESOURCES
students about how the statements
create support for each assertion. Writing Transparencies 25A, 25B
Writing Rubrics and Anchor Papers p. 33

Check Supporting Your Argument

If... students then... state an

need more help opinion and have
with supporting students offer
their arguments, reasons for it.
Rank the reasons
according to the
strength of their
support.

198 Writing
 WRITING MODEL Ad
Ad
An advertisement uses words and sometimes visual images to
Read aloud the model and the callouts
sell a product, service, or idea to the reader. An ad can appear in to the left of it. Prepare students to
a magazine or newspaper, on a billboard, on television, or on the write their own ads.
Internet. Ads are usually catchy, short, and to the point because ad
space costs money!
PROMPT
Grab readers’
Write an ad for a library. Include a title,
attention Cover-to-Cover Adventure! convincing details, and descriptions of
with title. (Playful drawing of a girl in the cockpit of a World the art for the ad.
Provide War I plane, reading a book about airplanes)
descriptions
Take off! Libraries are your windows to the world.
for visual
images. Your local library has thousands of books for you Getting Started Students can do
to read: fiction, nonfiction, even books on tape for any of the following.
Tell readers
why they when you’re on the go! • Use an organizer (pp. TR28–TR32).
should buy
or use what (Drawing of a boy sitting in a group of gorillas, • As a class, brainstorm positive
you’re selling.
reading a book about gorillas. One gorilla is qualities of libraries.
scratching its head and looking confused.) • Visualize or draw images for the ad,
Get in the mix! If you can’t find the book you’re lay them out, and write copy.
looking for, ask the librarian! He or she can get it to
you the next day.
Editing/Revising Checklist
(Drawing of a family in a castle surrounded by fairy-
tale characters. The mom is reading to the children.)
✓ Are all graphics or artwork for the
There’s fantastic fun for the whole family! Let your
ad clearly described?
Give readers
imagination run wild at your local library. ✓ Are all assertions strongly
a call to supported?
action. Get into fun—visit your local library today!
✓ Are adverbs used correctly?

Writing 199
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Ad

Focus/Ideas Clear, focused ad that Clear, interesting ad Ad with few details and/or Ad lacking clarity
motivates reader lack of focus and development

Organization/ Logical, creative, easy Logical structure Structure not clear Lacks organization
Paragraphs to follow

Voice Engaging, provocative Enthusiasm about Weak voice No enthusiasm or

subject evident interest evident

Word Choice Specific, persuasive words; Good sense of writing Some vague, repetitive, or Incorrect, limited
dynamic copy to persuade incorrect words word choice

Sentences Sentence structures Control over simple Choppy sentences; no variety Fragments, run-on sentences
varied, creative sentence structures

Conventions Excellent control Reasonable control with Errors that may Frequent errors that
and accuracy few errors prevent understanding affect meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 33.
Writing 199
Modifiers
Define and identify modifiers.
Use and place modifiers correctly
in writing.
Become familiar with modifier
assessment on high-stakes tests.
Read aloud the definitions and examples
in the box on p. 200. Briefly review the
concepts of adjectives, adverbs, and
prepositional phrases. Remind students
that a prepositional phrase can act
as a single part of speech, such as an
adjective or adverb.
Model In the first example,
I know that the prepositional
phrase about knights acts as
an adjective because it modifies the
noun books. In the second example,
the same prepositional phrase acts as
an adverb because it modifies the verb
dreamed. The sentence Fair and sweet,
every knight needs a lady is confusing
because the modifier fair and sweet is
placed near knight. It should be placed
near lady because lady, not knight, is
the word it modifies.
200 Grammar
Modifiers
Adjectives, adverbs, and prepositional phrases are modifiers,
words or groups of words that tell more about, or modify, other
words. Adjectives modify nouns and pronouns. Adverbs modify
verbs, adjectives, or other adverbs. Prepositional phrases can act as
adjectives or adverbs.
As Adjective He read books about knights.
As Adverb He dreamed about knights.
• To avoid confusion, place modifiers close to the words they
modify. Adjective phrases usually come right after the word
they modify. Adverb phrases may appear right after a verb or at
the beginning of a sentence.
• Meaning can be unclear if a modifier is misplaced.
No Fair and sweet, every knight needs a lady.
Yes Every knight needs a lady, fair and sweet.
• The position of only in a sentence can affect meaning. Place only
directly before the word(s) it modifies.
Example: Only she laughed at him. (Nobody else laughed at him.)
She only laughed at him. (She didn’t do anything except laugh
at him.)
She laughed only at him. (She laughed at no one else.)
Write adj., adv., or prep. phrase to identify each underlined modifier.
Write adj. or adv. to identify how a prepositional phrase is used.
1. We watch a movie about medieval knights. prep. phrase; adj.
2. Two armies battle fiercely. adv.
3. The scene is noisy and confusing. adj.
4. The king swings his heavy sword. adj.
5. One knight falls to the ground. prep. phrase; adv.
200 Grammar
RESOURCES
Daily Fix-It Lesson 26
See p. TR9.
See also Daily Fix-It Transparency 26.
Grammar Transparency 26
 Write each sentence. Underline adjectives once and adverbs twice. (Do
not underline the articles a, an, and the.) Circle prepositional phrases.
Guided Practice
1. A fierce dragon terrorized the good people
of the kingdom.
Work through the exercise with
2. The king quickly called his faithful
students. Afterwards, check their
knights around him. understanding of the concept by
3. “I will handsomely reward the having them identify adjectives,
one who slays the dragon.” adverbs, and adjective and adverb
4. The youngest knight stepped phrases in a reading passage.
forward fearlessly.
5. He had a golden ring with
magical powers.
6. On his fast horse, he rode
from the castle.
7. Black smoke and flames rose from a mountain cave. • Have students check their written
8. Sir Arnold cured the miserable dragon of his heartburn. work to be sure they are not placing
modifiers incorrectly or awkwardly.
Add the kind of modifier indicated in ( ) to each sentence. To reinforce the idea of misplaced
Reposition the misplaced modifiers that are in the final five modifiers, provide silly examples: I
sentences. Write the new sentences. saw a herd of buffalo with my binoculars.
Possible answers are on page TR37.
9. Fairy tales intrigued the children. (prepositional phrase) A person with real courage could
10. The knight charged the dragon. (adjective) only remove the sword from the stone.
11. Dragons bring good luck. (prepositional phrase) Have students revise the sentences.
12. King Arthur ruled England. (adverb)
13. Tales grew out of his legend. (adjective)
14. Camelot is a kingdom. (adjective and prepositional phrase)
15. Knights defended their king. (prepositional phrase and adverb)
Independent Practice
16. She wore a gown to the feast with feathers. and
17. We read about knights who lived long ago on the Internet. Have students complete the exercises.
18. The girl could only wed the man who saved her, no one else. For Differentiated Instruction and
19. The knight saved the damsel with a sword. Extra Practice, see p. TR16.
20. Jon read late at night about medieval monsters in bed.
Grammar 201

Differentiated Instruction

Copy the opening of a fairy tale
on the board, leaving blanks in
place of adjectives, adverbs, and
prepositional phrases. Have
students work in pairs to copy and
complete the paragraph, adding
their own modifiers. After partners
read their versions, read the
original aloud. Have students
identify adjectives, adverbs, and
prepositional phrases.
Give pairs of students each a
cartoon or comic strip. Have
partners write sentences describing
the characters. They should use
clear, specific modifiers, including
prepositional phrases. Ask them to
underline their modifiers. Post the
comics on a bulletin board and
have students read aloud their
descriptions while classmates pick
the correct comic.
Display a picture from a familiar fairy
tale. Have students offer simple
sentences describing the picture.
Write their sentences on the board
and read them aloud together.
Underline any modifiers students
use. Encourage them to offer more
modifiers to describe the picture in
more detail. Remind students that
adjectives can tell how many, what
kind, and which one. Adverbs can
tell how, when, and where.

Grammar 201
 Test Preparation
Remind students that misplaced Write the letter of the choice that correctly identifies the underlined
modifier errors occur when a word or word or words in each sentence.
phrase is placed too far away from 1. What makes a hero 4. In animated films of today,
the word it modifies. Most misplaced admirable? heroes may be funny.
modifiers are prepositional phrases. A adj. A adj.
B adv. B adv.
C adj. prep. phrase C adj. prep. phrase
D adv. prep. phrase D adv. prep. phrase

2. Strength and goodness are 5. Shrek wins our hearts with

often traits of a hero. his ogre-like charm.
A adj. A adj.
B adv. B adv.
Check Grammar
C adj. prep. phrase C adj. prep. phrase
then... help D adv. prep. phrase D adv. prep. phrase
If... students
have difficulty students analyze 3. A hero doesn’t always have 6. For all his faults, Shrek is
identifying the test items to to be handsome. good and kind.
modifiers and understand why A adj. A adj.
placing them the underlined B adv. B adv.
correctly, word(s) are C adj. prep. phrase C adj. prep. phrase
D adv. prep. phrase D adv. prep. phrase
adjectives, adverbs,
adjective phrases, Write the letter of the sentence that has a misplaced modifier.
or adverb phrases.
7. A A loyal friend, others 8. A Villains in today’s movies
admire Shrek. are not always all bad.
B They may argue and B We may recognize their
disagree at times. faults in ourselves.
C When they need him, C However, the villain
they can count on Shrek. steps over the line.
D Shrek is a good and D Someone must defeat the
dependable friend. villain of good character.
202 Grammar

202 Grammar
Review
Write adj. or adv. to identify how the underlined prepositional Summarize
phrase is used in each sentence. Ask students to explain kinds of
1. A cluster of windmills stood on the horizon. adv. modifiers and their placement.
2. A breeze turned their arms in lazy circles. adv.
3. The hooves of the horses made plopping sounds in the dust. adj.
• Adjectives, adverbs, and
prepositional phrases are modifiers.
4. The knight on his quest looked for enemies everywhere. adj.
They tell more about other words in
5. At sunset, he believed he had found one. adv.
a sentence.
6. He did not shrink from his duty. adv.
• Adjectives modify nouns and
Write each sentence. Underline adjectives once pronouns. Adverbs modify verbs,
and adverbs twice. Circle prepositional phrases.
adjectives, or other adverbs.
7. Windmills once were the main source of power. Prepositional phrases can act as
8. They harnessed energy from the wind. adjectives or adverbs.
9. The rough millstones turned and ground
grain into flour.
• Modifiers should be placed close to
the words they modify.
10. The meal had been freshly ground and
smelled delicious.
11. Farmers from everywhere brought corn and wheat to the mill.
12. The heavy sacks of grain returned later as flour for baking.
13. Crisp, fragrant loaves of bread emerged magically from a great
stone oven. Modifiers enhance a subject or
14. The smell of wood smoke made the knights hungry. predicate and make writing interesting.
Rewrite each sentence fixing the misplaced modifier. However, when a modifier is misplaced,
15. Enormous tables stood in the center of the stone floor of
it can confuse the reader.
rough wood. Enormous tables of rough wood stood in the center Confusing: The girl carried a basket in
of the stone floor.
16. They just ate meat, no vegetables. the straw hat.
They ate just meat, no vegetables.
Clear: The girl in the straw hat
carried a basket.
Grammar 203

Grammar 203
Topic Sentence WRITER’S CRAFT

Topic Sentence
All the sentences in a paragraph should tell
Identify characteristics of symbolism.
about one main idea. Often the main idea is stated in a
Write about a symbol, using a topic topic sentence. This sentence may appear anywhere in
sentence. the paragraph, but often it is the first sentence.

Develop criteria for judging a piece

of writing.
• Read aloud the information about
topic sentences in the box.
• Ask students to tell in their own
words what a topic sentence is.
(a sentence that states the main
idea of a paragraph)
Guided Writing
Read the items in Exercise 1 with
students. Have them explain how
they figured out which topic sentence
goes with each set of details.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have listeners
discuss the appropriateness of each
topic sentence.
Match the letter of each topic sentence with its details.
Topic Sentences
A La Mancha is an area of Spain you’ll enjoy visiting.
B Knights were an important part of the feudal system.
C Sancho Panza was Don Quixote’s faithful squire.
D Reading books feeds your imagination.
Details
1. Fought for the lords and monarch
B Protected the serfs
Lived by the code of chivalry
2. Followed him everywhere
C Vowed to stay with him
Helped him when he was hurt
3. Historical setting of Don Quixote
A Castles and windmills still standing
Known for cheese making and vineyards
4. Learn about faraway places
D Inspired Señor Quexada to become Don Quixote
Humor, drama, whimsy, and more
Write two topic sentences about horses based on the following
details: Can carry heavy loads; Gallop at very fast speeds; Are
highly intelligent
Possible answer: Horses were ideal for transporting knights. Horses are useful,
intelligent animals.
204 Writing
RESOURCES
Writing Transparencies 26A, 26B
Writing Rubrics and Anchor Papers p. 34

Check Topic Sentence

If... students then... help
need more them find topic
help with topic sentences in
sentences, paragraphs of an
essay or textbook
selection.

204 Writing
 WRITING MODEL Symbolism
Symbolism
A handshake, an American flag, and a red cross—these Read aloud the model and the
things have special meaning to most people because they are callouts to the left of it. Prepare
symbols. A symbol is an object, person, action, or situation students to write their own
that has a meaning of its own but suggests other meanings. compositions about symbols.

Windmills Everywhere You Look

PROMPT
Topic sentence Choose a symbol from a story. Tell
states symbolism Don Quixote’s windmills are symbols of the obstacles
of windmills. we meet in everyday life, whether imagined or real. A what you think the symbol represents.
modern reader can view Quixote’s battles and positive Begin with a topic sentence.
Writer refers to outlook as a lesson in survival.
specific things in Even though the hero’s battles are comic, we identify
the selection. with his efforts to face obstacles. When Quixote sees
Getting Started Students can do
windmills, he views them as giants. Then he lowers his any of the following.
lance and attacks them head-on. I “battle windmills” • Use an organizer (pp. TR28–TR32).
Writer gives a every time I face a stack of homework or a difficult
modern example
• List symbols in one column and what
assignment. A positive attitude like Quixote’s makes
of “windmills.” they represent in another.
the battle easier.
Although he gets stuck on the sails and is tossed • Discuss what some everyday objects
around by the windmills, Quixote inspires me. He rides could symbolize.
off with dignity and hope. Like our hero, we need
to believe in ourselves, even if we appear foolish
Editing/Revising Checklist
at times. Whether it’s windmill giants or mountains of
homework, we should follow Quixote’s attitude and ✓ Is my topic sentence well supported
tackle life as it comes. by details?
✓ Are modifiers used correctly?
✓ Does my conclusion tie my writing
together?
Writing 205

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
Symbolism

Topic sentence that clearly Topic sentence about Symbol undeveloped; few Lacks clarity and
Focus/Ideas explains symbol; strong symbol; good details supporting details development of symbol
support

Organization/ Well-organized support for Topic sentence with Tends to stray; confused or Lacks organization, topic
Paragraphs topic sentence organized support absent topic sentence sentence

Voice Engaging, lively, insightful Shows interest in subject Tries to show interest in Not involved with subject
subject

Word Choice Specific, convincing words Clear, mostly convincing Some vague, repetitive, or Incorrect or limited word
words incorrect words choice

Sentences Structures varied, interesting Controls simple sentence Choppy sentences; lacks Fragments, run-on sentences
structures variety

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 34.
Writing 205
Conjunctions
Define and identify conjunctions.
Distinguish between coordinating
and subordinating conjunctions
and use them correctly in writing.
Become familiar with conjunction
assessment on high-stakes tests.
Read aloud the definitions and examples
in the box on p. 206. Point out that
coordinating conjunctions are used
to combine two equal parts—two
subjects, predicates, or sentences.
Subordinating conjunctions are used
to join two unequal parts—a dependent,
or subordinate clause, and an
independent clause.
Model The first set of examples
shows me how the coordinating
conjunctions and, but, and or
are used to make a compound subject
(Chariot races and foot races), a compound
predicate (might perform . . . or focus),
and a compound sentence. (I wanted
to see the long jump, but I was too late.)
The second set of examples shows me
how the subordinating conjunctions
before and because are used to link a
dependent clause and an independent
clause in a complex sentence.
206 Grammar
Conjunctions
A conjunction is a word that is used to join words, phrases, or
sentences.
Coordinating conjunctions such as and, but, and or are used to
combine two or more subjects, predicates, or sentences to make
compound subjects, predicates, or sentences.
Chariot races and foot races were part of the games.
Athletes might perform in many sports or focus on one sport.
I wanted to see the long jump, but I was too late.
Subordinating conjunctions such as because, if, then, when,
although, before, and after are used to link dependent clauses and
independent clauses in complex sentences.
Before the games began, all wars stopped.
She is a good runner because she practices.
Write the coordinating conjunction in ( ) that correctly completes
each sentence. Write compound subject, compound predicate, or
compound sentence to identify the parts that the conjunction joins.
1. The Greeks made carvings on the walls (or, but) covered them
with paintings instead. or; compound predicate
2. The Iliad (but, and) The Odyssey are epic Greek poems.
and; compound subject
3. Phoenician art (and, but) shipbuilding would be great subjects
for our reports. and; compound subject
4. Free male citizens of Athens could vote on laws, (or, but)
women and slaves could not. but; compound sentence
5. The Minoan king Minos was supposedly the son of Zeus (and,
or) therefore possessed special powers. and; compound predicate
6. Was Athens the capital of ancient Greece, (and, or) was it Troy?
or; compound sentence
206 Grammar
RESOURCES
Daily Fix-It Lesson 27
See p. TR9.
See also Daily Fix-It Transparency 27.
Grammar Transparency 27
 Write the conjunction in each sentence. Write CC
if it is a coordinating conjunction and SC if it is
a subordinating conjunction
Guided Practice
1. There will be a ceremony before the
Work through the exercise with
games begin. before; SC students. Afterwards, you might ask
2. Will the athletes march in through the them to make up their own sentences
east or the west gate? or; CC using coordinating and subordinating
3. He carried his country’s flag with pride conjunctions to be sure they
and honor. and; CC understand the concept.
4. If she makes this jump, she will win a gold medal. If; SC
5. Athletes train for years but can lose by a fraction of a second.
but; CC
6. Perhaps they will relax after they complete their events. after; SC
7. The Swiss team will win the silver or the bronze medal. or; CC
8. The Olympic Games inspire greatness because they test the
abilities of the world’s best athletes. because; SC
• Point out to students that a
compound sentence always has
Rewrite the following paragraph. Combine related subjects, predicates, a comma before the coordinating
or sentences using conjunctions to make the paragraph smoother. conjunction. In a complex sentence,
Where appropriate, drop repeated words or replace repeated nouns if a dependent clause comes
with pronouns. first, a comma is used before
(9) The Minoan civilization arose on the island of Crete around the subordinating conjunction.
2200 B.C. The Minoan civilization came to an end around 1450 B.C. If the dependent clause comes
(10) We know about this civilization. Archaeologists have uncovered last, no comma is used before the
Minoan palaces. (11) Beautiful paintings on the palace walls show
subordinating conjunction.
happy, peaceful people. The paintings also show a country with
strong sea power. (12) The Minoans wrote in a type of hieroglyphics.
No one has been able to translate it yet.
Possible answer: 9. The Minoan civilization arose on the island of Crete
around 2200 B.C. and came to an end around 1450 B.C. 10. We know about
Independent Practice
this civilization because archaeologists have uncovered Minoan palaces. and
11. Beautiful paintings on the palace walls show happy, peaceful people
and a country with strong sea power. 12. The Minoans wrote in a type of Have students complete the exercises.
hieroglyphics, but no one has been able to translate it yet. For Differentiated Instruction and
Extra Practice, see p. TR16.
Grammar 207

Differentiated Instruction

Give each student index cards
with and, but, and or written on
them. Write a sentence on the
board. (Would you like milk ___
lemonade with lunch?) Read aloud
the sentence and ask students to
hold up the correct conjunction to
complete it. Ask them to explain
their word choice. Continue the
activity with other sentences.
Pair students and have them find Write a sentence such as Dina is
conjunctions in a section of a sad because she lost her hat on the
textbook chapter. Ask them to board. Underline the subordinating
keep track of the conjunctions conjunction because. Read the
and their function. After students sentence aloud and have students
finish their tally, have them make repeat it. Help them see the
a chart to report their findings. relationship between the ideas
Conjunction Used in Number in the two clauses. Ask students
and compound 5 to write their own complex
sentence sentence using because. Continue,
and compound 2 modeling the use of other
subject subordinating conjunctions.
because complex 3
sentence

Grammar 207
 Test Preparation
Have students first notice what Write the letter of the conjunction(s) that best complete each sentence.
structures are joined by the conjunction. 1. Spartan soldiers were 6. Sparta Athens were
If words or phrases are joined, the answer disciplined aggressive. quite different both
is a coordinating conjunction. If clauses A and C when
were Greek city-states.
are joined, students can use context to B after D after A or, if
determine whether a subordinating or a B and, because
coordinating conjunction is implied. 2. Spartan boys lived in military C but, until
training camps, girls D and, although
lived at home.
A before C until 7. Athenians were open to new
ideas, Spartans avoided
B but D if
change.
3. they were given little A until C because
food, they had to fend for B but D or
themselves.
Check Grammar 8. the wealthy ruled
A Until C Because
Sparta, an elected assembly
B Or D Although made decisions in Athens.
If... students then... write
4. Both boys girls trained A And C While
have difficulty additional
hard and were superb B If D But
using coordinating sentences on the athletes.
and subordinating board and have A so C but
9. Spartan soldiers were famous
for their skill bravery in
conjunctions, students identify B after D and battle.
the conjunctions A and C but
and the parts 5. he trained for years,
every boy would become a B if D when
they join. soldier.
10. Athens Sparta battled
A After C Unless for 27 years Athens
B Or D But finally surrendered.
A and, until
B but, because
C or, after
D and, so
208 Grammar

208 Grammar
Review
Write the coordinating conjunction in ( ) that correctly completes Summarize
each sentence. Ask students to describe conjunctions
1. I like history, (and, but) I prefer literature. and the work they do.
2. Did you read The Iliad, (but, or) did you choose the myths?
3. The Iliad (and, or) The Odyssey are the most famous Greek epics. • A conjunction is a word that joins
4. Is Odysseus (but, or) Paris the hero of The Odyssey? words, phrases, or sentences.
5. Odysseus (and, or) his men sailed the Mediterranean for years. • Coordinating conjunctions such as
6. They had many exciting adventures, (or, but) their real goal and, but, and or are used to make
was to return home.
compound subjects, predicates, or
7. Once they were trapped by a one-eyed monster named
Cyclops, (and, or) many men were lost.
sentences.
8. Odysseus was not perfect, (and, but) he was certainly clever • Subordinating conjunctions such
and larger than life. as because, if, when, and before are
Write the conjunction in each sentence. Write CC if it is a used to make complex sentences.
coordinating conjunction. Write SC if it is a subordinating
conjunction.
9. The Romans conquered the Greeks, but they adopted much of
the Greek culture. but; CC
10. Because the Romans admired Greek art, they used it in many of
their creations. Because; SC Remind students to use conjunctions
11. The gods and goddesses of Greek mythology appear in Roman to combine short related sentences.
mythology too. and; CC This will make their writing smoother
12. Was Poseidon or Neptune the Roman god of the sea? or; CC and more readable.
13. While Zeus was the chief god of the Greeks, the Romans called
Choppy: They learned Greek
him Jupiter. While; SC
14. Before Venus ruled as Roman goddess of love, she was called
dances. They ate Greek
Aphrodite by the Greeks. Before; SC foods.
Improved: They learned Greek
dances and ate Greek
foods.
Grammar 209

Grammar 209
Paraphrase WRITER’S CRAFT

Paraphrase
When you take notes on facts in a book or article, you
Identify characteristics of good
paraphrase information. To paraphrase, choose the most
note taking. important facts and restate them in your own words.
Take notes, paraphrasing from • Paraphrase only the main ideas, not unimportant
a nonfiction source. details. Make sure you paraphrase the facts correctly.
• Use your own words, not the words and word order
Develop criteria for judging a piece
used by the author.
of writing.
• If a phrase or sentence is especially interesting, write it
in quotation marks.

• Read aloud the information about
paraphrasing in the box.
• Ask students to tell in their own
words what paraphrasing is.
(restating the most important facts
in your own words)
Guided Writing
Read the items in Exercise 1 with
students. Ask them to explain their
choice of the best paraphrase.
Independent Writing
Ask volunteers to read aloud their responses
to Exercise 2. Have listeners note whether
writers used their own words to state
the paragraph’s main ideas.
Read the paragraph below. Write the letter of the sentence that is the
best paraphrase of the paragraph.
Women in Athens were not citizens and could not participate in
the assembly, vote, or serve on juries. In wealthy families, women
were educated to run the household. In poor families, they worked
alongside men as laborers.
A Wealthy Athenian women had more rights than poor
Athenian women.
B Athenian women were much like slaves, for they could not
vote or hold office.
C In Athens, women had neither citizenship nor a voice in
government but managed the home or labored.
D You would not like to be a woman in ancient Greece.
Write a paraphrase for the paragraph below.
Possible answer is on page TR37.
Pericles was the leader of Athens from 461 to 429 B.C. He supported
democracy. He also started a system of payment for government
service. The earlier system did not pay government workers.
210 Writing
RESOURCES
Writing Transparencies 27A, 27B
Writing Rubrics and Anchor Papers p. 35

Check Paraphrasing
If... students then... model
need more how to
help with paraphrase an
paraphrasing, essay paragraph.
Have students
work on another
paragraph
together.

210 Writing
 WRITING MODEL Taking Notes
Taking Notes
Taking good notes is important for any research report. Read aloud the model and the callouts
Without notes, you could not remember what you read and to the left of it. Prepare students to
where you read it. Good notes include the important ideas take their own notes.
written in an organized way and information about the source,
including the title, the author’s name, and the page numbers.
The notes below are based on a chapter in a history book. PROMPT
Take notes on several paragraphs of an
article. Paraphrase main ideas. Include
Notes on Ancient Greece, Chapter 1 all important details.
Source Ancient Greece by Kim Covert
information
is included
Chapter 1, Ancient Olympics, pages 678–679
for later use. 1. Events Getting Started Students can do
Running and chariot races any of the following.
Wrestling, boxing, pentathlon (incl. discus, javelin, • Use an organizer (pp. TR28–TR32).
long jump)
• Take notes on a sample article and
Notes are Wreath of olive leaves to winner
short and compare with classmates’ notes.
2. History
written in
the order First recorded Olympics: 776 B.C. in Olympia, Greece • Analyze information to see what
of reading. Honored Zeus, ruler of Olympian gods does not need to be included.
Every 4 years for 1,000 years
All wars stopped during Olympics
3. Ancient Greece “called the cradle of Western
Editing/Revising Checklist
Direct quotations
have quotation civilization” ✓ Is all important information
marks.
Government, art, architecture, literature, science, included?
drama, athletics ✓ Are conjunctions used correctly?
“The modern Olympics are one of many traditions
developed in Greece.”
✓ Are direct quotations enclosed in
quotation marks?
Writing 211
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Taking Notes

Focus/Ideas Notes relevant, clear, focused Notes reasonably focused; Some irrelevant notes; poor Many irrelevant notes; ideas
on topic relevant details included focus on topic unclear

Organization/ Notes in written order; Order of notes mostly logical Order of notes not logical Lacks organization
Paragraphs rewritten logically

Voice Factual; succinct Factual; generally succinct Wordy; subjective Too close to source’s voice

Word Choice Concise; uses own words; Specific choices; closer to Too many direct quotes Word-for-word copy
quotes marked source

Sentences Understandable notes; clear Clear fragments Unclear fragments Incomprehensible notes
fragments

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 35.
Writing 211
Commas
Understand proper uses of
commas.
Use commas correctly in writing.
Become familiar with comma
assessment on high-stakes tests.
Read aloud the instruction and
examples in the box on p. 212. Be
sure students understand that a noun
of direct address appears only when
a speaker calls someone by name and
addresses a statement or question to
him or her. An appositive follows a noun
or pronoun to identify or give more
information about it and is set off
by a comma or commas.
Model I see that some
commas are used to set off
words that are not essential
to the basic meaning of a sentence.
In the example The waiter, a refined
gentleman, wore a tuxedo, the appositive
a refined gentleman is set off by commas.
Without this phrase, the sentence still
makes sense. The same is true of the
interrupting phrase as you may know in
the next example. It is conversational,
but it does not add to the meaning of
the sentence Prawns are shrimp.
212 Grammar
Commas
You already know some uses of commas, such as with words in a
series and in compound sentences. Here are some more uses.
• After an introductory word or phrase, such as well or yes:
By the way, I want to stop at the store. Yes, let’s go.
• To set off a noun of direct address:
Mrs. Lin, come in. I hope, sir, you will join us.
• After a dependent clause at the beginning of a sentence:
Because he was shy, Tom was uneasy in crowds.
• Before and/or after an appositive—a noun or noun phrase
describing another noun:
The waiter, a refined gentleman, wore a tuxedo.
• Before and after interrupting words or phrases:
Prawns, as you may know, are shrimp.
• Between a day of the week and a month and between a date
and a year:
The party is Saturday, June 1. Their wedding was on
December 12, 2007.
• Between the street address and the city and between the city
and the state in an address, but not before the ZIP code:
She lives at 99 North Street, Little Rock, AR 72204.
Write the parts of the letter. Add commas where they are needed.
1. Saturday, September 6
^
2. Dear Meg ,
^
3. O’Fallon,Illinois 62269
^
4. Meg,how are you?
^
5. This summer,by the way, we will go to China, Japan,and India.
^ ^ ^ ^
6. Yes, I have to pinch myself,but it is happening.
^ ^
212 Grammar
RESOURCES
Daily Fix-It Lesson 28
See p. TR10.
See also Daily Fix-It Transparency 28.
Grammar Transparency 28
 Write each sentence. Add commas where
they are needed.
Guided Practice
1. Han, what can you tell us about
^
Chinese food? Work through the exercise with students.
2. I can make egg rolls, wonton soup, Afterwards, you might ask them to write
and sweet and sour ^chicken. ^ their own letter using commas to assess
3. Hop’s Chinese Restaurant is located at 1034 Peach Road , their understanding of the rules.
DeKalb,GA. ^
^
4. The bowling banquet,always a favorite of mine, will be held
^ 13.
there on Friday, October ^
^
5. Will you pass the sauce, Barb, when you get a chance?
^ ^
6. General Tsao’s chicken,the most popular item on the menu,is
both spicy and sweet. ^ ^
• Explain to students that commas
7. Mr. Ta ,will you teach Marie, Paul ,and me how to make fortune are a common-sense punctuation
^ for our party?
cookies ^ ^
mark. They are used to avoid confusion
8. The letter was dated February 12 ,1944,and it began “Dear Hal ,
^ ^ ^ in written sentences—for separating
You must come and visit.”
items in lists, separating items that
Write sentences with the parts described in ( ). Be sure to use might be confused if run together
commas correctly to set off these parts. (such as addresses and dates), and
Possible answers:
9. (appositive) I am proud to introduce Li Hong, our gourmet chef. signaling pauses.
10. (interrupting word or phrase)
He is, I believe, the best Chinese cuisine chef in the city.
11. (dependent clause at beginning of sentence)
After you have tasted his Peking duck, you will be convinced.
12. (noun of direct address)
I hope you will agree with me, Grandpa, that this food is excellent.
Independent Practice
13. (introductory word or phrase)
Indeed, I have never tasted better noodles.
and
14. (complete mailing address) Please send a menu to Ms. Arlene
Geffen at 132 Oceanview Street, Half Have students complete the exercises.
15. (day, month, date, and year)Moon Bay, CA 94019.
It must be mailed before Monday, July 16, 2007. For Differentiated Instruction and
Extra Practice, see p. TR16.

Grammar 213

Differentiated Instruction

Have students practice making
introductions using nouns of
direct address: Mom, I’d like
you to meet Kyle. Ask them
to add an appositive to tell
more about the person. (a new
student at school) Have students
write their sentences, using
commas correctly.
Pair students and have them
prepare to introduce each other.
They can interview each other
to find out birth date, address,
and other information. Then
have each student write his or
her introduction, using commas
to separate parts of dates and
addresses as well as to set off
appositives and dependent
clauses. Have volunteers read
aloud their introductions.
Write a letter of invitation to
model correct letter format
and use of commas. Then have
students write their own letters
inviting someone to attend a
family event or party. Ask them
to include a day and month, a
street address, and a complex
sentence. Check their letters for
correct comma use.

Grammar 213

As they read each item, have students
identify the comma rule it illustrates.
If necessary, they can refer to p. 212
to clarify how many commas the sentence
needs and where they should be placed.
Point out that if a noun of direct address
appears in the middle of a sentence, it
is set off with two commas.
Test Preparation
Write the letter of the item that completes each sentence correctly.
1. The dinner party is on . 5. Which one is ?
A Saturday September 30 A the salad fork, Bree
B Saturday September, 30 B the, salad fork Bree
C Saturday, September, 30 C the salad fork Bree
D Saturday, September 30 D the salad, fork Bree
2. We will serve . 6. After the will be served.
A salad, lasagna, and rolls A soup, is cleared salad
B salad, lasagna and rolls B soup is cleared salad,
C salad, lasagna and, rolls C soup is cleared salad
D salad lasagna, and rolls D soup is cleared, salad

3. RSVP to 510 . 7. Please at our table.

A Mesa Austin TX, 78730 A join us Casey
B Mesa, Austin, TX 78730 B join us, Casey,
Check Grammar
C Mesa Austin, TX, 78730 C join us, Casey
then... write D Mesa, Austin, TX, 78730 D join us Casey,
If... students
have difficulty additional 4. Karen taught me 8. The are seafood.
identifying sentences on the etiquette.
A scallops, as I said,
correct uses board and have A Xidis my favorite aunt B scallops as I said,
of commas, students identify B Xidis, my favorite aunt C scallops, as I said
where commas C Xidis, my favorite aunt, D scallops as I said
D Xidis, my favorite, aunt
should be placed.

214 Grammar

214 Grammar
Review
Write the parts of the letter. Add commas where they are needed. Summarize
1. Dear Todd, Ask students to tell about some uses
^
2. 613 Taylor Drive, Blythewood,SC 29016 of commas.
^ ^
3. My flight arrives Monday, November 20, 2008.
^ ^ • Use commas to set off an introductory
4. I can’t wait to see you ,Todd!
^ word or phrase, a noun of direct
5. I will stay a whole week ,and I hope we can
^ address, a dependent clause at
go hiking.
the beginning of a sentence, an
Write each sentence. Add commas where appositive, and an interrupting
they are needed. word or phrase.
6. We learned origami ,the Japanese
• Use commas between a day and
art of paper folding.^
a month, a date and a year, a street
7. Ashley, is that a crane you have made?
^ address and a city, and a city and
8. Zach arranged seashells,and Brent carved driftwood.
^ a state.
9. The bouquet contained roses, daisies, and larkspur.
^ ^
10. If you will help me, I will try eating with chopsticks.
^
11. Yes ,I did drop that piece of chicken on the floor.
^
12. No, Sam,I don’t think you should spear the fish with
^ chopsticks.
your ^

Commas separate items in lists and

Rewrite each sentence. Add commas where they are needed. Delete
any unnecessary commas.
set off words and phrases that
interrupt the main flow of a sentence.
13. Frank traveled, to India Indochina and Australia.
Use commas to make your ideas clear
14. The trip began on Wednesday July 12 and, it ended on Sunday
August 20.
to readers.
15. Would you, rather travel on your vacation Tonia or stay in one Unclear: George she plans to serve
interesting place? spaghetti fruit salad and rolls.
13. Frank traveled to India, Indochina, and Australia.
Clear: George, she plans to serve
14. The trip began on Wednesday, July 12, and it ended on Sunday, August 20.
15. Would you rather travel on your vacation, Tonia, or stay in one interesting place?
spaghetti, fruit salad, and rolls.
Grammar 215

Grammar 215
Strong WRITER’S CRAFT

Conclusions Strong Conclusions

Identify characteristics of a newsletter
article.
A strong conclusion summarizes your ideas in a
memorable way that keeps your message in your reader’s
mind. A good conclusion should be more than just a
restatement of what went before. It could provide an insight,
present a twist, or pose a challenge or a question to readers.

Write a newsletter article with a

strong conclusion.
Develop criteria for judging a piece
of writing.
• Read aloud the information about
strong conclusions in the box.
• Ask students to tell in their own
words what a strong conclusion is.
(a memorable summing up at the end
of a written work)
Guided Writing
Read the paragraph and conclusions
in Exercise 1 with students. Ask them
to explain why their choice is the best
conclusion for the paragraph.
Read the following paragraph and the four possible conclusions.
Write the letter of the sentence that is the strongest conclusion for
the paragraph. Then explain your choice.
Always try to be a good guest when you visit another country.
Some customs and foods may seem strange. Keep an open mind and
try them. Some of your habits might strike your hosts as rude or odd.
If possible, learn about the proper way to behave in your host country.
Possible Conclusions
A In summary, be polite and observant when you are a visitor.
B People who are rude tourists give Americans a bad reputation.
C Making mistakes in another country can be embarrassing.
D If you know about a country and its people, both you and they
are likely to enjoy your visit.
D. Possible answer: D provides insight and a sound piece of advice.
Write a strong conclusion for the following paragraph.
Immigrants to America have brought us a wealth of new foods.
Strudel is a delicious pastry introduced by German newcomers. Shish
kebab comes to us courtesy of the Turks. If you enjoy a fragrant
curry, thank the immigrants from India.
Possible answer: The American melting pot is, among other things, a cooking
pot—thank goodness!
216 Writing

Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Have
listeners tell what they like about
each conclusion.
RESOURCES
Writing Transparencies 28A, 28B
Writing Rubrics and Anchor Papers p. 36

Check Strong Conclusions

If... students then... read

need more help aloud additional
with strong paragraphs
conclusions, with strong
conclusions and
discuss why
each conclusion
is effective.

216 Writing
 WRITING MODEL Newsletter
Newsletter
A newsletter article should be fairly brief, focused, and Read aloud the model and the callouts
directed to an audience likely to read the newsletter. The to the left of it. Prepare students to
style is usually informal and friendly. The following article write their own newsletter articles.
was written for a monthly newsletter called Zoo News.

PROMPT
Lori Manz, Employee of the Month Write a newsletter article about a
First two Lori Manz is being watched as she walks toward uniquely American person, place, or
sentences event. End with a strong conclusion.
her charges. They get a good view since they have
grab readers’
attention eyes on both sides of their heads. Lori is a zookeeper
at the reptile house at Hill Street Zoo. “I have always
Quotations
found snakes beautiful and fascinating,” Lori says.
Getting Started Students can do
show that any of the following.
Lori knows “Throughout history, snakes have been the subjects
and cares of many myths and superstitions. Some cultures even • Use an organizer (pp. TR28–TR32).
about snakes.
honor them.” • Start with an attention-grabbing
Lori is responsible for feeding, cleaning, and question, command, or quotation.
watching over the snakes and other reptiles. Every
morning she checks each snake. If one looks unhealthy,
• Write a draft as though addressing a
she contacts the zoo veterinarian. How does she examine pen pal in another culture.
Article mentions a poisonous snake? She uses a snake hook to get it out
special tools
needed on the job. of the cage and wears leather gloves to hold it down. Editing/Revising Checklist
Zoo News salutes Lori for her latest effort—
bringing snakes and other reptiles to the Children’s
✓ Does the article entertain as well as
Writer ends inform?
with a strong Zoo. Her class, titled “Slithers and Scales,” introduces
conclusion. kids to her beloved reptiles. ✓ Does the conclusion tie all the
information together?
✓ Are commas used correctly?
Writing 217
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Newsletter

Focus/Ideas Clear, focused newsletter Reasonably well-focused Newsletter with weak focus Newsletter with no focus or
with strong conclusion newsletter with good and conclusion conclusion
conclusion

Organization/ Logical order; main ideas Order mostly logical Confused order Lacks order
Paragraphs followed by details

Voice Engaging, lively, authoritative Writer involved with subject Tries to be involved with Not involved with subject
subject

Word Choice Specific words; Clear; uses words to set tone Some vague, repetitive, or Incorrect or limited word
communicates clearly incorrect words choice

Sentences Structures varied, interesting Control over simple sentence Choppy sentences; lacks Fragments, run-on sentences
structures variety

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 36.
Writing 217
Quotations
and Quotation
Marks
Define and identify quotations and
quotation marks.
• Use direct and indirect quotations
and quotation marks correctly in
writing.
• Become familiar with quotation
and quotation mark assessment on
high-stakes tests.
Read aloud the definitions and
examples in the box on p. 218.
Point out to students that end marks
of quotations go inside the closing
quotation marks. However, when the
quotation is followed by words such
as he said or she asked, a comma
replaces a period. For a quoted question
or exclamation, the question mark or
exclamation mark remains.
Model I understand that
the first three examples call
for quotation marks because
each gives a direct quotation, or a
speaker’s exact words. Words that
tell who is speaking are outside the
quotation marks and are set off
with punctuation. The last example,
however, does not need quotation
marks. It reports what Sara said
without stating her exact words.
218 Grammar
Quotations and Quotation Marks
A direct quotation gives a speaker’s exact words. Begin each
quotation with a capital letter and enclose it in quotation
marks. Use commas to set off words that introduce, interrupt,
or follow a direct quotation. Place the end punctuation or the
comma that ends the quotation inside the quotation marks.
“Are you going to the festival tonight?” I asked. “I will go,”
he replied.
Do not begin the second part of an interrupted quotation with
a capital letter. Set off the interrupting words with commas.
“My baby is ill,” said the woman, “so I can’t attend.”
If the interrupted quotation is two complete sentences, use a
period and a capital letter.
“Look at that warrior,” I said. “He is brave.”
An indirect quotation is a quotation that is reworded instead
of being quoted directly. It does not need quotation marks.
Sara said she was going to the festival.
Write I if the sentence is punctuated or capitalized incorrectly.
Write C if the sentence is correct.
1. “When you study Aztec history” said Mr. Dale, “you will
learn about Montezuma.” I
2. “We burned the temple as a sign to the world,” boasted
the warrior. C
3. The warrior shouted, “Round up the captives”! I
4. “I am an Eagle warrior,” he said, “And my brother is a Jaguar.” I
5. “Put this gold in the treasury,” he ordered. “Montezuma will
be pleased.” C
218 Grammar
RESOURCES
Daily Fix-It Lesson 29
See p. TR10.
See also Daily Fix-It Transparency 29.
Grammar Transparency 29
 If a sentence needs quotation marks and other punctuation, rewrite
it correctly. If it does not need corrections, write C.
Answers are on page 000. Guided Practice
1. What do you know about the Aztec kingdom asked Mr. Hadley.
Work through the exercise with
2. They had a wealthy civilization said Aaron and they built a city
on a lake. students. To assess whether they
3. Jahlil said he thought their temples were interesting. understand the concept, ask them
4. Mr. Hadley remarked Tenochtitlán was an Aztec city built by to revise the incorrect items.
making an island on a shallow lake.
5. It had canals, streets, causeways, and a great temple at the
center he added.
6. The system of canals was brilliant said Alice because it provided
constant irrigation for crops.

Write the following paragraph. Add quotation marks, punctuation, • To help students understand the
and capitalization. Use a paragraph indent to indicate each time the difference between direct and
speaker changes. indirect quotations, explain that
Answer is on page TR37. in a direct quotation, the reader
How did the Aztec empire end asked Will. It fell to Spanish
conquistadors Mom replied. They were adventurer-soldiers with hears exactly what a person said,
armies in search of wealth. The Aztecs were warriors said Will why as if the reader were there at the
couldn’t they beat the Spanish? They lacked the guns, cannons, and time the person was talking. In an
horses of the Spaniards Mom explained and Montezuma believed indirect quotation, one person
the leader Cortes might be a god. That’s ridiculous Will hooted how reports what another person said.
could he believe that a person was a god? It was 1519 she went on
and in that year the Aztecs believed the exiled god Quetzelcoatl
would return to reclaim his throne.
Independent Practice
and
Have students complete the exercises.
For Differentiated Instruction and
Extra Practice, see p. TR16.

Grammar 219

Differentiated Instruction

Write quotations on the board.
(“I enjoy reading about the Aztecs,”
said Leah.) Have students copy
the sentences and highlight the
punctuation. Then rewrite one
of the sentences as an indirect
quotation. (Leah said she enjoyed
reading about the Aztecs.) Have
students rewrite the remaining
sentences as indirect quotations.
Have students select a passage
of dialogue from a story and
copy it, leaving out the quotation
marks and other punctuation
marks. Pair students and have
them exchange papers. Note
how difficult the passages are to
read and understand. Then have
students write the dialogue with
correct punctuation and check it
against the original.
Ask a student a question. (What
did you have for breakfast?) Write
the student’s answer on the board
as a direct quotation (“I had
cereal and milk,” said [student’s
name].) and read it aloud with
students. Show punctuation
marks in a second color. Then
have students write a question,
statement, or exclamation on
the board as a direct quotation
using their name as the speaker’s.
Check punctuation.

Grammar 219
 Test Preparation
Have students read each item first to Write the letter of the item that correctly completes each sentence.
determine whether the quotation is a 1. “Are those Aztec or Mayan 5. “It was used for religious
question, exclamation, or statement. asked Mary. purposes,” she served as
Then have them identify the words that A ruins,” a landmark.”
belong outside the quotation marks and B ruins?” A continued “and
refer to p. 218 to see how to punctuate C ruins?,” B continued “And
both parts for words in that location. D ruins” C continued, “and
D continued. “And
2. Ellen cultures built step
pyramids.” 6. noted Buddy. “It has
A said, Both steps on all four sides.”
B said, “both A “Cool”
C said. “Both B “Cool!”
D said, “Both C “cool,”
D “cool”
Check Grammar 3. “I think,” added were
built after the Egyptian 7. “Each set has 91 steps,” she
If... students then... on the pyramids.” went one for almost
have difficulty board write a A Jorge, “these each day of the year.”

understanding dialogue without B Jorge. “These A on. “That’s

C Jorge “these B on, “that’s
proper punctuation and
D Jorge, these C on. That’s
punctuation have students D on, that’s
of quotations, read the quoted 4. “Often a temple was built on
words and add said Ms. Gramley. 8. “Step pyramids were meant
to be told us.
appropriate A top,”
B top”? A climbed.” she
punctuation.
C top” B climbed,” she
D top.” C climbed” she
D climbed,” She

220 Grammar

220 Grammar
Review
Rewrite each sentence. Add quotation marks and Summarize
punctuation as needed. Ask students to describe direct and
Answers are on page TR38.
1. Would you like to end our Aztec study indirect quotations and explain the
with a feast asked Ms. Nissing use of quotation marks.
2. Hurray we shouted. What shall
we eat • A direct quotation gives a speaker’s
3. We should have fresh, hot tortilla pancakes exact words.
suggested Rosa
4. Didn’t the Aztecs drink chocolate Drew asked
• Begin a quotation with capital letters,
5. Yes replied Ms. Nissing but it wasn’t like our hot cocoa
enclose it in quotation marks, and
6. She said that corn, beans, and squash were common foods of end it with proper punctuation.
the Aztecs • Words that tell who is speaking are
7. Let’s dress up like the Aztecs too offered Danielle set off by punctuation.
8. Ms. Nissing suggested that we wear jewelry made of gold, silver,
jade, or seashells
• In an indirect quotation, the speaker’s
words are restated, not quoted directly.
Rewrite each sentence, adding quotation marks, capitalization, and An indirect quotation does not need
punctuation as needed.
Answers are on page TR38. quotation marks.
9. European soldiers of the 1500s wore armor and carried metal
weapons Mr. Pappas said
10. The metal protected them well he added but it was incredibly
hot and heavy
11. Can you imagine the battle asked Sean between the Aztec
warriors and the Spanish conquistadors
An expert opinion can have a
12. The native warriors were armed with clubs, bows and arrows,
and spears said Una they didn’t have armor, though
powerful impact. Use quotations
13. In the city of Tenochtitlán added Brad the Aztec warriors could to add support and inspiration to
also fight from swift-moving canoes reports and persuasive writing. Be
14. Mr. Pappas told us that the Aztecs were doomed to lose the war sure you use correct punctuation
to the Spaniards and capitalization so that your ideas
are clear.
Grammar 221 Quotation As Abraham Lincoln said,
for support: “If you want to test a
man’s character, give
him power.”

Grammar 221
Include WRITER’S CRAFT

Important Include Important Details

Details When you write a research report, use the facts in your
outline. Keep your topic, audience, and purpose in mind.
Then include the important details about your topic.

Below is part of an outline and a paragraph based on it. Write the

Identify characteristics of outlining.
Write an outline that includes
important details.
Develop criteria for judging a piece
of writing.
• Read aloud the information in the box
about including important details.
• Ask students to tell in their own
words what important details are.
(relevant information, such as facts,
that support the main idea)
Guided Writing
Read the items in Exercise 1 with
students. Ask them to explain how
each sentence gives or does not give
an important detail from the outline.
sentences in this paragraph that have unimportant details.
B. Agriculture
1. Slash-and-burn: crops planted in clearing of burned part
of forest
2. Chinampas: mud built up out of swamps to form fertile islands
3. Corn most important; avocados, beans, squash,
papayas, cacao beans
The Aztec were excellent farmers. They used
slash-and-burn methods, burning part of the forest
and planting crops in the fertile ashes. They created
chinampas by digging mud out of swamps and
planting crops on these islands. Chinampas would
be good for swampy areas today. The Aztecs’ most
important crop was corn. In addition, they grew
avocados, beans, squash, papayas, and cacao beans.
These foods are still popular.
Write about the Aztec city of Tenochtitlán using the
following details from an outline.
1. On five islands in Lake Texcoco
2. No roads; canals for canoes
3. Population: 200,000 people
4. Spanish explorers: “Venice of the New World”
The city of Tenochtitlán was built on five islands in Lake Texcoco. It had a
population of 200,000 people. The city had no roads, only canals for canoes. For
this reason, Spanish explorers called the city the “Venice of the New World.”
222 Writing

Independent Writing RESOURCES

Ask volunteers to read aloud their
responses to Exercise 2. Listeners can Writing Transparencies 29A, 29B
compare the paragraphs to the outline Writing Rubrics and Anchor Papers p. 37
details to be sure all details are included.

Check Including
Important Details

If... students then... provide

need more help a topic and
with including several details
important details, and ask students
to pick the most
important details
and explain their
importance.

222 Writing
 WRITING MODEL Outlining
Outlining
An outline is a way to summarize and organize information in Read aloud the model and the callouts
a text. Main ideas are listed with Roman numerals (I, II, III, IV). to the left of it. Prepare students to
Details that support each main idea are listed with the letters write their own outlines.
A, B, C, and so on. An outline helps you put your ideas in order
before you write a research report. Here is one student’s outline
on an article about the Aztec city, Tenochtitlán. PROMPT
Make an outline of part of a textbook
chapter. Include all main ideas and
The Aztec News, Tenochtitlán, A Guide important details in an outline format.
Outline is I. Introduction: Tenochtitlán is a large, beautiful
divided into city that attracts many visitors.
three parts:
Introduction,
A. It is surrounded by mountains and water. Getting Started Students can do
Body, Conclusion B. It is home to more than 250,000 people. any of the following.
C. You can travel by dugout canoes or walk along
a causeway.
• Use an organizer (pp. TR28–TR32).
II. Body: You’ll enjoy the sights, food and markets, • Begin by outlining only key words
and festivals. and phrases and then write sentences.
There are A. Sights
always at 1. Visit the Great Temple and its shrines.
• Think of different, shorter ways to
least two say the facts.
items in 2. See cottages outside city center.
a section. B. Food and Markets
1. Buy pancakes from street vendors and
drink water from fresh mountain springs.
Editing/Revising Checklist
2. Visit Tlatelolco Market. ✓ Is all important information
C. Religious Festivals included?
Subtopics
1. They are held monthly.
support
main topics. 2. Costumes, dancing, and music are spectacular. ✓ Are the introduction and conclusion
III. Conclusion: Make your visit to Tenochtitlán a trip strong?
to remember! ✓ Are quotations and quotation marks
used correctly?
Writing 223

Self-Evaluation Distribute copies of

p. TR26 for students to fill out.
Outlining

Focus/Ideas Clear, focused, comprehensive Reasonably focused, inclusive Outline with some information Outline with most information
outline outline missing missing

Organization/ Excellent control of outline Mostly uses correct outline Tends to stray from outline Outline format confused and
Paragraphs format; proper order format; proper order format disorganized

Voice Writer fully engaged; uses Writer involved with subject Tries to be involved with Not involved
own voice subject; derivative

Word Choice Specific; gives precision to Mostly specific and clear Too many direct quotations Closely copied from original
facts text

Sentences Clear sentences or heads Mostly clear sentences or Some sentences and heads Many unclear sentences and
heads unclear heads

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 37.
Writing 223
Punctuation
Define and identify uses of
punctuation.
Use punctuation correctly in
writing.
Become familiar with punctuation
assessment on high-stakes tests.
Read aloud the definitions and
examples in the box on p. 224. Remind
students that punctuation is needed to
clarify meaning in written language.
Explain that a semicolon is “stronger”
than a comma. It joins two closely
related clauses or separates items
within a sentence when commas
would be confusing.
Model I see that a dash
is longer than a hyphen. The
sentence he’s written a book is
set off by dashes because it interrupts
the flow of the more important idea.
I understand that a hyphen is used to
join some compound words. In the
examples, well-cooked is hyphenated
because both words act together to
describe goose, and forty-three is
hyphenated because the two words
together name one number.
224 Grammar
Punctuation
• A semicolon (;) can be used instead of a comma and a
conjunction to join two independent clauses.
Mr. Li moved to Chicago; he looked for a house.
• Semicolons separate items in a series if commas are already used
in the series.
The band includes John Drummond, horn; Tim Salmonson,
piano; and Jim Smelser, drums.
• A colon (:) is used after the salutation in a business letter and
to separate hours and minutes in expressions of time.
Dear Sir: 12:01 P.M.
• Colons introduce a list and set off a speaker’s name in a play.
The train stops in the following cities: Jackson, Little Rock,
and Chicago.
JOHN: I can’t wait to start my new job.
• A dash (—) sets off information that interrupts the flow of
a sentence.
Jon Bixly—he’s written a book—is an authority on the
early 1900s.
• A hyphen (-) joins compound adjectives before nouns, spelled-
out numbers, and some two-word nouns.
a well-cooked goose forty-three self-control
Rewrite each sentence. Add the missing punctuation marks.
1. I have visited these states Idaho, Montana, and Colorado.
…states: Idaho.…
2. Mr. Thomas he was running late caught the 504 P.M. train.
…Thomas—he was running late—caught the 5:04.…
3. We found seats on the train thirty two people had to stand.
…train; thirty-two people.…
4. This train will stop in Nashville, Tennessee Louisville, Kentucky
and Indianapolis, Indiana. …Tennessee; Louisville, Kentucky; and.…
224 Grammar
RESOURCES
Daily Fix-It Lesson 30
See p. TR10.
See also Daily Fix-It Transparency 30.
Grammar Transparency 30
 Match each item in the box with a numbered item to form a
logical sentence. Write the sentences, adding colons or
semicolons as needed.
Guided Practice
Work through the exercise with students.
one of her paintings sold for over a million dollars To check their understanding of
a number 2 pencil, a calculator, and a bottle of water punctuation marks, write additional
We hope you will approve our health fair plan sentences on the board and have
I plan to specialize in oncology students punctuate them.
Aurora, Illinois Waco, Texas and Wilmington, North Carolina

Possible answers are on page TR38.

1. For the test you will need the following
2. I have lived in these towns
3. Dear Principal Breen
• Explain to students that a colon
4. The artist had become famous
before a list says to readers, “This
5. I hope to be a doctor someday is what I was leading up to.” Colons
Add hyphens, dashes, colons, and semicolons to the following in salutations, expressions of time,
sentences. Rewrite the sentences. and plays are customary uses that
Possible answers are on page TR38. students will need to memorize.
6. The number 12 train on the Blue Line that’s the one I take to
work arrives in Chicago at 837 A.M.
7. You’ll find the train a first rate choice for commuting it never
• Remind students that hyphens are
gets stuck in rush hour traffic. also used to divide a word between
8. Fifty two riders signed the petition syllables at the end of a line in some
that began “Dear Mayor Katz handwritten or typeset compositions.
We protest the closing of
Lincoln School.”
9. The empire fell for these reasons
corrupt leaders, social disorganization, Independent Practice
and an epidemic of plague. and
10. I especially enjoy an action packed, fast paced Have students complete the exercises.
adventure tale.
For Differentiated Instruction and
Extra Practice, see p. TR16.
Grammar 225

Differentiated Instruction

Provide students with two closely
related sentences, such as Little
sisters are often annoying. They can
be sweet at times. Have students
combine the sentences first using
a comma and a conjunction and
then using a semicolon. Ask partners
to write their sentences on the
board and explain the changes
they made.
Ask students to find semicolons,
colons, dashes, and hyphens in
sentences in their science textbook.
Have them copy the sentences
on index cards and highlight the
punctuation mark(s). Small groups
of students can compile cards,
draw one, read the sentence
aloud, and explain the rule for
using the relevant punctuation
mark(s) in the sentence.
Draw and label each lesson
punctuation mark on the board.
Write the mark’s function(s) and
show examples. Have students
copy the information for each
mark on an index card. Together
brainstorm symbols or mnemonic
devices to help them remember the
marks. For example, a semicolon
is half comma, half period, and
halfway between these marks in
“strength.” Students can refer to
the cards as they write.

Grammar 225
 Test Preparation
Before looking at the answer choices, Write the letter that identifies the correct punctuation for
students should read the item carefully each sentence.
and note the structure of the sentence. 1. The long awaited day of 5. Dear Sir I would like to
For example, if it contains more than one departure finally had arrived. apply for a job as a night
clause, it probably needs a semicolon. If it A long-awaited watchman.
contains a list, it probably needs a colon. B day—of departure A Dear Sir:
If no punctuation seems to be missing, C awaited; B for a job;
students might review the text on p. 224 D departure: C —as a night watchman—
to recall other punctuation uses. D I would like:
2. Five people waited on the
platform they carried all 6. EMPLOYER Tell me about your
their possessions. work experience.
A on the platform— A —about your work—
B on the platform; B Tell me,
C waited: C EMPLOYER:
D waited-on D EMPLOYER;

Check Grammar 3. They had been sharecroppers 7. The list included these
you know the term all their jobs cook, carpenter, and
If... students then... on the lives. gardener.

have difficulty board provide A sharecroppers; A jobs—cook

B sharecroppers-you B jobs:
identifying additional
C —you know the term— C jobs;
correct uses of examples of the D term: D these-jobs
punctuation punctuation
marks, marks that 4. Jeremiah would search for 8. He will start work at 730 A.M.
work for thirty two days.
show their A will—
A —for thirty two days— B work:
functions and
B days; C start-work
have students C for work: D 7:30
write their own D thirty-two
examples.

226 Grammar

226 Grammar
Review
Rewrite each sentence. Add the missing punctuation marks. Summarize
1. A new life awaited the travelers none of them knew what that Ask students to explain uses of
life would be like. …travelers; none.… semicolons, colons, dashes, and
2. One family had spread out these foods chicken, biscuits, pickles, hyphens.
and corn on the cob. …foods: chicken.…
3. The baby she was cutting teeth fussed and fretted the whole way. • A semicolon can be used to join two
…baby—she was cutting teeth—fussed.… independent clauses and to separate
4. Dear Passengers For safety reasons, all windows are to be kept
closed and locked. …Passengers: For.… items in a series that already contains
5. Your ticket entitles you to these items a seat in the main cabin, commas.
a beverage, and a snack. …items: a seat.… • A colon separates hours and minutes,
6. The well paid employees of Smith Construction held on to follows the salutation in a business
their jobs. …The well-paid employees.…
letter, and introduces a list.
7. PANSY But where will we live? How will we survive? PANSY: But….
JOB We’ll stay with my cousin ’til we find a place. JOB: We’ll.… • A dash sets off information that
8. The children were exhausted they soon fell fast asleep on the
interrupts the flow of a sentence.
bench seats. …exhausted; they.… • A hyphen is used to join some
9. Their parents were hopeful but anxious they sat up the whole compound words.
night and watched the towns passing. …anxious; they.…
10. At 629 A.M. the train pulled into Union Station. At 6:29 A.M..…
11. They gazed up in awe they had never seen a skyscraper as they
walked the city streets. …awe—they had never seen a skyscraper—as.…
12. Pick one of these dates for the church picnic Sunday, July 10
Saturday, July 16 or Sunday, July 17. Writers use punctuation to signal
…picnic: Sunday, July 10; Saturday, July 16; or.…
13. A well known activist would speak first. A well-known.… information to readers. A dash says,
14. The pace of life in the city was rapid they would have to adjust. “I’m putting in this extra information
…rapid; they.…
15. The worn out visitors walked twenty seven blocks to their hotel. and then I’ll get back to my original
The worn-out visitors walked twenty-seven blocks.… idea.” A semicolon can say, “Notice
that these two sentences are closely
connected in meaning.”
Grammar 227

Grammar 227
Stick to the
Subject
Identify characteristics of a job
application essay.
Write a job application essay that
sticks to the subject.
Develop criteria for judging a piece
of writing.
• Read aloud the information in the
box about sticking to the subject.
• Ask students to tell in their own
words what it means to stick to the
subject. (include only information
that is related to the subject)
Guided Writing
Read the items in Exercise 1 with
students. Ask them how they identified
information that is not about the
subject of the question.
Independent Writing
Ask volunteers to read aloud their
responses to Exercise 2. Ask listeners to
identify any information that does not
stick to the subject of the question.
Check Sticking to the Subject
If... students then... list topics
need more help and details,
with sticking to including some
the subject, off the topic, and
have students
choose those that
stick to the topic.
228 Writing
WRITER’S CRAFT
Stick to the Subject
When writing a job application, you should have one focus—
getting the job. Employers have only a limited time to read many
applications, so it’s important that your answers
stick to the subject. A brief, focused answer
demonstrates that you understand the question
and can communicate effectively in writing.
Write any information in the answers
below that strays from the subject
of the question.
1. Explain why you want this job at Technocraft.
That’s a good question! I want this job because it gives me an
opportunity to put my math skills to good use. Furthermore, I
am knowledgeable about technology and would like to share
this information with customers.
2. What skills do you have that are related to this telemarketing job?
I communicate well verbally, and I am fluent in Spanish. I can
ride a bicycle. My voice is clear, and I can be persuasive.
3. What are your strengths?
My strengths are my creativity and calmness. It’s easy for me to
figure out ways to solve problems. Also, it’s hard to make me
panic. If there is an emergency at work, I’m sure I can keep a
cool head. I used to oversleep, but that won’t happen now with
my new digital alarm clock.
Answer the following question. Remember to stick to the subject.
If you saw another employee stealing from the store, what would you do?
Possible answer: If I saw a co-worker stealing, I would inform my supervisor
immediately. I would not confront the employee, but I wouldn’t ignore the
problem. It would be up to the supervisor to address the problem.
228 Writing
RESOURCES
Writing Transparencies 30A, 30B
Writing Rubrics and Anchor Papers p. 38
 WRITING MODEL Job Application
Job Application
Besides information such as your name, address, phone number, Read aloud the model and the callouts
and previous work experience, a job application may ask you to the left of it. Prepare students to
to write a short essay about yourself. This is your chance to say write their own job application essays.
why you should be hired for the job.

PROMPT
Tell Us About Yourself Write a short essay about yourself for
I think I would be an ideal candidate for the job a job application. Explain why you are
Explain why
you would of camp counselor at Wolverine Summer Camp. My a good candidate for the job.
be a good abilities, experience, and interests fit perfectly with
person for
the job. your job description.
Getting Started Students can do
I am just about to finish sixth grade at Carver
Middle School, where my favorite classes are language
any of the following.
arts, art, and P.E. These classes, for which I receive • Use an organizer (pp. TR28–TR32).
good grades, show that I communicate well with • List their skills and interests and circle
Show how your
others, have a knack for arts and crafts, and love those relevant to the job.
interests and
experience fit being active in the outdoors.
the job. In addition, I have experience as a babysitter and
• Outline and check the information
enjoy working with children. As I stated earlier in the
they plan to include in the essay.
application, I have tutored third graders in reading
for a year. Editing/Revising Checklist
I have been a camper at Wolverine Summer Camp
A strong for the last five summers, so I know what it takes
✓ Is my answer thorough?
conclusion
makes you
to be a good camp counselor. I look forward to ✓ Does all the information stick to
stand out. the opportunity to use my experience, interests, and the subject?
talents to make camp a fun learning experience for a ✓ Is all punctuation correct?
new generation of Wolverines!

Writing 229
Self-Evaluation Distribute copies of
p. TR26 for students to fill out.

Job
Application

Focus/Ideas Clear, focused job application Reasonably well-focused job Job application essay that Job application essay lacking
essay application essay strays from topic clarity and focus

Organization/ Uses logical order; main Mostly uses logical order; Somewhat disorganized; Lacks organization and
Paragraphs ideas, then relevant details useful details irrelevant details appropriate information

Voice Engaging, lively; shows Writer involved with subject; Tries to be involved with Not involved with subject
individuality personality evident subject

Word Choice Specific words that reveal Some specific words that Some vague, repetitive, or Incorrect or limited word
qualifications reveal qualifications incorrect words choice

Sentences Structures varied; interesting Control over simple sentence Choppy sentences; lacks Fragments, run-on sentences
structures variety

Conventions Excellent control and Reasonable control with Errors that may prevent Frequent errors that affect
accuracy few errors understanding meaning

For 5- and 6-point rubrics, see Writing Rubrics and Anchor Papers p. 38.
Writing 229
 Taking Tests

230 Taking Tests

Follow these tips when writing for a test:

Before Writing
• Read the prompt carefully. What does it ask you to do?
• Write down key words that name your audience (warn people who
eat junk food), state the purpose of the composition (give directions),
and tell you how to organize your points (provide step-by-step
instructions).
• Use a graphic organizer to plan your composition.
• Determine the tone of your writing (friendly, formal).

During Writing
• Reread the prompt as you write to make sure you are on topic.
• Keep in mind your graphic organizer and stay focused.
• Write a good beginning. You might engage readers with a thought-
provoking question or an interesting fact.
• Develop and elaborate ideas. Support your main idea, your
observations, or your opinion.
• Write a strong ending. Try to write a “clincher” sentence to provide a
clear ending. You might add a final comment of your own or challenge
your reader with a command.

After Writing
• Check your grammar and mechanics (punctuation, spelling).
• Reread the prompt and review your work.
There’s still time to add words or correct errors.

Taking Tests 231

Taking Tests 231

Writing a Personal Narrative
You might divide your time for a
45-minute test this way: 10 minutes
to plan; 25 minutes to write; and 10
minutes to check your work. Remember
that time spent planning is well spent.
Before you write, fill out a simple story
chart and map out the setting and
sequence of events. Make sure you
leave time to check your work. Does
your narrative have a beginning, middle,
and an end? Have you used the personal
pronouns I and me and let readers know
how you feel? Are there spelling or
grammatical errors?
232 Writing for Tests
232 Writing for Tests
Writing a Personal Narrative
A test may ask you to write a personal narrative.
Your narrative should have a beginning, middle,
and end. Use words that capture your voice,
feelings, and point of view. Follow the tips below.
Understand the prompt. Read the prompt carefully. A prompt
for a personal narrative could look like this:
Write a personal narrative about an interesting adventure or difficult
experience in your life. Use the words I and me.
Key words and phrases are personal narrative, adventure, and difficult
experience.
Find a good topic. Choose an event that you recall in some detail.
Consider a visit, a lost pet, or a fun discovery.
Organize your ideas. Make a story organizer on scratch paper.
Event first ride on motorcycle
Where and when country road, last July
Details surprised me
purr of motor, rush of wind
feeling close to nature and traffic
How it ended tired but happy
Write a good beginning. Set the tone with your first sentence.
Develop and elaborate ideas. Use the information in your
organizer. Include vivid details and varied sentences.
 Write a strong ending. Make the ending powerful and vivid.
Check your work. Make any necessary changes. See how the
personal narrative below addresses the prompt.

If there is one thing I can count on, it’s that Aunt

1
Sass will surprise me. Last July she called and said,
2
“I’ll be over to take you for a ride.” She pulled into
our parking lot on a shiny new red motorcycle!
I breathed in the smell of leather and engine oil.
I could hardly wait to hop on. First, Aunt Sass showed
me how to sit and hold on safely and put on my
helmet. Then we were off! At first, I was nervous
3 4
because the traffic was right there in my face. We
seemed to be f lying.
Soon we puttered down a country road, and I
began to relax my grip on Aunt Sass’s waist. The grass,
trees, and fresh air smelled wonderful. I could see
blue wildf lowers along the road and goats grazing in
a field. The world seemed closer and more focused.
When I got off the motorcycle, I was tired but happy.
I’d had another amazing adventure with Aunt Sass. 5

1. The opening sentence creates interest and anticipation.

2. The writer uses personal pronouns to express feelings.
3. Details appeal to readers’ senses.
4. Connectors establish the order of events.
5. The ending ties back to the beginning.

Writing for Tests 233

Writing for Tests 233

Writing a How-to Report
Before you write, visualize all the
steps in the process. As you visualize,
think about your actions as you do this
activity and the vivid words you can use
to describe them. Are you twisting a
screw tightly into place? Are you gently
kneading bread dough? Write a brief
introduction to explain the task you are
describing. Conclude with a final idea or
comment about this task.
234 Writing for Tests
234 Writing for Tests
Writing a How-to Report
A test may ask you to explain how to do or make something.
Include all the steps. Use words such as next and last to show the
order of the steps. Follow the tips below.
Understand the prompt. Read the prompt carefully. A prompt for
a how-to report may look like this:
Write a report that gives steps on how to make or do something.
Make your report easy to understand. Explain all the steps and
materials that are needed.
Key words and phrases are report, steps, how to make or do something,
and all the steps and materials.
Find a good topic. Choose something you can make or do well
and explain easily, such as a simple meal or a game.
Organize your ideas. Make a how-to chart with the name of your
task, the materials, and the steps.
Task Make pot pie—a colonial meal
Materials chicken, chicken bouillon, onions, potatoes, carrots,
corn, peas, frozen pie crusts, knife, cutting board, pan
Steps 1. Cut up chicken. 2. Chop onions, carrots, potatoes.
3. Cook vegetables and chicken in bouillon. 4. Thaw
crusts. 5. Pour mixture into one crust; cover with second
crust. 6. Bake an hour at 375°F.
Write a good beginning. State the task clearly.
Develop and elaborate ideas. Use the steps in your chart.
 Write a strong ending. You might add a personal comment.
Check your work. Is any information missing? See how the
how-to report below addresses the prompt.

1 Chicken pot pie is an all-American meal that the

colonists made to use up leftovers. You can make this 2
delicious dish too. You will need leftover chicken, a
can of chicken bouillon, onions, potatoes, carrots,
corn, peas, two pie crusts, a sharp knife, a cutting
board, and a pan.
First, set out the pie crusts to thaw. Then cut the
chicken into bite-sized pieces. Next, chop up the
3
onions, carrots, and potatoes. Pour the chicken bouillon
4
into the pan and heat it to boiling. Now add the
vegetables and chicken and cook until the vegetables
are tender.
Pour the mixture into one crust. Carefully place
the other crust upside-down on the first crust. Press
the edges firmly to seal the two. Bake the pie at
375°F for an hour or until the crust is golden brown.
5 Now enjoy a colonial feast!

1. The first sentence puts the recipe in a context.

2. The second sentence clearly states the task.
3. Time-order words help show order of steps.
4. Adverbs and adjectives give specific details.
5. The ending connects back to the historical context.

Writing for Tests 235

Writing for Tests 235

Writing a Compare/Contrast Essay
Organization is particularly important
in a compare and contrast essay. Don’t
confuse readers by switching back and
forth between similarities and differences.
Instead, you might first describe all
similarities and then describe all differences.
Use connecting words such as but, however,
unlike, on the other hand, too, and also
to signal likenesses and differences.
These connectors, when skillfully used,
can contribute to a fluent style: Television,
unlike newspapers, can provide instant
coverage of events as they happen.
On the other hand, newspapers provide
a handy, permanent record that you
can reread and check.
236 Writing for Tests
236 Writing for Tests
Writing a Compare/Contrast Essay
A test may ask you to write a compare/contrast essay.
Choose subjects that are alike and different. Follow the
tips below.
Understand the prompt. Read the prompt carefully. A prompt for
a compare/contrast essay could look like this:
Compare and contrast two real people or fictional characters, their
lives, and their accomplishments. Tell about important similarities
and differences.
Key words are compare, contrast, lives, accomplishments, similarities,
and differences.
Find a good topic. Choose two people or characters you can
compare and contrast in several ways.
Organize your ideas. Make a Venn diagram. Write differences in
the outer parts of the circles and similarities in the center.
Abraham Lincoln John Kennedy
intelligent, humorous
grew up poor from wealthy family
faced national crises
homely handsome
assassinated in office
Write a good beginning. Begin with a strong topic sentence.
Develop and elaborate ideas. Use the details in your diagram.
 Write a strong ending. Use the ending to restate the main idea.
Check your work. Did you signal comparisons and contrasts?
See how the compare/contrast essay below addresses the prompt.

1 At first glance, Presidents Abraham Lincoln and John

Kennedy seem like complete opposites. Compare their
portraits. Next to the gangly and rather plain Lincoln,
Kennedy looks handsome and stylish. Their backgrounds
4 are also quite different. Lincoln grew up poor in the rough
frontier country of Kentucky and Illinois. On the other hand,
2
3 Kennedy came from a wealthy Massachusetts family.
However, if you study these great Presidents
more closely, you will find many important similarities.
Both men had keen intelligence and a great sense of
4 humor—and they knew how to use both in public. Like
Lincoln, Kennedy faced a major crisis that threatened
our nation. (For Lincoln, the crisis was the Civil War. For
Kennedy it was the threat of nuclear war with Russia.)
Sadly, both men were assassinated while in office.
These two very different men share a place in our
5 hearts as leaders who made a difference and left us
too soon.

1. The first sentence tells who will be compared.

2. The writer uses signal words throughout essay.
3. The writer organizes differences, then similarities.
4. Pairs of words clarify likenesses and differences.
5. The ending sums up the essay’s main points.

Writing for Tests 237

Writing for Tests 237

Writing a Story
Dialogue can bring a story to life, but
it must sound natural, not stiff and
forced. First, consider your characters.
A 12-year-old’s speech is different than
that of a 30-year-old. Next consider
context: What are these characters
doing? Are they sixth graders complaining
about the school cafeteria food, or are
they adults discussing the weather?
Finally, think about your characters’
personalities as you write. Ask yourself,
“Would she actually say this?” or “How
would he respond?”
238 Writing for Tests
238 Writing for Tests
Writing a Story
A test may ask you to write a story. Tell about an
event and how characters solve a problem. Follow
the tips below.
Understand the prompt. Read the prompt carefully. A prompt
for a story could look like this:
Write a story about a pioneer family traveling west. Tell about what
they hope for and what happens to them. Be sure your story has a
beginning, middle, and end.
Key words and phrases are story, pioneer family, hope for, what happens,
beginning, middle, and end.
Find a good topic. Imagine strong characters who can handle a
difficult or scary situation.
Organize your ideas. Fill in a story chart like the one below.
Story about how McKernans cross desert and mountains
Characters Ma, Da, Billie, Mol
Setting desert, mountains of American West
Action
Beginning A wheel falls off their wagon as the family crosses the
desert. Their water is running out.
Middle Da fixes the wheel; Ma sings a song; they reach a river,
then cross mountains; they have to walk and help the horses; Ma
must leave her good dishes and chest.
End They reach California.
Write a good beginning. Introduce the characters, setting, and
situation at the beginning.
 Develop and elaborate ideas. Use your chart to organize events.
Include vivid, specific words to bring events to life.
Write a strong ending. Show how the problem was resolved.
Check your work. Decide if anything needs to be changed.
See how the story below addresses the prompt.

The McKernans were worried. Ma, Da, Billie, and

1
Mol had journeyed by wagon for a month. Now they
2
were crossing a desert. It was blazing hot, and their
water was nearly gone. Suddenly, a wheel broke off
their wagon. Would they die here in the desert?
4
Da worked quietly to mend the wheel. Ma put Billie and 3
Mol in the shade of the wagon and gave them a swallow
of water. She sang songs to keep them from being afraid.
By evening, they moved slowly on. In the moonlight, they
2 finally saw trees and a river. They had made it!
At daybreak, they saw the mountains ahead. It
was hard for the horses. Everyone walked and
often pushed. Still they had to lighten the load.
Ma didn’t look back at her good dishes and oak
4
chest left by the trail. They did what they had to do.
When at last they reached California, the McKernans
5 thought they had never seen anything more beautiful.

1. The writer quickly introduces characters and setting.

2. The writer reports events in time order.
3. Vivid words set the scene and mood.
4. The writer shows characters’ feelings.
5. The ending tells that the challenge was met.
Writing for Tests 239

Writing for Tests 239

Writing a Persuasive Argument
The goal of a persuasive argument
is to convince someone to agree with
your opinion. Use sound reasons,
facts, and persuasive language such
as should, must, and never to support
your opinion. The more support you
provide, the better chance you have
of persuading your audience.
240 Writing for Tests
240 Writing for Tests
Writing a Persuasive Argument
A test may ask you to write a persuasive argument.
Support your ideas with examples, reasons, and language
that can convince a reader. Follow the tips below.
Understand the prompt. Read the prompt carefully. A prompt for a
persuasive argument could look like this:
What issues are important to you at home? What would you
change? Write a persuasive argument to change one family routine
or policy.
Key words are issues, important, home, change, and persuasive.
Find a good topic. Think about activities you and family members
sometimes disagree about. Ask: What could I try to change? What
persuasive words could I use?
Organize your ideas. Use an organizer like the one below to write
your argument and reasons.
Argument My bedtime should be 10:30 on school nights
and 11:30 on weekends.
Supporting Reasons
• busy schedule, can’t do homework until 8
• need time to wind down before bed
• can’t get to sleep for an hour
• eight hours recommended amount of sleep
Write a good beginning. Set the tone for your argument.
 Develop and elaborate ideas. Use your chart to focus your
writing. Present the reasons using persuasive language.
Write a strong ending. Make the ending convincing.
Check your work. Have you supported your argument?
See how the persuasive argument below addresses the prompt.

1 Time is a valuable resource, and I never have enough.

A 9:30 P.M. bedtime almost guarantees I won’t be able
to get everything done. Extending that time to 10:30
on school nights and 11:30 on weekends would make
life less stressful.
With my after-school activities, I don’t get to my
3 homework before 8:00, and it usually takes more than
an hour. Then right away I have to get ready for bed.
When I lie down, my mind is still racing. I lie there wide
awake for at least an hour. That is wasted time.
Studies show a person should spend some time
winding down before trying to sleep. If I had an hour
to play a game, watch TV, or listen to music, I could
go right to sleep.
2
4 Doctors recommend getting eight hours of sleep a
night. I have been spending nine and a half hours in
bed. The later bedtime would give me enough rest and
5
relieve the stress of hurrying to get everything done.

1. The first sentence sets a brisk, straightforward tone.

2. The writer uses persuasive words effectively.
3. Varied sentence structures make writing flow smoothly.
4. The argument builds to the most important reason.
5. A strong ending sums up the writer’s thoughts.
Writing for Tests 241

Writing for Tests 241

Writing a Summary Writing a Summary
Time lines show important events and A test may ask you to summarize information from a chart,
the order in which they happened. Your diagram, or time line. You will need to read the information
carefully and use it to develop your own sentences.
summary should bring these events to
life through well-crafted sentences.
Make sure each paragraph has a topic
sentence. Include interrogative, exclamatory, 1961
• First Russian manned
and imperative sentences for variety. space flight—Yuri
Gagarin, 108 minutes
Use different sentence beginnings to 1957 First Earth orbiter, 1959 Soviets launch • Gherman Titov—in
Sputnik, launched by Russians; Luna 1, first probe space 25 hours
keep your writing interesting. Sputnik 2 carries Laika, first near moon; Luna 2 • First U.S. manned
animal in outer space. crash-lands on moon. satellite—Alan Shepard

1958 First successful 1960 Tiros 1, 1962 First U.S.

launch of Explorer weather satellite, orbital flight—
satellite; NASA founded and Echo 1, first John Glenn
communications
satellite, launched.

Organize your ideas. Present the information from the time line
in complete sentences. Use transition words and phrases such as soon
after and then to show the order of events.
Write a good beginning. Write a topic sentence that states the
main idea you want to present about your subject.
Develop and elaborate ideas. Include all important facts from
the time line. Connect the ideas for your reader.

242 Writing for Tests

242 Writing for Tests

 Write a strong ending. End with a comment of your own.
Check your work. Is your summary accurate?
See how the summary below is based on the time line.

The Race for Space: 1957–1962

1 Space exploration began as a race between
the United States and the Soviet Union. In 1957, the
2
Russians led with Sputnik, the first Earth orbiter, and
Sputnik 2, which made the dog Laika the first animal
in space. A year later, the U.S. launched an Explorer
3
satellite and founded NASA.
In 1959, Luna 1, another Soviet satellite, was
the first probe to go near the moon. Soon after,
Luna 2 crash-landed on the moon. The next year, the 3
U.S. sent up the weather satellite, Tiros 1, and the first
communications satellite, Echo 1.
Yuri Gagarin made the first Russian manned space
f light in 1961. He remained in f light for 108 minutes.
Another Russian, Gherman Titov, was in space for 25
hours. The U.S. met the challenge with its own manned
satellite with Alan Shepard. Then, in 1962, we claimed 4
3
our first manned orbital f light with John Glenn. I
4
believe that the rivalry between the two countries made
5
space exploration move ahead by leaps and bounds.

1. The opening paragraph clearly states the main idea.

2 The writer explains what Sputnik is.
3. Transition words and phrases show order of events.
4. Pronouns help avoid repetition.
5. The ending sums up main idea and reveals writer’s voice.
Writing for Tests 243

Writing for Tests 243

 Grammar Patrol
Grammar 245
Capitalization 253
Punctuation 254
Spelling 257
Handwriting 258

244 Grammar Patrol

244 Grammar Patrol

Grammar Patrol
adjective An adjective describes a noun or a pronoun.
Ponds are active places.
Several chipmunks run through the wet grass.
Adjectives have two different forms that are used to make comparisons.
• Use the –er form of an adjective to compare two persons, places,
or things.
Frogs have smoother skin than toads.
• Use the –est form of an adjective to compare three or more
persons, places, or things.
Snails are the slowest pond creatures.
• The words more and most are often used with adjectives of two or
more syllables to make comparisons.
The ducks were more comical than usual.
The goose is the most common bird here.
• Some adjectives show comparison in a special way. The correct
forms of good, bad, much, and little are shown below.
good weather better weather best weather
bad storm worse storm worst storm
much snow more snow most snow
little fog less fog least fog
article The words, a, an, and the are a special kind of adjective.
They are called articles. The is used with both singular and plural
nouns. A and an are used only with singular nouns.
The animals at the pond are very busy.
A friend and I spent an afternoon there.
• Use a before a word that begins with a consonant sound.
a beaver a pleasant afternoon
• Use an before a word that begins with a vowel sound.
an owl an underwater plant

Grammar Patrol 245

Grammar Patrol 245

 adverb A word that describes a verb is an adverb.
• Some adverbs ask the question “How?”
The fox hides slyly behind the bushes. (how?)
• Some adverbs answer the question “Where?”
Aesop wrote fables here. (where?)
• Other adverbs answer the question “When?”
Often a fable tells about one event. (when?)
Adverbs can be used to compare actions.
• Use the –er form or more to compare two actions. Most adverbs
that end in –ly use more.
The ant worked harder than the cricket.
The tortoise moved more steadily than the hare.
• Use the –est form or most to compare three or more actions. Most
adverbs that end in –ly use most.
The ant worked hardest of all the insects.
The tortoise moved most steadily of all.
The word not is an adverb. It means “no.” Do not use two words
that mean “no” in the same sentence.
Wrong: It wouldn’t never matter to me.
Right: It wouldn’t ever matter to me.
Right: It would never matter to me.
contraction A contraction is a shortened form of two words.
An apostrophe replaces a letter or letters.
• Some contractions join a pronoun and a verb.
I have never been in a dairy shed before.
I’ve never been in a dairy shed before.
• Some contractions are formed from a verb and the word not.
I cannot believe you did not bring your banjo.
I can’t believe you didn’t bring your banjo.

246 Grammar Patrol

246 Grammar Patrol

noun A noun names a person, place, or thing.
The settlers came to America on a ship.
(person) (place) (thing)
A singular noun names one person, place, or thing.
The settler kept the cow in the barn.
A plural noun names more than one person, place, or thing.
The settlers kept their cows in their barns.
• Add -s to form the plural of most nouns.
colonists rivers peas chickens
• Add -es to form the plural of nouns that end in ch, sh, s, ss, x, or z.
benches bushes buses boxes
• If a noun ends in a consonant and y, change y to i and add -es to
form the plural.
Singular: library city cherry
Plural: libraries cities cherries
• Some plurals are formed by changing the spelling of the singular noun.
Singular: man child foot mouse
Plural: men children feet mice
• A few nouns have the same singular and plural forms.
Singular: elk moose deer sheep
Plural: elk moose deer sheep
A common noun names any person, place, or thing.
A colonist founded the town.
A proper noun names a particular person, place, or thing.
William Penn founded Philadelphia.

Grammar Patrol 247

Grammar Patrol 247

 A possessive noun shows ownership.
• To form the possessive of a singular noun, add an apostrophe and
s (’s) to the singular noun.
Ben Franklin’s many talents amazed people.
• To form the possessive of a plural noun ending in s, add an
apostrophe (s’).
shoemakers’ hammers blacksmiths’ forges
• To form the possessive of a plural noun that does not end in s,
add an apostrophe and s (’s).
men’s hats mice’s tails two deer’s tracks
preposition A preposition is a word that shows how a noun or
pronoun is related to other words in the same sentence.
We sing in the car.
A preposition begins a group of words called a prepositional
phrase. At the end of the phrase is a noun or pronoun called the
object of the preposition.
Preposition: The dog buried its bone in the yard.
Prepositional phrase: in the yard
Object of the proposition: yard
pronoun A pronoun takes the place of a noun or nouns.
Nouns: Linda writes poems.
Pronouns: She enjoys writing them.
The pronouns I, you, she, he, it, we, and they are subject pronouns.
Use these pronouns to replace nouns that are the subjects of
sentences.
Robert Frost had been a teacher and a farmer.
He wrote many poems about nature.

248 Grammar Patrol

248 Grammar Patrol

The pronouns me, you, him, her, it, us, and them are object
pronouns. You can use these pronouns to replace nouns in the
predicate of a sentence.
Paul read poems to Jill.
Paul read them to her.
The pronouns my, your, his, her, its, our, and their are possessive
pronouns. A possessive pronoun shows ownership. Possessive
pronouns can replace nouns.
That writer’s home is in the mountains.
Her poems usually involve nature.
sentence A sentence is a group of words that expresses a
complete thought.
People of all ages enjoy hobbies.
A declarative sentence makes a statement. It ends with a period (.).
Hobbies are important in people’s lives.
An interrogative sentence asks a question. It ends with a
question mark (?).
What is your hobby?
An imperative sentence gives a command or makes a request.
It usually ends with a period (.).
Please get your kite ready. Come to our party!
An exclamatory sentence expresses strong feeling. It ends with
an exclamation mark (!).
That kite will crash! How happy I am!
A simple sentence has one subject and one predicate. It expresses
one complete thought.
Kites come in many different shapes.

Grammar Patrol 249

Grammar Patrol 249

 A compound sentence contains two simple sentences joined
by the word and, but, or or. Use a comma in a compound sentence
before the word and, but, or or.
The day was cool, and clouds drifted across the sun.
subject and predicate The subject is the part of the sentence that
names someone or something. The predicate tells what the subject
is or does. Both the subject and the predicate may be one word or
many words.
Currents/move ocean water around the world.
The most common mineral/is salt.
Ocean water/moves.
Sea water/flows in vast streams.
The simple subject is the main word in the complete subject.
The five biggest oceans are really one huge ocean.
A sentence may have more than one simple subject. The word
and may be used to join simple subjects, making a compound
subject. The simple subjects share the same predicate.
Spiny crabs and colorful fish scurry along the underwater reef.
The simple predicate is the main word or words in the complete
predicate.
Ocean waters flow in vast streams.
A sentence may have more than one simple predicate. The word
and may be used to join simple predicates, making a compound
predicate. The simple predicates share the same subject.
Some worms live and feed in the ocean.
verb A verb is a word that shows action or being.
Nina paints in art class. (action)
That picture is beautiful. (being)

250 Grammar Patrol

250 Grammar Patrol

An action verb shows action. It tells what the subject of a
sentence does.
The art teacher welcomed the students.
A verb can be more than one word. The main verb is the most
important verb. A helping verb works with the main verb.
Many people have admired Picasso’s paintings. (main verb)
His name is known all over the world. (helping verb)
A linking verb shows being. It tells what the subject is or was.
Grandma Moses was a famous artist.
When the correct subject and verb are used together, we say they
agree. The form of the linking verb be that is used depends on the
subject of the sentence. Study the following chart.
Using the Forms of be
Use am and was with I
Use is and was with she, he, it, and singular nouns
Use are and were with we, you, they, and plural nouns
The tense of a verb shows the time of the action.
A verb in the present tense shows action that happens now.
Eli forms the tiles.
A verb in the present tense must agree with the subject of the sentence.
• With he, she, it, or a singular noun, add -s or -es to the verb.
The student learns. My cousin teaches. He walks.
• If a verb ends in ch, sh, s, ss, x, or z, add -es. Notice the word
teaches above.
• With I, you, we, they, or a plural noun, do not add -s or -es.
The students learn. My cousins teach. They walk.
A verb in the future tense shows action that will happen. The
future tense is formed with the helping verb will.
Ann will create a vase.
Grammar Patrol 251

Grammar Patrol 251

 A verb in the past tense shows action that already happened.
Lee washed pots.
The past tenses of irregular verbs are not formed by adding -ed.
Some irregular verbs are shown in the following chart.
Past with have,
Verb Past has, or had
begin began begun
bring brought brought
come came come
do did done
eat ate eaten
fall fell fallen
find found found
fly flew flown
give gave given
go went gone
grow grew grown
ride rode ridden
run ran run
see saw seen
take took taken
throw threw thrown
write wrote written
The spelling of some verbs changes when -es or -ed is added.
• If a verb ends in a consonant and y, change the y to i before
adding -es or -ed.
study studies studied
• If a verb ends in one vowel and one consonant, double the final
consonant before adding -ed.
trap trapped stir stirred

252 Grammar Patrol

252 Grammar Patrol

Capitalization
first word of a sentence Every sentence begins with a capital
letter.
People enjoy having special projects.
proper noun Each important word in a proper noun begins with
a capital letter.
• Capitalize each word in the name of a person or pet.
Patrice Gomez owns a cat named Duke.
• Capitalize an initial in a name. Put a period after the initial.
William L. Chen is a doctor in our neighborhood.
• Capitalize a title before a name. If the title is an abbreviation (a
shortened form of a word), put a period after it.
President Jefferson Dr. Jonas Salk
• Capitalize every important word in the names of particular places
or things.
Statue of Liberty Ellis Island New York Harbor
• Capitalize names of days, months, holidays, and special days.
Tuesday April Fourth of July
pronoun I The pronoun I is always capitalized.
May I go skating this afternoon?
letter Capitalize the first word of the greeting and the first word
of the closing of a letter.
Dear Mother, Dear Sir: Sincerely yours,
title of books, movies, songs, and other works Capitalize
the first word, the last word, and all of the important words in the
titles of works.
The Secret Life of Harold the Bird Watcher
“The Star-Spangled Banner”

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Grammar Patrol 253

 quotation Begin the first word in a quotation with a capital letter.
The Hare asked, “How about a race?”

Punctuation
period Declarative sentences and imperative sentences end with
a period (.).
I stood on the corner. Wait for the signal.
• Put a period after an initial in a name.
J. P. Jones Abigail S. Adams
• Put a period after an abbreviation (a shortened form of a word).
Mr. Mrs. Ms. Dr.
question mark An interrogative sentence ends with a
question mark (?).
Do you have more than one hobby?
exclamation mark An exclamatory sentence ends with an
exclamation mark (!).
That kite will crash!
comma A comma (,) is a signal that tells a reader to pause.
• Use a comma after yes, no, or well at the beginning of a sentence.
Yes, I saw the display of Eskimo art.
Well, my favorites were the bears made of silver.
• Use a comma to set off the name of the person spoken to.
Your painting is very beautiful, Roberta.
• Use a comma to separate words in a series. A series is made up of
three or more items. No comma is used after the last word in the
series. The last comma goes before the word and.
The artists carve, smooth, and polish their work.

254 Grammar Patrol

254 Grammar Patrol

• Use a comma to separate the city from the state.
I grew up in Tulsa, Oklahoma.
• Use a comma to separate the day and the year.
Pablo was born on February 7, 2000.
• Use a comma after the greeting of a friendly letter. Use a comma
after the closing of a friendly or a business letter.
Dear Kim, Your friend, Yours truly,
• Use a comma before the word and, but, or or in a compound
sentence.
The merchants crossed central Asia, and they reached China.
quotation marks A quotation is the exact words someone
speaks. Quotation marks (“ ”) show where a speaker’s exact words
begin and end.
• Use quotation marks before and after a quotation. Begin the first
word in a quotation with a capital letter. When the quotation comes
last, use a comma to separate the speaker from the quotation.
The Tortoise said, “I’m not going to lose this race.”
• When the quotation comes first, use a comma, a question mark,
or an exclamation mark to separate the quotation from the
speaker. The end mark of a quotation always comes just before the
second quotation mark. Put a period at the end of the sentence.
Statement: “Let’s do something else,” replied the Tortoise.
Question: “Are you afraid you’ll lose?” teased the Hare.
Exclamation: “I’m not afraid!” snapped the Tortoise.
• Enclose the titles of stories, songs, poems, and articles in
quotation marks.
Story: “The Use of Force”
Song: “Of Thee I Sing”
Poem: “Dear March, Come In!”
Article: “Let’s Make Music”
Grammar Patrol 255

Grammar Patrol 255

 • Underline the titles of newspapers, magazines, books, plays,
and movies.
In materials you read, these titles are printed in italics.
Newspaper: Denver Post
Magazine: Popular Mechanics
Book: A Wind in the Door
Play: Man of La Mancha
Movie: Invaders from Mars
apostrophe Use an apostrophe (’) to show where a letter or letters
have been left out in a contraction (a shortened form of two words).
we’ve (we + have) wasn’t (was + not)
• Use an apostrophe to form the possessive of a noun.
man’s James’s men’s workers’
colon Use a colon (:) after the greeting in a business letter.
Dear Mr. Kurtz: Dear Sir or Madam:

256 Grammar Patrol

256 Grammar Patrol

Frequently Misspelled Words
a lot everything morning then
afraid except myself there
again excited of they
almost family off they’re
already favorite once thought
always February one through
another field opened to
are finally our too
athlete first outside took
basketball found people tries
beautiful friend piece truly
because getting presents TV
before government pretty two
believe grabbed probably until
brother happened radio upon
brought heard really usually
buy hero right vacation
caught his said very
chocolate hospital scared want
Christmas house school was
clothes I separate watch
control I’m should weird
could instead since went
cousin into sincerely we’re
Dad’s it’s something were
decided knew sometimes what
didn’t know special when
different knowledge started where
disappear let’s stopped which
doesn’t library successful who
don’t little sure whole
enough maybe surprised with
especially might swimming would
everybody minute that’s you’re
everyone Mom their
Frequently Misspelled Words 257

Frequently Misspelled Words 257

 D’Nealian™ Alphabet

abcdefghi
jklmnopqrst
uvwxyz
ABCDEFG
HIJKLMNO
PQRSTUV
WXYZ.,’?
123456
7 8 9 10
258 Handwriting

258 Handwriting
Manuscript Alphabet

a b c d e f g
h i j k l m n
o p q r s t u
v w x y z
A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z , ’ . ?
q! @
w #
e r
$ t
% y^
&
u * i
( qp
!)
Handwriting 259

Handwriting 259
 Cursive Alphabet

abcdefg
hijklmn
opqrstu
vwxyz
A B C D E FG
HIJ KL MN
OPQRSTU
VWXY Z.,’?
1 2 3 4 5 6
7 8 9 10
260 Handwriting

260 Handwriting
Index
A first word of sentence, 50–53
Abbreviations, 74–77
Action verbs. See Verbs.
Adjectives, 176–179, 200–203, 245
articles, 176–179
comparative, 188–191
demonstrative, 182–185
predicate, 122–125
proper, 176–179
superlative, 188–191
Adverbs, 194–197, 200–203, 246
comparative, 194–197
superlative, 194–197
Agreement,
pronoun, 146–149
subject-verb, 98–101,
158–161
Alliteration, 187
Antecedents, 146–149, 152–155
Apostrophe
in contractions, 170–173
in possessive nouns, 86–89
Articles, 176–179, 245
B items in series, 212–215, 224–
Be. See Verbs.
C 65, 212–215
Capitalization, 253–254
abbreviations, 74–77
days of week, 74–77
months of year, 74–77
proper nouns, 74–77
quotations, 218–221
titles, 74–77, 255–256
titles of people, 74–77
Clauses, 62–65
dependent, 62–65, 68–71,
206–209
independent, 62–65, 68–71,
206–209
Colon, 224–227
Commas
addresses, 212–215
appositives, 212–215
dates, 212–215
direct address, 212–215
in compound sentences,
68–71, 212–215
in quotations, 218–221
interrupting words and
phrases, 212–215
introductory words and
phrases, 212–215
227
with dependent clauses, 62–
Common nouns. See Nouns.
Complex sentences. See
Sentences.
Index 261
Index 261
 Index
Compound-complex sentences.
See Sentences.
Compound predicate. See
Predicates.
Compound sentences. See
Sentences.
Compound subject. See Subjects.
Conjunctions, 206–209
coordinating, 206–209
subordinating, 206–209
Contractions, 170–173, 246
Conventions. See Writing.
D Sentences.
Dash, 224–227
Declarative sentences. See
Sentences.
Demonstrative adjectives,
182–185
Dependent clauses. See Clauses.
Descriptive writing. See Writing,
types of.
Details, 2–3, 204, 222
Direct objects, 122–125, 140–143,
164–167
Direct quotations, 218–221
E Linking verbs. See Verbs.
Evaluate your writing, 46–48
Exclamation mark, 50–53
Exclamatory sentences. See
Sentences.
Expository writing. See Writing,
types of.
262 Index
262 Index
F
Focus/Ideas. See Writing.
Fragments, 56–59
Frequently misspelled words,
257
H
Handwriting, 258–260
Hyphen, 224–227
I
Imperative sentences. See
Indefinite pronouns. See
Pronouns.
Independent clauses. See
Clauses.
Indirect objects, 122–125,
140–143
Indirect quotations, 218–221
Interjections, 50–53
Interrogative sentences. See
Sentences.
Irregular verbs. See Verbs.
L
M
Main idea, 2–3, 72, 114
Mechanics, 254–256
apostrophe, 86–89, 170–173
 colon, 224–227
comma, 62–65, 68–71,
212–215, 218–221
dash, 224–227
exclamation mark, 50–53
hyphen, 224–227
period, 50–53, 74–77
question mark, 50–53
quotation marks, 218–221
semicolon, 224–227
Metaphor, 186
Misplaced modifiers,
200–203
Modifiers, 200–203
N Possessive nouns. See Nouns.
Narrative writing. See Writing,
types of.
Negatives, 170–173
Nouns, 247–248
collective, 98–101
common, 74–77
plural
irregular, 80–83
regular, 80–83
possessive
plural, 86–89
singular, 86–89
predicate, 122–125
proper, 74–77
titles of people, 74–77
O
Object of preposition,
134–137, 140–143
Objects. See Direct objects; Indirect
objects, Object of preposition.
Object pronouns. See Pronouns.
Organization/Paragraphs. See
Writing.
P
Participles. See Verbs.
Period, 50–53, 74–77
Personification, 186, 187
Persuasive writing. See Writing,
types of.
Plural nouns. See Nouns.
Predicate nominatives, 92–95
Predicates, 250
complete, 56–59
compound, 206–209
simple, 56–59
Prepositional phrases, 134–137,
200–203
Prepositions, 134–137, 248
Principal parts of verbs. See
Verbs.
Prompts, 26, 31, 36, 41, 79, 109,
139, 169, 232, 234, 236, 238,
240
Pronouns, 248–249
antecedents, 146–149,
152–155
Index 263
Index 263
 Index
indefinite, 158–161 S
object, 140–143 Semicolon, 224–227
possessive, 152–155 Sentences, 18–21, 249–250
referents, 146–149 capitalization in, 50–53
reflexive, 158–161 complex, 62–65, 68–71,
subject, 140–143 206–209
who and whom, 164–167 compound, 68–71, 206–209
Proofreading, 22–25 compound-complex, 68–71
Proper adjectives. See Adjectives. declarative, 50–53
Proper nouns. See Nouns.
exclamatory, 50–53
Punctuation, 50–53, 62–65, 68–
71, 74–77, 86–89, 170–173, 212– imperative, 50–53
215, 218–221, 224–227, 254–256 interrogative, 50–53
See also Mechanics. kinds of, 50–53
Purpose for writing, 2–3, 168 punctuation of, 50–53
run-on, 56–59
Q simple, 68–71
Question mark, 50–53 Simile, 186
Quotation marks, 218–221 Simple sentences. See Sentences.
Quotations, 218–221 Spelling, 257
Strategies. See Writing.
R Subject complements, 122–125
Subject pronouns. See Pronouns.
Referents. See Antecedents.
Subjects, 250
Reflexive pronouns. See
Pronouns. complete, 56–59
Review, 53, 59, 65, 71, 77, 83, 89, compound, 206–209
95, 101, 107, 113, 119, 125, 131, plural, 98–101
137, 143, 149, 155, 161, 167, simple, 56–59
173, 179, 185, 191, 197, 203,
singular, 98–101
209, 215, 221, 227
Rubrics, 26, 31, 36, 41
Run-on sentences, 56–59

264 Index

264 Index
T W
Tenses, 104–107
Test preparation, 52, 58, 64,
70, 76, 82, 88, 94, 100, 106,
112, 118, 124, 130, 136, 142,
148, 154, 160, 166, 172, 178,
184, 190, 196, 202, 208, 214,
220, 226
Tests. See Writing for tests.
Titles, 74–77, 255–256
of people, 74–77
V
Verbs, 250–252
action, 92–95, 122–125
agreement, 98–101, 158–161
am, is, are, was, were, 92–95
be, 92–95
future tense, 104–107
irregular, 104–107, 116–119
linking, 92–95, 122–125
participles, 110–113, 116–119,
128–131
past tense, 104–107, 110–113,
116–119, 128–131
present tense, 104–107, 110–
113, 116–119, 128–131
principal parts of
irregular, 116–119
regular, 110–113
troublesome, 128–131
Voice. See Writing.
Who and whom, 164–167
Word choice. See Writing.
Writer’s craft. See topics under
Writing. See also main entries.
Writing
adjectives to persuade, 180
answer 5 Ws and How, 144
conventions, 22–25
details, 2–3, 204, 222
dialogue, 102
eliminate wordiness, 126
figurative language, 186
focus/ideas, 2–5
good beginnings, 78
include important details, 222
include important
information, 84
know audience, 132
main idea, 2–3, 72, 114
models, 4–5, 8–9, 12–13,
16–17, 20–21, 24–25, 27–30,
32–35, 37–40, 42–45, 233,
235, 237, 239, 241, 243
ad, 199
biographical study, 121
brochure, 193
character sketch, 61
compare/contrast essay,
236–237
description of setting, 157
directions, 85
Index 265
Index 265
 Index
e-mail, 133
friendly letter, 97
how-to report, 234–235
hypothesis and results, 91
interview, 103
job application essay, 229
journal entry, 67
letter to editor, 181
literary review, 175
memoir, 55
newsletter article, 217
news story, 145
outlining, 223
personal narrative, 232–233
persuasive argument, 240–
241
poem, 187
problem-solution essay, 73
rules, 127
story, 238–239
story about animal, 151
summary, 242–243
symbolism, 205
taking notes, 211
TV script, 163
order, 156
organization/paragraphs, 6–9
parallel structure, 96
paraphrase, 210
posing questions, 90
powerful verbs, 120
266 Index
266 Index
prompts, 26, 31, 36, 41, 79,
109, 139, 169, 232, 234,
236, 238, 240
purpose, 2–3, 168
sensory details, 174
sentences, 18–21
show, don’t tell, 54
stage directions, 162
stick to subject, 228
strategies, 2, 6, 10, 14, 18, 22
strong conclusions, 216
style, 108
support argument, 198
supporting ideas, 72
thesis statement, 114
tone, 60
topic sentence, 204
transition words, 138
types of
descriptive, 31–35
expository, 41–45, 115
narrative, 26–30
persuasive, 36–40
visual images, 192
vivid words, 150
voice, 10–13, 66
word choice, 14–17
Writing for tests, 79, 109, 139,
169, 230–243
Writing models. See Writing.
 1. The dog ansered the boys call with a loud bark. (answered; boy’s) 1. Grandpa told us about a old legund. (an; legend) 1. Would Ashleys presence disterb Chauncey? (Ashley’s; disturb)

2. Why is old yeller loyal to his family. (Old Yeller; family?) 2. Why do Mother Fletcher live alone. (does; alone?) 2. The hairy mongrel had mangy fur he smell awful.
(fur. He smelled)

3. Juana threw the stick to her dog Patches. The dog retrieve it 3. Police officers know about safty? (safety.) 3. Lucinda was nervus about leaving Chauncey alone
quick. (retrieved; quickly) (nervous; alone.)
4. Last night Lani bake pies for the naybors. (baked; neighbors) 4. The dog knocked over the box of detergint but, it didn’t spill.
4. please set the table for dinner? (Please; dinner.) (detergent, but it)

5. What amazing storys Mother Fletcher tells. (stories; tells!) 5. Everyone stood in the coridor. After the power went out.
5. The boy and his freinds paniked when they saw the bear. (corridor after)
(friends; panicked) 6. Wear is Harlem. (Where; Harlem?) 6. Ashley’s mother is an attorny she is often away from home.
6. Chopping wood is difficult werk (work.) (attorney. She)

7. Its important to respect you elders. (It’s; your) 7. Before she find Chauncey. Lucinda didn’t think about dogs.
7. Does sophia enjoy washing the dog. (Sophia; dog?) (found; Chauncey,)
8. Police officers protects people (protect people.) 8. Jacks Mother asked him to take the dog for a walk.
8. We were so frightened? That snake were venomous! (Jack’s mother)
(frightened!; was)
9. There is carrots in the community gardin. (are; garden) 9. Lucinda could see her grandmother’s frontporch? (front porch.)
9. Please changed the cat’s bandage David.
(change; bandage, David) 10. Did you get a glimps of the police station. (glimpse; station?) 10. Coyotes and foxs belong to the same family as dog’s.
10. I never feed my dog desert (dessert.) (foxes; dogs)
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Unit 1 Old Yeller Daily Fix-It 1 Unit 1 Mother Fletcher’s Gift Daily Fix-It 2 Unit 1 Viva New Jersey Daily Fix-It 3
Daily Fix-Its TR1
TR2 Daily Fix-Its

1. Toucans are brightly colured birds in the Rain Forest. 1. The George Family knew their lifes were going to change. 1. Claire thought the Martian costume look rediculous.
(colored; rain forest) (family; lives) (looked; ridiculous)
2. Rain forests is places with amazin wildlife. (are; amazing) 2. Wild animals are often, in need of ade. (often in; aid) 2. Have you ever heard of monkies in space. (monkeys; space?)

3. Botany is the study of plants it is a important science. 3. Craig looked around for his Parents and saw noone. 3. Chucks sofisticated telescope focused on Saturn.
(plants. It; an) (parents; no one) (Chuck’s; sophisticated)
4. Why are rain forests disapearing. (disappearing?) 4. Miss. Burton teaches at Jefferson Hi School. (Miss; High) 4. From the beach’s of florida, Liza watched the rocket ascend.
(beaches; Florida)

5. Although it would be wierd you could take a briefcase into the 5. Luke, get down from their? (there.) 5. Adam used a calculater to figure the distance too the moon.
rain forest. (weird,) (calculator; to)
6. Our nieghbors don’t like crow’s. (neighbors; crows) 6. Does the Earth and the moon rotate simultaneusly?
6. Whose responsible for damaging the rainforest? (Do; simultaneously)
(Who’s; rain forest)
7. This Autumn, Art is moving to Rochester, new york. 7. You cant watch the Mercury video until the leafs are raked.
7. People needs to perserve the rain forests. (need; preserve) (autumn; New York) (can’t; leaves)
8. Crowbar flied away, and we were all witnesses’. (flew; witnesses) 8. Both of Lin’s brother-in-laws works at the observatory.
8. Some trees stay green all yeer but other trees lose their leaves. (brothers-in-law; work)
(year,)
9. They fed there pet bird hamberger. (their; hamburger) 9. “Who wants to visit the planetarium” asked dad.
9. If you want to see insects. Go to the amazon rain forest. (planetarium?; Dad)
(insects, go; Amazon) 10. The coins in the sandbox gleamed bright? (brightly.) 10. Its another rainy day in Batavia Illinois. (It’s; Batavia,)
10. Some rain forests are near the equator and other are in cooler
climates. (equator,; others)
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Unit 1 Saving the Rain Forest Daily Fix-It 4 Unit 1 When Crowbar Came Daily Fix-It 5 Unit 2 The Universe Daily Fix-It 6
 1. The fossil’s were perserved in cold, wet mud. (fossils; preserved) 1. Would you travel back in time to visit your ancesters. 1. Our astronauts are american heros. (American; heroes)
(ancestors?)
2. At Dawn the researchers walked to the resevoir. 2. Some modern kids travelled to Canada on the ultimate feild trip. 2. Gov Masterman is desparate to leave the colony.
(dawn; reservoir) (traveled; field) (Gov.; desperate)

3. Todds book’s were all about phytosaurs. (Todd’s; books) 3. The students didn’t grumbel when they left there video games. 3. When he broke his leg a subsitute was found. (leg,; substitute)
(grumble; their)
4. The childs were excited about the inpending field trip. 4. Garretts Father fixes and sells cars. (Garrett’s; father) 4. My Brother want to be an astronaut. (brother; wants)
(children; impending)

5. The novels main character were a paleontologist. (novel’s; was) 5. The women baked bred in a would-burning stove. 5. Rickys sister did not hesetate to sign up for astronomy club.
(bread; wood-burning) (Ricky’s; hesitate)
6. The dinosaur spyed his pray and he gave chase. (spied; prey,) 6. Students were forbiddan to use modern words on their trip to 6. Mrs Drake’s class watch a science fiction play. (Mrs.; watches)
the 1800’s. (forbidden; 1800s)

7. New Mexicos’ climate suits James just fine? (Mexico’s; fine.) 7. Each sentense described a different star (sentence; star.)
7. The settlers bilt a school and stores (built; stores.)
8. The bones at the site were to numerus to count. (too; numerous) 8. Vincent witnessed the brillient sunrise but his friend fell asleep.
8. They gived all the streats names. (gave; streets) (brilliant; sunrise,)

9. The little boy, was frightened by the sharks tooth. 9. Are Lucas going to the lift-off. (Is; liftoff?)
(boy was; shark’s) 9. Norma’s mother lengthined the dress buy letting out the hem.
10. To endure a productiv expedition researchers must use reliable (lengthened; by) 10. Astronaut training takes grate disciplin. (great; discipline)
maps. (productive; expedition,) 10. The intearior of the log cabin were lighted with oil lamps.
(interior; was)
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Unit 2 Dinosaur Ghosts Daily Fix-It 7 Unit 2 A Week in the 1800s Daily Fix-It 8 Unit 2 Goodbye to the Moon Daily Fix-It 9
Daily Fix-Its TR3
TR4 Daily Fix-Its

1. Historyians study ancient people and there cultures. 1. Gary breathed a sigh of relief, at the sight of the rescue 1. Marian wants to sing in his own countrys’ capital.
(Historians; their) veehicle. (relief at; vehicle) (her; country’s)
2. The workers who built the pyramid’s were residants of Egypt. 2. The bond of friendship between Millie and Ms Gooding was
(pyramids; residents) 2. Darla had consider a train trip but she decided to fly. unbrakeable. (Ms.; unbreakable)
(had considered; trip,)
3. Today’s archaeologists were specilists in finding artifacts.
(are; specialists) 3. Blake felt ill and he was showing simptoms of dehydration. 3. The childrens melodys fell softly upon our ears.
4. Would you be a participent in an archeological dig. (ill,; symptoms) (children’s melodies)
(participant; dig?) 4. Wilderness camping was a unieque experience for uncle Ken. 4. Mr. Gooding choosed to perform the aria in its intirety.
(unique; Uncle) (chose; entirety)
5. Musicans in ancient Egypt amuse the guests of the pharaoh.
(Musicians; amused) 5. From the plane Emily gazed at Lake Michigans’ coastline. 5. He left america to sing on the intirnational stage.
6. Scribes were professional writer who are honored in ancient (plane,; Michigan’s) (America; international)
Egypt. (writers; were) 6. Sally wondered why the broshure was written in french. 6. The pianoes was moved to the side of the stage. (pianos; were)
(brochure; French)

7. Men builded the Great Pyramid in egypt for more than twenty 7. Trevor watched the clouds creep across the cresent moon? 7. There were no empty seats on the bus and Ethel finded herself
years. (built; Egypt) (crescent; moon.) in a predicament. (bus,; found)
8. Is Valerie and Aaron picking berrys or walnuts? (Are; berries)
8. Many novlists write storys set in the land of pyramids. 8. The winners’ of the singing contest is about to receive their
(novelists; stories) prizes. (winners; are)
9. Remember too take your compass or you may get lost.
9. How do the pyramid builders transport the huge stones! (to; compass,)
(did; stones?) 10. When I was in brazil I bought this waterproof watch. (Brazil, I) 9. By the time she was thirty, Marla have sung in Philedelphia.
10. Ancient Egyptian’s possessions were often buryed with them. (had; Philadelphia)
(Egyptians’; buried) 10. J. J. gived his friend a ticket, to the concert. (gave; ticket to)
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Unit 2 Egypt Daily Fix-It 10 Unit 3 Hatchet Daily Fix-It 11 Unit 3 When Marian Sang Daily Fix-It 12
 1. The swimmers was anxios about the ocean. (were; anxious) 1. The class made a fieldtrip to the farmers ranch. 1. Womans in the medical field look upon her as a cymbal.
(field trip; farmer’s) (Women; symbol)
2. The vendor sold ice cream, and sherbert at the beach. 2. Thunder storms has damaged the crops that grow on farms. 2. Elizabeth and Anna is going to lay down and rest. (are; lie)
(cream and; sherbet) (Thunderstorms; have damaged)

3. The atheletes lined up buy the pool. (athletes; by) 3. Some one lied about eating the left overs that were in the 3. The graduate’s glided down the isle in their robes.
refrigerator. (Someone; leftovers) (graduates; aisle)
4. The lifeguard’s called for a rescue hellicopter. 4. The year was 1847 and no woman had gone to medical school?
(lifeguards; helicopter) 4. The man used his cellphone to call their foreman. (1847,; school.)
(cell phone; his)
5. The sun bathers looked familar. (sunbathers; familiar) 5. Dr Lin leaved the pills in the medicine cabinet. (Dr.; left)
5. While Juan practiced his speech to the rancher he set under the
6. In Washingten, D.C., people have swimmed in the Potomac apple tree. (rancher,; sat) 6. The nurse was tired but she tended to her patience.
River. (Washington; have swum) (tired,; patients)
6. Araceli left Juan get on the bull dozer at the ranch.
(let; bulldozer) 7. The stationary was embossed with the hospitals seal.
7. Swimmers narrowly escaped drownding when he got caught in (stationery; hospital’s)
a rip tide. (drowning; they) 7. The wealthy rancheros’ raised from their seats and went home. 8. They did’nt know that the applicant was a woman
(rancheros; rose) (didn’t; woman.)
8. Yesterday after algabra class, Mark swimmed. 8. The spanish word el manzano real mean “the royal apple tree.”
(algebra; swam) (Spanish words) 9. My Uncle had surgery on his heal. (uncle; heel)

9. Aquatic sports is relacksing. (are; relaxing) 9. Juan Verdades is a folk tale about a man who couldnt telling a 10. Dr. Adair have performed many surgerys. (has; surgeries)
lie. (couldn’t; tell)
10. Karen and me have brung our towels. (Karen and I; have brought)
10. I have to ask my self if honesty is always the best policy?
(myself; policy.)
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Unit 3 Learning to Swim Daily Fix-It 13 Unit 3 Juan Verdades Daily Fix-It 14 Unit 3 Elizabeth Blackwell: Medical Pioneer Daily Fix-It 15
Daily Fix-Its TR5
TR6 Daily Fix-Its

1. Him kept a cronicle during the exploration. (He; chronicle) 1. She thought the pare was unapetizing. (pear; unappetizing) 1. Having they own land was pretious to formerly enslaved
African Americans. (their; precious)
2. Was the crew members supposed to sinchronize their watches? 2. The zoo attendant’s welcomed all the children and his parents.
(Were; synchronize) (attendants; their) 2. In the Southwest, many people builded them homes from dried
mud. (built their)
3. Admiral Peary’s team drinked plenty of fluids. Them did not get 3. The monkeys were difensive about territory that they thought
dehydrated. (drank; They) belonged to him. (defensive; them)
3. Before the civil War, fricion arose between the North and the
4. The arkive at the library contain the journals of explorers. 4. Dad drived Aunt Paula and I to the zoo. (drove; me) South. (Civil; friction)
(archive; contains)
4. In 1879 freedom will be cherished, especialy by former slaves.
5. Some Inuit people lives in snow houses on the ice (live; ice.) 5. Jane Goodall have exhibited her unwaivering devotion to (was; especially)
chimps. (has; unwavering)
6. Years ago, women are not permitted to participate in democrasy. 5. Nearly 180,000 african Americans fighted in the Union Army.
(were; democracy) 6. The apes outburst surprised she. (ape’s; her) (African; fought)
6. Every enslaved person longed for he or she freedom?
7. Many aristochrats financed scientific exploration’s. (his or her freedom.)
(aristocrats; explorations) 7. Doug and his classmates has finished her ape projects.
8. President theodore Roosevelt supported Pearys explorations. (have; their) 7. The indians nicknamed the black troops Buffalo Soldiers
(Theodore; Peary’s) 8. Do you agree that the logging companies is destroying the rain (Indians; Soldiers.)
forest with their trucks. (are; trucks?) 8. The farmers pateintly waited for his crops to grow.
9. admiral Peary was fifty-two when him made his last (patiently; their)
exploration. (Admiral; he made)
9. Before the chimps are fed they chatter in there cages. (fed,; their) 9. The riverboat Captain was cautous about giving passage to the
10. Peary and me would have made a gooder team than Peary and sharecropper. (captain; cautious)
Henson. (I; better) 10. The crowd are listening to Dr Goodall’s seminar. (is; Dr.)
10. In the Winter, pioneers stayed warm under earthen rooves.
(winter; roofs)
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Unit 4 Into the Ice Daily Fix-It 16 Unit 4 The Chimpanzees I Love Daily Fix-It 17 Unit 4 Black Frontiers Daily Fix-It 18
 1. Can he walk to the acadamy by hisself? (academy; himself) 1. Thomas Edison needed electricety in their lab. (electricity; his) 1. Grandma write the most createve poems. (writes; creative)

2. The space ships deparshure time was unknown. 2. Thomas a. Edison were the man who invented the electric pen. 2. They is a very affectionite couple. (are; affectionate)
(ship’s; departure) (A.; was)

3. Capt Smith did not want to critisize the cadets. (Capt.; criticize) 3. Edison was a celebraty whom patented 75 inventions in two 3. No one never knew how Sadie fell down the stares.
years. (celebrity who) (No one ever or No one knew; stairs)
4. Both planets rotates in the same directian. (rotate; direction) 4. We were fortunite the wedding cake did’nt fall.
4. As the “Chief Mucker,” Edison deserved reconition for his (fortunate; didn’t)
work? (recognition; work.)
5. Neither Harry nor Candace study the originle manual. 5. The couple is secreteve about them engagement. (secretive; their)
(studies; original)
6. I feeled sick traveling in space? (felt; space.) 5. Pope and Edison was engineers with a specialtey in electricity. 6. It was considerite of Mrs Kerchmer to provide the flowers.
(were; specialty) (considerate; Mrs.)
6. If you’re interested in technology, get a subscribtion to a science
7. The Moon walk was an inspration to us all. (moon; inspiration) magazine. (your; subscription) 7. Did the tradition originate in south America. (South America?)

8. Somebody lost their way while on the planet (his or her; planet.) 8. The affectionate couple payed for the wedding themselfs.
7. In many families, the tradishon are to give children nicknames. (paid; themselves)
(tradition is)
9. The officer’s spoke to Rourke and I. (officers; me) 8. Of all Edison’s employees, Batchelor was the more valuable 9. The whether was cooprative, so the ceremony was held
(most valuable.) outdoors. (weather; cooperative)
10. There knowledge of histry was evident. (Their; history)
9. When Edison was 22 he patented a electric vote recorder. 10. Both of them is going to the wedding, and the reception.
(22, he; an) (are; wedding and)
10. It was Edisons intention to call his children dot and Dash.
(Edison’s; Dot)
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Unit 4 Space Cadets Daily Fix-It 19 Unit 4 Inventing the Future Daily Fix-It 20 Unit 5 The View From Saturday Daily Fix-It 21
Daily Fix-Its TR7
TR8 Daily Fix-Its

1. Growing up, César thought every Summer night was a feista. 1. Myth’s are makebelieve stories with a message. 1. At increased tempuratures, gold can be stretched in to fine wire.
(summer; fiesta) (Myths; make-believe) (temperatures; into)
2. Lilacks grow by the place where we camps. (Lilacs; camp) 2. Ms. Peters taught us african fokelore. (African; folklore) 2. Golds atoms bond together loose. (Gold’s; loosely)

3. When the sun raised overhead, the migrant workers removed 3. Yesterday he suffer from sun burn. (suffered; sunburn) 3. Pure gold are one of us most precious metals. (is; our)
their panchos. (rose; ponchos)
4. This foot hills are dwarfed by the mountain. (These; foothills) 4. Can gold be shaped in their pure form. (its; form?)
4. The children drinked cocoa and ate yogart for breakfast.
(drank; yogurt)
5. My great grandmother read me a story about the sahara. 5. Most metal ores they have a high percentege of impurities.
5. Their is few monsoons in Arizona. (There; are) (great-grandmother; Sahara) (ores have; percentage)
6. I found myselves kneedeep in mud. (myself; knee-deep) 6. Bank vaults is safest than other places to store gold bullion.
6. César Chávez fighted for the rights of an migrant farm worker. (are safer)
(fought; a)
7. I’m not never going to Africa in the summer time. 7. Gold never loses it’s lusster. (its; luster)
7. On weekends, my uncle lays in his hamock in the yard. (I’m never or I’m not ever; summertime)
(lies; hammock) 8. Never the less, the river don’t want to stay on the earth. 8. Gold is an heavy metal than others. (a heavier)
8. César Chávez is a man whom marched to the capital building. (Nevertheless; doesn’t)
(who; capitol)
9. This here myth teaches an old fashioned lesson. 9. Over 100,000 “fourty-niners” went to California hoping to find
9. There history book has a biography of césar Chávez. (This myth; old-fashioned) there fortunes. (“forty-niners”; their)
(Their; César) 10. The migrating herd trampled them berrys.
10. Chávez spoke to whoever he found and didn’t never quit. (these or those berries) 10. Most prospectors in the California Gold Rush was failers.
(whomever; didn’t quit or didn’t ever quit) (were; failures)
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Unit 5 Harvesting Hope Daily Fix-It 22 Unit 5 River to the Sky Daily Fix-It 23 Unit 5 Gold Daily Fix-It 24
 1. I speak greek bad. (Greek badly) 1. Don Quixote is a story about a man that fought imaginery 1. It would be criminall to destroy those Greek temple.
giants. (man who; imaginary) (criminal; that)
2. In time, I becomed billingual. (became; bilingual) 2. The greek official opened the Olympic games. (Greek official)
2. A knight exhibited bravary and chivalry to their lords and kings.
(bravery; his)
3. The desire for knowledge are universall. (is; universal) 3. These columns is indicativ of Greek influence. (are indicative)
3. Sancho considered hisself the most loyalest squire in the land.
4. My Grandfather bought new bifoacals. (grandfather; bifocals) (himself; most loyal) 4. The marathon runner, lighted the Olympic torch. (runner lit)
4. Wind mills is part of the scenery in the country. (Windmills; are)

5. The universitey has two librarys. (university; libraries) 5. The restorration of the temple it took three weeks.
5. Sancho was a farmer whom became a temperary squire to Don (restoration; temple took)
6. He found an ancient manuscript and he keeped it. Quixote. (who; temporary) 6. Nick couldnt adapt to the new culture. (couldn’t; adapt)
(manuscript,; kept)
6. He respectful changed Aldonzas name to Dulcinea.
7. The book club have a semi annual meeting. (has/had; semiannual) (respectfully; Aldonza’s) 7. Both Plato or Socrates was Greek philosophers. (and; were)

8. I don’t want to attend no re-union. (the/a reunion) 7. Farmers in feudal times, ate off potterie dishes. 8. Jim excells at the high jump, and the pole vault. (excels; jump and)
(times ate; pottery)
8. What clue’s did you find that Don Quixote lived in another
9. Neither Lil nor Kip wear a uniforme. (wears; uniform) time. (clues; time?) 9. Nobody were interested in the economey. (was; economy)

10. These books cost most than that books. (more; those) 10. We won’t never visit the Partheon. (ever; Parthenon)
9. Freston bewitched the windmills who don Quixote chased.
(that; Don)
10. Don Quixote brave attacked the windmills with that there
weapon. (bravely; that weapon)
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Unit 5 The House of Wisdom Daily Fix-It 25 Unit 6 Don Quixote and the Windmill Daily Fix-It 26 Unit 6 Ancient Greece Daily Fix-It 27
Daily Fix-Its TR9
TR10 Daily Fix-Its
1. The Lin family needed advise on american customs.
(advice; American)
2. Mrs. Gleason, whom is Meg’s mother, set at the table. (who; sat)
3. When his English improved Mr. Lin was promoted by the
personal manager. (improved,; personnel)
4. The smells of Mrs. Lins Chinese dinner would envelope the
room. (Mrs. Lin’s; envelop)
5. Mrs. Lin sended her daughter to the store to buy flower for
potstickers. (sent; flour)
6. Mother didn’t never want myself to wear jeans. (didn’t want; me)
7. The Lins immigrated from China and became emigtants in the
United States. (emigrated; immigrants)
8. When I came to the United States I discovered a wonderful food
pizza. (States,; food, pizza)
9. Joan did you know her birthday is Tuesday May 8?
(Joan,; Tuesday,)
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10. Meg sat her plate down and ate the prawns that she enjoyed the
mostest. (set; most)
Unit 6 The All-American Slurp Daily Fix-It
1. The aztecs offered sacrifises to their gods. (Aztecs; sacrifices) 1. Southerner’s whom moved north had visions of better lives.
(Southerners who)
2. Musicians offers a valuable survice. (offer; service) 2. More than fifty four families were on the 900 P.M. train.
(fifty-four; 9:00)
3. The warrior was accused of cowardis (cowardice.) 3. Please pick up these items carrots, butter, and salt free broth.
(items: carrots; salt-free)
4. The Aztec’s didn’t compremise their beliefs. 4. Currant working conditions are more better than they were in
(Aztecs; compromise) 1917. (Current; are better)
5. Slaves are not allowed to vocalise his opinions. (vocalize; their)
5. “Let me know what day to expect you” a woman wrote from
6. “You should never run out of food at a party? she said. (party,”) chicago. (you,”; Chicago)
6. Trains were the most fastest way for visiters to travel.
7. We buyed a bracelet with that copper coins. (bought; those) (the fastest way; visitors)
8. Would you advertize in the Aztec News? (advertise; Aztec News) 7. Inspecters weren’t never disturbed by the conditions in rental
property. (Inspectors; weren’t or were never)
9. “Was the Aztec culture a civillized culture? I asked. 8. There were a need for housing jobs and food.
(civilized; culture?”) (was; housing, jobs, and)
10. The Jaguars was Aztec war heros. (were; heroes)
9. An young man no one knew his name stood up to speak.
(A; man—; name—)
10. The newcomers worked hardly to keep their job’s. (hard; jobs)
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28 Unit 6 The Aztec News Daily Fix-It 29 Unit 6 Where Opportunity Awaits Daily Fix-It 30
Differentiated Instruction
and Extra Practice
Sentences
Write D if the sentence is declarative. Write IN if it is interrogative.
Write IM if it is imperative. Write E if it is exclamatory.
1. Can we get a pet at the animal shelter? IN
2. Oh, dear! This place has so many animals! E
3. Please tell me about that little white dog. IM
4. I love her floppy ears and fluffy tail. D
5. May we take her home today? IN

Subjects and Predicates

Write each sentence. Divide the complete subject and complete predicate with a line.
Underline the simple subject once and the simple predicate twice.
1. The maple trees/dropped their bright red leaves.
2. Mr. Reynolds/is raking the leaves into huge piles.
Write F for a fragment. Write RO for a run-on. Write S for a complete sentence.
3. I am working my brother is not. RO
4. Tossing the dry leaves into the air F
5. I hand him the rake. S

Independent and Dependent Clauses

Write I if the group of words is an independent clause. Write D if it is a dependent
clause and circle the conjunction.
1. Many people sail in small leaky boats. I
2. If they make the journey. D
3. New Jersey seems strange. I
4. Because she felt homesick. D
5. The dog was her friend. I

Compound and Complex Sentences

Write simple, compound, complex, or compound-complex to identify each sentence.
1. After the sun set, the animals came out and the noises began. compound-complex
2. The campers huddled around the fire and peered fearfully into the darkness. simple
3. A loud crack made them jump, and Rob let out a yelp. compound
4. After a long moment, a park ranger stepped out of the trees. simple
5. After the ranger left, the other campers did not tease Rob. complex

Common and Proper Nouns

Rewrite each sentence using correct capitalization.
1. aunt viv mailed the invitation to ms. karen t. soto at 124 montgomery st., pensacola, fl 32514.
2. Her party is on saturday, august 29, just before labor day.
3. The band from thomas a. edison middle school will march in the parade on memorial
day, monday, may 29.
4. The children will play “the star-spangled banner,” “stars and stripes forever,” and other
patriotic songs.
5. The band’s instructor, mr. gavin v. trudeau, has scheduled practices every tuesday and
thursday in march and april.
Differentiated Instruction and Extra Practice TR11
 Regular and Irregular Plural Nouns
Write the plural form of each singular noun. Use a dictionary if you need help.
1. potato potatoes 6. woman women
2. field fields 7. grass grasses
3. leaf leaves 8. radio radios
4. mother-in-law mothers-in-law 9. moose moose
5. bush bushes 10. penny pennies

Possessive Nouns
Write the possessive form of each noun. Write S if the possessive noun is singular.
Write P if it is plural.
1. Professor Ross Professor Ross’s; S 6. teeth teeth’s; P
2. animals animals’; P 7. artifact artifact’s; S
3. mice mice’s; P 8. Ms. James Ms. James’s; S
4. scientist scientist’s; S 9. expedition expedition’s; S
5. experiments experiments’; P 10. men men’s; P

Action and Linking Verbs

Write A if the underlined word is an action verb. Write L if it is a linking verb.
Write PN if it is a predicate nominative.
1. Ellen chops the vegetables. A
2. Her soup simmers on the stove. A
3. Sarah’s cherry pie smells delicious. L
4. Her bread is fresh and warm. L
5. Both girls are good cooks. PN

Subject-Verb Agreement
Write Yes if the subject and the verb in the sentence agree. If they do not agree, write No.
1. The class is designing a moon colony. Yes
2. A huge dome covers all the buildings. Yes
3. A spaceship with twin pods are landing near the dome. No
4. Food and medicine is shipped from Earth. No
5. Special systems recycles the air and water. No

Past, Present, and Future Tenses

Identify the tense of each verb. Write present, past, or future.
1. admires present 6. bring present
2. taught past 7. will rush future
3. will view future 8. hurries present
4. told past 9. found past
5. grabbed past 10. will build future

TR12 Differentiated Instruction and Extra Practice

 Principal Parts of Regular Verbs
Write present, present participle, past, or past participle to identify the
principal part used to form the underlined verb.
1. Brian stacks the wood carefully. present
2. The dry twigs and grass burned quickly. past
3. He has searched the whole island for food. past participle
4. Some bananas and coconuts had dropped from the trees. past participle
5. Brian is gathering enough for several days. present participle

Principal Parts of Irregular Verbs

Write present, present participle, past, or past participle to identify the
principal part used to form the underlined verb.
1. The singers are getting into their places. present participle
2. The audience knows this choir well. present
3. The group has been on tour before. past participle
4. We heard about them from our friends. past
5. The soloist is singing my favorite song. present participle

Verbs, Objects, and Subject Complements

For items 1–3, write the subject complement in each sentence. For items 4–5, write
the direct objects and one indirect object. Label each answer SC, DO, or IO.
1. The waves look dangerous. SC
2. That young man is a lifeguard. SC
3. The beaches are empty. SC
4. He gave the swimmers a warning. IO; DO
5. People packed their belongings and left. DO

Troublesome Verbs
Write the form of the underlined verb indicated in ( ).
1. April has lay an extra plate on the table. (past participle) laid
2. People sit and talked for a long time after dinner. (past) sat
3. She leave the dirty dishes until tomorrow. (present) leaves
4. The workers had rise early and had leave for the fields. (past participle) risen; left
5. April raise the window and set the flower vase on the sill. (past) raised; set

Prepositions
Write the prepositional phrase or phrases in each sentence. Write P above the preposition
and O above the object of the preposition in each prepositional phrase.
P O P O
1. My brother Steve went to a medical school near Seattle.
P O P O
2. He had volunteered at our local hospital for many years.
P O P O
3. Steve is happy about his choice of career.
P O P O
4. Interns in his program work with more experienced doctors.
P O P O
5. They often work through the night without sleep.

Differentiated Instruction and Extra Practice TR13

 Subject and Object Pronouns
Write the correct pronoun in ( ) to complete each sentence.
1. Jeff and (he, him) are going to Antarctica.
2. He told Jessica and (I, me) about their plans.
3. Mom gave Matt and (he, him) new parkas.
4. Jessica and (she, her) are worried about the boys.
5. Matt and (I, me) invite them to the going-away party.

Pronouns and Antecedents

Write the pronoun that refers to the underlined antecedent.
1. When a baby chimpanzee is born, the zookeepers give it a name.
2. Sometimes the keepers use people names, and sometimes they don’t.
3. Bitty weighed only one pound when she was born.
4. People laugh when Mug makes funny faces at them.
5. That chimp is really smart, so he was named Einstein.

Possessive Pronouns
Write the possessive pronouns in the sentences.
1. The Civil War was one of our nation’s darkest moments.
2. Both sides believed that an easy victory would be theirs.
3. Instead, thousands of soldiers lost their lives.
4. My ancestors were Union and Confederate soldiers.
5. In a civil war, a man might fight his relatives and friends.

Indefinite and Reflexive Pronouns

Write the indefinite or reflexive pronoun in each sentence. Identify the
pronoun as indefinite or reflexive and singular or plural.
1. Everybody is waiting for the results of the tests. indefinite, singular
2. A lucky few feel confident about the evaluations. indefinite, plural
3. They tell themselves they did well. reflexive, plural
4. Professor Zingxa posts the grades herself. reflexive, singular
5. All of the cadets quickly crowd around the board. indefinite, plural

Using Who and Whom

Write the pronoun in ( ) that correctly completes each sentence.
1. The woman (who, whom) gave the keynote address is a famous scientist.
2. (Who, Whom) thinks she will win a Nobel Prize someday?
3. With (who, whom) did the researcher share her information?
4. Her partner, (who, whom) we saw last week, isn’t here tonight.
5. She will announce to (who, whom) the grant will be awarded.

TR14 Differentiated Instruction and Extra Practice

 Contractions and Negatives
Write the contraction for each pair of words.
1. are not aren’t 3. we are we’re 5. did not didn’t
2. I am I’m 4. would not wouldn’t 6. she will she’ll
Write the word in ( ) that correctly completes each sentence.
7. No one should (ever, never) be late to a wedding.
8. She didn’t notice (nothing, anything) odd about the flowers.

Adjectives and Articles

Write each sentence. Underline adjectives once and articles twice.
1. Choose an American hero from the twentieth century.
2. Even an ordinary person can do extraordinary things.
3. A woman named Rosa Parks sat in the front of a bus.
4. That simple action inspired many other people.
5. One person made a big difference in a nonviolent way.

Demonstrative Adjectives
Write the word in ( ) that completes each sentence correctly.
1. The most important place on the savanna is (that, those) water hole.
2. (This, These) animals could not survive without it.
3. At night they come to (this here, this) place for water.
4. (Those, Them) elephants are not afraid of the lions.
5. The lions are watching (this, these) gazelles.

Comparative and Superlative Adjectives

Write the comparative and superlative forms of each adjective.
1. hot hotter, hottest 6. miserable more miserable, most miserable
2. much more, most 7. good better, best
3. close closer, closest 8. windy windier, windiest
4. beautiful more beautiful, most beautiful 9. serious more serious, most serious
5. little less, least 10. bad worse, worst

Adverbs
Write each sentence. Underline the adverb(s). Circle the word(s) each adverb modifies.
1. The scholars handle the old manuscripts very carefully.
2. They always wear gloves and never open the curtains.
Write the comparative and superlative forms of each adverb.
3. often more often, most often 5. quickly more quickly, most quickly
4. well better, best 6. badly worse, worst

Differentiated Instruction and Extra Practice TR15

 Modifiers
Write adj., adv., or prep. phrase to identify each underlined modifier.
Write adj. or adv. to identify how a prepositional phrase is used.
1. The leaders of both armies waited impatiently for sunrise. prep. phrase, adj.; adv.
2. Finally, the two kings raised their swords and shouted to their knights. adv.; adj.; prep. phrase, adv.
3. The knights’ huge horses thundered across the field. adj.; prep. phrase, adv.
Rewrite each sentence fixing the misplaced modifier. 4. The king rewarded only the bravest
4. The king only rewarded the bravest knights, no one else. knights, no one else.
5. However, a true knight fought without thought of reward for his king.
5. However, a true knight fought for his king without thought of reward.
Conjunctions
Write the conjunction in each sentence. Write CC if it is a coordinating conjunction
and SC if it is a subordinating conjunction.
1. Did the Romans conquer the Greeks, or did the Greeks conquer the Romans? CC
2. The Romans conquered the Greeks, but Greek civilization survived. CC
3. Because the Romans admired many Greek ideas, they adopted those ideas into their culture. SC
4. The Romans enriched their culture as they expanded their empire. SC
5. If you think about it, that was very clever of the Romans. SC

Commas
Write each sentence. Add commas where they are needed.
1. The note was dated June 18, 2007, and it began “Dear Angie, I’m having a party on Friday,
June 29.”
2. It will be at the Pan Asian Restaurant at 1650 Westerly Ave., Jacksonville ,FL.
3. Remember, Angie,June 29 is an important date for Dad,Mom, and me.
4. Ten years ago on June 29, the best day of our lives ,we became U.S. citizens.
5. By the way, Chad is coming,and he asked about you,Angie.

Quotations and Quotation Marks

Write I if the sentence is punctuated and capitalized incorrectly. Write C if the sentence is correct.
1. “Why did the Aztecs think Cortes was a god”? Maura asked. I
2. “The Aztecs believed their exiled god would return at a particular time” explained Jaime.
“and that is when Cortes arrived.” I
3. “That is an amazing coincidence!” exclaimed Jessica. C
4. “Yes,” Jaime agreed, “However, it was an unfortunate and tragic coincidence for the Aztecs.” I
5. He said the Aztecs might have won if they had fought the Spaniards sooner. C

Punctuation
Rewrite each sentence. Add the missing punctuation marks. Use a semicolon, colon, dash, or hyphen.
1. The train leaves Chicago at 215 P.M. it arrives in Seattle at 1020 A.M. the day after tomorrow.
2. It stops in St. Paul, Minnesota Fargo, South Dakota and Whitefish, Montana.
3. Passengers will see these sights the Mississippi River, the Rocky Mountains, Glacier
National Park, and the Columbia River Gorge.
4. Reservations for this trip it’s our most popular sell out quickly, so don’t wait.
5. Up to date information is available twenty four hours a day on our award winning web site.
1. . . . 2:15 P.M.; it . . . 10:20 A.M . . . .
2. . . . Minnesota; Fargo, South Dakota; and . . . .
3. . . . sights: the . . .
4. . . . trip—it’s . . . popular—sell . . . .
5. Up-to-date . . . twenty-four . . . award-winning . . . .

TR16 Differentiated Instruction and Extra Practice

Strategies and Activities
for Developing Writing Traits

Focus/Ideas
Topic Sentence Remind students that a topic sentence tells the
main idea of a paragraph. Write the following detail sentences on
the board and have students write an appropriate topic sentence.
They scrape against mountain walls and make them smooth.
They push through narrow canyons and turn them into wide
valleys. When the glaciers melt, they leave behind the rocks
and dirt they were carrying in rows of low hills.
(Possible topic sentence: As glaciers move, they change the land.)
Elaborate Write basic subject/verb sentences on the board. Ask
students to make the sentences more detailed by adding adjectives,
adverbs, and prepositional phrases. Have volunteers read aloud their
elaborated sentences.
A boy climbed.
A blond-haired boy in a red jacket climbed steadily up the ladder to
the treehouse in the giant oak.

Organization
Ways to Organize Writing Discuss with students the kind of
organization they would likely use for each of these writing tasks:
• Story: chronological, or time, order
• Description: spatial—left to right, top to bottom, and so on
• Persuasive Essay: clearly stated opinion followed by reasons
supporting the opinion
• How-to Report: list of materials or equipment followed by steps in
the process in order
• Compare/Contrast Essay: all similarities, then all differences
Good Beginnings Remind students that a good introductory
sentence draws readers in and makes them want to read on. Here are
some ways to begin a story.
• Ask a question. Have you ever wished you were someone else?
• Use an exclamation or sound word. Look out below!
Whump! The book hit the floor.
• Use foreshadowing. Deputy Morris said we’d find only sludge in
the pond, but he was wrong.
• Set the scene. It was a bitterly cold January day in a Midwestern
suburb that looked more like Antarctica.
• Use humor. The chicken costume was so big that the head came
down below my knees and I could barely shuffle.
Read aloud stories with good beginnings. Ask students what the
writers do to grab readers’ attention.

Strategies and Activities TR17

 Voice
Listen for Voice Have volunteers read aloud works
with different voices, such as letters to the editor, limericks,
and game directions. Ask students to identify the voice of
each work using adjectives such as enthusiastic, humorous,
and sensible. Ask them how they determined the voice and
what other kinds of writing might have a similar voice.
Imagine a Voice Display photographs that show the
expressive faces of individual people. Ask students to
choose a photograph and imagine they can hear the person
talking. What would the person sound like? What kind of
personality would he or she have? Ask students to write
a paragraph using the voice they have imagined for the
person. Have them take turns reading their paragraphs
aloud to the group. Ask the class to describe the voice.

Word Choice
Figurative Language Point out that one way to create
strong word pictures is to use figurative language. Review
similes, metaphors, and personification. Then pair students
and assign each pair one of the objects below. Ask them to
use a simile, a metaphor, and personification in sentences
that vividly describe their object.
wind pillow star
grass bricks ice
sneakers lettuce street
(Simile: The wind felt like a gentle pat. Metaphor: The wind is a
sharp knife. Personification: The wind pounded on the house.)
Have pairs read aloud their sentences and challenge their
classmates to identify the figure of speech used in each one.
Watch for Signals Remind students that some transition
words and phrases can be used to signal specific relationships
between ideas and events. Here are some examples.
• Sequence: first, next, last, tomorrow, that night, the
following afternoon, before, after
• Comparisons: and, also, too, both, like, than, as well,
similarly, in addition, by comparison
• Contrasts: but, unlike, yet, however, instead, on the
other hand, on the contrary, by contrast
• Persuasion: must, should, need, important, best, worst,
better than, most, necessary, never
Have students look for these transitions in several passages
and explain the function of each one.

TR18 Strategies and Activities

Sentences
Vary Sentences On the board, write a story starter: Oscar was
waiting for the bus. Explain that each student will add a sentence
to the story that must (1) begin with a different word and (2) have
a different number of words than the previous sentence: He sighed
loudly. The bus was late again. As students, in turn, write their sentence
on the board, have them underline the beginning word and count
the words. When the story is completed, read it aloud.
Combine Sentences Ask students to combine pairs of short
sentences using coordinating or subordinating conjunctions. Have
them identify each combined sentence as compound or complex.
The vase broke. Ann dropped it. (The vase broke because Ann
dropped it. Complex)
The wind was cold. The sun was warm. (The wind was cold,
but the sun was warm. Compound)
Remind students that only short sentences with related ideas can
be combined.

Conventions
Why Conventions? Help students see that conventions are more
than rules to be memorized; they are tools that help make writing
clear. Write the following text on the board and ask students how to
rewrite it so that it makes sense. Read the revised version aloud.
Evry forth of july is the same. Some people stand outside and
talks about his jobs, while others gather in the kitchun and talked
about their familys the children run, jump, and shreeking in the
yard. After dark, everyone watch the fireworks.
Every Fourth of July is the same. Some people stand outside and talk
about their jobs, while others gather in the kitchen and talk about
their families. The children run, jump, and shriek in the yard. After
dark, everyone watches the fireworks.
Words to Remember Suggest that students keep two word lists
in their writing journals. In one list are words they frequently misspell:
athlete, embarrass, Wednesday. In the other list are words they like
and want to use in their writing: careen, shimmer, ecstatic. Encourage
students to consult their lists when they write.
Tech Tips If students use computers to write or edit their work, suggest
that they follow these tips:
• Use a computer spell checker, but remember that it won’t catch
all spelling errors. Always proofread for spelling errors.
• A computer grammar checker will catch some, but not all,
grammar errors. A good grammar book is the best source.
• Save your work often and back it up.

Strategies and Activities TR19

 Prompts
Narrative Writing

u Key Features
a t u r d a y a fternoon yo Story
One S w alking to
r ie n d a r e
and a f r • Has a beginning, middle, and end
s t o r e . S u ddenly, you
the s, “I have
• Focuses on one incident or event
p s a n d s a y
friend sto you.” Write
a • Uses time-order words to show the
r e t t o t e ll sequence of events
a sec t happens.
b o u t w h a • Has characters, plot, and setting
stor y a

Descriptive Writing

Key Features
Close your Description
eyes and vis
per fect sum ualize a • Creates word pictures for readers
mer day. De
what it look scribe • Can be organized in space order, such as
s, sounds, s
and feels lik mells, top to bottom
e. Make rea
feel as if th ders • Uses vivid words that appeal to senses
ey are expe
the day. riencing

Persuasive Writing

t Key Features
o f s o m e t h ing you wan Persuasive Essay
Think h ange, such
h o o l t o c
your sc e o r calendar. • Tries to convince readers to think or act
e s s c o d
as the dr o in a certain way
e a p e r s u a sive essay t • Uses persuasive words such as
Writ rincipal to
c e y o u r p must or best
convin o sed change
.
o u r p r o p • Uses reasons, facts, and examples to
adopt y make a point
• Often organizes facts in order of
importance

TR20 Prompts
Expository Writing

Key Features
u k n o w h o w to wrap a How-to Report
Do yo a braid? Cut
? W e a v e • Explains a task fully
present w fla ke? Think
e r s n o • Uses words such as first to show the
out a pap that
o m e t h in g you can do order of the steps
of s the
le a s t fiv e steps. List • Provides necessary information and
has a t er.
steps in ord
details
ls a n d th e
materia • Has clear sentences to guide readers

Think about
how people
and commu traveled Key Features
nicated a h
years ago a undred Compare/Contrast Essay
nd how we
and commu travel • Compares and contrasts two things
nicate toda
Write an es y. • Uses transition words and details to
say compar
and contra ing show likenesses and differences
sting at lea
things from st four • Follows a pattern of organization
the two tim
periods. Wr e • Has a clear topic sentence
ite a conclu
that summa sion
rizes the ch
in travel an anges
d communic
ation.

Prompts TR21
 Narrative Writing Rubric
Rubric 6 5 4 3 2 1
Excellent, focused Good, focused Focused narrative; Fairly focused narra- Often unfocused Narrative with no
narrative; narrative; adequate details tive; several details narrative; needs development, focus,
Focus/Ideas many details sufficient details more details or details

Clear sequence of Mostly clear Generally clear Fairly clear sequence Confused sequence Incoherent or nonex-
Organization/ events with time- sequence with some sequence with one or with some lapses of events istent sequence
Paragraphs order words time-order words two time-order words

Sincere, engaging, Generally sincere Pleasant voice but Sincere but not No clear, Uninvolved or
and unique voice and engaging not compelling engaging or original original voice indifferent voice
Voice or unique

Many vivid descrip- Some vivid words Several vivid words Tries to use one or Few vivid words that No attempt to show
tive words that show that show instead that show instead two vivid words that show instead of tell instead of tell
Word Choice instead of tell of tell of tell show instead of tell

Clear and Mostly clear Generally clear sen- Some sentences Many sentences Incoherent or short,
varied sentences sentences with tences; tries unclear; needs unclear; little or choppy sentences
Sentences some variety for variety more variety no variety

Few, if any, errors Several minor errors Some errors Several major errors Many errors Numerous errors
Conventions

Rubric 5 4 3 2 1
Excellent, focused narra- Good, focused narrative; Focused narrative; Often unfocused narrative; Narrative with no develop-
Focus/Ideas tive; many details sufficient details adequate details needs more details ment, focus, or details

Organization/ Clear sequence of events Mostly clear sequence Generally clear sequence Confused sequence Incoherent or
with time-order words with some time-order with one or two time-order of events nonexistent sequence
Paragraphs words words

Sincere, engaging, and Generally sincere and Pleasant voice but not No clear, original voice Uninvolved or
Voice unique voice engaging compelling or unique indifferent voice

Many vivid descriptive Some vivid words that Several vivid words that Few vivid words that No attempt to show
Word Choice words that show instead show instead of tell show instead of tell show instead of tell instead of tell
of tell

Clear, varied sentences Mostly clear sentences Generally clear sentences Some sentences unclear; Incoherent or short,
Sentences with some variety with some variety little or no variety choppy sentences

Few, if any, errors Several minor errors Some errors Many errors Numerous errors
Conventions

Rubric 4 3 2 1
Excellent, focused narrative; Good, focused narrative; suffi- Often unfocused narrative; needs Narrative with no development,
Focus/Ideas many details cient details more details focus, or details

Organization/ Clear sequence of events with Reasonably clear sequence with Confused sequence of events Incoherent or
time-order words one or two lapses nonexistent sequence
Paragraphs
Sincere, engaging, and Generally sincere and engaging No clear, original voice Uninvolved or indifferent voice
Voice unique voice

Many vivid descriptive words that Some vivid words that show Few vivid words that show No attempt to show instead
Word Choice show instead of tell instead of tell instead of tell of tell

Clear, varied sentences Generally clear sentences with Some sentences unclear; little or Incoherent or short,
Sentences some variety no variety choppy sentences

Few, if any, errors Several minor errors Many errors Numerous errors
Conventions

TR22 Rubrics
Descriptive Writing Rubric
Rubric 6 5 4 3 2 1
Excellent, focused Good, focused Description focused; Description gener- Description not Description not
description; many description; some some good details ally focused; some always focused; focused; no vivid
Focus/Ideas strong, vivid details good, vivid details details needs more vivid details
details

Topic introduced at Topic introduced at Topic stated; details Topic not stated at Topic not introduced Topic not introduced;
Organization/ beginning; details in beginning; details generally in order beginning; some at beginning; details no order to details
Paragraphs sequence mostly in sequence details out of order confused

Clearly shows feel- Shows some feelings Shows interest in Tries to show inter- Shows few or no feel- Not involved with
ings about topic about topic topic est in topic ings about topic topic
Voice

Many vivid sensory Some vivid sensory Several sensory One or two sen- Few sensory words No sensory words or
words and strong words and strong words or strong sory words or strong or strong verbs strong verbs
Word Choice verbs verbs verbs verbs

Smooth sentences; Most sentences Sentences generally Several stringy or Many stringy or Confusing, incom-
different kinds smooth; some differ- smooth; some variety choppy sentences; choppy sentences plete, or choppy
Sentences ent kinds little variety sentences

Few or no errors No serious errors Some errors Some serious errors Many errors Many serious errors
Conventions

Rubric 5 4 3 2 1
Excellent, focused Good, focused descrip- Description focused; some Description not always Description not focused;
Focus/Ideas description; many strong, tion; some good, vivid good details focused; needs more vivid no vivid details
vivid details details details

Topic introduced at begin- Topic introduced at begin- Topic stated; details gen- Topic not introduced Topic not introduced; no
Organization/ ning; details in sequence ning; details mostly in erally in order at beginning; details order to details
Paragraphs sequence confused

Clearly shows feelings Shows some feelings Shows interest in topic Shows few or no feelings Not involved with topic
Voice about topic about topic about topic

Many vivid sensory words Some vivid sensory words Several sensory words or Few sensory words or No sensory words or
Word Choice and strong verbs and strong verbs strong verbs strong verbs strong verbs

Smooth sentences; differ- Most sentences smooth; Sentences generally Many stringy or choppy Confusing, incomplete, or
Sentences ent kinds some different kinds smooth; some variety sentences choppy sentences

Few or no errors No serious errors Some errors Many errors Many serious errors
Conventions

Rubric 4 3 2 1
Excellent, focused description; Good, focused description; some Description not always focused; Description not focused; no
Focus/Ideas many strong, vivid details good, vivid details needs more vivid details vivid details

Organization/ Topic introduced at beginning; Topic introduced at beginning; Topic not introduced at begin- Topic not introduced; no order
details in sequence details mostly in sequence ning; details confused to details
Paragraphs
Clearly shows feelings about Shows some feelings about topic Shows few or no feelings about Not involved with topic
Voice topic topic

Many vivid sensory words and Some vivid sensory words and Few sensory words or strong No sensory words or strong
Word Choice strong verbs strong verbs verbs verbs

Smooth sentences; different Most sentences smooth; some Many stringy or choppy sen- Confusing, incomplete, or
Sentences kinds different kinds tences choppy sentences

Few or no errors No serious errors Many errors Many serious errors

Conventions

Rubrics TR23
 Persuasive Writing Rubric
Rubric 6 5 4 3 2 1
Well-focused Focused argument Generally focused Argument with few Argument lacking Argument with no
argument with with clear details argument; details lapses in focus; focus; unclear focus; no clear
Focus/Ideas clear, well-developed with some support details attempted details details
details

Excellent organiza- Good organization Adequate organiza- Some organiza- Not very organized; No organization or
Organization/ tion and supporting and supporting tion and supporting tion and support few supporting supporting reasons
Paragraphs reasons reasons reasons attempted reasons

Convincing, compel- Clear, usually con- Pleasant but not Sincere but not fully Unconvincing voice No distinct voice
ling voice vincing voice compelling voice engaged writer
Voice

Uses strong persua- Uses many persua- Some persuasive Words with little Few persuasive No persuasive words
sive words well sive words words persuasive power words
Word Choice

Correct sentences; Correct, usually var- Correct sentences; Overly simple sen- Some sentences Incorrect sentences;
varied lengths ied sentences some variety tences; no variety incorrect run-ons
Sentences

Few, if any, errors Several minor errors Few serious errors Some errors that Many errors Numerous errors
confuse
Conventions

Rubric 5 4 3 2 1
Well-focused argument Generally focused Argument with few Argument lacking focus; Argument with no focus;
Focus/Ideas with clear, well-developed argument with clear lapses in focus; unclear details no clear details
details details generally clear details

Organization/ Excellent organization and Good organization and Adequate organization Not very organized; few No organization or sup-
supporting reasons supporting reasons and supporting reasons supporting reasons porting reasons
Paragraphs

Convincing, compelling Clear, usually convincing Pleasant but not compel- Unconvincing voice No distinct voice
Voice voice voice ling voice

Uses strong persuasive Uses many persuasive Some persuasive words Few persuasive words No persuasive words
Word Choice words well words

Correct sentences; varied Correct, usually varied Correct sentences with Some sentences incorrect Incorrect sentences;
Sentences lengths sentences some variety run-ons

Few, if any, errors Several minor errors Few confusing errors Many errors Numerous errors
Conventions

Rubric 4 3 2 1
Well-focused argument with Generally focused argument Argument lacking focus; Argument with no focus;
Focus/Ideas clear, well-developed details with clear details unclear details no clear details

Organization/ Excellent organization and sup- Good organization and supporting Not very organized; few support- No organization or supporting
porting reasons reasons ing reasons reasons
Paragraphs
Convincing, compelling voice Clear, usually convincing voice Unconvincing voice No distinct voice
Voice

Uses strong persuasive words Uses many persuasive words Few persuasive words No persuasive words
Word Choice well

Correct sentences; varied lengths Correct, usually varied sentences Some sentences incorrect Incorrect sentences; run-ons
Sentences

Few, if any, errors Several minor errors Many errors Numerous errors
Conventions

TR24 Rubrics
Expository Writing Rubric
Rubric 6 5 4 3 2 1
Exposition with Exposition with good Exposition generally Exposition some- Exposition with weak Exposition with no
strong focus on focus on topic focused times unfocused focus focus
Focus/Ideas topic

Strong topic sentenc- Good topic sentenc- Adequate topic sen- Some weak topic Missing some topic No topic sentences;
Organization/ es; many supporting es; enough support- tences; some sup- sentences; needs sentences and few supporting
Paragraphs details ing details porting details more supporting details details
details

Strongly interested, Interested, informed Voice generally inter- Voice somewhat Vaguely interested Uninterested or unin-
informed voice voice ested, informed interested voice formed voice
Voice

Many vivid, precise Vivid, precise words Some vivid, precise One or two vivid, pre- Few vivid, precise No vivid, precise
words used effec- used well words cise words words words
Word Choice tively

Clear and varied Mostly clear sentenc- Generally clear sen- Sentences not Some unclear sen- Incoherent sentenc-
sentences es; good variety tences; some variety always clear; needs tences; little variety es; no variety
Sentences more variety

Few, if any, errors Several minor errors Some errors A few errors Several errors Numerous errors
Conventions

Rubric 5 4 3 2 1
Exposition with strong Exposition with good Exposition generally Exposition with weak Exposition with no focus
Focus/Ideas focus on topic focus on topic focused focus

Organization/ Strong topic sentences; Good topic sentences; Adequate topic sen- Missing some topic sen- No topic sentences; few
many supporting details enough supporting details tences; some supporting tences and details supporting details
Paragraphs details

Strongly interested, Interested, informed voice Voice generally interest- Vaguely interested voice Uninterested or unin-
Voice informed voice ed, informed formed voice

Many vivid, precise words Vivid, precise words used Some vivid, precise words Few vivid, precise words No vivid, precise words
Word Choice used effectively well

Clear, varied sentences Mostly clear sentences; Generally clear sentences; Some unclear sentences; Incoherent sentences; no
Sentences good variety some variety little variety variety

Few, if any, errors Several minor errors Some errors Several errors Numerous errors
Conventions

Rubric 4 3 2 1
Exposition with strong focus on Exposition generally focused on Exposition that needs sharper Exposition with no focus
Focus/Ideas topic topic focus

Organization/ Strong topic sentences; many Good topic sentences; some sup- Missing some topic sentences No topic sentences; few sup-
supporting details porting details and details porting details
Paragraphs
Strongly interested, informed Interested, informed voice Vaguely interested voice Uninterested or uninformed
Voice voice voice

Many vivid, precise words Some vivid, precise words Few vivid, precise words No vivid, precise words
Word Choice

Clear, varied sentences Mostly clear sentences; some Some unclear sentences; little Incoherent sentences; no
Sentences variety variety variety

Few, if any, errors Several minor errors Several errors Numerous errors
Conventions

Rubrics TR25
 Self-Evaluation Guide
Name ___________________________________________________________________________________

Name of Writing Product _______________________________________________________________

Directions Review your final draft. Then rate yourself on a scale from
4 to 1 (4 is the highest) on each writing trait. After you fill out the chart,
answer the questions.

Writing Traits 4 3 2 1
Focus/Ideas
Organization/Paragraphs
Voice
Word Choice
Sentences
Conventions

1. What is the best part of this piece of writing? Why do you think so?

2. Write one thing you would change about this piece of writing if you
had the chance to write it again.

TR26 Self-Evaluation Guide

Self-Evaluation Guide
Name ___________________________________________________________________________________

Name of Writing Product _______________________________________________________________

Directions Review your final draft. Then rate yourself on each writing
feature. After you fill out the chart, answer the questions.

Features
4 3 2 1

Focus

Organization

Support and Elaboration

Style

2 1 0

Conventions

1. What is the strongest part? Why do you think it is good?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. What would you change about this piece of writing if you had the
chance to write it again? Elaborate on one change you would make.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Self-Evaluation Guide TR27

 Title

Characters

Problem

Beginning

Middle

End

Solution

TR28 Story Chart

1 Step

2 Step

3 Step

4 Step

5 Step

How-to Chart TR29

TR30 Venn Diagram
Description Web TR31
 Prompts Ideas and Notes
Narrative Writing

Words to Describe My Subject

Opening Sentence

TR32 Organization Chart

Answer Key

Page 3 Possible answer

(Main idea sentence) If you are bored with peas and corn, try one of these unusual
vegetables. (Details) The rutabaga cooks up yellow and mild, with a taste between a
turnip and a squash. How about a slice of Jerusalem artichoke? It is crunchy and
slightly sweet, a bit like a potato. Surprise! It is really the root of a sunflower. Finally, try
the small, green tomatillo. Don’t be surprised when this sticky veggie doesn’t taste like
a tomato. It actually comes from the Mexican ground cherry!
Page 7 Possible answer
No one likes pollution, but we all help create it. Factories and manufacturing plants
give off polluted air and water as a result of their activities. All of us produce garbage,
waste water, and add gasoline fumes because of our eating, bathing, and driving.
Chemicals and dirt get into our land, water, and air and cause problems for animals
and people. We have to find good ways of cleaning up our waste products so Earth
will be clean and healthy.
Page 11 Possible answer
The most hilarious thing I ever saw was a monkey riding on a dog at the rodeo. This
big white dog came tearing out into the arena. Leaning forward over its neck and
clutching the horn of a tiny saddle was Cowhand Monkey. He wore a bandana, a vest,
and a cowboy hat. The way they sped around in circles made me think of an old
Western movie set on fast-forward. That pair could not have roped anything but a
small chicken!
Page 19 Possible answers
Exercise B:
6. What a mess I made when I baked a cake! 7. Can you picture what happens when
you take the mixer out of the batter without turning off the mixer? 8. Imagine batter
all over the walls and ceiling. 9. Could all that batter be in one bowl? 10. What a tiny
cake I made!
Excercise C:
There is nothing quite like biting into a slice of juicy, sweet watermelon. Just look at
that vivid red inside dotted with black seeds. What a wonderful contrast it makes
against the bright green rind! Is your mouth watering yet? Bite in—don’t use a spoon!
Listen to that crunch. Get the juice all over your chin and cheeks. That’s part of the
experience too.
Page 23 Possible answer
I really enjoy watching TV, but I try to limit how much I watch. Most evenings I
watch two or three sitcoms. Supposedly, watching TV puts you at risk for getting fat
and out of shape. However, I’m pretty active because I play sports too. Isn’t laughing a
kind of exercise? My TV shows make me laugh and put me in a good mood before I
do my homework.
Page 54 Possible answer
I have a curious, busy pet gerbil named Jigger. He is the size of my hand, with soft
brown fur and tickly feet. When I first saw Jigger three years ago at the pet store, I
thought he was a mouse. Gerbils sleep during the day and play at night. Jigger runs in
his tunnels and on his wheel when I am getting ready for bed. He likes to explore inside
my shirt. His paws and whiskers tickle me until I laugh!
Page 57 Possible answers
11. My great-grandmother came to America from Ireland.
12. Molly Moore was her name.
13. This red-haired teenager arrived in New York City with only a few belongings.
14. Family friends on the East Side welcomed her into their apartment.
15. She was hired as a governess for the children of a wealthy family.
16. At 19, she married Thomas O’Brien, an auto mechanic.
17. Wedding pictures of Thomas and Molly show a serious young couple in stiff
clothes.
18. My great-grandparents had twelve children.
19. Their twelfth child was a girl named Brianna.
20. This girl was my grandmother and my namesake.

Answer Key TR33

 Page 60 Possible answer
I walk home from school every day past an old house. One day as I walked by, I
heard a howling sound coming from the yard. I turned to look, but I didn’t see
anything. Then I heard the sound again, but this time I didn’t look. I just ran. I still
don’t know what the noise was or where it came from.
Page 63 Possible answers
11. Anna reads many books because she wants to be a writer.
12. After Anna heard about the story writing contest, she became very excited.
13. She worked on stories until her fingers became cramped.
14. Anna studies a thesaurus where she can find synonyms for words.
15. Since I am a decent artist, I will illustrate Anna’s story.
16. When she had finished writing, Anna had several good stories in her folder.
17. If she asks my opinion, I will choose the haunted house story.
18. I can illustrate that story because I love to draw ghosts and other spooky things.
19. I’ll draw some pictures even before she makes up her mind.
20. If she really likes the pictures, she will want my help.
Page 69 Possible answers
6. Because trees give off oxygen, they are essential to life on Earth.
7. A tropical forest seems lush, but its soil is actually thin and poor.
8. When people cut down the rain forest trees, the soil is soon swept away by heavy
rains.
9. This practice must be stopped, or we will be left with deserts in place of lush
forests.
10. If the forests are allowed to disappear, we will lose many irreplaceable organisms.
Page 96 Possible answer
One morning I got up, put on my clothes, ate my breakfast, and walked outside.
When I reached the street, I saw a red car, a blue truck, and a yellow motorcycle. I
waited for the light, stepped off the curb, and walked across the street.
Page 102 Possible answer
Mari stared at the present. “Wow, Larry! What a, uh, an interesting gift!” she
chirped. “I’m speechless. I’ve always wanted rhinestone earmuffs. Now I can be warm
and stylish.” She added, “You are the best!”
Page 111 Possible answers
13. Two young children wandered away from their campsite.
14. They have ignored their parents’ warnings.
15. The forest looks dark and scary.
16. The children’s father is searching everywhere.
17. Many animals live in the forest.
18. The rescuers located the children by a stream.
19. They had waited there.
20. Some deer and raccoons are visiting the stream.
Page 114 Possible thesis statement
Pet owners should act responsibly. Possible conclusion: Treat your pet the way you
would want to be treated.
Page 117 Possible answers
11. We are going to a recital tonight.
12. I have heard Sam sing before.
13. She sings in the high school musicals.
14. He knew about her work.
15. She has become a professional this year.
16. The newspaper gave her last performance a glowing review.
17. Singers often speak several languages.
18. I had fallen behind in my practice.
19. He is getting the part in the musical.
20. No one left before the end of the concert.
Page 120 Possible answer
When we arrived at the hotel, we stumbled off the bus. Benny’s feet throbbed. Herbie
dashed right up to the front desk. The hotel manager scowled. Soon we collapsed in our
rooms. I awoke twelve hours later feeling refreshed.

TR34 Answer Key

Page 126 Possible answers
1. We stayed on the beach because there were big waves.
2. He built a sand castle skillfully.
3. It was the largest sand castle I had ever seen.
4. We didn’t think we’d have so much fun!
5. Eagerly, we opened the picnic basket.
6. Unfortunately, the food smelled bad because it had been in the sun all day.
7. I’m not sure I’m wearing this sweater correctly.
8. I had it on backwards because it didn’t have a label.
9. The sweater is expensive!
10. It’s blue. That’s my favorite color.
Page 132 Possible answer
(Audience: School Principal)
Dear Ms. Higginbotham,
Thank you for coming to our classroom today. I am glad you liked our science
projects.
Pam Murakami
Page 135 Possible answers
11. One time I got sick at school.
12. The teacher sent me to the school nurse.
13. The school nurse took my temperature with a thermometer.
14. Then he called my dad at work.
15. I lay down on a cot and waited.
16. Soon Dad picked me up during recess.
17. The flu kept me home for three days.
18. The doctor recommended fluids and rest as a cure.
19. I didn’t enjoy my “vacation” without friends.
20. My fever, aches, and pains disappeared after the weekend.
Page 141 Possible answers
13. We took pictures of the campers and them.
14. He and I pitched a tent in an hour.
15. Charlie and she built a fire before dinner.
16. You and I cooked dinner over a campfire.
17. We ate next to the guide and him.
18. Ginny and he helped clean up after dinner.
19. The showers were a long distance from Grace and us.
20. When will Sean and I go on another camping trip?
Page 144 Answers
1. Answers only What and When. Doesn’t say who “they” are.
2. Best; Who: Marion and Geoffrey Harden; What: Stranded on the ice; When:
Yesterday; Where: Reindeer Lake; Why and How: Ice skating during a blizzard)
3. Doesn’t answer What
Page 147 Possible answers
9. Most deaf children use it to communicate.
10. She loves these animals and cares deeply about their future.
11. However, he will almost always be heavier than she is.
12. They are being cut down and cleared by people who want to farm the land.
13. She said, “You will decide what kind of world will be left for us and the
chimpanzees.”
14. We need to consider the consequences of our actions.
15. Start doing them today.
Page 150 Possible answers
1. We raced eagerly to the ape exhibit.
2. Their jungle habitat looked authentic.
3. The keeper whispered a message to her assistant.
4. We watched the orangutans eat lunch.
5. Apes love bananas, apples, pears, and other fruit.
6. One young ape gobbled all its food.
7. The largest male ape slept in a rope hammock.
8. Two mischievous baby apes romped on his broad stomach.
9. They gibbered and shrieked loudly.
10. Our field trip was both entertaining and educational.

Answer Key TR35

 Page 156 Possible answer
(Spatial order) Windows span the left side of the classroom, and the teacher’s desk
sits in front of them. The teacher is using the transparency projector. It sits on a small
table in the middle of the room. The white board on the right side of the room shows
a projection of a writing model.
Page 165 Possible answers
14. I like Alexander Bell best.
15. I’d love to meet Abraham Lincoln.
16. my buddy Jason. He is always puttering with some gadget he has invented.
17. my mom. She is easy to talk to and helps me whenever I need help.
18. I would choose Amelia Earhart. She was brave, capable, and determined.
Page 168 Possible answer
Thomas Edison invented the first practical light bulb and set up the first system for
distributing electrical power. These two inventions alone establish him as a great
inventor. Imagine a world without electrical power! Edison also invented the
phonograph and the motion picture camera, improved telegraph and telephone
technology, and set up the first modern research laboratory. He received more than
1,000 U.S. patents, the most ever issued to any person.
Page 174 Possible answer
The lights were dimmed on the dance floor, and a spotlight searched for the bride
and groom. Guests grew quiet as romantic music began to play. A cool breeze and the
scent of lilacs blew in through the open door. The bride and groom walked solemnly
to the center of the dance floor and began their dance.
Page 177 Answers
1. That, which one; warm, what kind
2. little, what kind; magical, what kind
3. Southwestern, what kind; eighty, how many; fertile, what kind
4. this, which one; fifty, how many
5. several, how many; terrible, what kind
6. dry, what kind; hard, what kind
7. Those, which ones; that, which one
8. small, what kind; Hispanic, what kind; hot, what kind
9. every, how many; exhausted, what kind
10. Most, how many; substandard, what kind
11. American, what kind; these, which ones
12. Thirty, how many; great, what kind
Page 186 Possible answers
9. His hair was as black as licorice.
10. The heavy backpack feels like a concrete block.
11. The wide river is a highway through the jungle.
12. The strong wind pushed the tent down and kicked it along the ground.
Page 189 Possible answers
11. The mine held the biggest vein of ore in the state.
12. The gold coin made a more beautiful pendant than the glass bead.
13. That crown was the most amazing sight I had ever seen.
14. The smarter miner had filed his claim right away.
15. The shabbiest cabin might belong to a wealthy miner.
Page 192 Possible answer
I raced up the marble steps of the massive building. Inside the huge hall, I watched
eager visitors crane their necks to look up at the towering dinosaur skeleton. In a
special gallery, the Precious Metals exhibit waited patiently. Gleaming golden artifacts
were lined up in dozens of cases, while silent guards kept watch over the priceless
collection.

TR36 Answer Key

Page 195 Possible answers
13. Some students study desperately the night before a test.
14. Tonight Alison memorized key words and facts.
15. However, she will soon forget this information.
16. Real learning takes place when you understand something thoroughly.
17. Plato taught Aristotle well.
18. Aristotle then went on to become a great teacher himself.
19. Aristotle’s pupil Alexander greatly revered his teacher.
20. Today we know this bright pupil as Alexander the Great.

Page 198 Possible answers

Camembert Grand Hotel and Resort is a beautiful place to stay. Last year this
showplace was voted Canada’s best vacation spot. The food is excellent! There are
plenty of fun activities for the kids.
Assertion: Knowing how to read is important.
You can understand signs in the neighborhood and on the street. You can enjoy and
learn from great books. You can learn about subjects such as history or science.
Assertion: Historical fiction is fun and educational.
The facts in the book give you fascinating background about a time and place. The
characters bring the past to life. Getting involved in the plot adds excitement and
makes history personal.
Assertion: Every young person...school.
Dropouts wind up in low-paying jobs. The more you learn, the better you are able
to cope with life. Learning new things is exciting and makes you grow as a person.
Assertion: Summer school should (should not) be eliminated.
Kids need their summer time off to relax and de-stress. Schools would save money
by not having to pay teachers for summer work. Kids who need extra help would be
better off with a private tutor.
Page 201 Possible answers
9. Fairy tales about a dragon intrigued the children.
10. The knight charged the fire-breathing dragon.
11. In Chinese culture, dragons bring good luck.
12. King Arthur once ruled England.
13. Exciting tales grew out of his legend.
14. Camelot is a well-known kingdom of enchantment.
15. Knights of the Round Table bravely defended their king.
16. She wore a gown with feathers to the feast.
17. We read on the Internet about knights who lived long ago.
18. The girl could wed only the man who saved her, no one else.
19. The knight with a sword saved the damsel.
20. Jon read late at night in bed about medieval monsters.
Page 210 Possible answer
Pericles, leader of Athens from 461 to 429 B.C., was known for maintaining
democracy and beginning a program that paid government workers.
Page 219 Answers
Exercise A
1. “What do you know about the Aztec kingdom?” asked Mr. Hadley.
2. “They had a wealthy civilization,” said Aaron, “and they built a city on a lake.”
3. C
4. Mr. Hadley remarked, “Tenochtitlán was an Aztec city built by making an island on
a shallow lake.”
5. “It had canals, streets, causeways, and a great temple at the center,” he added.
6. “The system of canals was brilliant,” said Alice, “because it provided constant
irrigation for crops.”

Answer Key TR37

 Page 219 Answers
Exercise B
“How did the Aztec empire end?” asked Will.
“It fell to Spanish conquistadors,” Mom replied. “They were adventurer-soldiers
with armies in search of wealth.”
“The Aztecs were warriors,” said Will. “Why couldn’t they beat the Spanish?”
“They lacked the guns, cannons, and horses of the Spaniards,” Mom explained,
“and Montezuma believed the leader Cortes might be a god.”
“That’s ridiculous!” Will hooted. “How could he believe that a person was
a god?”
“It was 1519,” she went on, “and in that year the Aztecs believed the exiled god
Quetzelcoatl would return to reclaim his throne.”
Page 221 Answers
Exercise 1
1. “Would you like to end our Aztec study with a feast?” asked Ms. Nissing.
2. “Hurray!” we shouted. “What shall we eat?”
3. “We should have fresh, hot tortilla pancakes,” suggested Rosa.
4. “Didn’t the Aztecs drink chocolate?” Drew asked.
5. “Yes,” replied Ms. Nissing, “but it wasn’t like our hot cocoa.”
6. She said that corn, beans, and squash were common foods of the Aztecs.
7. “Let’s dress up like the Aztecs too,” offered Danielle.
8. Ms. Nissing suggested that we wear jewelry made of gold, silver, jade, or seashells.
Exercise 2
9. “European soldiers of the 1500s wore armor and carried metal weapons,” Mr.
Pappas said.
10. “The metal protected them well,” he added, “but it was incredibly hot and
heavy.”
11. “Can you imagine the battle,” asked Sean, “between the Aztec warriors and the
Spanish conquistadors?”
12. “The native warriors were armed with clubs, bows and arrows, and spears,” said
Una. “They didn’t have armor, though.”
13. “In the city of Tenochtitlán,” added Brad, “the Aztec warriors could also fight from
swift-moving canoes.”
14. Mr. Pappas told us that the Aztecs were doomed to lose the war to the Spaniards.
Page 225 Answers
Exercise B
1. For the test you will need the following: a number 2 pencil, a calculator, and a
bottle of water.
2. I have lived in these towns: Aurora, Illinois; Waco, Texas; and Wilmington, North
Carolina.
3. Dear Principal Breen: We hope you will approve our health fair plan.
4. The artist had become famous; one of her paintings sold for over a million dollars.
5. I hope to be a doctor someday; I plan to specialize in oncology.
Exercise C
6. …Line—that’s the one I take to work—arrives…at 8:37 A.M.
7. … first-rate choice for commuting; it… rush-hour traffic.
8. Fifty-two…began “Dear Mayor Katz: We.…
9. …reasons: corrupt.…
10. …action-packed, fast-paced.…

TR38 Answer Key