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Grade 6
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Unit 2 • Saving the Day
How Tia Lola Came to
Visit
The Solar System
The Night of the
Pomegranates
Helping Hands
Time For Kids: Zoo Story
Tales of Old
Rumplestiltskin’s
Daughter
Sled Dogs as Heroes
The Great Serum Race
Unit Review: Nouns
Common and Proper Nouns. . . . . . . . . . . . . . . . . . . . . . .33
Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Test: Common and Proper Nouns . . . . . . . . . . . . . . . . . . 37
Review: Common and Proper Nouns. . . . . . . . . . . . . . . .38
Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . 39
Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . .40
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Test: Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . .43
Review: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
More Plural Nouns/Spellings . . . . . . . . . . . . . . . . . . . . . .45
More Plural Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Test: More Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Review: More Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . 50
Possessive Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Forming Plural Possessive Nouns . . . . . . . . . . . . . . . . . . 52
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Test: Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . .55
Review: Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . 56
Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Test: Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Review: Appositives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63, 64
© Macmillan /McGraw-Hill
Team Spirit
Unit 3 • Great Ideas
The Old Southwest
Juan Verdades: The Man
Who Couldn’t Tell a Lie
Putting It in Writing
Nothing Ever Happens
on 90th Street
Energy
Time For Kids:
Building Green
Archeology
The Emperor’s
Silent Army
Show Time
© Macmillan /McGraw-Hill
The Case of the
Phantom Poet
Unit Review: Verbs
Action Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Indirect Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Test: Action Verbs and Objects . . . . . . . . . . . . . . . . . . . . 69
Review: Action Verbs and Objects . . . . . . . . . . . . . . . . . . 70
Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Test: Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Review: Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . .77
Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
Test: Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Review: Verb Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Predicate Nouns and Adjectives . . . . . . . . . . . . . . . . . . . 84
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Test: Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Review: Linking Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Test: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Review: Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . 94
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95, 96
Unit 4 • Achievements
Seeing Things His
Own Way?
Oceanography
Exploring the Titanic
Helping Others
Time For Kids:
Saving Grace
Cycling
Major Taylor
Pieces from the Past
A Single Shard
Unit Review: Pronouns
Pronouns and Antecedents . . . . . . . . . . . . . . . . . . . . . . . 97
Singular and Plural Pronouns . . . . . . . . . . . . . . . . . . . . . . 98
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Test: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Review: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Subject Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Object Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Test: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Review: Subject and Object Pronouns. . . . . . . . . . . . . . 108
Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Locating Possessive Pronouns . . . . . . . . . . . . . . . . . . . 110
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Test: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Review: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . 114
Indefinite Pronouns & Singular Verbs . . . . . . . . . . . . . . 115
Indefinite Pronouns & Plural Verbs . . . . . . . . . . . . . . . . 116
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Test: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Review: More Indefinite Pronouns . . . . . . . . . . . . . . . . . 120
Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . 121
Indefinite Pronouns and Verbs . . . . . . . . . . . . . . . . . . . . 122
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Test: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Review: Pronouns and Verbs . . . . . . . . . . . . . . . . . . . . . 126
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127, 128
© Macmillan /McGraw-Hill
Uncommon Champions
Unit 5 • Turning Points
Mentors
Breaking Through
Smart Thinking
Ta-Na-E-Ka
Money Matters
Time For Kids: Many
Countries, One Currency:
Europe and the Euro
Collections
Honus and Me
© Macmillan /McGraw-Hill
Taking a Stand
Let It Shine:
Stories of Black Women
Freedom Fighters
Unit Review: Adjectives
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Demonstrative Adjectives . . . . . . . . . . . . . . . . . . . . . . . . 130
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Test: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Review: Working with Adjectives . . . . . . . . . . . . . . . . . . 134
Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Test: Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Review: Practicing with Articles and Colons . . . . . . . . . 140
Comparative & Superlative Adjectives . . . . . . . . . . . . . . 141
Comparative & Superlative adjectives . . . . . . . . . . . . . . 142
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Test: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Review: Writing Adjectives and using
Hyphenated Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Comparing More and Most . . . . . . . . . . . . . . . . . . . . . . . 147
Using More and Most . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Test: More and Most . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Review: More and Most . . . . . . . . . . . . . . . . . . . . . . . . . 152
Comparing with Good . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Comparing with Bad . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Test: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Review: Using Adjectives . . . . . . . . . . . . . . . . . . . . . . . . 158
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159, 160
Unit 6 • Yesterday, Today, and Tomorrow
Leonardo’s Horse
Time Travel
LAFFF
Keeping in Touch
Time For Kids:
These Walls Can Talk
Print, Past and Present
Breaking Into Print:
Before and After the
Printing Press
Volcanoes, Past
and Present
The Dog of Pompeii
Unit Review: Adverbs
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Using Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Test: Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Review: Working with Adverbs . . . . . . . . . . . . . . . . . . . . 166
Adverbs that Compare . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Using More and Most . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Test: Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Review: Practicing Adverbs and Their Irregular Forms 172
Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
More Double Negatives . . . . . . . . . . . . . . . . . . . . . . . . . 174
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Test: Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Review: Practicing Adverbs and Negatives . . . . . . . . . . 178
Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Working with Phrases and Objects . . . . . . . . . . . . . . . . 180
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Test: Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Review: Prepositions and Prepositional Phrases . . . . . 184
Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Combining Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Test: Sentence Combining . . . . . . . . . . . . . . . . . . . . . . . 189
Review: Practicing Sentence Combination . . . . . . . . . . 190
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191, 192
© Macmillan /McGraw-Hill
Great Designs Last
Forever
Name
• A sentence is a group of words that expresses a complete
thought. Every sentence begins with a capital letter.
• A sentence fragment does not express a complete thought.
• A declarative sentence makes a statement. It ends with a
period.
• An interrogative sentence asks a question. It ends with a
question mark.
Read each sentence or phrase below. Write S beside it if it is a sentence.
Write F if it is a fragment. Then add words to the fragments so that they
express complete thoughts. Possible answers are given.
1. Toni and Beth went hiking in the woods yesterday.
S
2. Lost their way.
F; The two girls lost their way.
3. Forgot flashlights and water.
F; They forgot flashlights and water.
4. Why did their parents allow them to go?
S
5. Luckily for the girls.
F; Luckily for the girls, they found some campers
who helped them.
© Macmillan/McGraw-Hill
Put the correct punctuation mark at the end of each sentence.
6. Name several safety tips for hiking and climbing .
7. Wearing proper clothing and footwear are basic tips .
8. Why is it important to carry water ?
9. Penny wants to know more about camping .
10. Why must climbers sign up before beginning their climb ?
At Home: Ask the student to write five declarative sentences
and five interrogative sentences.
The Summer of the Swans
Grade 6/
6 Unit 1
Name
• An imperative sentence gives a command or makes a
request. It ends with a period.
• An exclamatory sentence expresses strong feeling. It ends
with an exclamation point.
Read each sentence. Write whether it is declarative, interrogative,
imperative, or exclamatory.
1. What a wonderful camping trip that was!
exclamatory
2. Think about what Peter said about staying safe on a hike.
imperative
3. How many times have you climbed in the Shawangunk Mountains?
interrogative
4. Don’t delay getting down the mountain before sunset.
imperative
5. Richard couldn’t decide whether or not to go.
declarative
6. I’m so excited to be on this hike!
exclamatory
Revise the first four sentences. Change them to either interrogative
or declarative sentences. Possible answers are given.
that a wonderful camping trip?
8. What did you think about what Peter said about
staying safe on a hike?
9. I have climbed in the Shawangunk Mountains
three times.
10. My friends don’t delay getting down the mountain
before sunset.
The Summer of the Swans
Grade 6/
6 Unit 1
At Home: Ask the student to write a declarative, an
interrogative, an imperative, and an exclamatory sentence.
© Macmillan/McGraw-Hill
7. Wasn’t
Name
• Capitalize the first word of every sentence.
• End each sentence with the correct punctuation mark—
a period, a question mark, or an exclamation point.
Correct the capitalization or punctuation of each sentence. Then
identify the sentence type in the space provided.
1. Talk to Tiana about food to bring on the trip?
.; imperative
2. what a beautiful sight Mohonk Mountain is!
W; exclamatory
3. Why must he always complain about his aching back!
?; interrogative
4. the Shawangunk Mountains are in New York state.
T; declarative
5. Bring your cell phone on the trip tomorrow?
.; imperative
6. hiking is great exercise.
H; declarative
7. How long will we be gone.
?; interrogative
8. Don’t expect to be home before 8:00 P.M.!
© Macmillan/McGraw-Hill
.; imperative
9. go to sleep early the night before the hike!
G; exclamatory
10. We will be leaving at 5:00 A.M.?
.; declarative
At Home: Have the student write an interrogative sentence,
and a response with an imperative sentence.
The Summer of the Swans
Grade 6/
6 Unit 1
Name
• Begin a new sentence with a capital letter.
• Declarative sentences and imperative sentences end with a
period.
• Interrogative sentences end with a question mark.
• Exclamatory sentences end with an exclamation point.
Rewrite the passage, correcting all capitalization and punctuation
mistakes.
i am so happy that rescue teams are on alert at all times to come to
the aid of stranded or lost hikers i recently attended one of the classes
teams hold to help campers think ahead about unexpected situations
what if someone in my group became ill or injured what kind of weather
conditions might I expect do I have the skills necessary to safely
complete the trip I plan to make these questions never occurred to me
I am so happy that rescue teams are on alert
at all times to come to the aid of stranded or lost
hikers. I recently attended one of the classes teams
hold to help campers think ahead about unexpected
situations. What if someone in my group became ill
or injured? What kind of weather conditions might
complete the trip I plan to make? These questions
never occurred to me!
The Summer of the Swans
Grade 6/
6 Unit 1
At Home: Invite the student to write a personal narrative about a trip
he or she has made.
© Macmillan/McGraw-Hill
I expect? Do I have the skills necessary to safely
Name
Add to the beginning of each group of words so that it forms a sentence.
The information in parentheses will tell you what type of sentence it
should be. Be sure to begin each sentence with a capital letter and end it
with the correct punctuation mark. Possible answers are given.
1. each hiker from the nature group (declarative)
I met each hiker from the nature group.
2. know the location of the nearest ranger station (interrogative)
Do you know the location of the nearest ranger
station?
3. embarrassing to the group (exclamatory)
Having Dave’s little brother tag along was
embarrassing to the group!
4. extra food and clothing (imperative)
Pack extra food and clothing.
5. good idea to have an extra map (declarative)
It is always a good idea to have an extra map.
6. a mother bear (exclamatory)
A mother bear is right behind you!
7. with her buddy Tasha, (declarative)
With her buddy Tasha, Susan hiked up the
mountain.
© Macmillan/McGraw-Hill
8. know they were such good friends (interrogative)
Did you know they were such good friends?
9. can check your supplies (imperative)
Arrive early so that Mrs. Perez and Ms. Green can
check your supplies.
10. never shows up late (declarative)
Susan never shows up late.
The Summer of the Swans
Grade 6/
6 Unit 1
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Name
• The complete subject includes all the words that tell what or
whom the sentence is about.
• The simple subject is the main word or words in the complete
subject.
• You can sometimes correct a sentence fragment by adding a
subject.
Read each sentence. Write the complete subject on the line provided
below each example. Put parentheses ( ) around the simple subject. (In
some sentences, the complete subject and the simple subject may be
the same.)
1. The ruins of many ancient cities are located in Mexico.
The (ruins) of many ancient cities
2. The Mexican people live and work near ancient archaeological sites.
The Mexican (people)
3. My cousin Isabel is studying to become an archaeologist.
My cousin (Isabel)
4. The large capital of Mexico is her home.
The large (capital) of Mexico
5. Isabel hopes to travel to Tulum sometime soon with her classmates.
(Isabel)
6. The entire class will be guided on the trip by a well-known scientist.
© Macmillan/McGraw-Hill
The entire (class)
7. The students are looking forward to seeing some real artifacts.
The (students)
8. The department’s leading professor has arranged the trip.
The department’s leading (professor)
At Home: Have the student write about a trip he or she has
made. Then have him or her locate the simple and complete
subjects.
Lost City •
Grade 6/
6 Unit 1
Name
• The complete predicate includes all the words that tell what
the subject does or is.
• The simple predicate is the main word or words in the
complete predicate.
• You can sometimes correct a sentence fragment by adding a
predicate.
Read each sentence. Write the complete predicate on the space
provided below each example. Put parentheses around the simple
predicate. (In some sentences, the complete predicate and the
simple predicate may be the same.)
1. Isabel learns languages as part of her schoolwork in archaeology.
(learns) languages as part of her schoolwork in
archaeology
2. She and her classmates practice their English with each other.
(practice) their English with each other
3. Sometimes at home Isabel speaks English or French.
(speaks) English or French
4. She even knows a little Chinese!
(knows) a little Chinese!
5. The dean of the language department at Isabel’s university approves.
(approves)
(is) a difficult language to learn
7. She works hard to master the characters.
(works) hard to master the characters
8. Late into the night, Isabel is often studying.
(is) often studying
Lost City •
Grade 6/
6 Unit 1
At Home: Have the student write about a subject he or
she enjoys. Then have him or her locate the simple and
complete predicates.
© Macmillan/McGraw-Hill
6. Chinese is a difficult language to learn.
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Name
•
•
•
•
Begin the greeting and closing of a letter with a capital letter.
Use a comma after the greeting and closing of a friendly letter.
Use a comma between the names of a city and a state.
Use a comma between the day and year in a date.
Proofread the letter Ivelise wrote to her cousin Isabel. Add commas
as necessary. Cross out incorrect punctuation and the letters that
should be capitalized. Use correct punctuation.
1800 Fortune Avenue
Tampa FL
F 33624
December 11,2006
deear Isabel
X
I received your letter last week, but I’ve been quite busy. Do you
remember I told you about my history class.
s?Well, we are learning
about ancient cities like the ones you have been visiting.
My homework load is heavy, but I am enjoying learning about the
South American cities?? Are the Maya people like the ancient Inca
people I am learning about.
t?I wish you were here so you could help
me with this essay I have to write?.
may be coming to Mexico City to visit soon. I can’t wait to show you my
photos.
your cousin ,
yo
X
Ivelise
Lost City •
Grade 6/
6 Unit 1
At Home: Have the student write about one of his or
her favorite cities. Urge your student to write complete
sentences.
© Macmillan/McGraw-Hill
write
w
wr
r soon and tell me about your trip to the Yucatan. My mom says we
X
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Name
• The complete subject includes all the words that tell what or
whom the sentence is about. The simple subject is the main
word or words in the complete subject.
• The complete predicate includes all the words that tell what
the subject does or is. The simple predicate is the main word
or words in the complete predicate.
• You can sometimes correct a sentence fragment by adding a
subject or predicate.
Write a friendly letter to someone you know that tells about a trip you
have taken, or would like to take, to a lost city. Make sure each sentence
contains a subject and a predicate. When you are finished, read the
letter to a partner. Identify the complete and simple subjects and
predicates in each sentence.
Possible answer is given.
1001 Hamilton Avenue
Erie, PA 10510
April 16, 2006
Dear Margo,
This summer my family and I are going to take a
trip to the ruins of Machu Picchu. Machu Picchu is
supposed to be one of the most beautiful ancient sites
extraordinary city. I am so excited!
Your friend,
Hilda
Lost City •
Grade 6/
6 Unit 1
© Macmillan/McGraw-Hill
in the world. The Incas turned the site into a small but
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Name
• A compound subject contains two or more simple subjects
that have the same predicate.
• A compound predicate contains two or more simple
predicates that have the same subject.
• You can combine two sentences by joining two subjects or two
predicates with and, but, or or.
Read the sentences. Write an S if it has a compound subject and P if it
has a compoud predicate. Write each compound subject and compound
predicate below. Then put parentheses around the simple subjects
or predicates in what you have written. (Not every sentence has a
compound subject or compound predicate.)
1. My older sister, Selina, is studying hard and hopes to be an inventor one
P
(is) studying hard and (hopes) to be an inventor
one day
2. Calculus, physics, and chemistry are her favorite subjects. S
(Calculus), (physics), and (chemistry)
day.
3. My preferred subject has always been English literature.
4. Selina rises early and arrives home late.
P
5. Selina’s teachers and classmates believe she is marked for fame and
fortune.
S
Selina’s (teachers) and (classmates)
6. A big title and huge corner office are of no interest to Selina.
S
A big (title) and huge corner (office)
Gecko Glue, Cockroach Scouts, and
Spider Silk Bridges • Grade 6/
6 Unit 1
At Home: Have your student write about his or her
intended future profession. Two sentences should contain a
compound subject.
© Macmillan/McGraw-Hill
(rises) early and (arrives) home late
Name
• Use a comma before the conjunction in a compound sentence.
• If two parts of a compound sentence are not joined by a
conjunction, a semicolon is used to separate the parts.
Combine each set of sentences. Use a comma and a conjunction in the
compound sentence.
1. Tic Tac Toe has been played in the United Kingdom for hundreds of years.
There it is called Noughts and Crosses. Tic Tac Toe has been
played in the United Kingdom for hundreds of years,
but there it is called Noughts and Crosses.
2. A.S. Douglas was the first to put Noughts and Crosses on a software
program. That was way back in 1949! A.S. Douglas was the
first to put Noughts and Crosses on a software
program, and that was way back in 1949!
3. In 1956, Noah and Joe McVicker invented play dough. It was promoted as
a wallpaper cleaner first. In 1956, Noah and Joe McVicker
invented play dough, but it was promoted as a
wallpaper cleaner first.
4. Joe realized the child-safe type of clay would make a great toy. He became
a millionaire almost overnight. Joe realized the child-safe
© Macmillan/McGraw-Hill
type of clay would make a great toy, and he became
a millionaire almost overnight.
5. Over 700 million pounds of play dough have been sold since it was first
marketed. The formula is still a secret. Over 700 million pounds
of play dough have been sold since it was first
marketed, but the formula is still a secret.
At Home:Have the student come up with simple sentences
on a topic. Then have him or her combine them into
compound sentences.
Gecko Glue, Cockroach Scouts, and
Spider Silk Bridges • Grade 6/
6 Unit 1
Name
• Use a comma before the conjunction in a compound sentence.
• If two parts of a compound sentence are not joined by a
conjunction, use a semicolon to separate the parts.
Rewrite the passage below, correcting all capitalization and
punctation mistakes. Combine any sentences you find appropriate.
everyone knows that necessity is the mother of invention the woman who
invented disposable diapers was both a woman and an inventor Marion
Donovan invented the disposable diaper in 1950 she used a regular cloth
diaper, lined it with pieces cut from a shower curtain, and called her
invention “Boaters” since no company was interested in marketing her new
invention Mrs. Donovan founded her own company today disposable diapers
are big business
Everyone knows that necessity is the mother of
invention, but the woman who invented disposable
diapers was both a woman and an inventor. Marion
used a regular cloth diaper, lined it with pieces cut from
a shower curtain, and called her invention “Boaters.”
Since no company was interested in marketing her new
invention, Mrs. Donovan founded her own company,
and today disposable diapers are big business.
Gecko Glue, Cockroach Scouts, and
Spider Silk Bridges • Grade 6/
6 Unit 1
At Home: Invite the student to write a short paragraph about
his or her favorite everyday invention.
© Macmillan/McGraw-Hill
Donovan invented the disposable diaper in 1950. She
Name
Revise the following paragraph so that it reads more clearly.
Combine short sentences with a conjunction to form compound
subjects, compound predicates, or compound sentences. Not
every sentence needs to be combined or revised.
People put on their clothing every day. They do not think about how
their pants stay put. They do not think about how their jackets stay put.
Jackets have zippers. Pants have zippers. The zipper was invented in 1893 by
Whitcomb L. Judson. He called his invention a “clasp-locker.” In 1923, Mr.
B.F. Goodrich coined the word “zipper.” His company made rubber boots
with zippers. His company sold rubber boots with zippers. Mr. Goodrich
named them zippers because they made a zipping sound when opened and
closed.
Possible answer is given.
People put on their clothing every day, but they
do not think about how their pants and jackets stay
put. Jackets and pants have zippers. The zipper was
invented in 1893 by Whitcomb L. Judson. He called his
invention a “clasp-locker.” In 1923, Mr. B.F. Goodrich
coined the word “zipper.” His company made and sold
rubber boots with zippers. Mr. Goodrich named them
zippers because they made a zipping sound when
© Macmillan/McGraw-Hill
opened and closed.
Gecko Glue, Cockroach Scouts, and
Spider Silk Bridges • Grade 6/
6 Unit 1
Name
• You can combine two related sentences by using a conjunction.
You can also combine two sentences by joining two subjects or
two predicates with and, but, or or.
• Use a comma before the conjunction in a compound sentence.
If two parts of a compound sentence are not joined by a
conjunction, use a semicolon to separate the parts.
Rewrite the following sets of sentences. Create a
compound sentence or sentences with compound
subjects or predicates. Use the correct punctuation.
1. Eleven-year-old Frank Epperson invented the frozen
fruit pop in 1905. He didn’t mean to do it.
Eleven-year-old Frank Epperson invented the frozen
fruit pop in 1905, but he didn’t mean to do it.
2. Epperson was enjoying a fruit drink. He left it out overnight with the stirrer
still in it.
Epperson was enjoying a fruit drink; he left it out
overnight with the stirrer still in it.
3. The fruit drink froze. It certainly made a delicious new treat.
4. Young Frank patented his “frozen ice on a stick” in 1923. He originally
called his invention the Epsicle.
Young Frank patented his “frozen ice on a stick” in
1923, and he originally called his invention the Epsicle.
5. Epperson thought Epsicle was a great name. The frozen treat was later renamed.
Epperson thought Epsicle was a great name, but the
frozen treat was later renamed.
Gecko Glue, Cockroach Scouts, and
Spider Silk Bridges • Grade 6/
6 Unit 1
© Macmillan/McGraw-Hill
The fruit drink froze, and it certainly made a
delicious new treat.
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Name
• When a dependent clause comes at the beginning of a
sentence, use a comma after the dependent clause.
• When a dependent clause comes at the end, a comma is not
usually necessary.
Read the following interview. Rewrite each line, adding commas to the
dialogue where they are needed. Remove any unnecessary commas.
REPORTER: When your first novel was published were you nervous?
When your first novel was published, were you
nervous?
FAMOUS WRITER: On the contrary I felt elated.
On the contrary, I felt elated.
REPORTER: As you work, on your next book do you find yourself
writing to please your readers?
As you work on your next book, do you find yourself
writing to please your readers?
FAMOUS WRITER: No, I always write to please myself because I
write what I feel, and believe.
© Macmillan/McGraw-Hill
No, I always write to please myself because I write
what I feel and believe.
At Home: Challenge the student to write a short poem on a
topic of his or her choosing.
The Magic Gourd •
Grade 6/
6 Unit 1
Name
• A complex sentence contains an independent clause and one
or more dependent clauses.
• When a dependent clause comes at the beginning of a
sentence, use a comma after the dependent clause.
• When a dependent clause comes at the end, you usually do not
use a comma.
Rewrite the passage. Draw a line under the complex sentences.
Correct the capitalization and punctuation mistakes, adding
punctuation as needed.
Every family
f
has its own traditions, but ours
is my favorite. On Sunday nights, we all sit around
the kitchen table with a bowl of roasted walnuts,
hazelnuts, peanuts, and almonds. As we crack the
good thing
g and
nuts, each family member tells one g
one bad thing
g that happened to them that week. This
family time not only teaches us about each other, but
also lets us see that things are never all that bad.
The Magic Gourd •
Grade 6/
6 Unit 1
At Home: Invite the student to write a paragraph about a
family tradition. Tell him or her to use at least two complex
sentences.
© Macmillan/McGraw-Hill
every family has its own traditions, but ours is my favorite on Sunday
nights we all sit around the kitchen table with a bowl of roasted walnuts
hazelnuts peanuts, and almonds as we crack the nuts each family member
tells one good thing and one bad thing that happened to them that week this
family time not only teaches us about each other but also lets us see that
things are never all that bad
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Name
• A complex sentence contains an independent clause and one
or more dependent clauses.
• When a dependent clause comes at the beginning of a
sentence, use a comma after the dependent clause.
• When a dependent clause comes at the end, a comma is not
usually necessary.
Study the picture and think about a folk tale it might describe. Read the
following groups of words. Add phrases to turn the four groups of words
into four complex sentences. Be sure to use commas correctly in your
sentences. Possible answers are given.
1. Although everyone knew the hare could run very fast
Although everyone knew the hare could run very
fast, they also knew he was overconfident.
2. Because the tortoise was known for being so slow
No one thought he could win the race because the
tortoise was known for being so slow.
Because tortoises are patient, the crowd felt he had
a chance.
4. If the hare became too sure of himself
The tortoise could edge past him if the hare became
too sure of himself.
The Magic Gourd •
Grade 6/
6 Unit 1
© Macmillan/McGraw-Hill
3. Because tortoises are patient
Name
• A run-on sentence joins together two or more sentences that
should be written separately.
• You can correct a run-on sentence by separating two complete
ideas into two sentences.
Put an X in front of each run-on sentence. Then correct the sentences in
the space provided.
X 1. The kiwi bird is a strange-looking animal it is part of a group of
endangered species.
The kiwi bird is a strange-looking animal. It is
part of a group of endangered species.
2. These animals have died or been killed in such large numbers that
there are very few left.
X 3. The kiwi’s body is covered with fluffy feathers unlike other birds, the
kiwi has no tail.
The kiwi’s body is covered with fluffy feathers.
Unlike other birds, the kiwi has no tail.
X 4. Kiwis are the size of a chicken their eggs are as large as ostriches’
eggs!
© Macmillan/McGraw-Hill
Kiwis are the size of a chicken. Their eggs are
as large as ostriches’ eggs!
5. The kiwi’s “cousin,” the dodo bird, is already extinct.
X 6. There are no dodos left anywhere in the world no other dodos will
ever be born.
There are no dodos left anywhere in the world.
No other dodos will ever be born.
At Home: Have the student write four run-on sentences and
then rewrite each one as two separate sentences.
Interrupted Journey •
Grade 6/
6 Unit 1
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Name
• A sentence fragment does not express a complete thought.
You can sometimes correct a sentence fragment by adding a
subject or predicate.
• Use a comma before the conjunction in a compound sentence.
If there is no conjunction, use a semicolon.
• Use a comma after a dependent clause at the beginning of a
sentence.
Rewrite each run-on sentence or sentence fragment using
gp
proper
p
Possible
answers
capitalization, commas, and end punctuation.
are given.
1. scientists study wildlife in order to protect it the study
t d off th
the cheetah
h
is an
example Scientists study wildlife in order to protect it;
the study of the cheetah is an example.
2. is found mainly in northern Africa
The cheetah is found mainly in northern Africa.
3. its feet have hard pads with sharp edges these special pads help the
cheetah to grip the ground
Its feet have hard pads with sharp edges, and these
special pads help the cheetah to grip the ground.
4. the cheetah has been called a natural running machine it is able to reach a
speed of 71 miles per hour
The cheetah has been called a natural running
machine; it is able to reach a speed of 71 miles per hour.
© Macmillan/McGraw-Hill
5. it may be the fastest animal on Earth we must protect this amazing cat
It may be the fastest animal on Earth. We must
protect this amazing cat.
6. the cheetah is an endangered species it is even extinct in India and northern Africa
The cheetah is an endangered species, and it is
even extinct in India and northern Africa.
At Home: Challenge the student to do the activity again,
trying different methods of revision.
Interrupted Journey •
Grade 6/
6 Unit 1
Name
• A sentence fragment does not express a complete thought.
You can sometimes correct a sentence fragment by adding a
subject or predicate.
• A run-on sentence joins together two or more sentences that
should be written separately.
• You can correct run-on sentences in three different ways:
1. Separate two complete ideas in a run-on sentence into two
sentences.
2. Rewrite the run-on sentence as a compound sentence.
3. Rewrite the run-on sentence as a complex sentence.
Correct any sentence fragments or run-on
sentences in the diary entry below. Rewrite
the passage with correct punctuation and
capitalization.
Today I joined a group of students on a bird-watching
walk. I wanted to see a snail kite because I read
that this bird is in trouble. The snail kite eats only
one thing; it eats the meat of the apple snail. When
builders drain swampland to put up buildings, the
apple snails die out, and then the snail kites have
nothing to eat! We must put a stop to putting buildings
where endangered animals live.
Interrupted Journey •
Grade 6/
6 Unit 1
At Home: Invite the student to write a diary entry about a
personal experience helping to protect or study wildlife.
© Macmillan/McGraw-Hill
today I joined a group of students on a bird-watching walk i wanted to
see a snail kite because I read that this bird is in trouble the snail kite
eats only one thing it eats the meat of the apple snail when builders drain
swampland to put up buildings, the apple snails die out. then the snail
kites have nothing to eat we must put a stop to putting buildings where
endangered animals live
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Name
• A run-on sentence joins together two or more sentences that
should be written separately.
Rewrite these run-on sentences using correct punctuation and capitalization.
1. the sea horse has two skeletons one is inside, and one is outside
The sea horse has two skeletons; one is inside, and
one is outside.
2. the tail of the sea horse is very important it uses its tail to grip or hold on to things
The tail of the sea horse is very important; it uses its
tail to grip or hold on to things.
3. this tiny animal can hang like a monkey it can swim in an upright position
This tiny animal can hang like a monkey, or it can
swim in an upright position.
4. the mother sea horse lays her eggs in the father’s pouch the father cares
for the eggs
The mother sea horse lays her eggs in the father’s
pouch, and the father cares for the eggs.
5. sea horses are used to make medicine that means the species is at risk
6. black bears are carnivores eat very little meat live on grass fruits berries nuts.
Black bears are carnivores. They eat very little meat
and live on grass, fruits, berries, and nuts.
Interrupted Journey •
Grade 6/
6 Unit 1
© Macmillan/McGraw-Hill
Sea horses are used to make medicine, but that
means the species is at risk.
Name
Read the passage and look at each underlined section. Is there a mistake?
If there is, how do you correct it? Circle the letter of your answer.
Most people think of school when they hear the word “education.” But
(1)
traveling is an excellent way to learn. Each area of the country has its own
(2)
distinct animals and trees? Where else can you see a Florida manatee but in
Florida?
1. A.
B.
C.
D.
Change Most to most.
Replace the period with an exclamation point.
Replace the period with a question mark.
No mistake
2. A.
B.
C.
D.
Change Each to each.
Replace the question mark with an exclamation point.
Replace the question mark with a period.
No mistake
© Macmillan/McGraw-Hill
Read the passage below. How would you describe each group of
underlined words? Circle the letter of your answer.
There are three levels of protection given to animals in danger of extinction.
The first level is the highest level: endangered. The second level has been
(3)
titled “threatened.” Animals on the third level. are called “species of
(4)
special concern.”
3. A.
B.
C.
D.
A complete sentence
A sentence fragment missing a simple subject
A sentence fragment missing a complete subject
A sentence fragment missing a complete predicate subject
4. A.
B.
C.
D.
A complete sentence
A sentence fragment missing a simple subject
A sentence fragment missing a complete subject
A sentence fragment missing a complete predicate
Unit Review •
Grade 6/
6 Unit 1
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Name
• A noun names a person, place, thing, or idea.
• A common noun names any person, place, thing, or idea.
• A proper noun names a particular person, place, thing, or idea
and begins with a capital letter.
Read each sentence. Then underline each common noun once. Put
brackets [ ] around each proper noun.
1. My cousin, [Alex,] plays football for a local team, the[Broncos.]
2. He and his friend,[Jason,] both go to[Central High School]here in town.
3. Besides playing sports,[Alex]and[Jason]also play bass in the orchestra.
4. The boys enjoy several subjects, including[American History]and[English.]
5. Their school has the leading debate team in all of [Seminole County.]
6. [Ashley]and[Leroy,] brother and sister, are captains of the debate team.
7. The students debate other teams from other parts of the state every third
y.]
[ Wednesday.
8. [Alex]is thinking of joining the chess club, too, but he doesn’t have much
extra time.
9. He works at the [Central City Public Library]shelving books on [Saturdays.]
10. Between school, football, clubs, and work,[Alex]has to plan his days
carefully.
11. Last month [Alex]a
and his family had a huge picnic in the park in the city.
© Macmillan/McGraw-Hill
12.[Alex]planned to write a letter to his friend [Horatio] who lives in [Miami.]
At Home: Have the student identify as many common and
proper nouns as they can locate in a magazine or book.
How Tia Lola Came to Stay
Grade 6
6/ Unit 2
Name
• Some proper nouns contain more than one word. Each
important word begins with a capital letter.
• The name of a day, month, or holiday begins with a capital letter.
Identify all of the proper nouns in the following sentences. Rewrite
each sentence, capitalizing all the proper nouns.
1. The broncos is a football team in our town of centerville.
The Broncos is a football team in our town of
Centerville.
2. mr. suarez is the coach for our rival football team, the panthers.
Mr. Suarez is the coach for our rival football team,
the Panthers.
3. The broncos play on a field behind delaney creek boulevard, a main road.
The Broncos play on a field behind Delaney Creek
Boulevard, a main road.
4. Football is a popular sport in the state of florida.
Football is a popular sport in the state of Florida.
5. The labor day kickoff party is enjoyed by all the citizens of centerville.
Write a proper noun for each of the following categories.
6. building
7. day of the week
8. month
9. holiday
10. country
Empire State Building
Sunday
July
Memorial Day
Spain
How Tia Lola Came to Stay
Grade 6/
6 Unit 2
Possible
answers
are given.
At Home: Have the student write at least two more proper
nouns for the categories above.
© Macmillan/McGraw-Hill
The Labor Day kickoff party is enjoyed by all the
citizens of Centerville.
Name
• Begin the greeting and closing of a business letter with a capital
letter.
• Use a colon after the greeting of a business letter. Use a
comma after the closing.
• Use a comma between the names of a city and a state.
• Use a comma between the day and year in a date.
Proofread this business letter for errors in punctuation and
capitalization. Make the necessary corrections.
144 East Arrowhead Drive
Charlotte,North Carolina 28201
June 2,2005
The Carolina Lightnin’
P.O. Box 7252
Charlottee, North Carolina 28207
D
dear Sir or Madam
m:
My family and I just moved here from Colorado. As soccer fans, we
would like to receive the following information.
© Macmillan/McGraw-Hill
We would like to have a schedule of Lightnin’ home games. Also, we’d
like to know the cost of tickets.
Thank you for your assistance.
S sincerely yours,
Katrina Halbertstam
At Home: Have the student write a business letter asking for
information.
How Tia Lola Came to Stay
Grade 6
6/ Unit 2
Name
• A common noun names any person, place, thing, or idea, and
does not begin with a capital letter unless it begins a sentence.
• Some proper nouns contain more than one word. Each
important word begins with a capital letter. The name of a day,
month, or holiday begins with a capital letter.
Proofread this business letter for errors in capitalization and
punctuation. Underline any letters you think should be capitalized.
Put brackets [ ] around any letters you think should not be
capitalized. Make the necessary corrections in punctuation for a
business letter.
978 river road
ramseyy new jersey 07446
april 15,2005
The arizona cacti
P.O. Box 1234
chandlerr,arizona 85224
]
I have just begun school here in new jersey, but my[Fa
Family
used to
live in arizona and utah. I would like to attend baseball camp during
]
]
the[Summer
Su
of 2005 with your organization. My[Fa
Family
will be
traveling to arizona for the fourth of july, so the week of july 9 through
] of
july 15 would be best. Please let me know the cost of one[We
Week
]
camp and any[Eq
Equipment
I might need to bring with me.
Thank you for your assistance.
sincerely yours,
Matthew Perricone
How Tia Lola Came to Stay
Grade 6/
6 Unit 2
At Home: Have the student write a business letter to the
sports team of their choosing, using correct punctuation
and capitalization.
© Macmillan/McGraw-Hill
dear sir or madam :
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Name
• A comma tells the reader to pause between the words that it
separates.
• Use commas to separate three or more words in a series.
• Do not use a comma after the last word in a series.
Rewrite each sentence, inserting commas in the correct places.
One sentence needs no commas.
1. Hector’s favorite planets are Mars Venus Jupiter and Earth.
Hector’s favorite planets are Mars, Venus, Jupiter,
and Earth.
2. Hector gathered paints pencils paintbrushes and poster board for his
project.
Hector gathered paints, pencils, paintbrushes, and
poster board for his project.
3. His project would show the scope the wonder and the beauty of the solar
system.
His project would show the scope, the wonder, and
the beauty of the solar system.
4. Hector’s mom brought him milk fruit nuts and cookies while he worked.
Hector’s mom brought him milk, fruit, nuts, and
cookies while he worked.
© Macmillan/McGraw-Hill
5. Hector ate only the milk and fruit.
No commas needed.
At Home: Have the student write five sentences that contain
items in a series, inserting commas in the correct places.
The Night of the Pomegranate
Grade 6
6/ Unit 2
Name
• Add -s to form the plural of most singular nouns.
• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.
Proofread this editorial for errors in spelling and puncutation. Put
brackets [ ] around any misspellings of singular or plural nouns.
Add commas in a series where needed.
This country spends far too much money on space travel. We have
enough [problem]right here on Earth! We need to improve our road
systems,water systems,and air quality. We need our[communitys] to band
together to think of[fixs]ffor these [problem.] How many[discoverys]must
astronauts make? Large[quantitys]of money spent on space exploration
will not make Earth a betterr[places]to live! Let’s get together—
—f
—friendes
[
,]
[enemys,]aand all—no more[fantasys]about space!
The Night of the Pomegranate
Grade 6/
6 Unit 2
At Home: Have the student write an editorial about space
travel, using plurals and series commas correctly.
© Macmillan/McGraw-Hill
Editorial from the Sun City Sentinel:
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Name
• To form the plural of most nouns ending in f or fe, add -s.
• For others, change the f to v and add -es.
Write the plural form of each singular noun below.
1. half
2. wolf
3. loaf
4. dwarf
5. life
6. wife
7. puff
8. knife
9. spoof
halves
wolves
loaves
dwarves
lives
wives
puffs
knives
spoofs
p
Rewrite these sentences using the correct plural form.
10. Rosita is one of many executive cheves at the restaurant.
Rosita is one of many executive chefs at the
restaurant.
11. Rosita owns several expensive knifes, which she uses in her work.
Rosita owns several expensive
p
knives, which she
uses in her work.
© Macmillan/McGraw-Hill
12. She keeps her pots and pans on the shelfs above the stove.
She keeps her pots and pans on the shelves above
the stove.
At Home: Have the student choose five of the plural nouns
above and use them in a sentence.
Zoo Story •
Grade 6
6/ Unit 2
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Name
•
•
•
•
To form the plural of most nouns ending in f or fe, add -s.
For other nouns, change the f to v and add -es.
To form the plural of nouns that end with a vowel and o, add -s.
To form the plural of nouns that end with a consonant and o,
add -s or -es.
• Some nouns have special plural forms that must be memorized.
• A few nouns have the same singular and plural forms.
Read each sentence. If the sentence contains an incorrect plural
form, rewrite it using the correct plural form. If the sentence is
correct, write C on the line.
1. Alicia’s father took photoes of the hurricane damage.
2. There were knifes all over the kitchen floor after the storm.
3. The children helped to pick up fallen branches in the yard.
4. Some familys had nowhere to live.
families
5. The local grocery store donated many boxs of food.
6. Everybody ate lots of potatos the week after the storm.
7. The roofs came off completely on several houses.
8. Lots of people became heros overnight.
photos
knives
C
boxes
potatoes
C
heroes
9. They delivered loafs of bread and gallons of milk to hungry people.
loaves
10. Men and womans all over the town handed out ice and water.
© Macmillan/McGraw-Hill
women
At Home: Have the student make flash cards with the singular
spelling on the front and the plural spelling on the back.
Zoo Story •
Grade 6
6/ Unit 2
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Name
Put a circle around the noun or nouns that are spelled correctly in each row.
1. mouses
wolves
womens
2. bluffs
wifes
zooes
3. radioes
deers
moose
4. geese
studioes
lifes
5. siloes
oxen
mans
Rewrite the nouns from the lists above that are not spelled correctly.
Then use each noun in a sentence. Possible answers are given.
There were three blind mice in the famous
story.
7. women The women in our town helped to deliver
supplies.
Two were the wives of men already
8. wives
working there.
Two local zoos needed help with the
9. zoos
animals after the storm.
Everybody wanted one of the battery10. radios
powered radios.
Many deer from the woods behind the
11. deer
school needed help.
12. studios Both television studios in town lost their
power during the hurricane.
It’s impossible to know how many lives
13. lives
were saved.
The grain silos were quickly emptied.
14. silos
© Macmillan/McGraw-Hill
6. mice
15. men
The men at the farm bureau gave out the
extra food.
At Home: Ask the student to write a short paragraph on the
subject of mice, or deer, using the correct plural forms of
these nouns.
Zoo Story •
Grade 6
6/ Unit 2
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Name
• A possessive noun is a noun that shows who or what owns or
has something.
• Form a singular possessive noun by adding an apostrophe (’)
and -s to a singular noun.
Circle the possessive noun or nouns in each sentence. Then write
what the possessive noun owns or has.
1. The fairy tale was about an old king’s daughter.
daughter
2. The girl’s mother was very protective of her.
mother
3. The daughter’s name was Aurora.
name
4. Aurora’s life was very different from yours or mine.
life
5. Her father’s riches could not protect her.
riches
6. Her mother’s love could not save her.
love
7. Only Aurora’s fairy godmother could help her.
fairy godmother
© Macmillan/McGraw-Hill
8. The old woman’s skill with casting a spell was well known.
skill
9. The king’s knowledge of it saved Aurora from an eternity of sleep.
knowledge
10. The fairy tale’s ending is well known.
ending
At Home: Have the student shorten groups of words by
using singular possessive nouns: the shoe of the girl; the
skill of the boy.
Rumpelstiltskin’s Daughter
Grade 6
6/ Unit 2
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Name
Rewrite the following groups of words in possessive form.
1. the sounds of the village
2. the generosity of the elders
3. the hands of the thief
4. the scene of the movie
5. the peaks of the mountains
6. the cries of the children
7. the history of Spain
8. the sisters of Alex
9. the rivers of the South
10. the property of the villagers
11. the voice of the people
12. the legs of the oxen
13. the problems of society
14. the traditions of the families
15. the bite of the snake
16. the feathers of the birds
17. the paw of the lion
18. the roles of the actresses
19. the eyes of the tiger
© Macmillan/McGraw-Hill
20. the laughter of the girls
the village’s sounds
the elders’generosity
the thief’s hands
the movie’s scene
the mountains’ peaks
the children’s cries
Spain’s history
Alex’s sisters
the South’s rivers
the villagers’ property
the people’s voice
the oxen’s legs
society’s problems
the families’ traditions
the snake’s bite
the birds’ feathers
the lion’s paw
the actresses’ roles
the tiger’s eyes
the girls’ laughter
At Home: Ask the student to put together the “ideal” person
by taking characteristics from various famous people.
Rumpelstiltskin’s Daughter
Grade 6
6/ Unit 2
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Name
• Use commas to set off most appositives from the rest of the
sentence.
Add commas where they are needed to set off appositives in the
following sentences.
1. Leonhard wore his warmest clothing a squirrel skin parka, sealskin pants,
and reindeer mukluks.
2. He was going to intercept the serum at Nulato
o a village halfway between
Nome and Nenana.
3. Dog teams always wore bells
s a warning to pedestrians
s as they ran
through town.
4. Togo led the team down Front Street the town’s main road.
5. Edgar Kalland a twenty-year-old Athabaskan Indian mail driverr waited
anxiously.
6. He waited outside the Tolovana Roadhouse
e a favorite rest stop for dogsled teams.
7. Edgar soon took off for Manly Hot Springs a thirty-one-mile trip to the next
relay point.
8. The dogs had to wade through slush a dangerously wet snow that was
caused by a crack in the ice.
9. Musher Charlie Evans faced the coldest temperatures sixty-four degrees
below zero.
© Macmillan/McGraw-Hill
10. Balto a true hero finally saved the day.
At Home: Have the student write five sentences that contain
appositives.
The Great Serum Race
Grade 6
6/ Unit 2
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Name
Read each passage and look at each underlined section. Is there a
mistake? If there is, how do you correct it? Circle the letter of your
answer.
My brother thinks that people who climb mountains like Denali are heros. I
(6)
agree with him. I look at all the roofes in my town, and even they seem to high
(7)
too climb. My personal belief is that people should stay on the ground.
(8)
6. A. Change Denali to denali.
8. A. Change My to my.
B. Change brother to brother’s.
B. Change beliefs to believes.
C. Change heros to heroes.
C. Change beliefs to belief’s.
D. No mistake
D. No mistake
7. A. Change roofes to rooves’.
B. Change roofes to roof’s.
C. Change roofes to roofs.
D. No mistake
Sophia likes to talk about her grandparents home in Alaska. The girls
(9)
(10)
relatives lived in the city of Kodiak on Kodiak Island. This island is in the
southernmost part of Alaska.
9. A. Change grandparents to grandparents’.
B. Change grandparents to Grandparents.
D. No mistake
10. A. Change girls to girles.
B. Change girls to girls’.
C. Change girls to girl’s.
D. No mistake
Unit Review •
Grade 6/
6 Unit 2
© Macmillan/McGraw-Hill
C. Change Sophia to Sophia’s.
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Name
• An indirect object is a noun or pronoun in the predicate that
answers the question to whom? or for whom? or to what? or for
what? after an action verb.
Underline each action verb once and each direct object twice.
Put brackets [ ] around each indirect object.
1. Mr. Wagner gave[Jose]some lessons.
2. Mrs. Wagner baked [everybody] cookies.
3. Jose read his[sister]a story.
4. His sister sang[Jose]a song.
5. Jose’s grandfather gave[him]some good advice.
6. Jose sent[his mother]a birthday card.
7. She gave[him]her thanks.
8. Mr. Wagner bought [his daughter]a violin.
9. She showed [us]her violin.
11. Jose played [his
h grandfather
gran atherr]music.
12. Schools give[music students
udents]excellent opportunities.
Juan Verdades •
Grade 6/Unit 3
At Home: Write a paragraph about a flower. Underline each
action verb once and each direct object twice.
© Macmillan/McGraw-Hill
10. Jose handed[Mrs. Wagner]a red rose.
Name
• A verb must agree with its subject.
• Add -s to most verbs if the subject is singular. Do not add -s if
the subject is plural or I or you.
Rewrite each sentence below, making the correct choices from the
words in parentheses so that subjects and their verbs agree.
1. Jose (want, wants) to learn about growing roses.
Jose wants to learn about growing roses.
2. You (shop, shops) for new rose bushes each year in May.
You shop for new rose bushes each year in May.
3. Jose (know, knows) that taking care of roses is a lot of work.
Jose knows that taking care of roses is a lot of work.
4. His grandparents (tell, tells) Jose all about different kinds of roses.
His grandparents tell Jose all about different kinds of roses.
5. I (give, gives) Jose a beautiful pink rose.
I give Jose a beautiful pink rose.
6. Jose (offer, offers) his grandfather a hand.
Jose offers his grandfather a hand.
7. Jose (ask, asks) his grandfather a question.
Jose asks his grandfather a question.
8. Jose (buy, buys) his grandmother some roses.
© Macmillan/McGraw-Hill
Jose buys his grandmother some roses.
9. The flowers (make, makes) the neighbor sneeze.
The flowers make the neighbor sneeze.
10. Jose’s grandfather (plant, plants) rose bushes every year.
Jose’s grandfather plants rose bushes every year.
At Home: In the sentences above, draw an arrow from each
subject to the verb with which it agrees.
Juan Verdades •
Grade 6/Unit 3
Name
• An action verb is a word that expresses action. It tells what the
subject does or did.
• A direct object is a noun or pronoun that receives the action
of the verb. It answers the question what? or whom? after the
verb.
• An indirect object is a noun or pronoun in the predicate that
answers to whom? or for whom? or to what? after an action
verb. An indirect always comes before a direct object.
Rewrite the character sketch below correcting any mistakes made
with verbs that do not agree with their subjects.
Jose’s g
grandfather is always
y telling
g him stories
p is a small man, thin
about old New Mexico. Popi
and wiry.
y He has unusually
y large
g hands, though,
g the
fingers
g
thick and blunt. He wears heavy
y black g
glasses
with thick p
plastic lenses. His eyes
y
are p
pale brown,
almost y
yellow-gold.
g
Popi
p comes from Mexico, and
g his English
g
seems p
perfect, he speaks
p
with
although
a faint accent, almost as if he is singing.
g g Popi
p often
sings
g Jose songs
g from Mexico.
Juan Verdades •
Grade 6/Unit 3
At Home: Write a character sketch of someone you know,
using at least one indirect object.
© Macmillan/McGraw-Hill
Jose’s grandfather are always telling him stories about old New Mexico.
Popi are a small man, thin and wiry. He has unusually large hands, though,
the fingers thick and blunt. He wear heavy black glasses with thick plastic
lenses. His eyes is pale brown, almost yellow-gold. Popi come from Mexico,
and although his English seem perfect, he speak with a faint accent, almost
as if he are singing. Popi often sing Jose songs from Mexico.
Name
Read each sentence. Write whether the underlined word is a direct
object, an indirect object, or an action verb.
1. Jose told Popi a story.
indirect object
2. Popi asked Jose about the new roses.
action verb
3. Jose read the book
k out loud.
direct object
4. Popi played Jose a new song.
direct object
5. Jose bought his mom a rose.
action verb
6. He bought Popi a book.
indirect object
7. Jose told Popi a joke.
action verb
8. Popi asked Jose a question.
direct object
9. Jose plays his trumpet every evening.
direct object
10. Jose’s teacher gave the class homework.
© Macmillan/McGraw-Hill
indirect object
Juan Verdades •
Grade 6/Unit 3
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Name
• A verb in the present tense tells what happens now.
• In the present tense, you must have subject-verb agreement.
Add -s to most verbs if the subject is singular. Do not add -s if
the subject is plural or I or you.
Rewrite each sentence below, using the correct verb in
parentheses.
1. Eva (open, opens) her notebook and (begin, begins) to write.
Eva opens
p
her notebook and begins
g
to write.
2. Her teacher (tell, tells) her to write what she (know, knows).
Her teacher tells her to write what she knows.
3. Eva (sit, sits) on her stoop and (look, looks) out over 90th Street.
Eva sits on her stoop and looks out over 90th Street.
4. I (think, thinks) Eva may be bored.
I think Eva may be bored.
5. You (know, knows) she has to stay busy.
You know she has to stay busy.
6. The teacher (tell, tells) the students to speak loudly.
The teacher tells the students to speak loudly.
© Macmillan/McGraw-Hill
7. When she writes on her stoop, Eva’s words (come, comes) easily.
When she writes on her stoop, Eva’s words come
easily.
8. Most of the students (do, does) not like to write.
Most of the students do not like to write.
At Home: Write a paragraph about a journal you would like
to keep. Make sure that each verb agrees with the subject.
Nothing Ever Happens on 90th
Street • Grade 6/Unit 3
Name
• A verb in the past tense tells about an action that already
happened.
• Add -ed to most verbs to show past tense.
• A verb in the future tense tells about an action that is going to
happen.
• To write about the future, use the special verb will.
Write the verb in parentheses in the past tense.
1. Eva (want) something exciting to happen on her street.
wanted
2. A whole week (pass) with nothing for her to do.
passed
3. Eva’s friend (whisper) to her that someone was coming to visit.
whispered
4. Eva (dress) up in her best outfit.
dressed
5. Her friend (warn) Eva not to get too excited.
warned
6. Eva (hope) that something would happen soon.
hoped
Change the following verbs into the future tense.
8. enjoy
9. pick
10. make
11. remove
12. build
will like
will enjoy
will pick
will make
will remove
will build
Nothing Ever Happens on 90th
Street • Grade 6/Unit 3
© Macmillan/McGraw-Hill
7. like
At Home: Write sentences for the six verbs in the future
tense above.
Name
• Use quotation marks before and after the words of a direct quotation.
• Use a comma before a quotation when the speaker’s name
comes first.
• Use a comma, a question mark, or an exclamation point to end
the quotation when the speaker’s name comes last.
Proofread each sentence. Then rewrite the sentence using the
correct punctuation for dialogue.
1. Do you think anything will happen today asked Eva
“Do you think anything will happen today?”
asked Eva.
2. Kevin asked Will you be coming to the play tonight, Eva
Kevin asked, “Will you be coming to the play
tonight, Eva?”
3. I’d love to come said Eva
“I’d love to come,” said Eva.
4. Kevin said I’ll pick you up at six o’clock
Kevin said, “I’ll pick you up at six o’clock.”
5. Take me, too yelled Sarah
“Take me, too!” yelled Sarah.
6. Write about what you know said Mrs. DeMarco
© Macmillan/McGraw-Hill
“Write about what you know,” said Mrs. DeMarco.
7. Nothing ever happens on this street yelled Eva
“Nothing ever happens on this street!” yelled Eva.
8. Are you all right asked Eva
“Are you all right?” asked Eva.
At Home: Write a dialogue you might have with a friend.
Remember to use correct punctuation.
Nothing Ever Happens on 90th
Street • Grade 6/Unit 3
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Name
Circle the letter of the choice that corrects each numbered
sentence. If there is no error in the sentence, circle c for correct.
1. Last night, Eva attend the play with Kevin.
a. Last night, Eva attends the play with Kevin.
b. Last night, Eva attended the play with Kevin.
c. correct
2. Tomorrow she will attend the ballet with her father.
a. Tomorrow she attended the ballet with her father.
b. Tomorrow she attend the ballet with her father.
c. correct
3. Eva laugh at the play’s silly plot.
a. Eva laughed at the play’s silly plot.
b. Eva laughing at the play’s silly plot.
c. correct
4. Yesterday Eva’s parents watch the same play.
a. Yesterday Eva’s parents watches the same play.
b. Yesterday Eva’s parents watched the same play.
c. correct
5. By the end of the play, everyone guess who had committed the crime.
a. By the end of the play, everyone guessed who had committed the crime.
© Macmillan/McGraw-Hill
b. By the end of the play, everyone guessing who had committed the
crime.
c. correct
6. Eva write a review of the play in her notebook.
a. Eva writes a review of the play in her notebook.
b. Eva wrote a review of the play in her notebook.
c. correct
Nothing Ever Happens on 90th
Street • Grade 6/Unit 3
Name
• In the present tense, you must have subject-verb agreement.
Add -s to most verbs if the subject is singular. Do not add -s if
the subject is plural or I or you
y .
• Add -ed to most verbs to show past tense.
• To write about the future, use the special verb will.
Mechanics
• If a verbs ends in s, ch, sh, x, or z, add -es in the present with a
singular subject.
• If a verb ends with a consonant and y, change y to i and add
-es for present or -ed for past.
• If a verb ends with e, drop the e and add -ed for the past.
• If a verb ends with one vowel and one consonant, double the
consonant before adding -ed for the past.
Correct the spelling of the verbs and their tenses in the sentences
below.
1. The students study all day yesterday.
The students studied all day yesterday.
2. Annette mix colors for her painting this morning.
Annette mixed colors for her painting this morning.
3. Last week, Kevin promise to take Eva to the play.
Last week, Kevin promised to take Eva to the play.
Eva and Kevin clapped their hands after the actors
took a bow.
5. Eva change into her new outfit before Kevin came over.
Eva changed into her new outfit before Kevin came
over.
Nothing Ever Happens on 90th
Street • Grade 6/Unit 3
© Macmillan/McGraw-Hill
4. Eva and Kevin clap their hands after the actors took a bow.
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Name
• Main and helping verbs form different verb tenses.
Tense
Example
Present perfect
I have walked
Past perfect
I had walked
Present progressive
I am walking
Past progressive
I was walking
Future progressive
I will be walking
A. Name the tense of each of the following verbs.
1. am sitting
2. have seen
3. ride
4. will be sleeping
5. had studied
6. am helping
present progressive
present perfect
present
future progressive
past perfect
present progressive
B. Write the form shown in parentheses for the verb in each sentence.
7. I work. (present progressive)
I am working.
8. We worked here before. (past perfect)
We had worked here before.
9. We will work here for a while. (future progressive)
We will be working here for a while.
I was working for Anthony’s cousin this summer.
11. I am working hard. (present perfect)
I have worked hard.
12. I wait. (future progressive)
I will be waiting.
Building Green •
Grade 6/Unit 3
At Home: Choose four of the verbs in Part A above and
write sentences for them.
© Macmillan/McGraw-Hill
10. I will work for Anthony’s cousin this summer. (past progressive)
Name
• A contraction is a shortened form of two words.
• A contraction can be made by combining a verb with the word
not.
• An apostrophe (’) shows that the letter o has been left out.
These contractions are formed from helping verbs. In each case,
the apostrophe replaces the letter o in not.
isn’t = is not
won’t = will not
doesn’t = does not
couldn’t = could not
mustn’t = must not
Write the contractions for the following helping verbs and not.
1. has not
2. were not
3. was not
4. have not
5. are not
hasn’t
weren’t
wasn’t
haven’t
aren’t
Write the correct contraction of the helping verb and not on the
line. Be sure to put the apostrophe in the correct place.
isn’t
going to work on Saturday.
mustn’t
He
miss band practice this week.
isn’t
His band leader
happy with his trombone playing.
can’t
Anthony
seem to play the notes correctly.
doesn’t
He
want to disappoint his leader.
6. Anthony
© Macmillan/McGraw-Hill
7.
8.
9.
10.
At Home: Write three sentences about a skill you have
had difficulty mastering. Use a contraction in each of the
sentences.
Building Green •
Grade 6/Unit 3
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Name
• A verb phrase is made up of a main verb and one or more
helping verbs. A helping verb helps the main verb show an
action or make a statement.
• Common helping verbs are am, are, is, was, were, have, has,
had, do, does, did, be, being, been, will, shall, can, could,
would, should, might, must.
• Main and helping verbs form different verb tenses.
Mechanics
• A contraction is a shortened form of two words.
• A contraction is made by combining a verb with the word not.
Read the sentences aloud. Write the corrected sentences, making
sure that the verb phrases and contractions are correct.
1. Anthony’s band mates wasn’t happy with his trombone playing.
Anthony’s band mates weren’t happy with his
trombone playing.
2. Anthony’s cousin will be come to pick up Anthony this morning.
Anthony’s cousin will be coming to pick up Anthony
this morning.
Anthony’s band leader tells him that if he attends
practice, his playing will improve.
4. Anthony is always wanted to be in two places at once.
Anthony is always wanting to be in two places at
once.
5. Anthony’s friends have recognized the song he play.
Anthony’s friends recognized the song he played.
Building Green •
Grade 6/Unit 3
At Home: Write two sentences in which you use two of the
helping verbs above.
© Macmillan/McGraw-Hill
3. Anthony’s band leader tells him that if he attend practice, his playing will
improved.
Name
• A linking verb does not show action. It links the subject to a
noun or an adjective in the predicate.
• Common linking verbs are am, is, are, was, were, be, being,
been, seem, feel, appear, become, look, taste, smell.
In the space provided, write the linking verbs in each of the
following sentences.
is
1. It is an ordinary day.
2. The three farmers feel happy.
feel
3. The crop looks like a good one.
looks
appears
4. Suddenly someone appears at the edge of the field.
looks
5. It looks like one of the farmer’s children.
6. She seems upset.
7. She is crying.
seems
is
8. Now her father is worried.
is
felt
9. The scientists felt good about their discovery.
© Macmillan/McGraw-Hill
10. The scientists could be next year’s prize winners.
11. It seems that something is very wrong.
seems, is
12. But it appears that the girl is mistaken.
appears, is
At Home: Determine whether the subjects in the ten
sentences above are singular or plural.
be
The Emperor’s Silent Army
Grade 6/Unit 3
Name
• A predicate noun follows a linking verb and renames or
identifies the subject.
• A predicate adjective follows a linking verb and describes the
subject.
In the space provided, write the predicate noun or predicate
adjective in the following sentences. Also, identify the word as
either a predicate noun or a predicate adjective.
1. The archaeologists felt happy.
happy: predicate adjective
2. Terracotta soldiers were the work of people in northern China.
work: predicate noun
3. The soldiers are a source of information for historians.
source: predicate noun
4. The soldiers seem real.
real: predicate adjective
5. The men who created them are gone.
gone: predicate adjective
6. Their names are unknown.
unknown: predicate adjective
7. The archaeologists could become prize winners.
winners: predicate noun
reminder: predicate noun
9. Every soldier looks different.
different: predicate adjective
10. They are truly works of art.
works: predicate noun
The Emperor’s Silent Army
Grade 6/Unit 3
At Home: Choose five of the predicate nouns or adjectives
above and write sentences using them.
© Macmillan/McGraw-Hill
8. The soldiers are a reminder of past glory.
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Name
• A linking verb does not show action. It links the subject to a
noun or an adjective in the predicate.
• Common linking verbs are am, is, are, was, were, be, being,
been, seem, feel, appear, become, look, taste, smell.
The writer of this short story did not proofread for mistakes.
Rewrite the story correcting any mistakes made with linking verbs.
Lee, a young archaeologist, was working on an
important site in northern China. It was his first
dig, and he was nervous. The dean of the school
of archaeology was watching him carefully. The
dean was expecting Lee to make a big mistake. Lee
however, was very careful. One morning, when Lee
had already been digging for hours, his tiny shovel
hit something solid. Lee knew immediately that it was
not stone. He gingerly lifted the piece from the sand. It
was an arm band, an exquisite piece of gold jewelry.
Lee stood up carefully, holding his prize, and headed
for the dean’s tent.
The Emperor’s Silent Army
Grade 6/Unit 3
At Home: Write a short story about an important
archaeological find. Use at least two linking verbs in
your writing.
© Macmillan/McGraw-Hill
Lee, a young archaeologist, was work on an important site in northern
China. It was his first dig, and he was nervous. The dean of the school of
archaeology was watched him carefully. The dean was expect Lee to make
a big mistake. Lee, however, was very careful. One morning, when Lee had
already be digging for hours, his tiny shovel hit something solid. Lee know
immediately that it is not stone. He gingerly lifted the piece from the sand. It
are an arm band, an exquisite piece of gold jewelry. Lee stand up carefully,
hold his prize, and heading for the dean’s tent.
Name
Circle the letter of the choice that corrects each numbered
sentence. If there is no error in the sentence, circle c for correct.
1. The workers was excited.
a. The workers were excited.
b. The workers are looking excite.
c. correct
2. The clanging of the shovels sounds distant.
a. The clanging of the shovels sound distant.
b. The clanging of the shovels have sounded distant.
c. correct
3. People have grown more aware of archaeology.
a. People has grown more aware of archaeology.
b. People are grown more aware of archaeology.
c. correct
4. The terracotta soldiers looks real.
a. The terracotta soldiers looking real.
b. The terracotta soldiers look real.
c. correct
5. The archaeologists growed impatient as they continued to dig.
a. The archaeologists grew impatient as they continued to dig.
b. The archaeologists growing impatient as they continued to dig.
© Macmillan/McGraw-Hill
c. correct
6. The names of the archaeologists is unknown.
a. The names of the archaeologists be unknown.
b. The names of the archaeologists are unknown.
c. correct
The Emperor’s Silent Army
Grade 6/Unit 3
Name
The writer of this letter did not proofread for mistakes. Rewrite the letter
correcting any mistakes made with linking verbs, colons, and commas.
May 15 2006
Dear Ms. Cummings
I am interesting in know about any classes in archaeology been held this
summer for middle school students. I is currently in the sixth grade at Kennedy
Middle School here in Topeka. I have reading a lot of books about archaeology,
but I am wanting a more direct experience. Please send any information to the
address above.
Sincerely
Jahlani Washington
© Macmillan/McGraw-Hill
May
y 15,, 2006
Dear Ms. Cummings:
g
I am interested in knowing
g about any
y classes in
archaeology
gy being
g held this summer for middle
school students. I am currently
y in the sixth g
grade at
Kennedy
y Middle School here in Topeka.
p
I have read
a lot of books about archaeology,
gy, but I want a more
direct experience.
p
Please send any
y information to the
address above.
Sincerely,
y,
Jahlani Washington
g
The Emperor’s Silent Army
Grade 6/Unit 3
At Home: Write a business letter requesting information
from a museum on the topic of your choosing.
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Name
• Some irregular verbs have special spellings when used with the
helping verbs have, has, or had.
Present
Past
Past (with have, has, had)
d
think
tear
sink
catch
freeze
break
blow
teach
wear
know
drink
choose
speak
thought
tore
sank
caught
froze
broke
blew
taught
wore
knew
drank
chose
spoke
thought
torn
sunk
caught
frozen
broken
blown
taught
worn
known
drunk
chosen
spoken
Each sentence contains an incorrect form of an irregular verb.
Write the correct verb form on the line provided.
1. As soon as Sarah stepped out onto the stage, she freezed.
froze
2. Albert finally finded the prop he needed for Act Two.
found
spoke
4. She thinked that the speech was too long.
thought
5. But the director had choosed Sarah for a reason; he knew she could do it.
chosen
The Case of the Phantom Poet
Grade 6/Unit 3
At Home: Choose five verbs from the chart and write
sentences for each, using the correct form.
© Macmillan/McGraw-Hill
3. Sarah had speaked with the director about her lines in Act One.
Name
• A play consists of characters, setting, stage directions, and
dialogue.
• Setting is shown in italic print.
• Characters’ names are indented and followed by a colon.
• Stage directions are shown in parentheses and in italic print,
following the colon after the character’s name.
• Dialogue is shown without quotation marks following a
character’s name.
Add or delete punctuation in the following play. Underline words
that should be in italic print. Correct any mistakes in verb form.
Scene 1
The kitchen; Sarah and her sister are sit at the kitchen table.
The kitchen; Sarah and her sister are seated at the
kitchen table.
Sarah (upset, close to tears) “I can’t do it, Barb! I can’t star in the school play!”
Sarah: (upset, close to tears) I can’t do it, Barb! I can’t
star in the school play!
Barb: Of course you can. Remember when you starring in Cinderella in the
fourth grade? You even sanged a solo!”
© Macmillan/McGraw-Hill
Barb: Of course you can. Remember when you starred
in Cinderella
a in the fourth grade? You even sang a
solo!
Sarah (recovering; wiping her eyes) “Yes, yes, you’re right.”
Sarah: (recovering; wiping her eyes) Yes, yes, you’re
right.
Barb :And everybody clapping! Remember?”
Barb: And everybody clapped! Remember?
At Home: Write a short play dialogue, using correct
punctuation and the correct verb forms.
The Case of the Phantom Poet
Grade 6/Unit 3
Name
The writer of this play dialogue did not proofread for mistakes. Rewrite
the dialogue correcting any mistakes made in punctuating the scene.
Make sure verb forms are used correctly.
Scene 1
LaWonda on stage at rehearsal. With her is Danny and Sarah.
LaWonda loudly “Danny, you keep standed in front of Sarah! You’re
supposing to be behind her.
Danny defiantly “Who making you boss?”
LaWonda gesturing with the script “See? It sayed so right here!”
Sarah looked at her script, then pointing backstage “She’s right, Danny. You
belonged back there.”
Scene 1
LaWonda on stage at rehearsal. With her are Danny
and Sarah.
LaWonda: (loudly) Danny, you keep standing in front
of Sarah! You’re supposed to be behind her.
Danny: (defiantly) Who made you boss?
LaWonda: (gesturing at the script) See? It says so
right here!
Sarah: (looking at her script, then pointing backstage)
She’s right, Danny. You belong back there.
Danny: (sighing, then walking backstage) Two against
one. Okay.
The Case of the Phantom Poet
Grade 6/Unit 3
At Home: Write a dialogue where actors disagree with
each other.
© Macmillan/McGraw-Hill
Danny sighing, then walking backstage “Two against one. Okay.”
Name
A. Write the past tense of each verb below.
1. wear
wore
2. think
thought
3. blow
blew
4. drink
drank
5. speak
spoke
Possible answers are given.
B. Use the past participle of each verb in a sentence of your own.
7. catch
I was frozen after an hour of ice skating.
Danny had caught two fish before
eight o’clock.
8. tear
He had torn a big hole in his shirt.
9. choose
Sarah has been chosen to star in the play!
6. freeze
11. teach
She has known her lines for a week.
Mrs. Colon had taught me Spanish in
the fifth grade.
12. break
An animal bite may have broken the bone.
© Macmillan/McGraw-Hill
10. know
The Case of the Phantom Poet
Grade 6/Unit 3
Name
• An irregular verb is a verb that does not add -ed to the past
tense.
• Some irregular verbs have special spellings when used with the
helping verbs have, has, or had.
Mechanics
• Use a comma to show a pause after an introductory word, such
as well.
• Use commas to set off words that interrupt the flow of thought
in a sentence, such as of course.
• Use commas to set off nouns of direct address.
Rewrite the sentences.
Use the correct form of the
irregular verb and insert
commas where they are
needed.
1. Mrs. Torrington has Sarah already speaked to you?
Mrs. Torrington, has Sarah already spoken to you?
Of course, Sarah already knew her lines!
3. Well I hadn’t thinked about that yet!
Well, I hadn’t thought about that yet!
4. Have you choosed what you are going to wear on opening night?
Have you chosen what you are going to wear on
opening night?
The Case of the Phantom Poet
Grade 6/Unit 3
© Macmillan/McGraw-Hill
2. Of course Sarah already knowed her lines!
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Name
• A pronoun is a word that takes the place of one or more nouns.
• The antecedent or referent of a pronoun is the word or
group of words to which the pronoun refers. Pronouns and
antecedents must agree.
Write a pronoun to take the place of the underlined noun or noun
phrase. Write your answer on the line provided.
1. Erik
k has climbed many mountains.
He
They
He
3. Erik
k believes in proper training before a climb.
They
4. Erik’s partners try to stay in contact during a climb.
he
5. Has Peter seen the movie about Mount Everest?
2. Climbers take special equipment with them.
Write the pronoun in the parentheses that agrees with its
underlined antecedent on the line provided.
6. Erik
k knew that (he, she) wanted to live a full life.
he
7. Erik’s friends asked if (she, they) could attend his marriage on a
mountain.
they
8. Climbers need ice axes, and I have seen one of (he, them).
them
9. When Peter talked to us about climbing, (he, she) was serious.
© Macmillan/McGraw-Hill
he
10. Peter tried to repair the radio, but (they, it) still would not work.
it
At Home: Have the student use ten pronouns to write a
short story about climbing a mountain.
Seeing Things His Own Way
Grade 6/
6 Unit 4
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Name
• A pronoun is a word that takes the place of one or more nouns.
• The antecedent or referent of a pronoun is the word or
group of words to which the pronoun refers. Pronouns and
antecedents must agree.
• Singular pronouns are I, you, he, she, it,
t me, him, her.
• Plural pronouns are we, you, they, us, them.
Choose the pronoun in parentheses that correctly completes each
sentence. Write it on the line provided.
they
1. During the hike, (he, they) talk to each other.
2. (We, She) take peanut butter crackers for a snack.
3. (It, They) know that it is dangerous to hike after dark.
We
They
me
4. Take (me, they) with you.
5. Peter called Susanna, and (she, it) answered the phone.
she
Write an appropriate pronoun on the line.
She
y
you
7. Will
They
y
8.
6.
hopes to come on the hike with us.
be my hiking buddy?
both promised to come that weekend.
she
9. Peter was so happy that
© Macmillan/McGraw-Hill
10. Susanna said that
They
y
y
you
12. Will
11.
we
could come.
will be leaving at dawn.
sound like interesting characters.
watch my favorite television program with me
tonight?
At Home: Have the student choose 5 pronouns from the
sentences above and write sentences about a fictional outing.
Seeing Things His Own Way
Grade 6/
6 Unit 4
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Name
Choose the pronoun in parentheses that correctly completes the
following sentences. Write it on the line provided.
1. Peter brought the climbing ropes, and then he checked (them, it).
them
2. Susanna read the hiking manual and returned (it, him) to the library.
it
3. Peter tells Susanna (he, we) is glad she’s going on the hike.
he
you
4. Peter, will (you, her) e-mail your reply today?
5. Susanna likes orange juice, and so (she, it) brought some along.
she
Put brackets [ ] around each pronoun in the following sentences.
Write the pronoun’s antecedent on the line provided.
her
6. Susanna is going on the hike, and Peter is going with
Susanna
7. Peter wrote a letter and then mailed
it
.
letter
8. Peter likes apples and eats a lot of
them
.
apples
9. Peter’s instructions help
© Macmillan/McGraw-Hill
day.
us
, the beginners, have a safe
beginners
10. Peter and Susanna saw the movie, but they did not like
it
.
movie
Seeing Things His Own Way
Grade 6/
6 Unit 4
.
Name
• A pronoun is a word that takes the place of one or more nouns.
• The antecedent or referent of a pronoun is the word or
group of words to which the pronoun refers. Pronouns and
antecedents must agree.
• Singular pronouns are I, you, he, she, it, me, him, her.
• Plural pronouns are we, you, they, us, them.
Look at the picture. Add a singular or plural pronoun to complete
each sentence based on the picture.
they
it
2. Susanna wants some water, and Peter will give
3. Peter said, “Is it okay if
we
4. Susanna’s backpack is too heavy, and
shoulders.
5. Peter said, “Why don’t
Seeing Things His Own Way
Grade 6/
6 Unit 4
we
left this morning.
to her.
hike until lunchtime?”
it
is hurting her
take a short rest.”
© Macmillan/McGraw-Hill
1. Peter invited Susanna on a hike, and
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Name
• A subject pronoun is used as the subject of a sentence. Use
a subject pronoun when the pronoun is part of a compound
subject. I, you, he, she, it, we, and they
y are subject pronouns.
• An object pronoun is used as the object of a verb or as the
object of a preposition, such as for, at, with, or to. Use an
object pronoun when the pronoun is part of a compound object.
Me, you, him, her, it, us, and them are object pronouns.
• Always write the pronoun I with a capital letter. Use I or me last
when talking about yourself and another person.
Proofread each sentence. Then rewrite the sentence using the
correct subject or object pronoun.
1. Do you think them will enjoy a day at the beach?
Do you think they will enjoy a day at the beach?
2. I and Kasey want to go surfing.
Kasey and I want to go surfing.
3. Kasey waxed the boards for he and Sam.
Kasey waxed the boards for him and Sam.
4. Them shouted, “Don’t forget to put on sunscreen!”
They shouted, “Don’t forget to put on sunscreen!”
5. “Why can’t you take I, too?” asked Janis.
“Why can’t you take me, too?” asked Janis.
© Macmillan/McGraw-Hill
6. The wind was so strong, they created waves that were ten feet high.
The wind was so strong, it created waves that were
ten feet high.
At Home: Have the student write a dialogue between two
surfers getting ready to surf.
Dive! •
Grade 6/
6 Unit 4
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Name
• A subject pronoun is used as the subject of a sentence. Use
a subject pronoun when the pronoun is part of a compound
subject. I, you, he, she, it, we, and theyy are subject pronouns.
• An object pronoun is used as the object of a verb or as the
object of a preposition, such as for, at, with, or to. Use an
object pronoun when the pronoun is part of a compound object.
Me, you, him, her, it, us, and them are object pronouns.
Mechanics
• Always write the pronoun I with a capital letter.
• Use I or me last when talking about yourself and another person.
Read each sentence aloud. Choose the subject or object pronoun
in parentheses that correctly completes each sentence. Rewrite the
sentence correctly on the line provided.
1. (Her, She) and my sister wished they could go snorkeling.
She and my sister wished they could go snorkeling.
2. Seeing some colorful fish would be a treat for (they, them).
Seeing some colorful fish would be a treat for them.
3. “Why can’t you take your sister with (you, they)?” asked Mother.
“Why can’t you take your sister with you?” asked Mother.
“But we don’t have room in the car,” I answered.
5. “I’m sure you can squeeze (she, her) in,” replied Mother.
“I’m sure you can squeeze her in,” replied Mother.
6. “As long as (us, we) can all get along!” I exclaimed.
“As long as we can all get along!” I exclaimed.
Dive! •
Grade 6/
6 Unit 4
© Macmillan/McGraw-Hill
4. “But (us, we) don’t have room in the car,” I answered.
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Name
• Some possessive pronouns can stand alone (mine, yours, his,
hers, its, ours, yours, theirs.)
• Do not confuse the pronouns its, your, their, and theirs with the
contractions it’s, you’re, they’re, and there’s.
Find the possessive pronoun in each of the following sentences.
Write it on the line.
1. The patio chairs that blew into the neighbors’ yard are not ours.
ours
2. Mr. Sanchez looked at them, but they were not his.
3. The red bicycle, however, is mine.
his
mine
4. The Laninghams finally identified the patio chairs as theirs.
theirs
5. Mrs. York said that the flower pot was hers.
hers
Circle the pronoun in parentheses that correctly completes each
sentence.
6. Is the bicycle (you’res, yours)?
7. (It’s, Its) handlebars are totally rusted from the rain.
8. The car that the tree fell on is (theirs, there’s).
9. (My, Mine) is the gray car in the driveway.
© Macmillan/McGraw-Hill
10. Two of (it’s, its) tires are flat.
11. Is the battery pack (you’res, yours)?
12. I believe it is (theirs, there’s).
Saving Grace •
Grade 6/
6 Unit 4
At Home: Have the student choose four of the possessive
pronouns above and write sentences with them.
Name
• Use quotation marks before and after the words of a direct quotation.
• Use a comma before a quotation when the speaker’s name comes first.
• Use a comma, a question mark, or an exclamation point to end the
quotation when the speaker’s name comes last.
Rewrite each sentence using the correct punctuation.
1. Listen to the wind cried Pablo
“Listen to the wind!” cried Pablo.
2. Marissa asked Do you think we will lose our power
Marissa asked, “Do you think we will lose our power?”
3. I hope not said Mother
“I hope not,” said Mother.
4. We have peanut butter, don’t we asked Pablo
“We have peanut butter, don’t we?” asked Pablo.
5. Mother said We have cans of tuna fish, too
Mother said, “We have cans of tuna fish, too.”
6. But we have only an electric can opener cried Pablo
“But we have only an electric can opener!” cried Pablo.
7. He said If we lose our electricity, we won’t be able to open any cans
He said, “If we lose our electricity, we won’t be able
to open any cans.”
© Macmillan/McGraw-Hill
8. Don’t worry said Mother
“Don’t worry,” said Mother.
9. There is a can opener in the bottom drawer she said
“There is a can opener in the bottom drawer,” she said.
10. I’ll make sure it works said Pablo
“I’ll make sure it works,” said Pablo.
At Home: Have the student write a dialogue he or she might
have with a friend during a rain- or snowstorm.
Saving Grace •
Grade 6/
6 Unit 4
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Name
Choose the correct possessive pronoun or contraction in
parentheses. Then write the sentence correctly on the line.
1. “Wash (you’re, your) hands before you start making sandwiches,” said Mrs.
Chu.
“Wash your hands before you start making
sandwiches,” said Mrs. Chu.
2. Pablo and (he, his) partner put mustard on the bread.
Pablo and his partner put mustard on the bread.
3. “Do you have (my, mine) extra knife?” asked Mrs. Chu.
“Do you have my extra knife?” asked Mrs. Chu.
4. “I thought it was (you’res, yours),” said Pablo.
“I thought it was yours,” said Pablo.
5. “(Its, It’s) now time to start putting on the cheese,” said Mrs. Chu.
“It’s now time to start putting in the cheese,” said
Mrs. Chu.
6. “Where should we put (our, ours) sandwiches when we’re done?” asked
Pablo.
“Where should we put our sandwiches when we’re
done?” asked Pablo.
7. The children reacted to (their, they’re) news with enthusiasm.
© Macmillan/McGraw-Hill
The children reacted to their news with enthusiasm.
8. I don’t want to eat the sandwich if (it’s, its) yours.
I don’t want to eat the sandwich if it’s yours.
Saving Grace •
Grade 6/
6 Unit 4
Name
• A possessive pronoun takes the place of a possessive noun.
It shows who or what owns something.
• Some possessive pronouns are used before nouns
(my, you, his, her, its, our, your, their).
Mechanics
• Some possessive pronouns can stand alone
(mine, yours, his, hers, its, ours, yours, theirs).
• Do not confuse the pronouns its, your, their, and theirs with the
contractions it’s, you’re, they’re, and there’s.
• An apostrophe take the place of letters left out of a contraction.
Possessive pronouns do not have apostrophes.
Read the sentences. Choose the possessive pronoun in
parentheses that correctly completes each sentence. Then rewrite
the sentence on the line provided.
1. (My, Mine) cousin Pablo helped out after the hurricane.
2. The town he worked in was (ours, you’res).
The town he worked in was ours.
3. They were amazed at the storm and (its, it’s) power.
They were amazed at the storm and its power.
4. When the helpers finish, the satisfaction will be (there’s, theirs).
© Macmillan/McGraw-Hill
My cousin Pablo helped out after the hurricane.
When the helpers finish, the satisfaction will be theirs.
Saving Grace •
Grade 6/
6 Unit 4
At Home: Ask the student to write two sentences in which
he or she use two of the possessive pronouns above.
Name
• An indefinite pronoun does not refer to a particular person,
place, or thing.
• Use a singular verb with a singular indefinite pronoun, such
as anybody, anyone, anything, each, everybody, everyone,
everything, nobody, nothing, somebody, someone, or something.
Read each sentence. Choose the verb in parentheses that correctly
completes the sentence and write it on the line provided.
1. Everybodyy (is, are) hoping to attend the bicycle race today.
is
2. Each of the riders (is, are) ready.
is
3. Everything (need, needs) to be cleaned up on the racing track.
needs
4. Somebody (deliver, delivers) water to the racers as they ride.
delivers
5. If anyone (ask, asks), I am rooting for my sister, Samantha.
asks
Change the singular or plural verb in each sentence so that it
agrees with the indefinite pronoun. Then rewrite the sentence.
6. Somebody must helps me set up the beverage cart.
Somebody must help me set up the beverage cart.
7. Everyone agree that it is a perfect day for cycling.
© Macmillan/McGraw-Hill
Everyone agrees that it is a perfect day for cycling.
8. No one are more excited than I about the race.
No one is more excited than I about the race.
9. Nothing seem impossible today.
Nothing seems impossible today.
10. Everybody wait for the race to begin.
Everybody waits for the race to begin.
At Home: Have the student find and underline indefinite
pronouns in a newspaper or magazine article.
Major Taylor •
Grade 6/
6 Unit 4
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Name
• An indefinite pronoun does not refer to a particular person, place,
or thing.
• Use a singular verb with a singular indefinite pronoun, such as
anybody, anyone, anything, each, everybody, everyone, everything,
nobody, nothing, somebody, someone, or something.
• Use a plural verb with a plural indefinite pronoun, such as both, few,
many, others, or several.
The writer of this news article did not proofread for mistakes. Read
the article and then rewrite the article correcting any mistakes
made with indefinite pronouns, punctuation, or capitalization.
DATELINE MEMPHIS —Samantha Higgins
returned to her home city of Memphis today wearing
the gold medal for winning the Middle Grades 30K
Cycling Championship in Atlanta last Saturday.
Anybody who knows Samantha knows that she puts
her all into everything she does. Many believe she will
continue to win at cycling events around the country.
Each of her teammates feels that Samantha deserved
to win because of her commitment to the sport.
Congratulations, Sam! Everyone wishes you well!
Major Taylor •
Grade 6/
6 Unit 4
© Macmillan/McGraw-Hill
DATELINE MEMPHIS—Samantha Higgins returned to her home city
of memphis today wearing the gold medal for winning the Middle Grades
30K Cycling Championship in Atlanta last Saturday anybody who know
Samantha know that she puts her all into everything she does many believes
she will continue to win at cycling events around the country. each of her
teammates feel that Samantha deserved to win because of her commitment
to the sport. Congratulations, Sam! everyone wish you well?
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Name
• Verbs must also agree with indefinite pronouns.
Rewrite each sentence, choosing the verb in parentheses that
agrees with the indefinite pronoun.
1. Everything (is, are) incredibly interesting at an archaeological dig.
Everything is incredibly interesting at an
archaeological dig.
2. No one (deny, denies) that the work is extremely difficult.
No one denies that the work is extremely difficult.
3. Both of the archaeologists (work, works) at a major university.
Both of the archaeologists work at a major university.
4. A few of the volunteers (is, are) students at the school.
A few of the volunteers are students at the school.
5. Nobody (make, makes) much money as a volunteer on a dig.
Nobody makes much money as a volunteer on a dig.
6. Everyone (know, knows) that the pleasure is in the possibility of discovery.
Everyone knows that the pleasure is in the
possibility of discovery.
7. Others (claim, claims) that they most enjoy the countries they get to visit.
8. (Do, Does) anybody want to volunteer for a dig in Arizona?
Does anybody want to volunteer for a dig in Arizona?
9. Many (have, has) already signed up.
Many have already signed up.
10. Several (want, wants) to sign up for the dig in Oregon.
Several want to sign up for the dig in Oregon.
A Single Shard •
Grade 6/
6 Unit 4
At Home: Have the student underline each indefinite
pronoun above and label whether each is singular or plural.
© Macmillan/McGraw-Hill
Others claim that they most enjoy the countries
they get to visit.
Name
• Pay careful attention to the spelling of homophones (words that
sound alike) in your writing.
• Some common homophones and their correct usage are shown
in the chart below.
Word
there
their
they’re
to
two
too
who’s
whose
your
you’re
it’s
its
our
hour
here
hear
Correct Usage
There is a lecture at noon today.
Their class is also at noon.
They’re going to attend class at noon.
Are you going to class today?
Two students were absent.
Alicia was absent, too.
Who’s coming to lunch with me?
Whose bike is outside the classroom?
Your bike is next to mine.
You’re going to be late for class.
It’s going to be a sunny day.
The school is proud of its teachers.
Our teacher is Mrs. Brookline.
Class begins one hour from now.
Here is your textbook for class.
I would like to hear this lecture.
© Macmillan/McGraw-Hill
Read the sentence below. Choose the word in parentheses that
correctly completes each sentence. Rewrite the sentence on the
line provided.
1. (There, Their, They’re) is going to be a program on TV about a dig in
England.
There is going to be a program on TV about a dig in
England.
2. (Whose, Who’s) going to narrate the program?
Who’s going to narrate the program?
At Home: Ask the student to choose three homophones
from the list above and write sentences for each.
A Single Shard •
Grade 6/
6 Unit 4
Name
• A verb must agree with its subject pronoun.
Pronouns
Verbs
He, she it
We, you, they
I
walks, is, was, has
walk, are, were, have
walk, am, was, have
• Verbs must also agree with indefinite pronouns.
• Use a singular verb with a singular indefinite pronoun.
• Use a plural verb with a plural indefinite pronoun.
Proofread this magazine article. Then rewrite the article making sure
verbs agree with subject nouns and pronouns. Correct any mistakes in
punctuation.
During the third century, B.C.E., people who lived
in the lands between the Tigris and Euphrates rivers
founded the first cities. These people invented writing.
They also created architecture, developed irrigation,
wrote poetry, and made laws. They were an amazing
civilization. Can anybody see the art of the Sumerians
and not marvel? Several works of art are on display
this month at our local history museum. Everyone
should visit.
A Single Shard •
Grade 6/
6 Unit 4
At Home: Invite the student to write a magazine article
announcing a new exhibit, using several subject and
indefinite pronouns.
© Macmillan/McGraw-Hill
During the third century, B.C.E., people who lived in the lands between
the Tigris and Euphrates rivers founding the first cities. These people invents
writing. They also creates architecture develops irrigation writes poetry and
makes laws. They was an amazing civilization. Can anybody sees the art of
the Sumerians and not marvel? Several works of art is on display this month
at our local history museum. Everyone should visits.
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Name
Pronouns
Read the passage. Circle the letter of the word that belongs in each
space.
Polly said, “Shameka and I
(1)
for the magazine, Dig It! It is very
(2)
seen other kids reading it.” Polly paused.
popular. I know that you
(3)
copies at the school newsstand.”
Then she added, “Many pick up
1. A.
B.
C.
D.
write
writes
written
writing
2. A.
B.
C.
D.
has
have
hasn’t
had
3. A.
B.
C.
D.
they’re
their
there
them
Shameka told
(4)
that she had finished writing her article for the
(5)
magazine. She asked, “If you and Lori have time, will you proofread
for me?” She looked worried. “Of course,” I said. “Do you want us to do it
today after school?”
© Macmillan/McGraw-Hill
4. A.
B.
C.
D.
Lori and me
me and Lori
Lori and I
I and Lori
5. F. her
G. him
H. it
J. them
At Home: Ask the student to choose three indefinite
pronouns and use them in sentences.
Unit Review •
Grade 6/
6 Unit 4
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Name
Decide which word listed after each sentence is an adjective. Circle
the letter of your answer.
1. Miss Bell’s gentle smile reminded Francisco of his mother.
a. reminded
b. gentle
c. smile
d. mother
2. This is the book Miss Bell wants us to read.
a. book
b. wants
c. read
d. This
3. Books of English literature are in this box.
a. English
b. literature
c. box
d. in
4. I want to take these books out of the library.
a. want
b. these
c. take
d. library
© Macmillan/McGraw-Hill
5. The library books are on the shelf.
a. shelf
b. are
c. library
d. books
6. Nancy and her friend enjoy reading about foreign lands.
a. about
b. friend
c. foreign
d. his
Breaking Through •
Grade 6/
6 Unit 5
Name
• An adjective is a word that modifies, or describes, a noun or
pronoun and tells what kind, how many, or which one.
• A predicate adjective follows a linking verb and describes the
subject.
• A demonstrative adjective points out something and tells
which one or which ones.
• A proper adjective is formed from a proper noun. Begin a
proper adjective with a capital letter.
Put brackets [ ] around the adjectives in the following sentences. Identify
each adjective as adjective, predicate adjective, demonstrative adjective,
or proper adjective.
1. Ramon was[eager]to read the book.
predicate adjective
2.[These]books belong to me.
demonstrative adjective
3. The book contains[Spanish]poetry.
proper adjective
4. The librarian is wearing a[blue]sweater.
adjective
5. The book was[hidden]behind the table.
predicate adjective
6. The book has a[tattered]cover.
7. Ramon bought [that]book at the bazaar.
demonstrative adjective
8. I will not sell you any of the [old]books.
adjective
Breaking Through •
Grade 6/
6 Unit 5
© Macmillan/McGraw-Hill
adjective
Name
•
•
•
•
The words a, an, and the are special adjectives called articles.
Use a and an with singular nouns.
Use a if the next word starts with a consonant sound.
Use an if the next word starts with a vowel sound.
Study the pair of articles in each sentence. Underline the article that
correctly completes the sentence.
1. Matthew and Andrew have (a, an) problem.
2. (A, The) time in the afternoon goes by too quickly.
3. What (a, an) annoying situation!
4. (The, A) homework never seemed to get done.
5. But (the, a) boys always had time to play games.
6. Baby robins open their mouths wide for (a, an) meal of worms.
7. In the summer months, (a, the) sun rises high in the sky.
Complete each sentence with the correct article: a, an, or the.
(More than one answer may be correct.)
8. Matthew and Andrew tried to figure out
problem.
an
9. They finally came up with
the
a
© Macmillan/McGraw-Hill
12. Matthew said, “I think this is
thinking!”
a
13. Sometimes you can see
14. Matthew goes to
a
At Home: Together, write three sentences about what
happens to Matthew and Andrew.
solution to the
idea.
the
10. Matthew said, “Maybe we could do
we play games.”
11. Andrew wasn’t sure he liked
a, the
homework before
solution.
case of some smart
rainbow in the sky after it rains.
chess class on Tuesday.
Ta-Na-E-Ka •
Grade 6/
6 Unit 5
Name
• The words a, an, and the are special adjectives called articles.
• Use a and an with singular nouns. Use a if the next word starts
with a consonant sound.
• Use an if the next word starts with a vowel sound.
• Use the with singular nouns that name a particular person,
place, or thing. Use the before all plural nouns.
Change the article in parentheses so that it correctly completes
each sentence. Then rewrite the sentence on the line provided.
1. Matt’s friends called him (an) hero.
Matt’s friends called him a hero.
2. They thought it was (a) unusual situation.
They thought it was an unusual situation.
3. “That’s (a) incredibly smart idea,” said Randi.
“That’s an incredibly smart idea,” said Randi.
4. On (a) first Monday of each month, all the students studied together.
On the first Monday of each month, all the students
studied together.
5. Studying together with others means taking (a) time to listen and help.
Studying together with others means taking the time
to listen and help.
6. Matt has (a) oak tree in his front yard.
7. Tom received (a) acceptance letter from the local college.
Tom received an acceptance letter from the local college.
8. (A) earth’s surface is seven parts water and three parts land.
The earth’s surface is seven parts water and three parts
land.
Ta-Na-E-Ka •
Grade 6/
6 Unit 5
At Home: Ask the student to write two more sentences
using articles.
© Macmillan/McGraw-Hill
Matt has an oak tree in his front yard.
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Name
Put brackets [ ] around the correct article in the following sentences.
1. (A,
[ ] An) study group formed at the middle school early last fall.
2. Keeping five sixth-grade students quiet is not (a,[an)] easy job.
3. [(The,] A) group meets every Monday at three o’clock.
4. (A,[An)] astonished librarian agreed to monitor their progress.
5. After a long day at school, (a,[the)] students still have a lot of energy.
[ ] an) different subject each week.
6. They work on (a,
7. Last Monday, they agreed to work with (an,[the)] history textbook.
8. Some students wanted to use [(the,] an) computers available in the library.
9. There was (a,
[ ] an) new computer sitting right on a nearby table.
10. (A,[An)] eager student used the computer to do his research on the
Internet.
11. (A,[The)] more muscles are used, the larger and stronger they become.
© Macmillan/McGraw-Hill
12. When you cut (a,[an)] onion, it can make your eyes burn and water.
Ta-Na-E-Ka •
Grade 6/
6 Unit 5
Name
• The words a, an, and the are special adjectives called articles.
• Use a and an with singular nouns. Use a if the next word starts
with a consonant sound.
• Use an if the next word starts with a vowel sound.
• Use the with singular nouns that name a particular person,
place, or thing. Use the before all plural nouns.
Mechanics
• Use a colon to separate the hour and the minute in the time of
day.
• Use a colon to introduce a list of items that ends a sentence.
• Use a colon after the greeting of a business letter.
• If there is no conjunction in a compound sentence, use a
semicolon.
The writer of this letter didn’t check for mistakes. As you read the
letter, correct any colon errors you find. Put brackets [ ] around
any incorrect use of articles.
100 Sherman Boulevard
Bangor, ME 04401
November 2, 2006
Thank you so much for agreeing to pick me up att[a]Sarasota airport.
My plane flight arrives at 817
1 A.M. on November 22, 2006. I am looking
forward to being a part of[an] great Bird Counting Day on Thanksgiving! To
prepare, I have made arrangements to have the following equipment sturdy
walking shoes, binoculars, sunscreen, sunglasses, insect repellent, and [an]
notebook for recording numbers and types of birds.
I am looking forward to working with [an] team;I hope to be a good counter.
Sincerely,
Lydia Tallchief
Ta-Na-E-Ka •
Grade 6/
6 Unit 5
© Macmillan/McGraw-Hill
Dear Mr. Shen:
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Name
• The comparative form of an adjective compares two nouns.
• The superlative form compares more than two nouns.
• Add -err or -estt to most one-syllable and some two-syllable
adjectives to form the comparative and superlative.
• For adjectives ending in e, drop the e before adding -er or -est.
• For adjectives ending in a consonant and y, change y to i and
add -err and -est.
• For one-syllable adjectives that have a single vowel before a
final consonant, double the final consonant before adding -err or
-est.
Secondary answers will vary. Possible answers are given.
Complete each sentence with the correct comparative or superlative form
of the adjective in parentheses. On the line after the sentence, write the
correct form of another adjective that also makes sense in the sentence.
youngest member of the group.
oldest
busiest
It was the (busy)
group he had ever joined.
largest
happiest woman Theo knew.
Their leader was the (happy)
prettiest
wisest
She was also the (wise)
person he had ever met.
nicest
hotter
It was (hot)
today than it was yesterday.
warmer
taller
This building is (tall)
than that one.
newer
2.
3.
4.
5.
6.
Many Countries, One Currency:
Europe and the Euro • Grade 6/
6 Unit 5
At Home: Have the student choose four of the adjectives
above and write sentences with them.
© Macmillan/McGraw-Hill
1. Theo is the (young)
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Name
• The comparative form of an adjective compares two nouns.
• The superlative form compares more than two nouns.
Mechanics
• Add -err or -estt to most one-syllable and some two-syllable
adjectives to form the comparative and superlative. For
adjectives ending in e, drop the e before adding -err or -est. For
adjectives ending in a consonant and y, change y to i and add
-err and -est. For one-syllable adjectives that have a single
vowel before a final consonant, double the final consonant
before adding -err or -est.
• Use a hyphen with compound numbers from twenty-one through
ninety-nine; with fractions used as modifiers, as in a two-thirds
majority; with the prefixes ex-, self-,
f and all-; with the suffix
-elect; with all prefixes before a proper noun or proper adjective.
• Hyphenate a compound adjective when it precedes the word it
modifies: a third-floorr office. Do not use a hyphen if one of the
modifiers is an adverb ending in -ly: freshly made bread.
Rewrite the sentences that describe the picture. Use
the correct comparative or superlative form of the
adjective. Make sure hyphens are used correctly.
1. Sari can count fast than Bud.
Sari can count faster than Bud.
Bud has already been counting coins for one-half hour.
3. Sari and Bud would like some freshly-baked cookies.
Sari and Bud would like some freshly baked cookies.
4. Bud is the hungry boy Sari has ever met.
Bud is the hungriest boy Sari has ever met.
Many Countries, One Currency:
Europe and the Euro • Grade 6/
6 Unit 5
© Macmillan/McGraw-Hill
2. Bud has already been counting coins for one half hour.
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Name
• Never use more or mostt with the -err or -estt form of an
adjective.
On the line provided, write the comparative or superlative adjective
that correctly completes each sentence.
1. Hannah has the (most amazing, amazingest) collection of bells.
most amazing
2. She claims to choose only the (most pretty, prettiest) bells.
prettiest
3. I’ve noticed that the sound of Hannah’s bells is (more pleasing,
pleasinger) than most.
more pleasing
4. The clear peal of each bell is (most satisfying, satisfyingest).
most satisfying
5. Hannah’s collection of bells is the (largest, most large) I’ve ever seen.
largest
6. The sound of this bell is (more deep, deeper) than the sound of that one.
deeper
7. This little bell has the (sweetest, most sweet) sound of all.
sweetest
noisiest
9. Diana is (more eager, eagerer) than Tasha to start a bell collection.
more eager
10. Diana probably will get her first bell (more soon, sooner) than Tasha.
sooner
Honus and Me •
Grade 6/
6 Unit 5
At Home: Have the student choose five of the adjectives
above and write sentences using them.
© Macmillan/McGraw-Hill
8. When we ring Hannah’s bells all at once, the house is the (most noisy,
noisiest) it’s ever been.
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[aV\!Wji^i]VhegdkZYidWZi]ZbdhiY^[[^Xjaiid\Zi#
6i=dbZ/=VkZi]ZhijYZcijcYZga^cZi]ZldgYhVcY
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=dcjhVcYBZ™<gVYZ+$ Jc^i* &).
Name
• For most adjectives with two or more syllables, use more to
form the comparative.
• For most adjectives with two or more syllables, use mostt to
form the superlative.
Mechanics
• Never use more or mostt with the -err or -estt form of an adjective.
• Each line of a poem usually begins with a capital letter.
Put brackets [ ] around any comparative or superlative adjectives.
Correct any mistakes in adjective use. Then rewrite the poems, using
correct punctuation.
three wise men of Gotham
went to sea in a bowl.
If the bowl had been stronger
my song would have been longer.
Three wise men of Gotham
Went to sea in a bowl.
If the bowl had been [stronger]
My song would have been [longer.]
y bells sing
g so sweetly,
y
My
[More sweetly] than yours.
My bells look so lovely,
The [loveliest] of all.
Honus and Me •
Grade 6/
6 Unit 5
At Home: Invite the student to write a short poem, using at
least one comparative and one superlative adjective.
© Macmillan/McGraw-Hill
my bells sing so sweetly,
most sweetly than yours.
my bells look so lovely,
the lovelier of all.
Name
Put brackets [ ] around the word or words that form a comparative
or superlative adjective. Write a C if the adjective is comparative.
Write an S if the adjective is superlative.
1. Natalie’s collection of seashells is the[most stunning]I’ve ever seen.
S
S
2. The lightning whelk is Natalie’s[most unusual]shell.
C
S
3. Natalie’s collection is[larger]than mine.
4. My
y[most valuable]shell is a moon snail.
C
5. Natalie’s horse conch is the[more colorful]o
of the two.
Choose the comparative or superlative form of the adjective in
parentheses that correctly completes the sentence. Write your
answer on the line provided.
fuller
6. The longer Natalie picked up shells, the (full)
became.
her pail
7. The (unusual) most unusual shell Natalie found was a lace murex.
8. A kitten’s paw shell is much (small)
shell.
tiniest
9. The (tiny)
zigzag scallop.
smaller
than a lion’s paw
shell of all in Natalie’s collection is the
longer
than a banded tulip.
© Macmillan/McGraw-Hill
10. A true tulip shell is much (long)
Honus and Me •
Grade 6/
6 Unit 5
Name
• For most adjectives with two or more syllables, use more to
form the comparative.
• For most adjectives with two or more syllables, use mostt to
form the superlative.
• Never use more or mostt with the -err or -estt form of an
adjective.
Complete each sentence with the correct form of more or most.
most
2. The angel wing is the
Florida.
exquisite sample of a lightning whelk
most
3. Natalie claims that I have been the
beachcomber.
4. But I think that Jason has been
5. He managed to find the
Venus.
Honus and Me •
Grade 6/
6 Unit 5
most
challenging shell to find in
most
more
successful
successful than I.
unusual shell, the Sunray
© Macmillan/McGraw-Hill
1. Natalie has the
I’ve ever seen.
Name
• The comparative form of good is better.
• The superlative form of good is best.
Rewrite each sentence, using the correct comparative or superlative
form of the adjective in parentheses.
1. Sometimes the (goodest, best) thing to do is to stand up for what
is right.
Sometimes the best thing to do is to stand up for
what is right.
2. Juan’s father, Jacob, wanted to get a (gooder, better) job.
Juan’s father, Jacob, wanted to get a better job.
3. He also wanted (gooder, better) working conditions for the people on
his crew.
He also wanted better working conditions for the
people on his crew.
4. Jacob chose the (g
(goodest, best)) time to state his case.
Jacob chose the best time to state his case.
5. He knew there was a (better, gooder) way to manage the business.
He knew there was a better way to manage the business.
Put brackets[ ]around the comparative or superlative form of
the adjective in each sentence. In the blank, write C if it is a
comparative or S if it is a superlative adjective.
© Macmillan/McGraw-Hill
6. Did Jacob manage to secure
e[better]working conditions?
7. He wants the[best]possible work environment for everyone.
C
S
8. The other workers agree that Jacob is the[best]speaker in their group.
S
9. They all want a[better]life.
C
10. Jacob made the[best]presentation of all.
At Home: Have the student write three sentences using
good, better, and best as adjectives.
S
Let It Shine •
Grade 6/
6 Unit 5
Name
• The comparative form of bad is worse.
• The superlative form of bad is worst.
On the blank provided, write the correct comparative or superlative
form of the adjective in parentheses.
1. Juan decided that the food in the school cafeteria was (badder, worse)
worse
than ever.
2. Stevi said that their food was no (worser, worse) than any other school’s
worse
food.
3. Juan stated that it was the (baddest, worst) in the county.
worst
4. Which is (badder, worse), eating bad food or having to pay extra for it?
worse
5. For Juan, the (baddest, worst) thing was having no fresh food at all.
worst
6. “This is the (worst, baddest) example of nutrition I have ever seen,”
worst
said Juan.
7. French fries every day are a (badder, worse) choice than a baked
potato.
worse
8. Soda is a (worse, badder) choice than fresh milk.
worse
9. The (worst, baddest) thing, Juan decided, was that students were
worst
10. Juan noticed that the lunches were the (baddest, worst) on Fridays.
worst
Let It Shine •
Grade 6/
6 Unit 5
At Home: Ask the student to write four sentences using
worse and worst in each sentence.
© Macmillan/McGraw-Hill
forming bad habits.
Name
Comparing with Good
• The comparative form of good is better.
• The superlative form of good is best.
Comparing with Bad
• The comparative form of bad is worse.
• The superlative form of bad is worst
Read the sentences below. Put brackets [ ] around any incorrect
comparative or superlative adjectives. Rewrite the sentences on
the lines provided. If the sentence is correct, write C.
1. “That was the
e[baddest]lunch I have ever eaten,” said Juan.
“That was the worst lunch I have ever eaten,” said Juan.
2. “What do you suggest for a better lunch?” asked Josie.
C
3. “Some fresh vegetables would be a[gooder]start,” said Juan.
“Some fresh vegetables would be a good start,” said Juan.
4. “Even[gooder]would be some whole grain bread for our sandwiches,”
he added.
Even better would be some whole grain bread for
our sandwiches,” he added.
© Macmillan/McGraw-Hill
5. “The[worstest]thing is that the students don’t even know that the food is
not good for them!” he exclaimed.
“The worst thing
g is that the students don’t even know
that the food is not g
good for them!” he exclaimed.
At Home: Ask the student to choose three adjectives from
the sentences above and write sentences for each.
Let It Shine •
Grade 6/
6 Unit 5
Name
Comparing with Good
• The comparative form of good is better.
• The superlative form of good is best.
Comparing with Bad
• The comparative form of bad is worse.
• The superlative form of bad is worst
Correct any mistakes in punctuating the following eyewitness account.
Make sure comparative and superlative adjectives are used correctly.
Then rewrite the account.
When I entered JFK Middle School last fall, I was
appalled at the quality of the school lunches. Students
were offered only the
e worstt in terms of healthful foods:
processed foods, high in sugar, salt, and fat, and highsugar sodas and candy from the vending machines. I
knew there was a betterr way to eat. I formed a committee
to investigate the problem and found a better way to
bring only the freshestt food to our students. My committee
was called “From Worstt to Best: How to Eat Right.” Now
we have much betterr choices in the school cafeteria.
Let It Shine •
Grade 6/
6 Unit 5
At Home: Invite the student to write an imaginary
eyewitness account of an effort to make things better in
some way at school.
© Macmillan/McGraw-Hill
When I entered JFK Middle School last fall I was appalled at the quality
of the school lunches. Students were offered only the baddest in terms of
healthful foods: processed foods, high in sugar, salt, and fat, and high-sugar
sodas and candy from the vending machines. I knew there was a betterer
way to eat. I formed a committee to investigate the problem and found a best
way to bring only the most freshest food to our students. My committee was
called “From Worse to Bests: How to Eat Right.” Now we have much gooder
choices in the school cafeteria.
Name
Choose the best comparative or superlative form of good. Circle
the letter of your choice.
1. Juan’s lunch was the (good) of the two.
a. better
b. goodest
c. best
d. gooder
2. The school principal chose the (good) food company of the three he studied.
a. gooder
b. better
c. best
d. bestest
3. Josie likes broccoli (good) than cauliflower.
a. bester
b. gooder
c. best
d. better
Choose the best comparative or superlative form of bad. Circle the
letter of your choice.
© Macmillan/McGraw-Hill
4. For one student, lunch was the (bad) meal of the day.
a. worst
b. badder
c. baddest
d. worse
5. Which is (bad) for lunch, candy or soda?
a. worst
b. badder
c. worse
d. baddest
6. French fries are (bad) for you than a baked potato.
a. badder
b. worst
c. baddest
d. worse
Let It Shine •
Grade 6/
6 Unit 5
Name
Comparing with Good
• The comparative form of good is better.
• The superlative form of good is best.
Comparing with Bad
• The comparative form of bad is worse.
• The superlative form of bad is worst
Rewrite each sentence, using the correct
comparative or superlative form of the adjectives
good and bad.
1. Juan is the (good) organizer at JFK Middle Schoo
Juan is the best organizer at JFK
Middle School.
2. He hopes for the (good) but plans for the (bad).
He hopes for the best but plans for the worst.
Because of Juan, we now have much better food to
eat each day.
4. Nothing is (bad) than a greasy lunch.
Nothing is worse than a greasy lunch.
Let It Shine •
Grade 6/
6 Unit 5
© Macmillan/McGraw-Hill
3. Because of Juan, we now have much (good) food to eat each day.
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Name
Read the passages below and look at each underlined section. Is
there a mistake? If there is, how do you correct it? Circle the letter of
your answer.
Josie said, “Our success with school lunches is the amazingest thing I’ve ever
(6)
been a partt of!” Lunchtime is so much more pleasanter than it was before. Our
(7)
school food is the most fresh of any school around!”
(8)
6. A.
B.
C.
D.
Change amazingest to most amazing.
Add a comma after success.
Change lunches to lunching.
No mistake
7. A.
B.
C.
D.
Change so to as.
Change much more pleasanter to much more pleasant.
Change the than to that.
No mistake
8. A.
B.
C.
D.
Change Our to Ours.
Change any to that.
Change most fresh to freshest.
No mistake
Josie likes to eat fruit she especially likes apples. These are the fruits available
(9)
today at school: apples, pears, bananas, grapes.
(10)
10. A.
B.
C.
D.
Add a comma after fruit.
Change fruit to Fruit.
Add a semicolon after fruit.
No mistake
© Macmillan/McGraw-Hill
9. A.
B.
C.
D.
Change are to was.
Change These to This.
Change the colon to a semicolon.
No mistake
Unit Review •
Grade 6/
6 Unit 5
At Home: Ask the student to write three sentences using
three different kinds of adjectives.
Name
• An adverb is a word that modifies a verb, an adjective, or
another adverb.
• An adverb can tell how, when, or where an action takes place.
Put brackets [ ] around each adverb in the sentences below.
1. Tameesha[hurriedly]hopped on her bike.
2. She [quickly]pedaled to the fabric store.
3. She wanted to find the perfect fabric[soon.]
4. Tameesha[eagerly]looked through the bolts of material.
5. She was[usually]lucky at this store.
6. [Today,] she hoped to find some beautiful blue material.
7. Tameesha [quickly] grabbed the pale blue silk.
8. It was[easily]the most beautiful color!
9. Tameesha[seldom]found fabric so perfect.
10. She hugged the fabric[happily.
]
11. The alarm clock went off at 7:00 A.M., and Tameesha[instantly]jumped
out of bed.
© Macmillan/McGraw-Hill
12. The dog ran[wildly]after a squirrel that he saw in the park.
At Home: Have the student write three sentences about
finding something perfect.
Leonardo’s Horse •
Grade 6/
6 Unit 6
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Name
• An adverb is a word that modifies a verb, an adjective, or
another adverb.
• An adverb can tell how, when, or where an action takes place.
• Adverbs that modify adjectives and adverbs answer the
questions how? and to what extent?
Mechanics
• Good is an adjective and is used to describe nouns.
• Welll is an adverb that tells how
w about a verb.
• When welll means “healthy,” it is used as an adjective.
Correct any errors in the use of adverbs, and in the use of good
and welll in the directions below. Then rewrite the directions,
correcting any errors in the use of adverbs, capitalization, or
punctuation. Some sentences may be correct as is.
Tameesha quickly wrote these directions for making a simple A-line dress.
1. First, careful choose a pattern for your appropriate body type.
Purchase from a well company.
2. Then buy the fabric. Don’t buy very costly fabric for your first project.
3. Always read the pattern directions slow.
1. First, carefully choose a pattern for your appropriate
body type. Purchase from a good company.
2. Then buy the fabric. Don’t buy very costly fabric for
your first project.
3. Always read the pattern directions slowly.
4. Carefully cut out the pattern pieces.
Leonardo’s Horse •
Grade 6/
6 Unit 6
At Home: Invite the student to write a set of directions that tell how
to make something, using at least three adverbs correctly.
© Macmillan/McGraw-Hill
4. Careful cut out the pattern pieces.
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Name
• An adverb is a word that modifies a verb, an adjective, or
another adverb.
• An adverb can tell how, when, or where an action takes place.
• Adverbs that modify adjectives and adverbs answer the
questions how? and to what extent?
how
when
She [sometimes]asked her grandmother for help.
when
But Tameesha [usually]figured things out for herself.
where
She picked[up] her needle and began to sew.
when
Tameesha knew she[seldom]made a mistake.
1. Tameesha[easily]draped the silk over the mannequin.
2.
3.
4.
5.
Leonardo’s Horse •
Grade 6/
6 Unit 6
© Macmillan/McGraw-Hill
Put brackets [ ] around the adverbs
in the following sentences. Write
w if the adverb tells how, when
how
if the adverb tells when, or where
e action
if the adverb tells where the
takes place.
Name
• The comparative form of an adverb compares two actions.
• The superlative form of an adverb compares more than two
actions.
• For all one-syllable and some two-syllable adverbs, add -err and
-estt to form the comparative or superlative.
Write the comparative and superlative form of each of the following
adverbs.
1. fast
2. high
3. loud
4. long
5. near
Comparative
Superlative
faster
higher
louder
longer
nearer
fastest
highest
loudest
longest
nearest
Write each sentence using the comparative or superlative form of
the following adverbs in parentheses.
6. Andre read the book about time travel (fast) than Thomas did.
Andre read the book about time travel faster than
Thomas did.
7. Andre went to bed (soon) than Thomas.
Andre went to bed sooner than Thomas.
8. Thomas said, “I want to jump (high) of all.”
© Macmillan/McGraw-Hill
Thomas said, “I want to jump highest of all.”
9. Andre is the (fast) runner on the team.
Andre is the fastest runner on the team.
10. Thomas wants to jump (high) than Andre.
Thomas wants to jump higher than Andre.
At Home: Have the student write three sentences comparing
Andre and Thomas and other members of the track team.
LAFFF •
Grade 6/
6 Unit 6
Name
• For adverbs that end in -ly
y and most other adverbs with two or
more syllables, use more to form the comparative and mostt to
form the superlative.
• When you use more or most, do not use the ending -err or -est.
Write the comparative or superlative forms of each of the following
adverbs.
1. suddenly
2. frequently
3. widely
4. naturally
5. weakly
Comparative
Superlative
more suddenly
more frequently
more widely
more naturally
more weakly
most suddenly
most frequently
most widely
most naturally
most weakly
Each sentence below contains an incorrectly formed adverb in
parentheses. Put brackets [ ] around the correct adverb.
6. Andre traveled (most comfortably,[more comfortably)] in the time machine
than Thomas.
7. Andre slept (more soundly,[most soundly)] of all the boys.
[
8. Thomas said, “My flashlight shines (most
radiantly,] radiantlier) of all.
[
9. Andre sings (more
naturally,] most naturally) than Thomas.
© Macmillan/McGraw-Hill
[
10. Thomas sang (most
forcefully,] more forcefully) of all.
LAFFF •
Grade 6/
6 Unit 6
At Home: Ask the student to identify the comparative and
superlative forms of the adverbs in the sentences above.
Name
• Some adverbs have irregular forms.
• The comparative and superlative forms of welll are betterr and
best.
• The comparative and superlative forms of badlyy are worse and
worst.
• Never use more or mostt with irregular forms.
Rewrite each sentence below by writing the correct comparative
form of the adverb shown in parentheses.
1. The Time Travel Club meeting in January was (well) attended than the one
in December.
The Time Travel Club meeting in January was better
attended than the one in December.
2. Andre’s presentation at the Time Travel Club meeting was (well) than
Hannah’s.
Andre’s presentation at the Time Travel Club
meeting was better than Hannah’s.
3. The hurricane in August affected attendance (badly) than last year’s storm.
The hurricane in August affected attendance worse
than last year’s storm.
Rewrite each sentence below by writing the correct superlative
form of the adverb shown in parentheses.
© Macmillan/McGraw-Hill
4. The MLK Middle School Time Travel Club is the (well) known of all the
clubs in the county.
The MLK Middle School Time Travel Club is the best
known of all the clubs in the county.
5. Everyone agrees that Andre can be the (badly) behaved member of the club.
Everyone agrees that Andre can be the worst
behaved member of the club.
At Home: Have the student write four more sentences using
the comparative and superlative forms of welll and badly.
y
LAFFF •
Grade 6/
6 Unit 6
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TPNFUJNFTBOENPSFTMPXMZBUPUIFSUJNFT*UTKVTUBGBDUPGMJGF
Name
Read each of the following sentences. Is there a mistake with the
comparative adverb? Circle the letter of your response.
1. Thomas jumped highly than he
ever had before.
3. The sun shines more brightly at
noon than at dusk.
a. Change highly
y to higher.
a. Change more to most.
b. Change highly
y to highlier.
b. Change brightly
y to brighter.
c. Change highly
y to more
higher.
c. Change more brightly
y to
brightlier.
d. Make no change.
d. Make no change.
2. Andre felt gooder after he made
his presentation.
a. Change gooderr to bester.
b. Change gooderr to more good.
c. Change gooderr to better.
d. Make no change.
Read each of the following sentences. Is there a mistake with the
superlative adverb? Circle the letter of your response.
4. Thomas sauntered casuallyier to the podium and waited.
a. Change casuallyierr to most casually.
b. Change casuallyierr to casualiest.
c. Change casuallyierr to more casuallyier.
d. Make no change.
© Macmillan/McGraw-Hill
5. Andre has the worst behavior of all the students in class.
a. Change worstt to worse.
b. Change worstt to badliest.
c. Change worstt to better.
d. Make no change.
LAFFF •
Grade 6/
6 Unit 6
Name
• The comparative form of an adverb compares two actions.
• The superlative form of an adverb compares more than two
actions.
• For all one-syllable and some two-syllable adverbs, add -err and
-estt to form the comparative or superlative.
• For adverbs that end in -ly
y and most other adverbs with two or
more syllables, use more to form the comparative and mostt to
form the superlative.
• When you use more or most, do not use the ending -err or -est.
• Some adverbs have irregular forms. The comparative and
superlative forms of welll are betterr and best. The comparative
and superlative forms of badly
y are worse and worst.
• Never use more or mostt with irregular forms.
Read each sentence aloud. Choose the correct
comparative or superlative adverb in parentheses.
Write the sentence on the line provided.
1. Andre thinks (clearliest, more clearly)
after a healthy breakfast.
Andre thinks more clearly after a
healthy breakfast.
2. Andre made his presentation
(most perfectly, perfectest).
3. He thinks (highlier, more highly) of your speech than mine.
He thinks more highly of your speech than mine.
4. Andre’s bicycle runs (most smoothly, smoothliest) right after its tune-up.
Andre’s bicycle runs most smoothly right after its
tune-up.
LAFFF •
Grade 6/
6 Unit 6
© Macmillan/McGraw-Hill
Andre made his presentation most
perfectly.
Name
• A negative is a word that means “no,” such as not, never,
nobody, nowhere, and contractions with n’t.
• A double negative is an error in which two negatives are used
together.
• You can correct a double negative by removing one negative.
Put brackets [ ] around each negative in the sentences below.
1. Lupe did[not]think Spanish would be difficult to master.
2. Lupe’s grandparents[no]longer spoke it around the house.
3. In fact,[nobody]in Lupe’s family spoke Spanish anymore.
4. Lupe[never]thought she would miss hearing it.
5. “Why [can’t]I sign up for Spanish?” Lupe asked her teacher.
Each sentence below contains a double negative. Put brackets [ ]
around the negative words and correctly rewrite the sentence by
removing one negative. Possible answers are given.
[ ]student[cannot]sign up for a language after September fifth,” said Ms.
6. “No
Garcia.
“No student can sign up for a language after
September fifth,” said Ms. Garcia.
7. The language teachers could[not]allow[no]more students into the classes.
The language teachers could not allow more
students into the classes.
© Macmillan/McGraw-Hill
8. Lupe[didn’t][not]know what to do.
Lupe didn’t know what to do.
9. She could[not]ask[no]teacher to help her.
She could not ask a teacher to help her.
10. She might[not][never]learn to speak Spanish.
She might never learn to speak Spanish.
At Home: Have the student create five sentences containing
double negatives, and then correct them.
These Walls Can Talk
Grade 6/
6 Unit 6
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8
Name
• A negative is a word that means “no,” such as not, never,
nobody, nowhere, and contractions with n’t.
• A double negative is an error in which two negatives are used
together.
• You can correct a double negative by removing one negative.
• You can correct a double negative by replacing one negative
with a positive word.
Rewrite each sentence below on the line provided so that it does
not contain a double negative.
1. Oswaldo would never let no one read his Spanish novels.
Oswaldo would never let anyone read his Spanish
novels.
2. No person in the house couldn’t touch his books.
No person in the house could touch his books.
3. Oswaldo knew nobody had no ability to read his Spanish books.
Oswaldo knew nobody had the ability to read his
Spanish books.
4. Lupe had never encountered no person like her grandfather.
© Macmillan/McGraw-Hill
Lupe had never encountered a person like her
grandfather.
5. Without Oswaldo, Lupe wouldn’t never have learned Spanish.
Without Oswaldo, Lupe would never have learned
Spanish.
At Home: Have the student write five sentences with one
negative word in each.
These Walls Can Talk
Grade 6/
6 Unit 6
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Name
Each sentence below contains a double negative. Rewrite the sentence
correctly on the line provided.
1. The students didn’t have no respect for the past.
The students had no respect for the past.
2. Not no person in the school realized the importance of the class photos.
No person in the school realized the importance of
the class photos.
3. No one nowhere in this school was willing to speak up.
No one in this school was willing to speak up.
4. It didn’t take no time for our student council president to act.
It didn’t take any time for our student council
president to act.
5. She wouldn’t not miss the opportunity to write about it.
She would not miss the opportunity to write about it.
6. There wasn’t no reason to stay silent.
There was no reason to stay silent.
7. No student did not want to miss her editorial.
No student wanted to miss her editorial.
8. The students looked for a mistake but couldn’t find none.
© Macmillan/McGraw-Hill
The students looked for a mistake but could find none.
9. They didn’t have nothing to complain about.
They had nothing to complain about.
10. They hadn’t never voted on such an issue before.
They had never voted on such an issue before.
These Walls Can Talk
Grade 6/
6 Unit 6
Name
• A negative is a word that means “no,” such as not, never,
nobody, nowhere, and contractions with n’t.
• A double negative is an error in which two negatives are used
together.
• You can correct a double negative by removing one negative.
• You can correct a double negative by replacing one negative
with a positive word.
Rewrite each sentence on the line provided,,
correcting the double negatives.
1. Lupe was not no complainer.
Lupe was not a complainer.
2. Lupe didn’t not become president to stay quiet.
Lupe did not become president
to stay quiet.
She was no activist, but Lupe was eager to make the
school better.
4. Lupe said there wasn’t no reason not to fight for what we want.
Lupe said there was no reason not to fight for what
we want.
These Walls Can Talk
Grade 6/
6 Unit 6
© Macmillan/McGraw-Hill
3. She wasn’t no activist, but Lupe was eager to make the school better.
Name
• A preposition comes before a noun or pronoun and relates
that noun or pronoun to another word in the sentence.
• Common prepositions are about, above, across, after, around,
at, before, behind, below, between, beyond, down, for, from,
in, near, of, on, over, to, with.
Put brackets [ ] around the prepositions in each sentence. Some
sentences have more than one preposition.
1. Ashley liked to help her dad[in]his newspaper business.
2. [On]Sunday mornings, Ashley and Mr. Peters got up early.
3. They drove[to]the offices [of]The Asheville Journal.
4. There, Mr. Peters got the Sunday editions[of]the paper.
5. Ashley put each newspaper[into]a plastic bag to keep it[from]getting wet.
6. Then,[after]putting the papers[in]the back[of]the truck, they left.
7. Ashley sat[in]the backseat[between]piles[of]papers.
8. She enjoyed this time[with]her father[on]his route.
9. Mr. Peters threw the newspaper[across] the lawn.
10. The paper landed[near]the front door.
11. As she looked [beyond]the horizon, she could see that a severe
thunderstorm was coming her way.
12. On the long bus ride home, Jennifer sat [behind]a cranky baby.
© Macmillan/McGraw-Hill
13. A baby bird gets its food[from]its mother until it can leave the nest and fly
on its own.
14. A flock of geese flew[over]the school today.
At Home: Have the student write three sentences using six
different prepositions.
Breaking into Print •
Grade 6/
6 Unit 6
Name
• A prepositional phrase is a group of words that begins with a
preposition and ends with a noun or pronoun.
• The object of a preposition is the noun or pronoun that
follows the preposition.
• The verb must agree with the subject, not with the object of the
preposition.
Read each sentence below. Underline each prepositional phrase, and
put brackets [ ] around the object of the preposition. One sentence has
two prepositional phrases.
1. Ashley found herself becoming interested in the newspaper[business.]
2. She asked her teacher to recommend books aboutt[journalism.]
3. Ashley’s teacher gave her a list with several[titles.]
4. Ashley selected one of the[books]from the school[library.]
5. She put the book into her[backpack.]
Each sentence below contains an incorrectly formed adverb in
parentheses. Put brackets [ ] around the correct adverb.
6. The book in the backpack [(belongs,] belong) to Ashley.
The book belongs to Ashley.
[
] need) to be returned.
7. The book in the backseat of the car (needs,
The book needs to be returned.
] important.
8. The rules of the library (is,[are)
[
] was) journalists.
9. Ashley’s neighbors across the street (were,
Ashley’s neighbors were journalists.
10. Their articles in the newspaper (was,[were)] fascinating.
Their articles were fascinating.
Breaking into Print •
Grade 6/
6 Unit 6
At Home: Have the student circle the prepositions in the
sentences above.
© Macmillan/McGraw-Hill
The rules are important.
Name
• Use a comma after an introductory word, such as well.
• Use commas to set off words that interrupt the flow of thought.
• Use commas to set off nouns of direct address and most
appositives.
• Use a comma after a long introductory prepositional phrase.
On the lines provided, rewrite the sentences by inserting commas in the
appropriate places.
1. “Well I think it would be fascinating to be a journalist,” said Ashley.
“Well, I think it would be fascinating to be a
journalist,” said Ashley.
2. “Dad look at this article in the paper about journalism camp,” said Ashley.
Dad, look at this article in the paper about
journalism camp,” said Ashley.
3. After two weeks of journalism camp Ashley felt she had learned a lot.
After two weeks of journalism camp, Ashley felt she
had learned a lot.
4. The Truman Institute which is located in Asheville offered writing classes, too.
The Truman Institute, which is located in Asheville,
offered writing classes, too.
© Macmillan/McGraw-Hill
5. “Sir may I introduce my father Mr. Peters?” said Ashley.
“Sir, may I introduce my father, Mr. Peters?” said
Ashley.
6. “So what do you want to study Ashley?” asked Mrs. Rivers.
So, what do you want to study, Ashley?” asked
Mrs. Rivers.
At Home: Have the student write a sentence for each of the
guidelines in the box above.
Breaking into Print •
Grade 6/
6 Unit 6
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Name
Identify the object of the preposition in each of the following
sentences. Circle the letter of your choice.
1. Ashley and her father arrived
home from work.
3. Ashley put her journalism books in
the new bookcase.
a. and
a. bookcase
b. father
b. put
c. from
c. new
d. work
d. in
2. Ashley’s bedroom was
across the hall.
a. bedroom
b. was
c. hall
d. across
Read each of the following sentences. Is there a mistake? Circle
the letter of your response.
4. Around five o’clock Ashley’s father called her for dinner.
a. Add a comma after o’clock.
b. Change Ashley’s to Ashleys’
c. Change calls to call
d. Correct
5. Ashley, of course, washed her hands and went right into the kitchen.
© Macmillan/McGraw-Hill
a. Change washed to washing.
b. Take away the comma after Ashley.
c. Add a comma after right.
d. Correct
Breaking into Print •
Grade 6/
6 Unit 6
Name
• A preposition comes before a noun or pronoun and relates
that noun or pronoun to another word in the sentence.
• Common prepositions are about, above, across, after, around,
at, before, behind, below, between, down, for, from, in, near,
of, on, over, to, with.
• A prepositional phrase is a group of words that begins with a
preposition and ends with a noun or pronoun.
• The object of a preposition is the noun or pronoun that
follows the preposition.
• The verb must agree with the subject, not with the object of the
preposition.
Read each sentence aloud. Then change the verb so that it agrees with
the subject of the sentence. Rewrite each sentence on the line provided.
Then add commas after prepositional phrases if they are necessary.
1. At journalism camp the class write articles for the camp newspaper.
At journalism camp, the class writes articles for the
camp newspaper.
2. Between journalism classes and helping her father Ashley have little free
time.
Between journalism classes and helping her father,
Ashley has little free time.
A number of students attend Ashley’s journalism
classes.
4. Around the corner from where Ashley attends camp her father work in a
newspaper office.
Around the corner from where Ashley attends camp,
her father works in a newspaper office.
Breaking into Print •
Grade 6/
6 Unit 6
© Macmillan/McGraw-Hill
3. A number of students attends Ashley’s journalism classes.
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Name
• Two sentences can be combined by adding a prepositional
phrase from one sentence to the other.
Read each pair of sentences. Combine the two sentences into one
sentence by adding a prepositional phrase. Write the new sentence
on the line provided.
1. Regina is a scientist. She works at the University of Rome.
Regina works as a scientist at the University of Rome.
2. Regina works in a special department. The department was specifically
formed for studying volcanic activity.
Regina
g
works in a special department specifically
formed for studying
g volcanic activity.
3. Italy’s most famous volcano is Vesuvius. It is now dormant.
Italy’s most famous volcano is Vesuvius, which is
now dormant.
4. Mount Etna is still erupting. It spews red-hot lava on the eastern coast of
Sicily.
Mount Etna is still erupting, spewing red-hot lava on
the eastern coast of Sicily.
The land around Mount Etna is very fertile because
of the rich soil.
The Dog of Pompeii •
Grade 6/
6 Unit 6
At Home: Ask the student to write two related sentences,
then combine them using a prepositional phrase.
© Macmillan/McGraw-Hill
5. The land around Mount Etna is very fertile. It is fertile because of the rich
soil.
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Name
Read each pair of sentences. Combine the two sentences into one
sentence using adjectives, adverbs, or prepositional phrases. Then
write the new sentence on the line provided.
1. Regina will be traveling soon. She will be traveling to the island of Sicily.
Regina will be traveling soon to the island of Sicily.
2. She will travel from Rome to Catania. She will travel by car.
She will travel by car from Rome to Catania.
3. Regina lives in Rome. She lives near the Coliseum.
Regina lives in Rome near the Coliseum.
4. Regina enjoys her life as a university professor. She enjoys it very much.
© Macmillan/McGraw-Hill
Regina very much enjoys her life as a university
professor.
5. Volcanoes are Regina’s interest. Volcanoes are her main interest.
Volcanoes are Regina’s main interest.
The Dog of Pompeii •
Grade 6/
6 Unit 6
Name
• Two sentences can be combined by adding an adjective or
adverb from one sentence to the other.
• Two sentences can be combined by adding a prepositional
phrase from one sentence to the other.
Combine and revise each set of
sentences about the picture into one
sentence. Add commas if they are
necessary. Write the sentence on the
line provided.
1. Mount Etna is a volcano on the island
of Sicily in Italy. It is active.
Mount Etna is an active
volcano on the island of
Sicily.
2. Regina has traveled to Sicily to study the volcano. She traveled from Rome.
Regina has traveled to Sicily from Rome to study the
volcano.
People are hurt by flowing lava and tidal waves
when volcanoes erupt.
4. Regina’s car moved swiftly toward the volcano. It moved along the
highways of Italy.
Regina’s car moved swiftly toward the volcano
along the highways of Italy.
The Dog of Pompeii •
Grade 6/
6 Unit 6
© Macmillan/McGraw-Hill
3. People are hurt when volcanoes erupt. They are hurt by flowing lava. They
are hurt by tidal waves.
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