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Dear Teacher: Welcome to Reading Rods™! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students link the Rods together in a variety of ways to build sentences, examine parts of speech and add appropriate punctuation. Because Reading Rods are designed to be touched, handled, and manipulated, developing grammar skills and language awareness becomes an inviting and fun-filled hands-on adventure. The Sentence Building Set contains: 35 green noun Rods (including four noun ending Rods and one blank Rod) 12 light-green pronoun Rods 36 yellow verb Rods (including two verb ending Rods) 25 red adjective Rods (including three adjective ending Rods) 8 pink article Rods 11 orange adverb Rods 10 blue preposition Rods 5 purple conjunction Rods 3 turquoise interjection Rods (including one blank Rod) 11 white punctuation Rods (including one blank Rod) Reading Rods offer many outstanding features! • They are made from color-coded, lightweight, durable plastic. • Reading Rods are versatile. Games and activities using Rods can easily be geared up or down to suit students’ various needs, abilities, and learning styles. Reading Rods stay fixed in position until the teacher or learner deliberately rearranges them. • Reading Rods can only be linked together from left to right, which supports the same directionality found in reading and writing. • Students of all ability levels can link Reading Rods together to generate print and experience reading success. This book is filled with Reading Rod activity ideas to help guide readers through a variety of meaningful exercises and activities. As they engage in these Reading Rod experiences, students will begin to develop reading and writing skills and concepts related to: • parts of speech, including: nouns, verbs, adjectives, pronouns, adverbs, conjunctions, prepositions, and interjections • sentence construction and patterns, including: subjects and predicates • simple, compound, and complex sentences • punctuation • subject/predicate agreement The topics in this book are presented sequentially, so each topic builds on prior knowledge while laying a foundation for new learning to come. Each topic is presented with objectives, a list of supplies necessary to get started, a warm up activity, activities for exploring, assessing and extending the learning, plus a blackline master perfect for reinforcing Reading Rod learning in school or at home. We know you’ll be pleased to allow this innovative, hands-on teaching tool to revolutionize the reading and writing instruction in your classroom. Read on to discover how to put Reading Rods to work today! • Unlike cards and tiles, which have traditionally been used in reading and writing instruction, 1 Table of Contents Lessons Blackline Masters Lesson 1: Alphabetical Order . . . . . . . . . . . . . . . .Page 3 Lesson 1: Easy as ABC . . . . . . . . . . . . . . . . . . . . . . .Page 33 Lesson 2: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 4 Lesson 2: Noun Hunt . . . . . . . . . . . . . . . . . . . . . . .Page 34 Lesson 3: Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 5 Lesson 3: Verb Search . . . . . . . . . . . . . . . . . . . . . . .Page 35 Lesson 4: Pronouns and Verb Tenses . . . . . . . . . .Page 6 Lesson 4: Picking Out Pronouns . . . . . . . . . . . . . .Page 36 Lesson 5: Adjectives . . . . . . . . . . . . . . . . . . . . . . . .Page 7 Lesson 5: Amazing Adjectives . . . . . . . . . . . . . . . .Page 37 Lesson 6: Basic Sentence Patterns and Punctuation . . . . . . . . . . . . . . . . . .Page 8 Lesson 6: What’s My Pattern? . . . . . . . . . . . . . . . .Page 38 Lesson 7: Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . .Page 9 Lesson 7: Adverb Action . . . . . . . . . . . . . . . . . . . .Page 39 Lesson 8: Conjunctions . . . . . . . . . . . . . . . . . . . . . .Page 10 Lesson 8: What’s the Connection? . . . . . . . . . . . .Page 40 Lesson 9: Compound Sentences . . . . . . . . . . . . . .Page 11 Lesson 9: Sentence Join-Up . . . . . . . . . . . . . . . . . .Page 41 Lesson 10: Prepositions and Prepositional Phrases . . . . . . . . . . . . . .Page 12 Lesson 10: Positively Prepositions . . . . . . . . . . . . .Page 42 Lesson 11: Plural and Possessive Nouns . . . . . . . . . . . . . . . . .Page 13 Lesson 11: Plural vs. Possessive . . . . . . . . . . . . . . .Page 43 Lesson 12: Helping and Linking Verbs . . . . . . . .Page 14 Lesson 12: Helping Out . . . . . . . . . . . . . . . . . . . . .Page 44 Lesson 13: Interjections, Articles, and More Punctuation . . . . . . . . . . . .Page 15 Lesson 13: Punctuation & More . . . . . . . . . . . . . .Page 45 Lesson 14: Complex Sentences . . . . . . . . . . . . . . .Page 16 Lesson 14: Sentence Sleuth . . . . . . . . . . . . . . . . . .Page 46 Extra Blackline Masters: Demonstration Cards Putting Together Parts of Speech . . . . . . . . . . . .Page 47 Demonstration Cards . . . . . . . . . . . . . . . . . . . . . .17-32 Punctuation Match-Up . . . . . . . . . . . . . . . . . . . . . .Page 48 2 Lesson 1: Alphabetical Order Objectives: • To review alphabetical order • To introduce noun Rods You'll Need: • Supply of green noun Rods (except noun ending Rods) • Marker • Container, such as a plastic tub or shoe box • Easy as ABC blackline master • Chart paper • Activity tray Warming Up offer each child an additional three noun Rods and have them Ask the students to arrange themselves by first names in fit these into the correct slots in their train so that each alphabetical order. If more than one student’s name begin group of eight Rods is arranged in alphabetical order. with the same letter, write their names on the board and show Challenge children to combine their individual Rod trains into students how you look at the second letter (or to the third one long train. Explain that in order to put all the words in letter, if necessary) to determine which word comes next in alphabetical order, the individual Rod trains must be taken alphabetical order. Ask children to tell why they think it might apart and reorganized. be important to understand alphabetical order. Ask them to brainstorm a list of places where alphabetical order is used Extending the Learning (in the phone book, in dictionaries, in catalog indexes, etc.). Write the following word list on a piece of chart paper. Have Have on hand some samples of such materials arranged in students rewrite the list in alphabetical order. If students are alphabetical order. having difficulty with putting the words in alphabetical order, start with a shorter list. Gradually, add more words to the Exploring the Concept Place the noun Rods into the container. Have students each select one noun Rod at random and place it into list. Students can write their newly alphabetized list to the right of the first list. C A B D eggs Mom without telling students what you are doing, arrange city ball the Rods in alphabetical order from left to right in aunt toy the activity tray slots. Ask students to tell you as bird face much as they can about these Rods (They may say, door way for example, that the Rods are green, that they man duck each spell a whole word, etc.). Guide children to food book notice that the words begin with particular letters apple feet and that the letters are arranged in alphabetical Dad fish order from left to right. baby mug the activity tray. Read the words together. Then, Divide the remaining noun Rods among the © Learning Resources, Inc. students. Instruct each to child arrange his or her collection of noun Rods in alphabetical order. Take time to have students Using the Blackline Master explain the reasoning for their Rod arrangements. Have Make copies of the Easy as ABC blackline master on page 33. students work together to join their Rods into one long train of Have students rewrite the lists of words in alphabetical order. Rods in alphabetical order from beginning to end. Ask them to read the words printed on the Rods. Assessing Learning Have each child choose five green noun Rods. Ask students to each put their collection of Rods in alphabetical order. Then, 3 Lesson 2: Nouns Objectives: • To introduce the concept of nouns • To recognize and sort nouns into three categories of words that name people, places, and things You'll Need: • Supply of green noun Rods (except noun ending Rods) • Container, such as a plastic tub or shoe box • Activity tray • Chart paper • Markers • Green crayons • Noun Hunt blackline master Warming Up Extending the Learning Place the green noun Rods into the container. Remove four Cut pieces of construction paper in half horizontally. Fold each Rods, including the one printed with the word milk, and display of these in half again from left-to-right. Open each folded these in the activity tray. Play a game in which you describe a paper and print one noun word inside. Have students fold the noun for them to find. (“I’m thinking of a word that begins papers closed again and use the front of each folded paper to with a letter m and is something you drink. That’s right! It is write clues for the noun printed inside. For example, if the the word milk.”) Continue making-up clues for several more noun printed inside is book, the nouns. Place all the noun Rods back into the container. Remove clues on the front cover might those Rods printed with words that name people: boy, Dad, read, “You read me. man, mom, baby, sister, uncle, brother, father, friend, cousin, I am in the library.” woman, women, children, neighbor, Grandma, grandma, Grandpa, grandpa. Have children read the words and tell what is alike about these words. (They each name a person.) Exploring the Concept Repeat the activity described above using those noun Rods that name places (way, zoo, city, home, house, party, place, road, room, side, store, town, tree, world, school, states, etc.) and those noun Rods that name things (air, bat, car, day, end, eye, fun, bag, mitt, pen, sun, hat, toy, mug, apple, ball, bird, book, door, duck, eggs, face, feet, fish, food, game, etc.). Tell children that words that name people, places, and things are called nouns. Point out that it is possible for a noun to name both a thing and a place depending on how it is used. For example: The car drove by. (thing) He sat in the car. (place) Using the Blackline Master Assessing Learning Make copies of the Noun Hunt blackline master on page 34. Place all the noun Rods (except the noun ending Rods) in the Have children use green crayons to underline all the nouns in center of the table. Have children identify the noun Rods that the story. name things. Have them use chart paper to group the words into these three separate categories. 4 © Learning Resources, Inc. name people, noun Rods that name places, and noun Rods that Lesson 3: Verbs Objectives: • To introduce the concept of verbs • To define some verbs as action words You'll Need: • Supply of yellow verb Rods (except verb ending Rods) • Container, such as a plastic tub or shoe box • Activity tray • Markers • Yellow Demonstration Cards • Verb Search blackline master • Chart paper Warming Up Extending the Learning Place the yellow verb Rods into the container. Ask each child to Help children choose the action verb cards from among the take several yellow Rods and read them aloud. Place the Rod collection of Reading Rod demonstration cards. Have children printed with the word laugh into the tray. Have children take arrange the verb cards in alphabetical order on a bulletin board turns acting out this word by laughing in different ways (high, or pocket chart display. Title the display, Action Verbs Word low, loudly, softly, etc.) Tell children that the word laugh is an Wall. Use index cards to record other action verbs to add to the action verb because it tells about an action or something you display. Encourage children to collect words from books and can do. Have each child look through the verb Rods to find from the world around them. For extra practice, have children another action verb he or she can easily act out. Place these illustrate each action verb. into the tray and read them together. Take turns acting the words out. Exploring the Concept Show students the Rod printed with the word care. Invite them to try acting this verb out. If children have trouble acting this word out, explain that some verbs describe mental actions that are not easily seen, so they are not easy to act out. Challenge children to locate other verb Rods that show mental actions that are not easy to act out (like, knew, mean, become, etc.). Have students link together a Rod train of action verbs that are easy to act out and a Rod train of verbs that are not easy to act out. If students are unable to complete the task, talk about each word individually. Have students generate a list of verbs that are not printed on Rods and decide to which train they Using the Blackline Master would add each verb. Make copies of the Verb Search blackline master on page 35. Have children use yellow crayons to underline all the verbs in Assessing Learning the story. Meet individually with children and have them select several verb Rods to use in sentences. Invite children to act out any © Learning Resources, Inc. action verbs for you to guess. 5 Lesson 4: Pronouns and Verb Tenses Objectives: • To introduce the concept of pronouns • To demonstrate how pronouns can take the place of nouns • To introduce verb tenses You'll Need: • Supply of green noun Rods, yellow verb Rods, light-green pronoun Rods, pink article Rods, and white punctuation Rods • Activity tray • Chart paper • Markers • Light-green crayons • Picking Out Pronouns blackline master Warming Up Then, have children work together to link-up all the pronoun Use Rods to build this sentence then place it into the activity Rods in alphabetical order. tray: The kitten drank the milk. Read the sentence together. Have children identify the nouns (kitten and milk) and the Extending the Learning verb (drank) in the sentence. Then, as children watch, replace Write the following sentences on the board or on chart paper. the Rods printed with the words The and kitten with the Have students underline each noun and circle each pronoun. pronoun Rod She. Read this new sentence together: She drank Then have them tell which noun each pronoun goes with. the milk. Ask the children to tell how this sentence is different James ate the apple. He said it was juicy. from the first one. (The words The kitten are replaced by the Amy left her books on the floor. They were covered in dirt. pronoun She.) Replace the noun Rods the and milk with the Leo jumped on the rock. He slipped on it. pronoun Rod it. Read this new sentence together: She drank it. Discuss this new change. Explain that these new words printed To demonstrate past, present and future verb tenses, build this on the light-green Rods are called pronouns and can take the sentence and display it in the tray: I call you. Have students place of nouns in a sentence. read the sentence aloud. Ask students how they might reword the sentence to tell about the action if it already happened in Exploring the Concept the past. Then link the verb ending ed to the word call to Invite children to use the noun (green), action verb (yellow), change the sentence to I called you. Read this sentence and article (pink) Rods to build one sentence each. Have together. Ask students how they might reword the sentence to children identify the nouns and verbs in their sentences. Provide tell about the action if it was going to happen in the future. them with the light-green pronoun Rods. Challenge children to Then remove the ed ending Rod and add the Rod printed with take turns substituting the pronoun Rods for each of the nouns the word will before the word call so the sentence now reads: I and reading the new sentences aloud. Use this as a chance to will call you. Tell students that these three ways of writing the explain that some pronouns take the place of a verb (call, called, and will call) are called verb tenses, and these single noun (e.g., the single pronoun she can different tenses are used to talk about events as they happen take the place of single noun girl), and in the past, the present, and the future. As you share other others take the place of plural (more than reading experiences, draw students’ attention to the verb one) nouns (e.g., the plural pronoun tense(s) being used. them can take the place of the plural noun children). Using the Blackline Master Assessing Learning master on page 36. Have children use light-green crayons Make copies of the Picking Out Pronouns blackline pronoun Rods and use them in sentences. Challenge children to use more than one pronoun in a sentence. 6 to underline all the pronouns in the story. © Learning Resources, Inc. Have each child select two Lesson 5: Adjectives Objectives: • To introduce the concept of adjectives • To demonstrate that adjectives are words that describe or limit nouns You'll Need: • Supply of green noun Rods, yellow verb Rods, light-green pronoun Rods, pink article Rods, red adjective Rods, and white punctuation Rods • Red crayons • Container, such as a plastic tub or shoe box • Amazing Adjectives blackline master • Activity tray • Chart paper • Markers Warming Up Place all the red adjective Rods into the container. Ask children Assessing Learning to tell you what they know about red adjective Rods. Then use Invite students to use the red adjective Rods along with the Rods to build this sentence and place it into the activity tray: other Rods in the container to build sentences. Have children Grandpa ate the pizza. tell whether the adjectives they chose describe the noun or limit the noun by telling about an amount or number related Have children point out the nouns to the noun. and the verb in the sentence. Then add the red adjective Rod printed with the word warm to the sentence so that it now reads, Grandpa ate the warm pizza. Ask children to tell you what the word warm is describing (the noun pizza). Tell children that words that describe or tell about nouns are called adjectives. Exploring the Concept Have each child choose two green noun Rods. Then have them each choose a red adjective Rod to describe each noun Rod. Have children link these adjective/noun word pairs together, place them into the tray, and read them aloud. For example, Extending the Learning Write the following sentence on the board: The girl ate the sandwich. Have children suggest any number of adjectives they could use to tell about the noun girl and the noun sandwich. Jot these on the chart using editing marks to show where they should be inserted into the sentence. Then rewrite the sentence including all the adjectives for each noun. The end result might look something like this: The smiling, tall, blonde, silly girl ate the juicy, delicious, turkey tomato sandwich. Using the Blackline Master Make copies of the Amazing Adjectives blackline master on page 37. Have children use red crayons to underline all the adjectives in the story. children might link-up the following: black rabbit best food short tree warm kitten cold milk © Learning Resources, Inc. six people long spaghetti Point out that while some of the adjectives tell how the noun looks, smells, tastes, or sounds, other adjectives tell the number or the amount of the noun (e.g., six people). 7 Lesson 6: Basic Sentence Patterns and Punctuation Objectives: • To introduce basic sentence patterns • To introduce punctuation marks • To practice punctuating basic sentences: N-V, N-V-N, and N-V-ADJ You'll Need: • Supply of green noun Rods, yellow verb Rods, light-green pronoun Rods, pink article Rods, red adjective Rods, and white punctuation Rods • Activity tray • Chart paper • Markers • What’s My Pattern? blackline master Warming Up Use the Rods to build this sentence. Then Have students read the same sentence, first with the period display it in the activity tray: Mom cooks. ending in place and then with the exclamation point ending Have children read the sentence and tell in place. Show children the Rod printed with the question about the type of words that make up mark. Ask children if the words in the sentence could be the sentence pattern (N-V). Have rearranged so they ask a question. (Tip: When students build them notice the period at the end of the sentence. Tell children the question is Mom great?, remind them that a capital letter is needed to make the sentence grammatically correct—Is Mom that this sentence is a simple Great?) Write the question on the board, beginning it with a declarative sentence because it capital letter and ask what punctuation mark is used at the end makes a statement, and a of a question (question mark). Help students notice that when declarative sentence ends with a they pose a question, their voices lift slightly toward the end of period. Add the word spaghetti to the sentence. the sentence so it now reads: Mom cooks spaghetti. Again, have Assessing Learning children read the sentence, tell Ask students to work together to build a N-V sentence, a N-V-N about the type of words that make sentence, and a N-V-ADJ sentence. Have children punctuate the up the sentence, and note the sentences with the period Rod, and then with the exclamation period Rod at the end of the point Rod. Have children read each punctuated version aloud sentence (N-V-N). Finally, build to see how the different punctuation affects meaning. this sentence: Mom is great. (N-V-ADJ). Challenge the children to identify the Extending the Learning sentence’s pattern and ending punctuation. Explain that the Have students look at a piece of their own writing to discover word great tells about the noun Mom, so great is an adjective. some sentence patterns they used, as well as the punctuation they used. Ask, “Does each one of your sentences have an end Exploring the Concept mark of a period, an exclamation point, or a question mark?” Write the following words on the board or on chart paper. Have children tell you each one’s sentence pattern. (N-V) Make copies of the What’s My Pattern? blackline master on Dad paints the wall. (N-V-N) page 38. Have students use the page to circle the sentence Fred helps. (N-V) patterns that match each sentence and to add end mark Fred helps Dad. (N-V-N) punctuation to each sentence. The wall is blue. (N-V-ADJ) watch, remove the period Rod and replace it with the Rod printed with an exclamation point. Ask children how this mark changes the sentence. (It tells us to read it with feeling.) © Learning Resources, Inc. Dad paints. Look again at the Rod sentence Mom is great. As children 8 Using the Blackline Master Lesson 7: Adverbs Objectives: • To introduce the concept of adverbs • To demonstrate that adverbs are words that describe verbs • To demonstrate that adverbs sometimes end in ly You'll Need: • Supply of green noun Rods, yellow verb Rods, light-green pronoun Rods, pink article Rods, red adjective Rods, orange adverb Rods, and white punctuation Rods • Chart paper • Markers • Orange crayons • Adverb Action blackline master • Container, such as a plastic tub or shoe box Warming Up Show children the green noun, the yellow verb, the red adjective and the light-green pronoun Rods. Ask children to tell Have the children identify the adverbs as telling when, where, about each type of word. Place all the Rods except the yellow or how the action verb happens. Write the following sentences verb Rods back into the container. Spread the verb Rods out on on the board or on chart paper: the table along with the orange adverb Rods. As children She skipped happily. watch, link some adverb Rods and some action verb Rods He ate hungrily. The dog ran quickly. together, for example: sleep late sing often Help students identify and underline the adverbs. Ask, “What skip later left yesterday do you notice about the way these adverbs are spelled?” (They Ask the children to read these words. Tell children that the words printed on the orange Rods are called adverbs and all end in ly.) that adverbs are sometimes used to describe or tell about Assessing Learning the verbs. Meet with children individually. Offer each child an action verb Rod. Challenge him or her to find an adverb Rod that can be Exploring the Concept used to describe or tell about his or her action verb. Have the Expand your definition of adverbs by telling children that child identify the adverbs as telling when, where, or how the adverbs can modify verbs by telling when, where, or how an action verb happens. Then, offer the student the adverb Rod action happens. Look again at the adverb/action verb phrases printed with the ly ending. Show how, by adding this Rod onto you built: other adverb or adjective Rods, he or she can build new sleep late sing often adverbs (e.g., narrowly, partly, lately, wrongly, lastly, etc.). skip later left yesterday Invite each child to use these new words in a sentence. Extending the Learning Read aloud to the class several passages collected from favorite books. Notice together how authors use adverbs and verbs to . strengthen their work and to make it more interesting. Notice, too, that good writers do not overuse these words. Then have children read through their own writings to notice if they are © Learning Resources, Inc. using adverbs and verbs effectively. Using the Blackline Master Make copies of the Adverb Action blackline master on page 39. Have children use orange crayons to underline all the adverbs in the story. 9 Lesson 8: Conjunctions Objectives: • To introduce conjunctions • To use conjunctions to join words and sentences You'll Need: • Supply of green noun Rods, yellow verb Rods, lightgreen pronoun Rods, pink article Rods, red adjective Rods, orange adverb Rods, purple conjunction Rods, and white punctuation Rods • Activity tray • Chart paper • Markers • What’s the Connection? blackline master Warming Up Assessing Learning Show children the purple conjunction Rods. As children watch, Write the following sentences on the board or on chart paper: use Rods to build these sentences and then place them into the The fish and turtle were fed. activity tray: The child and his mom went home. Mom and my brother sang. The pig and the duck ran away. Dad and Grandma are warm. The cake and ice cream tasted good. Ask children to identify the types of words used to build these Help students identify and underline the conjunctions and sentences. Then ask them to tell what job they think the purple underline the two subject nouns in each sentence. Have conjunction Rods do in each sentence. (They link the two nouns children each think of a sentence that contains one of the together.) Tell students that in these sentences, the nouns other conjunctions: because, but, for, if, or, so, while, and yet. Mom, brother, Dad, and Grandma are the subjects of the sentence because the action happens to them. The verbs sang Extending the Learning and are warm are predicates because they tell something Have children work together to write an add-on story that about these subjects. (Tip: Define predicate for students as “the features conjunctions. Begin by printing this opening story line part of the sentence that tells what happened.” Tell students on a piece of chart paper: One the predicate always includes the verb.) day, my friend and I were walking through the neighborhood when Exploring the Concept we spotted something strange. Continue exploring conjunctions by building the following Then ask each child in turn to add single subject sentences and placing them in the tray for the on a sentence that contains one of children to read. the other conjunctions: because, The pizza tasted cold. but, for, if, or, so, while, and yet. The girl ran home. Record the story on chart paper. A STRANGE DAY Offer children two more noun subject Rods: spaghetti and Use a purple-colored marker to boy, plus two conjunction Rods printed with the word and. underline the conjunction in each sentence. Be Show children how to use these Rods to change the single prepared to bring the story to a close by adding a final subject in each sentence to a compound subject. sentence or two of your own. In addition, have children read The pizza and spaghetti tasted cold. through other original creative writing pieces to discover The girl and boy ran home. examples of how they used conjunctions and compound Have children identify the two subjects (pizza and spaghetti/girl subjects in their own writing. and boy) in each sentence. Have them point out the Using the Blackline Master the words printed on the other purple Rods to learn that other Make copies of the What’s the Connection? blackline master conjunctions include the words because, but, for, if, or, so, on page 40. Have children use purple crayons to underline all while, and yet. the conjunctions in the story. 10 © Learning Resources, Inc. conjunction (and) that joins each of these two subjects. Read Lesson 9: Compound Sentences Objectives: • To build compound sentences • To use commas in compound sentences You'll Need: • Supply of green noun Rods, yellow verb Rods, lightgreen pronoun Rods, pink article Rods, red adjective Rods, orange adverb Rods, purple conjunction Rods, and white punctuation Rods • Activity tray • Chart paper • Marker • Sentence Join-Up blackline master Warming Up Assessing Learning Direct students to use the Rods to build the following sentences Write the following compound sentences on the board or on and place them into the tray: chart paper: He drank milk. The boys went home, but we stayed there. I ate pizza. The baby fell asleep, so the mother stopped singing. Ask children to identify the subject of each sentence (the pronouns He and I). Offer children the conjunction Rod and. The cat ate the food, and the dog took a nap. My dad ate pizza, and my sister ate fish. Have them use this Rod to join the two sentences together to Ask children to use purple markers to underline the make one compound sentence. Show children how, when conjunctions that join together the two sentences in each forming the new compound sentence, the period end mark compound sentence. Have them use the markers to circle the from the first sentence is replaced by a comma. commas placed before each conjunction. Point out the two He drank milk, and I ate pizza. subjects and predicates in the first sentence. Ask children to take turns pointing out the subject/predicate pairs in the remaining compound sentences. Extending the Learning Print the following simple sentence pairs on the board or on chart paper. Ask children to rewrite each sentence pair as a compound sentence by joining each pair together with a comma and one of the conjunctions they learned about (Hint: Remind children that, unless it belongs to a proper noun, the uppercase letter that begins the second simple sentence will have to be changed to a lowercase letter when it appears in Exploring the Concept the middle of the compound sentence.) Look again at the compound sentence you built: The man ate. His dog slept. He drank milk, and I ate pizza. The girl drank juice. The boy drank milk. Ask children to try replacing the conjunction and with the The bird ate seed. The duck flew away. conjunctions but and so to build other compound sentences. The teacher read the book. The children listened. Ask children to notice how the meaning of the sentence The cat played ball. The dog ate dinner. © Learning Resources, Inc. changes with each conjunction change. (Hint: A comma is placed before the conjunction when sentences are combined Using the Blackline Master with the following conjunctions: and, but, or, yet, and so. Other Make copies of the Sentence Join-Up blackline master on page conjunctions such as because and while do not require a 41. Have children use conjunctions and commas to join sets of comma before the conjunction.) two simple sentences into compound sentences. 11 Lesson 10: Prepositions and Prepositional Phrases Objectives: • To introduce prepositions and prepositional phrases • To build sentences that include prepositional phrases You'll Need: • Supply of green noun Rods, • Container, such as a plastic yellow verb Rods, lighttub or shoe box green pronoun Rods, pink • Chart paper article Rods, red adjective Rods, orange adverb Rods, • Markers purple conjunction Rods, blue preposition Rods, and • Drawing paper white punctuation Rods • Positively Prepositions blackline master Warming Up Show children the blue preposition Rods. Explain that these words are called prepositions, and they show how two words or ideas are connected to each other. Explain that some Have children circle each preposition and then underline each prepositions tell about an object’s place or position. Clarify this noun or pronoun that serves as the object of that preposition. last point by offering children simple commands to carry out. As you give children each direction, show children the Extending the Learning preposition Rod that matches the one in that command. Look at the list of prepositional phrases. Have children each Place your hand on your head. choose a prepositional phrase to include in a complete Place your hand under the table. sentence. Have children write and illustrate their sentences Place your hand upon your ear. on drawing paper. Place a Rod between your hands. Exploring the Concept Have children take turns selecting a preposition Rod to use in a sentence. Write each sentence on the board or on chart paper. Ask students to use blue markers to underline the prepositions in each of their sentences. Have them notice that the preposition is always the first word in a prepositional phrase, and that a noun or pronoun is always the last word. Explain that this noun or pronoun in the prepositional phrase is the . object of the preposition because the preposition links this object to another noun or pronoun in the sentence. Assessing Learning Write the following prepositional phrases on the board or on chart paper: on the table under the bed Using the Blackline Master Make copies of the Positively Prepositions blackline master on page 42. Have children use blue crayons to underline all the prepositions in the story. in the lake out the door above the picture around the block down the slide off the bridge until we meet again 12 © Learning Resources, Inc. next to the girl Lesson 11: Plural and Possessive Nouns Objectives: • To introduce the concept of plural and possessive nouns • To build sentences containing plural and possessive nouns You'll Need: • All Sentence Building Rods • Markers • Chart paper • Plural vs. Possessive blackline master Warming Up children show the possessive form by adding an ’s to the Use Rods to build the following sentence and place it underlined nouns: The watch belongs to Dad. It is Dad __ watch. into the activity tray: Mom has a bicycle. Read the sentence Use Rods to change the sentence so it reads: Mom has bicycles. The feathers are from the duck. They are the duck __ feathers. Read the sentence together. Ask children to tell how many That book belongs to the teacher. It is the teacher __ book. together. Ask children to tell how many bicycles Mom has (one). bicycles Mom has now (more than one). Ask children to tell what you did to change the sentence so it has this new meaning (took away the article a and added an s ending to the word bicycle). Help children understand that by adding s to the end of the word bicycle, it changed the word from a singular noun, meaning one bicycle, to a plural noun, meaning more than one bicycle. Extending the Learning Review subjects and predicates as presented in Lesson 8. Then use the Rods to demonstrate how subject-predicate agreement changes depending on whether the subject is singular or plural. Build this sentence and have students read it together: The man smells pizza. Identify the sentence’s subject (man) and predicate (smells pizza). Help children identify the subject as a singular Exploring the Concept noun. Show them the Rod printed with the word men. Guide Show children noun Rods that can be changed from singular to students to agree that the word men is a plural noun. As children plural by adding the ending s. Then have children add the s watch, substitute this Rod for the Rod printed with man so the Rod to each word. For example: animal-animals or store-stores. sentence now reads: The men smells pizza. Read the sentence Tell children that some nouns that end in ch, sh or x require an how they might change the predicate so it sounds better. Help together and ask children to tell if it sounds correct. Ask children -es ending to make them plural. Write several examples on the children remove the Rod printed with the s ending from the board or on chart paper. Have children change each word from word smells and then rebuild the sentence so it correctly reads: the singular to the plural form by adding the -es ending. The men smell pizza. Read the sentence again. Write other sample sentences and have children choose a predicate that will Tell children that by adding an apostrophe plus the letter s onto best agree with the single or plural subject. (Hint: Remind a word, the word can show possession or ownership. Revisit the children that a compound subject is a plural subject.) © Learning Resources, Inc. sentence Mom has a bicycle. Ask children to tell who the bicycle belongs to (Mom). As children look on, take the Rod sentence Help children look through books and magazines for plural apart and build the phrase Mom’s bicycle. Tell children that nouns formed with final s and es endings and for examples here, the apostrophe and the s are used to show that the bicycle of print featuring plural subject-predicate agreement. Have belongs to Mom. children cut these out and glue them collage-style to construction paper to make a mini-posters of these plural Assessing Learning Offer children the following words. Have children change each noun forms. word from the singular to the plural form by adding s or Using the Blackline Master es endings: book, rat, beach, arm, match, cousin, etc. Ask Make copies of the Plural vs. Possessive blackline master on children to explain their reasoning for using s or es. Then, page 43. Have the students use green crayons to underline write these sentences on the board or chart paper. Have each plural noun and use pencils to add an apostrophe to possessive nouns. 13 Lesson 12: Helping and Linking Verbs Objectives: • To introduce helping verbs and linking verbs • To recognize these verb forms in sentences You'll Need: • Supply of green noun Rods (including s and es Rods), yellow verb Rods, light-green pronoun Rods, pink article Rods, and white punctuation Rods • Activity tray • Chart paper • Markers • Yellow crayons • Helping Out blackline master Warming Up The boy ________ play with the ball. Review the concept of an action verb as presented in Lesson 3. The girl ________ jumping rope. Offer children the supply of yellow verb Rods and have them Ms. Brown __________ planned the lesson. select the ones printed with action verbs. Then write the The dogs __________ gone to the park. following helping verbs on the board or on chart paper: am, The children ___________ earn money for the trip. is, are, was, were, be, been, do, did, have, has, had, will, can, The baby __________ walk soon. may, might, could, should, and would. Ask children to locate She __________ bake a pie. these words as printed on the yellow verb Rods. Help them He ___________ go to the beach. join each of these helping verb Rods to an action verb Rod to build predicates, such as: am gone, did cook, will play, might Extending the Learning sleep, etc. Have each child secretly pick a helping verb word and make up a sentence including that verb. Ask the other children to Exploring the Concept identify both the main and helping verbs that make up the Ask students to use Rods to build the following sentence and predicate in each sentence. place it into the activity tray: Dad has read the book. Ask students to locate the subject (Dad) and the main verb (read). Help children understand that sometimes helping verbs are Ask students to locate the helping verb (has). Point out that the known as linking verbs when they link a subject to a noun, helping verb has helps tell when Dad read (in the past). pronoun, or adjective in the predicate. Tell students that linking Challenge children to locate other helping verb Rods verbs do not show action. Offer children these sample that would make sense in this sentence. Ask them to sentences that include examples of linking verbs: build these new versions. Record these on the I feel sick. (The linking verb feel links I with the board or on chart paper. For example, adjective sick.) students may build sentences such as: He grew sad. (The linking verb grew links He with the Dad might read the book. adjective sad.) Dad did read the book. He looked messy. (The linking verb looked links He with Dad will read the book. the adjective messy.) Dad may read the book. Dad could read the book. Using the Blackline Master Dad should read the book. Make copies of the Helping Out blackline master on page 44. Dad can read the book. Have students use the page to supply a helping verb for each sentence and to use a yellow crayon to underline the linking predicate helps the main verb express a different thought. verb in other sentences. Assessing Learning Offer students the following sentences. Have them suggest a helping verb to place in each blank spot. (Hint: Have a list of helping verbs on hand for students to use as a reference.) 14 © Learning Resources, Inc. Have students comment on how the helping verb in each Lesson 13: Interjections, Articles, and More Punctuation Objectives: You'll Need: • To introduce interjections • All Sentence Building Rods • Markers • To introduce articles • Activity tray • To introduce usage of punctuation, including quotation marks, parentheses, colons, semicolons, and dashes • Chart paper • Punctuation & More blackline master Warming Up Parentheses: These are placed around words that are in a Display the turquoise interjection Rods in the activity tray and sentence to add extra information or to make an idea clearer. ask children to read them aloud. Tell children that interjections are words that express feelings or emotions. Ask children to tell some of the interjections they know and use. Children may offer some of the following: Yeah! Jon thought that the idea (as good as it sounded) would not work. Colons: Among other uses, a colon is used to introduce a list. For homework you must: do spelling, write a letter, and finish math. Yikes! Semicolons: This mark is a cross between a period and a Cool! comma. It can be used in place of a period or in place of a Alright! comma as long as there is a complete sentence on either Excellent! side of it. Hooray! Ask volunteers to use an interjection in a sentence. Write these I ran the race; I won the race. I ate the sandwich quickly; but I was still hungry. on the board or on chart paper, leaving off the punctuation. Dashes: A dash shows a sudden break in a sentence. It is also Have children take turns placing an exclamation point or used to emphasize a word or phrase or to show someone’s comma after each interjection. Read the completed speech has been interrupted. list together. He walked—actually ran—to the store. Hello—yes, I remember—oh, yes. Exploring the Concept Look again at the list of interjections you generated. Add the interjections listed on the three interjection Rods. Show Write the following sentences on the board or on chart paper. children how adding an exclamation point after each Have students underline the punctuation marks in each interjection shows that the word(s) are being said with energy sentence, tell what each one is called, and describe the reason and strong emotion. Introduce the pink article Rods A, a, An, why each is being used. an, The and the. Ask children to read these familiar words. Tell Hi! I hoped you would come over. children that these words are called articles. Show children the Please go to the store and buy: milk, eggs, butter, and cream. other punctuation marks not yet introduced, including the quotation marks, the parentheses, the colons, the semicolons, and the dashes. Take time to share the definitions below and to note how each one is used in writing. © Learning Resources, Inc. Assessing Learning Quotation Marks: These are often used to set off words spoken by a speaker, quotations borrowed from a book or magazine, titles of publications, and to show that words are being said in a special way. Joe said, “I want to go home.” He wrote an article for the “True Blue Gazette.” She got “sick” before the big school play. I rode to the doctor; I rode home. Extending the Learning Have children begin to incorporate punctuation marks in their own writing efforts. Make a chart of the punctuation marks and definitions and post it in your writing corner. Also, draw children’s attention to punctuation as it appears in their shared reading experiences. Using the Blackline Master Make copies of the Punctuation & More blackline master on page 45. Have students use the page to add punctuation 15 Lesson 14: Complex Sentences Objectives: You'll Need: • To identify complex sentences • All Sentence Building Rods • Chart paper • To build complex sentences • Container, such as a plastic tub or shoe box • Markers • Activity tray • Sentence Sleuth blackline master Warming Up Assessing Learning Use Rods to build the following two clauses: Offer children the complete set of Sentence Building Rods If the baby throws the ball and my sister will laugh. Have children use the Rods to build simple sentences. Then Place the clauses into the activity tray so that one clause is have children use one of four conjunctions: while, because, so, displayed in the top slot, and the other is displayed in the and if to build dependent clauses to link with each of the second slot. Ask children to tell which is an independent clause simple sentences to build complex sentences. Tell children that because it is a complete sentence by itself (my sister will laugh). a dependent clause can appear anywhere in the simple Because the other phrase does not make sense by itself (it sentence (before, in the middle of, or after). Have children depends on the complete sentence to make sense) it is a identify the nouns, verbs, dependent clauses, and independent dependent clause. Tell children that when a sentence has two clauses in each complex sentence. parts, that each contain a subject and a verb, and one clause is dependent on the other to make sense, it is a complex Extending the Learning sentence. Help children build the complex sentence by joining Write the following complex sentences on the board or on the independent and dependent clauses together and adding chart paper. Have students read each sentence aloud and correct punctuation. identify the features of each one. Help them note the comma placements and realize that commas are not used if the Exploring the Concept independent clause comes first. Have children build this sentence and display it in the activity The boy went to the store so he could buy candy. tray: My cousins are jumping because they like it. Ask for Because the gate was left open, the dog ran away. volunteers willing to tell about the features that make this a The plant grew tall while it was in the sun. complex sentence (two subjects, two verbs, one independent If I call you, I’ll want you to come over. clause and one dependent clause). Separate the dependent clause (because they like it) from the sentence. Draw the Using the Blackline Master children’s attention to the subordinating conjunction because. Make copies of the Sentence Sleuth blackline master on Help them understand that subordinating conjunctions in page 46. Have students use the page to identify simple and complex sentences help express time (I went for a walk while complex sentences. she read her book.), cause or reason (Tom must practice because the concert is next week.), purpose or result (Spot played in the mud so we gave him a bath.), and condition 16 so t yet while ye or so because © Learning Resources, Inc. and (We can go to the park if you clean your room.). Dad mom girl game milk night © Learning Resources, Inc. cat apple pizza baseball money women school family woman kitten bicycle friend © Learning Resources, Inc. us © Learning Resources, Inc. grandma He We his I Grandpa Who children er ness s My its our you It Her © Learning Resources, Inc. You him am it she ate is can © Learning Resources, Inc. me They them your whom are Their got go had © Learning Resources, Inc. love © Learning Resources, Inc. teach sing will play write said say call want smile would walk sung wrote enjoy read sang © Learning Resources, Inc. amaze threw a a a two big an © Learning Resources, Inc. throw ing ed s happy the The A the red © Learning Resources, Inc. fast so too © Learning Resources, Inc. new little best warm soon old favorite this good different er est ly than very © Learning Resources, Inc. well again in at of and or but © Learning Resources, Inc. with to into today if because even for yesterday and © Learning Resources, Inc. here Hey “ “ . ( ) - © Learning Resources, Inc. , An ! ? , Wow . ; , : © Learning Resources, Inc. Lesson 1 Alphabetical Order Name Easy as A B C • Read each list of words below. • Rewrite each list on the blank lines so they are in alphabetical order. • Check your answers with an alphabet strip. © Learning Resources, Inc. List 1 List 2 sun ____________ eye ___________ bat ____________ cat ___________ hen ____________ boy ___________ car ____________ zoo ___________ fun ____________ men ___________ hat ____________ bag ___________ mitt ____________ mom ___________ day dad ____________ A B C ___________ D 33 Lesson 2 Identifying Nouns Name Noun Hunt • Read the story below. • Use a green crayon to underline each noun in the story. *Remember: A noun is a word than names a person, place, or thing. At the Petting Zoo Answers: zoo, birthday, Mother, Grandma, friend, zoo, animals, sun, morning, zoo, Mother, money, zoo, people, ducks, birds, fish, rabbits, kittens, food, animals, pizza, rain, car, house, home, cake, ice cream, birthday, zoo. 34 © Learning Resources, Inc. For my birthday, my Mother and Grandma took my friend and me to a petting zoo to see the animals. It was a beautiful day. The sun was shining when we left that morning. When we got to the zoo, Mother paid money for us to get inside the zoo. Lots of people were there. We saw ducks and birds. We also saw fish, rabbits, and kittens. We bought food to feed the animals. At lunchtime, we bought pizza to eat. Later, rain began to fall, so we left. We got into our car and drove back to our house. By the time we got home, it was dark outside. We went inside and had cake and ice cream. I had a great birthday at the zoo! Lesson 3 Identifying Verbs Name Verb Search • Read the story below. • Use a yellow crayon to underline each action verb in the story. *Remember: Verbs are words that sometimes name an action. Fun at the Library M ore : Write a short paragraph about a special day you had with someone in your family. Use a yellow crayon to underline the action verbs you use. Answers: walk, talk, talk, tells, laugh, stop, buys, look, pick, like, likes, paints, borrow, walk,walk, tell © Learning Resources, Inc. Every Wednesday, my aunt and I walk to the library. On the way there, we talk and talk. My aunt tells me stories from long ago, and we laugh together. Sometimes we stop at the store, and my aunt buys us ice cream cones. At the library, we look at all the books and pick out our favorites. I like the animal books. My aunt likes the art books. (She paints pictures in her spare time.) We borrow the books, and then we walk home again. While we walk, I tell her about my library books. 35 Lesson 4 Identifying Pronouns Name Picking Out Pronouns • Read the story below. • Use a light-green crayon to underline each pronoun in the story. *Remember: Pronouns are words that take the place of nouns. My Cat Tiger We have a cat named Tiger. He is a male. His coat has orange and white stripes on it, and he has a long tail. He holds his tail high when he walks around. Tiger meows a lot and likes to bat his toys around. Tiger also likes to eat cat food from the can. Whenever my mother opens the cat food, Tiger comes running. He eats all his food right away. Then he takes a nap on his favorite chair. I bet you wish you had a cat like Tiger. Write a short paragraph about an animal you know. Use a light green crayon to underline the pronouns you use. Answers: We, He, His, it, he, He, his, he, his, my, He, his, he, his, I, you, you 36 © Learning Resources, Inc. M ore : Lesson 5 Identifying Adjectives Find the Name Amazing Adjectives • Read the story below. • Use a red crayon to underline each adjective in the story. *Remember: Adjectives are words that describe or tell about nouns. Our Swing M ore : Write a short paragraph about your favorite plaything. Use adjectives to describe the item. Answers: huge, oak, old, wooden, beautiful, big, tree, gentle, brown, warm, wonderful © Learning Resources, Inc. In my backyard there is a huge oak tree. We have an old wooden swing hanging from that beautiful tree. The swing is attached with ropes that dangle down from the big branches. My friends and I love to take turns on the tree swing. When I go back and forth, I can feel the gentle breeze toss my brown hair. I feel the warm sun on my face, too. I don’t think I could ever get tired of swinging on my wonderful swing. 37 Lesson 6 Basic Sentence Patterns and Punctuation Name What’s My Pattern? Label Sentence 1. Read each sentence below. 2. Circle the pattern each sentence shows. 3. Add a period (.), an exclamation point (!), or a question mark (?) to end each sentence. 1. Mark swims N-V N-V-N N-V-ADJ 2. Patti writes books N-V N-V-N N-V-ADJ 3. Mary bakes cakes N-V N-V-N N-V-ADJ 4. Cake tastes great N-V N-V-N N-V-ADJ 5. Juan rides N-V N-V-N N-V-ADJ 6. Juan rides bikes N-V N-V-N N-V-ADJ 7. Bikes are fast N-V N-V-N N-V-ADJ 8. Dogs bark N-V N-V-N N-V-ADJ © Learning Resources, Inc. 38 Lesson 7 Adverbs Find the Name Adverb Action • Read the story below. • Use an orange crayon to underline each adverb in the story. *Remember: Adverbs are words that describe verbs by telling when, where, or how an action happens. Some adverbs end in ly. My Friend M ore : Pretend you are at camp. Write a short letter to your parents describing how you did the following activities: swam slept ran sang. Use adverbs in your description. Answers: very, quickly, high, fast, quite, well, first, carefully, fair © Learning Resources, Inc. My best friend is a great kid. His name is James. James is very talented. He runs quickly. He jumps high and bikes fast. James is also quite smart. In school, he reads well, and he finishes his math first. He also listens carefully, plays fair, and is funny. That’s why the secondbest thing about James is that he is a good friend. The best thing about James is that he is my brother. 39 Lesson 8 Identifying Conjunctions Find the Name What’s the Connection? • Read the story below. • Use a purple crayon to underline each conjunction in the story. *Remember: Conjunctions are words that join other words, phrases, or sentences together. Some conjunctions are: and, because, but, for, if, or, so, while, and yet. Spanish Club All the second and third graders in Miller Avenue School look forward to coming to Spanish Club each week. Katie and Francesca are in third grade. They were the first students to join Spanish Club, but certainly not the last. James and Kevin love to eat Spanish food so they joined the club, too. The children enjoy learning how to speak Spanish and learning about the culture. Mr. Green and Ms. Kelly are the Spanish Club teachers this year, but next year, Mr. Read and Mrs. Smith will lead Spanish Club. Write this sentence with four different endings. Each time use a different conjunction. I love to ride horses, and Answers: and, and, but, and, so, and, and, but, and 40 © Learning Resources, Inc. M ore : Lesson 9 Writing Compound Sentences Name Sentence Join-Up Join Simple • Read each set of simple sentences below. • Use a comma and a conjunction to join the two sentences into one compound sentence. *Remember: Conjunctions are words that join other words, phrases, or sentences together. Some conjunctions are: and, because, but, for, if, or, so, while, and yet. © Learning Resources, Inc. 1. The boy read a book. The girl did her homework. __________________________________________________ __________________________________________________ 2. The dog played. The bird ate. __________________________________________________ __________________________________________________ 3. The sun was hot. The wind was strong. __________________________________________________ __________________________________________________ 4. The sandwich was fresh. The apple was dry. __________________________________________________ __________________________________________________ 5. She was sick. He felt fine. ______________________________________ _____________________________________ n play The childre ndma walk while Gra s the dog . 41 Lesson 10 Identifying Prepositions & Prepositional Phrases Find the 1. Name Positively Prepositions • Read the story below. • Use a blue crayon to underline each preposition in the story. My Lost Socks One morning, I was getting ready for school, and I couldn’t find my socks. I looked under my bed, behind my dresser, and in my closet, but I could not find my socks. I looked all around the house. It was a mystery because my mother had just given me the socks. Finally, I asked my mother about my lost socks. She told me to look down at the floor. Sure enough! My socks were just where I left them—on my feet! Use the back of this page to illustrate these prepositional phrases. 1. in the box 2. on the chair 3. next to the slide Write a sentence about each picture using the prepositional phrase. Answers: for, under, behind, in, around, about, down, at, on 42 © Learning Resources, Inc. M ore : Lesson 11 Identifying Plural and Possessive Noun Forms Name Plural vs. Possessive Find the Plural • Read each sentence. • Use a green crayon to underline each plural s ending. • Use a pencil to add an apostrophe before the final s on each of the nouns that show possession. 1. Dads car broke down. 2. Mom cooked two soups. 3. Dads book was due at the library. 4. The computers plug was bent. 5. The seeds grew strong. Dads Dad’s 6. My great aunts cat ran away. 7. The tests were very tricky. 8. The dogs collar was © Learning Resources, Inc. bright green. M ore : Use the back of this page to write one sentence with a plural noun ending with s, and one sentence with a possessive noun ending with ‘s. 43 Lesson 12 Build Helping Verbs, Linking Verbs Name Helping Out • Read each sentence. • Write a helping verb in each blank space in sentences 1-10. • Use a yellow crayon to underline the linking verbs in sentences 11-15. *Remember: A helping verb helps the main verb express a different thought. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The boy _______ play. The girl ________ walking in the park. Mr. Smith ____________ planned the meeting. The girls __________ gone to the dance. The boys ____________ talk to the teacher. The baby __________ walk soon. She __________ eat a sandwich. He ___________ drive to the mall. Dad ___________ read the newspaper. The water _______________ boil on the stove. is 44 I feel happy. He was unhappy. The dog grew tired. The room looked shabby. The baby felt sleepy. are © Learning Resources, Inc. 11. 12. 13. 14. 15. Lesson 13 Add 1. 2. Name Punctuation & More • Read each sentence below. • Put punctuation marks in each sentence. • Use a pink crayon to underline each article. Hello May I take your coat I rode my bicycle to the store but it took an hour 3. Please dust the living room and put away your shirts socks and pants 4. 5. 6. Yes I got an A+ on my test 7. 8. 9. © Learning Resources, Inc. Interjections, Articles and More Punctuation 10. I rode to the doctor I rode home I just wanted to tell you as if you didn’t know that the lamp is broken Wow You were right He read the All About Ants article I wrote the book he wrote “ “ the poem , . ? ! , Here’s what you should do weed the garden feed the cat and water the plants 45 Lesson 14 Identifying Simple and Complex Sentences Label the Name Sentence Sleuth • Read each sentence below. • If the sentence is a simple sentence, place an S in the blank. • If the sentence is a complex sentence, place a C in the blank. 1. 2. 3. 4. 5. 6. 7. 8. The man ate the sandwich. ____ Because they were hungry, the fish quickly ate the fish food. ____ The car drove down the street. ____ Kelli bought a new bicycle because her old one was rusty. ____ Terrell was hungry so he stopped at the fast food restaurant. ____ simple The baby ate the applesauce. ____ If you want to be on time, we have to leave at ten. ____ The chair broke because the children jumped on it. ____ Use the back of this paper to write four complex sentences. In each sentence, use one of these conjunctions: because, if, so, and while. © Learning Resources, Inc. M ore : 46 complex Extra Practice Defining Parts of Speech Name Putting Together Parts of Speech © Learning Resources, Inc. Match-up • Read the parts of speech below. • Read the definitions. • Put the letter of the matching definition on the line. Noun ___ a. These words join other words, phrases, or sentences. Some of these words include: and, because, but, for, if, or, so, while, and yet. Verb ___ b. These words show strong feelings or emotions. Pronouns ___ c. These words sometimes name actions. Adjective ___ d. These words name people, places, or things. Adverb ___ e. These words help the main verb express a difference in time or mood. Conjunction ___ f. These words describe or tell about nouns. Preposition ___ g. These are words that show how two words or ideas in a sentence are connected to each other. Also, these can tell about objects’ places or positions. Articles ___ h. These include words such as a, an, and the. Interjection ___ i. These words take the place of nouns. Helping Verbs ___ j. These words are sometimes used to describe verbs by telling when, where, or how an action happens. 47 Extra Practice Defining Punctuation Name Punctuation Match-Up • Read the names of punctuation below. • Read the definitions. • Put the letter of the matching definition on the line. Period Question Mark ___ b. This mark is used at the end of a question. ___ Exclamation Point ___ c. This mark is a cross between a period and a comma. It can be used to separate two complete sentences. Comma ___ d. This mark is used at the end of a declarative sentence. Colon ___ e. These are used to set off words spoken by a speaker or quotations borrowed from a book or magazine. Semi-colon ___ f. This mark is used to show strong feelings after an interjection or after an exclamatory sentence. Quotation Marks g. This mark shows a sudden break in a sentence. ___ h. This mark can be used to show possession. Parentheses ___ i. These marks are placed around in a sentence to add extra information or to make an idea clearer. ___ j. This mark can be used to separate words in compound and complex sentences. © Learning Resources, Inc. Apostrophe ___ Dashes 48 a. This mark can be used to introduce a list.