Download Home Study Guide - JWoodsDistrict205

ENGLISH 1 LANG. EX. FINAL EXAM
Home Study Guide
ENGLISH I LANGUAGE EXPRESSIONS FINAL EXAM
2011
Adjectives - G
Adjectives modify nouns or pronouns by answering questions such as how many, what
kind, or which one. In the sentence "We have lived in five states," the word "five"
describes the word "states." Five is the adjective describing states, the noun.
Adjectives can be used to compare people or things. There are three degrees of
comparison: positive, comparative, and superlative.
A positive adjective describes one noun. Examples: strong, careful, happy, generous
A comparative adjective compares two nouns. Examples: stronger, more careful,
happier, more generous
A superlative adjective compare more than two nouns. Examples: strongest, most
careful, happiest, most generous.
Most one syllable adjectives form their comparative and superlative degrees by adding
"er" and "est" to the end of the word.
Some two-syllable adjectives form their comparative and superlative degrees by adding
"er" and "est," while others use "more" and "most."
Adjectives of more than two syllables form their comparative and superlative degrees by
using "more" and "most" or "less" and "least."
It is important for students to use adjectives in their positive and comparative forms.
Using a newspaper or magazine article of interest to the student, ask the student to circle
the nouns in the sentence and then underline the adjectives that modify (describe) them.
To review and reinforce adjectives used to compare, have students set up a chart of
comparative adjectives.
For example:
positive: dirty
comparative: dirtier
superlative: dirtiest
Now have the students use these adjectives in sentences of their own.
Adverbs - G
Adverbs modify (describe) verbs, adjectives, and other adverbs by answering questions
1
ENGLISH 1 LANG. EX. FINAL EXAM
2
such as how, when, where, why, how often. In the sentence, "The family ate their dinner
quickly," the word "quickly" describes how the family ate; "quickly" is the adverb.
Many adverbs are used to make comparisons. The three degrees of comparison are:
positive, comparative, and superlative.
A positive adverb describes one thing. Examples: fast, slowly
A comparative adverb compares two things. Examples: faster, more slowly
A superlative adverb compares more than two things. Examples: fastest, most slowly
Most one-syllable adverbs form their comparative and superlative forms by adding "er"
and "est."
Adverbs of more than one syllable usually form the comparative and superlative forms by
using "more" and "most."
It is important for students to understand both adverbs and how they are used to make
comparisons. Have students make a list of words that answer/describe how, when,
where, how often, or how much.
For example: quickly, later, repeatedly, generously
Have the students use these words in sentences of their own. They can self-check to
make sure the words describe verbs, adjectives, or other adverbs.
Next, have the students use one of their adverbs in three different comparative sentences.
Example:
Mark arrived late.
Mark arrived later than Benjamin.
Mark was the latest to arrive at the party.
Fragment/Run-On Sentences - F
A sentence is a group of words that expresses a complete thought.
A fragment is an incomplete sentence that cannot stand alone because it conveys partial
meaning. For example, "A movie about kids" or "likes fun music" are fragments.
A run-on sentence is a sentence that contains too much information. "My dad baked a
cake it tasted great without frosting" is a run-on sentence.
Review the student's writing, and discuss which sentences are complete and which aren't.
Create a list of the student's sentence fragments, and work with the student to rewrite
each one. The following is an example:
Fragment: Last night cold
ENGLISH 1 LANG. EX. FINAL EXAM
3
Run-on: Last night it was cold and we went to the beach and we wore sweaters.
Correct: Last night it was very cold. We went to the beach and had to wear
sweaters.
Modifiers - C
Modifiers give additional information about nouns, pronouns, and verbs. Modifiers are
adjectives, adverbs, and phrases that help to describe what has been seen and heard.
The underlined words in the following sentences are modifiers:
" I enjoy eating broiled fish," and "The boy played the drums loudly.
When using modifiers, place words, phrases, or clauses as close as possible to the words
they describe. Failure to do so often results in a misplaced modifier. When this happens, a
sentence will sometimes mean something that was not intended.
Example: "My sister told me her plans to get married while we were babysitting." (It
sounds like she will be getting married while babysitting.) The correct placement of the
modifier would be: "While we were babysitting, my sister told me her plans to get
married."
Make students aware of misplaced modifiers by asking them to create sentences
containing a modifier (a phrase or word). If the sentence isn't correct, remind them to
think about the placement of the modifier. It should be placed as close as possible to the
word it's describing.
Dangling modifiers are words, phrases, or clauses that begin a sentence and are set off by
commas. However, they modify the wrong word.
Example: "While talking on the phone, the potatoes boiled over." (Were the potatoes
talking on the phone?)
It is important for students to learn the correct placement for modifiers. You can make a
fun activity out of this for students. Using one of the examples, challenge students to
create five such sentences, containing misplaced modifiers. Then have them correct the
sentences by moving the modifiers.
Pronouns - F
A pronoun is a word used in place of a noun or another pronoun.
1. Donna went for a walk.
2. She went for a walk.
In the second sentence, she is a pronoun that takes the place of the noun Donna.
ENGLISH 1 LANG. EX. FINAL EXAM
4
The antecedent of a pronoun is a noun or another pronoun for which the pronoun stands.
For example, in "Bob is late, but he is ready to work," the personal pronoun is "he" and
the antecedent is "Bob."
There are several types of pronouns.
Personal pronouns refer to specific persons or things. For example, in "Karen at pizza.
She was hungry," the word "she" is a personal pronoun that refers to "Karen."
Reflexive pronouns are personal pronouns that have "-self" or "-selves" added to the
end. In the sentence, "Bob finished the homework himself," the reflexive pronoun is
"himself."
Indefinite pronouns are pronouns that do not refer to a specific person or thing.
Someone, anybody, and, everyone are indefinite pronouns. For example, in "Someone
stole my wallet!", the word "someone" is the indefinite pronoun.
A demonstrative pronoun is used to single out one or more nouns referred to in the
sentence. This, that, these, and those are demonstrative pronouns. For example, in
"These potato chips are salty," the word "these" is a demonstrative pronoun.
Interrogative pronouns are used to ask a question. Who, whom, and which are
interrogative pronouns. For example, in "Which shoes are mine?", the word "which" is
an interrogative pronoun.
Possessive pronouns are used to show ownership, but they never have an apostrophe.
Ours, his, their, and her are possessive pronouns. For example, in "Those are his
pencils," the word "his" is a possessive pronoun.
Share the following lists of subject and object pronouns with students.
Performer/Subject Pronouns: I, you, he she, it, we, they, who
Pronouns that receive action: me, you, him, her, it, us, them, whom
Write several sentences leaving blanks for the pronouns. Ask students to supply the
correct pronoun by looking at the position of the pronoun in relation to the verb. Usually,
pronouns that come before the verb will be subjects (or performers), and pronouns that
appear after the verb will be objects.
Have students practice matching antecedents with indefinite pronouns, focusing on
whether they are singular or plural by writing several sentences like the one below.
Leave out either the antecedent or the pronoun and ask them to "plug in" a correct word.
Example:
The dogs are eating their dinner quickly because they played outside all day.
Ask, "is the antecedent singular or plural?" Answer: plural
"So what will the pronoun have to be?" Answer: plural
ENGLISH 1 LANG. EX. FINAL EXAM
5
Subject-Verb Agreement - E
When the subject (the person place or thing in a sentence) matches the verb (the action of
a sentence) in number, the subject and verb are in agreement. If the subject is singular,
then the verb must also be singular. Likewise, if the subject is plural, then the verb must
also be plural.
Example: "He wants to go."
The subject (he) is singular. The verb (wants) is singular.
Example: "They want to go."
The subject (they) is plural. The verb (want) is plural.
Here is a sentence in which the subject and verb don't agree:
"We loves to run on the beach."
It is incorrect because the subject (we) is plural, but the verb is singular (loves).
Create sentences in which students must "plug in" both the subject and verb. By doing so,
they will realize the connection, that singular subjects require singular verbs, and plural
subjects require plural verbs. After students become confident, try creating sentences that
contain a phrase after the subject to make the exercise more challenging.
Example: Every day __________
____________ to school.
If the sentence has a plural subject, they must be sure that the verb is plural.
"Every day Jacob's mom and dad drive him to school." Plural subject (mom and dad),
plural verb (drive).
If the sentence has a singular subject, they must be sure that the verb is singular.
"Every day Juanita drives to school." Singular subject (Juanita), singular verb (drives).
Subordinate Clause/Conjunction
A subordinate clause cannot stand alone as a sentence and does not express a complete
thought.
Example:
I slammed the phone down on the receiver because I was angry.
"Because I was angry," is a subordinate clause. It cannot stand alone as a sentence.
Some clauses are introduced by subordinating conjunctions. A subordinating conjunction
relates the clause to the word or words it modifies.
In the above example, the word "because" is a subordinating conjunction.
ENGLISH 1 LANG. EX. FINAL EXAM
6
Have the student make different "flash cards" that he or she can combine to make
complete sentences with subordinate clauses. They can write a short complete sentence
on one card. On another they can write a subordinating conjunction. On a third card they
can write a subordinate clause. They can then combine the cards into different sentences
and better understand how the three different aspects work together.
Here are some ideas to get you started:
Short sentences:
Mary went to the store.
Pat stayed at home.
The turtle swam through the ocean.
Subordinating conjunctions:
after
until
before
Subordinating clauses:
her early morning run
laying her eggs on the beach
he felt better
Verb Tense - D
A verb expresses an action that may or may not be visible. In "Samantha pushed the
bike," "pushed" is a visible action verb. "Pushing" is something that can be observed. In
"Samantha needed a new bike," "needed" is the verb, but it expresses an invisible action.
Verb tense demonstrates the time of the action indicated in a sentence. Verb tense
indicates that an action has happened (past tense), is happening (present tense), or will
happen (future tense). For example, "run" is present tense, past tense is "ran," and future
tense is "will run."
It will be helpful to students if you give them the list of verbs below and ask them to
write all seven tenses of the verbs in a chart. Then have students put each verb tense in a
separate sentence.
Verbs: walk, act, work, fish, laugh, listen, sneeze
Example:
Present: walks, She walks to my house.
Past: walked, She walked to my house.
Future: will walk, She will walk to my house tomorrow.
Present perfect: has walked, She has walked to my house in the past.
Past perfect: had walked, She had walked to my house in the rain.
ENGLISH 1 LANG. EX. FINAL EXAM
7
Future perfect: will have walked, She will have walked to my house eight times.
Present perfect progressive: will have been walking, She will have been walking for three
miles when she arrives at my house.
Consonants - C
Spelling is based on the vocabulary commonly used in this grade level.
Some consonants can make more than one sound.
For instance, the letters s, g, and c can make a soft or hard sound.
The words space, gentle, and city have soft consonant sounds, while the words busy,
gone, and cabin have hard consonant sounds.
Some words contain silent consonants (such as lamb), while others have double
consonants (like worry).
In such cases, when words can't be spelled phonetically, students will simply have to
practice spelling the words.
To improve students' spelling, as well as increase vocabulary, choose ten words a week to
focus on. It is more meaningful if the words have something in common. For instance,
one week you might choose words that have "ful" endings. Another week you might
select words that are all related to careers.
Create a chart similar to the one below and ask students to complete it, being sure to use a
dictionary for the definitions. A thesaurus can also be consulted to find different
synonyms.
Spelling three times: different, different, different
Definition: Something that is unlike other things.
2 synonyms: strange, odd
Teachers will usually provide appropriate words if you ask, and spelling resource books
found in school supply stores are also beneficial. Most libraries contain spelling reference
books as well.
A list of words that can be used for this exercise contains the following words that
contain double consonants.
different
excellent
impeccable
necessity
sheriff
tobacco
illicit
ENGLISH 1 LANG. EX. FINAL EXAM
8
permitted
guerilla
occurrence
Give a home spelling test at the end of the week, asking students to spell each word
correctly and list a synonym for each.
Proofreading (Spelling) - C
Proofreading should be done to identify spelling, grammatical, punctuation, and
capitalization errors.
Spelling errors are the focus of this lesson, and the words are based on vocabulary
commonly used in this grade level.
Write a paragraph in which each sentence contains a spelling error. Using the students'
weekly spelling words can reinforce their preparation for their spelling test. Instruct
students to identify and correct the errors.
To improve students' spelling, as well as increase vocabulary, choose ten words a week to
focus on. It is more meaningful if the words have something in common. For instance,
one week you might choose words that have "ful" endings. Another week you might
select words that are all related to transportation. Have students write down one of the
words on the front side of an index card and the definition and a sentence using the word
in context on the other side. Review these throughout the week. This can be done while in
the car on the way to an appointment, at home while watching television during
commercials, or any other time when you have a few extra minutes.
Teachers will usually provide appropriate words if you ask, and spelling resource books
found in school supply stores are also beneficial. Most libraries contain spelling reference
books as well.
Spelling - F
Spelling is based on the vocabulary commonly used in this grade level.
One successful method of learning to spell a word is by using the word in context.
Another is to write the word several times. Choose a list of words with a common theme.
(Adjectives, or words that describe, would be an example of a common theme.)
Ask students to write each word five times and then write the definition next to each
word. Encourage students to use a dictionary for this exercise. Instruct students to write a
fictitious adventure story as if they were the main character.
An example of a word list that could be used for this exercise includes the following
words:
ENGLISH 1 LANG. EX. FINAL EXAM
9
tenacious
harmonious
unconscious
ferocious
infectious
conscientious
glorious
spacious
precarious
furious
These words are all adjectives and possess the same ending.
After students have completed their stories they can share them aloud. Remember to then
proofread the story for spelling, grammatical, context, or punctuation errors.
Teachers will usually provide appropriate words if you ask, and spelling resource books
found in school supply stores are also beneficial. Most libraries contain spelling reference
books as well.
Vowels: Long/Short - C
Spelling is based on the vocabulary commonly used in this grade level.
A common pattern for words with long vowel long sounds is vowel, consonant, vowel.
For example, words that end with the letter e.
Examples include the words: "stove", "came", and "hive".
Another common pattern for long vowel sounds are words with two vowels in a row.
Examples include the words: beamm, pain, and seem.
A common pattern for short vowel sounds is a consonant followed by a
vowel.
Examples include the words "kept", "win", and "brim".
One successful method of learning to spell a word is by using the word in context.
Another is to write the word several times. Choose a list of words with a common theme.
(Words containing long a sounds, for example.)
Create a chart like the one below and ask the student to write each word three times.
Spelling word: disgrace, disgrace, disgrace
Then encourage the student to use the word in a sentence of his or her own.
Sentence: The man's rude behavior toward the ladies was a disgrace.
Follow this pattern with different lists of words. You can create your own list, or ask the
student's teacher for words the student should know.
ENGLISH 1 LANG. EX. FINAL EXAM
10
The following are ideas for lists with different vowel sounds:
Words that end with a silent e and have a long vowel sound: amaze, emote, and smite
Words containing "igh" and make a long i sound: light, night, and frighten
Words containing "dge" will usually have a short vowel sound: judge, edge, and nudge
Analogies - E
An analogy is an expression of a relationship. It is a statement in which the relationship
between two things is compared to the relationship of two others.
An example of an analogy is, "Sock is to foot as glove is to hand."
In this analogy, a sock covers a foot like a glove covers a hand.
This same analogy can also be written as, SOCK:FOOT::glove:hand.
There are several common types of analogies.
Synonyms and antonyms are usually the easiest because there is an obvious similarity or
contrast.
For example, HOT:COLD::wet:dry
An object and what it is used for is another common type of analogy.
For example, RAKE:LEAVES::shovel:dirt
In a cause and effect analogy, one thing causes another to happen.
For example, RAIN:FLOOD::snow:avalanche
In a part and whole analogy, one thing is a part of another.
For example, MINUTE:HOUR::inch:foot
Some analogies show relative degrees of the same thing. They tend to be more difficult
because they are less obvious than other types, such as antonyms and synonyms.
For example, BRIGHT:LUMINOUS::shine:sparkle
You can find SAT preparation books that contain analogies at any public library or at
bookstores if you'd like to buy a copy. School and teacher resource stores also carry
books of analogies at various levels from primary to secondary.
If you check a book out of the library, allow the student to complete several exercises
from the book on notebook paper. Begin with some of the simpler categories and
progress to the more challenging types of analogies. Eventually, the student should be
given the opportunity to complete analogies from a mixed group containing several
different types.
When you go over the correct answers together, it is important for that the student
understand why the correct answer is the best choice.
ENGLISH 1 LANG. EX. FINAL EXAM
11
Antonyms - H
An antonym is a word that means the opposite of a given word. For instance, an antonym
for the word "hot" is "cold."
A synonym is a word that has a similar meaning to a given word. For example, "quiet" is
a synonym for the word "silent."
An effective method of learning antonyms is by creating a chart similar to the one below.
After students complete the chart, they should study the words, their definitions, and their
antonyms.
Spelling word: inanimate
Definition: Something that is not living.
Antonym: alive
At the end of the week you can create a matching quiz. For instance:
Directions: Match the words to their correct antonyms.
1. buoyant
2. talkative
3. sanitary
A. quiet
B. dirty
C. sinking
Teachers will usually provide appropriate words if you ask, and spelling resource books
found in school supply stores are also beneficial. Most libraries contain spelling reference
books as well. Using words that have a common theme can be helpful to the students.
Context for Word Meaning - G
The student needs to understand how to use the context of a given sentence to determine
the meaning of a specified word. In other words, the sentence provides clues to the
definition of the word.
Choose a list of words with a common theme. (Words containing the "tion" suffix would
be one example.)
Write a sentence for each of the words. Underline the word you are targeting. Ask
students to write down a synonym (word with a similar meaning) for the word by using
context clues in the sentence.
Here is a list of words that could be used includes words with the suffix "ion" or "ious":
ENGLISH 1 LANG. EX. FINAL EXAM
12
infraction
derivation
repetition
recitation
revolution
civilization
infectious
harmonious
conscientious
tenacious
Teachers will usually provide appropriate words if you ask, and spelling resource books
found in school supply stores are also beneficial. Most libraries contain spelling reference
books as well.
Homonyms - H
A homonym is a word with the same pronunciation and spelling as another word, but
with a different meaning.
The word "succeed" is one example of a homonym.
In the sentence, "My brother will succeed in business because he works hard," the word
"succeed" means "to accomplish something."
In the sentence, "The vice president will succeed the president after his second term," the
word "succeed" means "to follow."
Stress to students that the meaning of a homonym will be determined by its use, or
context, in a sentence.
Provide students with a list of homonyms. Teachers can often suggest such lists from
spelling books, or even textbooks. You can also find resource books at teacher supply
stores.
Instruct students to look up each word in the dictionary and write down both definitions.
If students create a chart similar to the one below, they can fold it horizontally into 3
sections, to quiz themselves on the different meanings.
Homonym: Appreciate
1st definition: to increase in value
2nd definition: to be thankful for; feel grateful
To test their knowledge at the end of the week, read each word aloud and ask them to
write a synonym for both definitions. A synonym is a word that has a similar meaning.
For example:
ENGLISH 1 LANG. EX. FINAL EXAM
13
Read the homonym, "appreciate."
Students should then write the synonyms 1. increase 2. grateful
Read the homonym, "tax."
Students should then write the synonyms 1. required payment 2. burden
Homophones - F
A homophone is a word with the same pronunciation as another, but with a different
meaning and possibly a different spelling. For example, the words "dye" and "die" are
homophones.
It may be helpful to develop a tutoring program that will increase the student's spelling
and memorization skills. Offer the student some examples of homophones that are used
everyday, such as "one" and "won." This may involve flash cards or "spelling bees" that
include spelling words common to this grade level. Further, when using homophones in
speech, stop to discuss how the word would be spelled in a specific context.
Multiple Meaning Words - A
Many words in the English language can be confusing because they have more than one
meaning. These words are spelled exactly the same. Sometimes, but not always, their
pronunciations will differ depending on which syllable is stressed. Often, they are
different parts of speech.
An example of such a word is "conduct." Notice the two different meanings in the
sentences that follow.
"The boy's conduct while his parents were in the classroom was shocking."
"My mother reminded me to conduct myself in a responsible manner."
In the first sentence, the word "conduct" is phonetically spelled "KONdukt", with the
emphasis on the first syllable. The meaning of the word "conduct" in the first sentence is
"behavior." In the first sentence it is used as a noun.
In the second sentence, the word "conduct" is phonetically spelled "kunDUKT", with the
emphasis on the second syllable. The meaning of the word "conduct" in the second
sentence is "to behave or manage oneself." In the second sentence it is used as a verb.
In order to decide which meaning a word has, you must look at how it is used in the
sentence, also called its context in the sentence.
One way to help students recognize the different uses of multiple meaning words is to
provide them with a list of words that have multiple meanings. Using a dictionary, have
them write a definition for each use of the word on a chart similar to the one below.
Using the words in sentences will also help them remember the different meanings.
ENGLISH 1 LANG. EX. FINAL EXAM
14
After giving them the week to learn the different meanings, write a sentence for each
spelling word. Ask them to write the correct definition of the word below the sentence,
using the context of the sentence to help them decide.
Multiple Meaning Word: Promote
1st Definition: To advance
2nd Definition: To encourage
Teachers will usually provide appropriate words if you ask, and spelling resource books
found in school supply stores are also beneficial. Most libraries contain spelling reference
books as well.
Sentence Completion - B
Sentence completion involves two skills: vocabulary and context usage.
The advantage of reading a word in the context of a sentence is that you can use other
words in the sentence as clues to an unfamiliar word's meaning.
For example, when reading the sentence, "My brother is quite loquacious, in contrast to
my sister who is not very talkative," the clue word "contrast" hints that loquacious means
the opposite of "not talkative."
If a student is not sure of a word's meaning, have the student try to eliminate the answer
choices that he or she does not recognize. In the above sentence, he or she would know
that you could rule out anything that didn't mean "talkative." Sometimes, process of
elimination might be the only way to find the correct answer.
Students should try each of the four answer choices in the sentence before making a
decision. Remind the student to always use the clue words, or context.
You can ask the student's teacher for an appropriate list of vocabulary words, or you can
find SAT vocabulary books in your local library or bookstore.
Focus on ten words a week. Try and use a list of words with a common theme.
Descriptive words, or adjectives would be one example.
The student should first write down a definition for each word and then use each word in
a sentence. Give the student a week to learn the words and their meanings.
Create a paragraph whose sentences have missing words.
Instruct the student to complete the sentences by supplying words from the list. Remind
him or her to use the context of the sentences as clues.
It might help the student when studying the words and their meanings to create a chart
similar to the one below.
ENGLISH 1 LANG. EX. FINAL EXAM
15
Vocabulary Word: Placid
Definition: Pleasantly calm or peaceful.
Sentence containing the word: My dog is so placid that people often wonder if he
is breathing.
Synonyms - H
Synonyms are words that have similar meanings to other words. Examples of synonyms
include:
placid - calm
hyperbole - exaggeration
augment - enlarge
concur - agree
Notice that the synonym pairs above all have similar meanings and come from the same
part of speech. "Placid and calm" are both adjectives, while "augment and enlarge" are
both verbs.
When a student is reading a passage, one way to see if a word is a synonym for another
word is to replace the word in the passage with it. For example, in the sentence, "The lake
was so placid that it looked like glass," if you replace the word "placid" with the word
"calm," you would find that it "fits." Both words are adjectives.
You can ask your child's teacher for an appropriate list of vocabulary words, or you can
find SAT vocabulary books in your local library or bookstore that will contain
appropriate vocabulary and synonyms.
Focus on ten words per week. Try to use a list of words with a common theme. Verbs, or
action words would be one example.
In order to correctly identify a synonym for a word, a student must understand the
meaning of the original word.
Have your child create a chart similar to the one below.
Encourage him to study the words, definitions, and synonyms throughout the week. At
the end of the week, ask the student to write a story or paragraph made up of sentences
containing synonyms for the original words on the list. For example, if one of the list
words is "juvenile," in the story, the student might substitute the word "immature."
Remind your child that the word and its synonym must be from the same part of speech.
Vocabulary Word: Docile
Definition: readily trained or teachable
Synonyms (at least 2): manageable, obedient